This page aims to show you a few more ICT tools that could be used within the classroom context. When ICT tools are used well they can help in holding students attention, keep them on task and increase their ICT skills.
Here's a link to a mind map I created, yet another online resource that students love to use in the classroom, using Mind Meister.
ICTs can be very beneficial as seen throughout this website, however sometimes teachers simply replace an old way of doing, with a digital tool. For example often schools and government spend thousands of dollars buying and setting up new technology's and then basing the students learning outcomes around the new technology's. This idea is described as "the technology tail which wags the education dog" as seen in the EDC3100 course moodle book here. Rather than using technology in this way, this framework is worth a look, it's called SAMAR. The following you tube clip gives a very good explanation.
ICTs can be very beneficial as seen throughout this website, however sometimes teachers simply replace an old way of doing, with a digital tool. For example often schools and government spend thousands of dollars buying and setting up new technology's and then basing the students learning outcomes around the new technology's. This idea is described as "the technology tail which wags the education dog" as seen in the EDC3100 course moodle book here. Rather than using technology in this way, this framework is worth a look, it's called SAMAR. The following you tube clip gives a very good explanation.
See how the level of understanding a teacher has of a technology makes a difference to how well it is used in the classroom.
This diagram also shows another framework called TPAC it again shows that a teachers level of Content Knowledge, Technological Knowledge and Pedagogical Knowledge will impact how well, students learn. To learn more about this framework there are some very helpful short presentations on u tube that explain the below diagram.
This diagram also shows another framework called TPAC it again shows that a teachers level of Content Knowledge, Technological Knowledge and Pedagogical Knowledge will impact how well, students learn. To learn more about this framework there are some very helpful short presentations on u tube that explain the below diagram.
In short ICTs can be used to facilitate the learning outcomes we need to see develop in our students and they are fun. Remember the voki at the top? What if you presented your instructions to the kids using this tool or the students reported back the findings of their work using this tool? A lot of engaging fun while they learn.
The the following task is an example of how one teacher, in a similar context to mine, integrated ICT to in particular keep her male students focused during their buddy reading routine. I have retrieved this following lesson idea from jacqui's blog.
Task:
read your story with your buddy
Observation:
exactly the same as the observation before. When I have noticed boys to be engaged in buddy reading is when they are looking at high interest topic books such as space, dinosaurs, cars and trucks.
Suggested Solution
For buddy reading choose high interest topic books. Let them read the interactive books on the iPads, iPod touches, let them read some of the books online on the computer together.
Let the students use Sock Puppets to record themselves taking turns in reading. Apart from the laughs they will get from hearing the squeaky voice, they will hear if they are reading fluently.
Predicted Outcome:
they will talk about what they are reading, they will be engaged in their learning. They will be reading. They can share back to the group/class.
Task:
answer comprehension questions in their books
Observation:
5 minutes have gone by and they have written the date, and the number 1. They have discussed what pen or pencil they will use, they will have searched everywhere for a ruler...
Suggested Solution
Use a simple Graphic Organiser like Expanded Question or the Notability app where they can take a photo of the questions and type in their answers
Predicted Outcome
Students will stay on task and want to get started on their work
Task:
read your story with your buddy
Observation:
exactly the same as the observation before. When I have noticed boys to be engaged in buddy reading is when they are looking at high interest topic books such as space, dinosaurs, cars and trucks.
Suggested Solution
For buddy reading choose high interest topic books. Let them read the interactive books on the iPads, iPod touches, let them read some of the books online on the computer together.
Let the students use Sock Puppets to record themselves taking turns in reading. Apart from the laughs they will get from hearing the squeaky voice, they will hear if they are reading fluently.
Predicted Outcome:
they will talk about what they are reading, they will be engaged in their learning. They will be reading. They can share back to the group/class.
Task:
answer comprehension questions in their books
Observation:
5 minutes have gone by and they have written the date, and the number 1. They have discussed what pen or pencil they will use, they will have searched everywhere for a ruler...
Suggested Solution
Use a simple Graphic Organiser like Expanded Question or the Notability app where they can take a photo of the questions and type in their answers
Predicted Outcome
Students will stay on task and want to get started on their work