Reflections on Computer Literacy and the Integrated Approach

As an IT teacher, I constantly reflect on the IT syllabus and its value to my form 5 students. I encourage most of them to pursue IT or Computer Science at a tertiary level because that is where the value of the IT syllabus from secondary school can be derived.

Many times, students are sent to the IT lab to complete projects for their respective classes and it is assumed by the teachers that the students possess the skills to get their projects done. However, in my experience, the  students encounter many difficulties in using various applications relative to the task they are expected to complete. Most times, the IT teachers who are present in the lab will offer assistance to the students with their projects.

Currently, in my school, computer literacy is characterized by its traditional meaning. The focus is on the technical aspect and even when some context is used, it is not authentic and does not provide the students with meaningful scenarios. The assumption that a student can use a word processing program to complete a task for a particular subject without prior training seems to be the prevalent.

The integrated approach maintains that students learn using the technology. It enables a cross use of computer skills in different subject areas using realistic and meaningful context that supports students learning.

It becomes necessary therefore that students be provided with the necessary support structures to facilitate such learning. Schools need to be equipped with the appropriate technology. Teachers also need to be provided with both professional and technical support.

Reflections on Vygotsky's concept and Dr. Mitra's experiment

Vygotsky's concepts of schooled and scientific learning allows one to appreciate the different ways we can learn. In so doing, it allows us as teachers to make meaningful use of the knowledge that students already posses and create the necessary bridge to teach them the knowledge that we know, in hopes of allowing them to create and develop a new platform of knowledge and skills altogether. I compare this to climbing a step where a link from the previous step is needed to get to  the next in hopes of getting higher.

His notion of making learning  realistic and meaningful is one that our education system has been trying to promote vigorously in more recent times. Teachers have struggled with this using traditional means, however ICT in schools provides a whole new avenue and framework where this notion can be applied, tested and modified. On this pillar alone, ICT use in schools seems to be a must. The possibilities are quite endless in providing a rich real life context for learning to take place.

Dr. Mitra's experiment was quite intriguing. I am quite fascinated by the fact that no mention was made of destruction to the computers. Her experiments although limited to India, showed the profound impact computers are having on children when supervision is minimal. The learning that is taking place without a teacher talking constantly or forcing students to listen is quite astounding. Yet it should not be that surprising, as children seem to be fascinated with technology.

I think the interface that is used really accommodates and supports the children's learning. As mentioned in my group post, it is simple, the patterns are similar, layout, language and design are consistent, there is feedback and it allows the user to feel empowered. This is key in understanding the effect computers have on children. It guides them and provides support. If teachers were taught to effectively integrate ICT in their subject area, providing the right tools and amount of supervision needed to students, the gains to be derived can be tremendous.

Reflections on Learner's Charter and Collaborative Exercise (A Connecting Activity)

I enjoyed using Mindmeister and creating the Learner's Charter. It was truly a refreshing experience. It allowed for multiple users to give their ideas about a topic and respond in real time. Ideas could be connected and expanded on, facilitating the ultimate brain storming activity. Alot of important ideas were up for discussion and it was interesting to see the different spins members had on the same topic. I particularly liked that the range of ideas encompassed teachers, students, support, integration, politics, access and such. This range allowed for a comprehensive view of ICT in schools.

In terms of the Collaborative document, it seemed to lack a sort of coherent flow. Ideas seemed random and scattered although generated from the learner's charter. It seemed to be just another way of expressing ideas as was done with the learner's charter. I thought it may have been more prudent if we used different themes  under the topics and discussed those in a logical manner. It may have added more cohesiveness to the document. However I understand its purpose and I also see its tremendous potential in creating a meaningful document of ideas in real time.