On the Use of Technology as an Enhancement Tool in Teaching-Learning
Report
on the role of technology: When I first started in 2002, the use
of technology for teachers meant using Excel spreadsheets to input student marks,
email access for teachers to do administrative work and to provide feedback to parents.
In the classroom, it meant using over-head projectors (OHPs). There was no
wireless yet, so we had to plug in the computer into the port for Internet access.
I used the technology very infrequently because the technology was unreliable, it
was time-consuming to set it up and technology had very few applications then
for the subject.
At
present, 2013/2014: The wireless system is very efficient. The
teacher just needs to connect the projector to the laptop and lessons could be
screened. Many teachers use Powerpoint in lessons with links to Youtube videos
at appropriate times. The use of videos is usually subject-specific. In
Literature, teachers would usually show snippets of the play to elicit student
discussion.
Analysis
of enhancement of teaching-learning: While there has not been a
formal study in my context, generally teachers note that students are able to
grasp content faster especially in Literature in general and Shakespeare in particular (D. Martens,
personal communication, April 12, 2014). However, there is still an interplay
between learning from and learning with computers.
The role of the teacher as facilitator to the lesson is still essential. Some
effort has been put in for students to learn with computers (e.g. e-learning
day activities) by incorporating formative assessments. Some teachers see this
as worthwhile while others question this approach as summative assessment
requires very different skill sets.
An interesting experiment conducted by Sugata Mitra on how children learn from technology
Parents
and students: As schemes of work are published online (http://sji.edu.sg/subpage.php?id=306),
with the aim of promoting self-directed learning. Also, students have
foreknowledge of what the teacher will covering for a particular lesson.
However data on its efficacy on students is not known.
Parents tend to monitor this
information closely. Sometimes, lesson-sequencing is reorganised and/or the teacher
judges it fitting to re-teach certain lessons. There sometimes can be queries
from parents asking why lessons do not follow the published schedule. This
might be symptomatic of parents questioning the judgement of teachers in
assessing the pace of a particular class. Parents’ queries can be sometimes unpleasant.
For further consideration
What impacts does the role
of present and future technology in education have on NARCMO (O'Neill, 1979)
and on other stakeholders (parents, owners etc)? How much is apportioned in
budgets for the development and upkeep of technology within the physical learning
environment? Has there been any research into the direct correlation of
positive student outcomes with digital technology used in education, bearing in
mind that much of present summative assessment systems are paper-pen exercises?
Links:
Use of IT in school promotion
Reference
O'Neill, J. (1979). Accountability as an individual mission. (Unpublished Doctoral thesis). Columbia University, USA.
St. Joseph’s Institution.
(2009). Subject outlines & assessment. Retrieved from http://sji.edu.sg/subpage.php?id=306
Thanks Jason for your good reflection. Yes, really technology does do wonders at times in teaching- learning environment. I agree with you that sometimes parents' queries are unpleasant. I have also experienced the same thing in my professional context. Sometimes they question why the teacher has not completed the chapter, why the teacher has prolonged the chapter and so forth. They do not realize that within the four walls of the classroom and a given specific time frame the teacher has much to accomplish.Thanks once again.
ReplyDeleteparent unnecessary concern about technology could be minimized by organizing awareness programs...
ReplyDeleteI am absolutely agree with your statement that parents’ queries can be sometimes unpleasant. Sometimes their queries make educators demotivated and it sometimes being an obstacle for the entire planning of the institution. in this condition,good leaders needed to play their role to pleasant both sides educators and parents as well. Talking about technology, i also have the same thought, that the role of the teacher as facilitator to the lesson is still essential. We cannot just let students to using technology without guidance as pedagogical is the main part of the learning process.
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