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| Author: Prince Foday |
Explaining how ICT is used to support learning through the curriculum and when this can happen
Information and Communication Technology (ICT) is used within a setting to support learning, and it is utilised as a complementary resource for activities in the classroom and building important skills. The types of ICT used in supporting learning are the internet; translation software; Microsoft word processing software; communication; presentation software; immersive games; Cameras and Video, iPads and whiteboards; and other software and apps.
The internet is used to research topics and search for relevant text within the curriculum. It is important for the exploration of images, sound, video, graphs and charts, maps and other information pertinent to learners.
Translation software is utilised to support learners to be able to underline or highlight a text and find its meaning. The approach is used by asking students to guess the meaning of a word and then leaving them to check for the correct meaning.
Students are sometimes given classwork that requires using Microsoft Word. The software enables learners to do write-ups. Microsoft Word supports students insert images and shapes. It is additionally helpful to them for spell-checking grammar, translation, etc.
ICT is used in a learning setting for communication purposes. Learners have emails that can be used to present class work. Lessons can also be delivered through Teams. The Microsoft Teams can be used whenever there is a class shutdown as a result of increasing COVID cases. It can further be used for students with specific forms of disability.
Learners must be encouraged in the classroom to use presentation software like PowerPoint for group discussions. PowerPoint presentation helps students to build confidence in speaking.
Immersive games are utilised to unify learners across the curriculum. Games such as ‘Amerzone’ and ‘Room 2’ have a rich mystery-based storyline, with many textual materials like journals, codes and letters. The game encourages learners to interact with texts to expose clues to solving puzzles and give stories about events that relate to the puzzle.
Camera and video are used for making film or during art projects. Students in my classroom were recently asked to take a photo of them and draw their portraits. The school iPad was used for taking their pictures.
Interactive whiteboards in the classroom can be used to write down thoughts, explain ideas and encourage group problem-solving. The interactive whiteboard is a form of a smart board that enables the teacher to show images on a large screen affixed on the classroom wall from a computer through a projector.
Describing how to encourage pupils to use ICT to solve problems, work collaboratively and find out information, including details of how to analyse learners' responses to ICT to make sure the programmes and materials they use match their needs.
Children and young people in a classroom should be encouraged to use ICT through digital citizenship education, the establishment of explicit guidelines, providing the platform for responsible ICT use, promoting critical thinking, encouraging collaboration, discussing online safety, appropriate monitoring and supervision, encouraging reflection and celebrating responsible ICT use.
Digital citizenship education is incorporated into the curriculum to sensitise students about the ethical use of digital resources, privacy, security cyberbullying and responsible online behaviour.
Explicit guidelines should be established for the use of ICT in the classroom. There should be an outline of acceptable technology policies, consequences for irresponsible use and established guidelines for online communication.
Teachers should provide a platform for responsible ICT use by being role models to students in their engagement with technology. Learners must be taught about engaging in constructive online communication, showing respect for the digital property of others and critically assessing online information.
Teachers should encourage critical thinking by educating learners to evaluate online information and be able to differentiate between credible sources and misinformation. CARP test can be used for verifying information.
Learners must be encouraged to collaborate or work as a team in the use of ICT tools. Emphasis has to be made on the significance of teamwork, respectable communication and constructive feedback.
Children must be educated on online safety practices by encouraging them to avoid sharing personal information, identify and report to an adult on online threats, and password-protecting their digital gadgets or communication.
Pupils' online activities must be monitored and there is the need to provide support where necessary. There must be constant monitoring of their online activities and it is the right step to always intervene whenever there is a notice of misuse or inappropriate behaviour.
Children and young people must be encouraged to reflect on their online activities and digital footprint. They should be supported to understand the significance of good digital citizenship and there is the need to build a platform for them to deliberate on the impact of their online behaviour.
Learners should be acknowledged and praised for showcasing responsible ICT use. Furthermore, it is great to identify the right example of ethical online behaviour and stress the need for them to follow positive or acceptable online behaviour.
It significant to determine the needs of each student and find the right resources to engage them. To do that there is a need to know the teaching resources selection checklist, and state and territory education authority guidelines, asks the teacher-librarian, think outside the box for subjects-specific tools, use data for resource selection and follow official guidelines.
There is the need to assess teaching resources checklist by considering whether it is linked to the national curriculum, breaches copyright, challenges the students ability at the right level, and complies with school processes and the education department. Other factors that must be considered are whether it is representative of a wider range of views, not controversial and promotes inclusivity.
Learning resources from the education authorities’ website and some departments have helpful established guidelines. Department of Education, NPCSS, etc., have websites that are used to get appropriate resources for learners.
The teacher-librarian is a source of valuable information for learning. Schools have teacher-librarian who has an in-depth understanding of the national curriculum, the skills and content requirements of each subject area, and a strong knowledge of available resources. Department for Digital, Culture, Media & Sport has a useful tool for developing, selecting and using a broad range of resources, including ICT, and that is beneficial to learning.
It is an exemplary practice to think outside the box by gathering resources from subject-specific tools, say subject area specialists. Mathematics, English, ICT, etc., have specialist sites to explore for learning resources.
Schools have a wide range of assessment tools to use and that is tailor-made to subject-specific needs. Education Horizon is a reliable assessment tool that informs the teacher about students' learning journey. Teachers must be keen on assessing the capability of each learner and continue to challenge them with the right learning activities. The national curriculum must be strictly followed and trusted sites should be used in the delivery of learning.
The approach to teaching must follows official guidelines and that is provided by the education authorities through available links. Besides, schools have an approach to learning resources that takes into cognisance factors such as the duty of care to protect learners from abusive material and further involves the concerns of parents and the caregiver community.
References
The Bell Foundation (2024) Great ideas: Using ICT. Available at: https://www.bell-foundation.org.uk/resources/great-ideas/using-ict/ (Accessed 4 May 2024)
Bartlett, C.(2011) Business: The Ultimate Resources. 2nd Edn. London: A&C Black Publishers Ltd.
Curson, L.B and Tummons, J. ( 2013) Teaching in Further Education: An illustration of Principles and Practices. 7th Edn. London: Bloomsbury Publisher PLC.
Teacher How (2024) How to Encourage Students to use Technology Responsibly in Class. Available at: https://teacherhow.com/how-to-encourage-students-to-use-technology-responsibly-in-class/#google_vignette (Accessed 16 May 2024)
Fisher, R. (2005) Teaching for thinking: across the curriculum. 2nd Edn. United Kingdom: Stanley Thornes Publishers Ltd.
Department for Digital, Culture, Media & Sport (2017) Libraries Shaping the future: good practice toolkit. Available at: https://www.gov.uk/government/publications/libraries-shaping-the-future-good-practice-toolkit/libraries-shaping-the-future-good-practice-toolkit (Accessed 29 May 2024)
Education Horizon (2023) Student Performance Tracking Software. Available at: https://educationhorizons.com/solutions/engage/student-performance-tracking-software/ (Accessed 10 May 2024)
Fulton, D. (2012) Placing Students at the Heart of Creative Learning. Great Britain: TJ International Ltd
Author:
Prince Foday
Educationist, Economist and Professional Freelance Journalism
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