Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
(AITSL, 2011)
ICT resources can be a gateway to help students visualise and engage with mathematical content whilst simultaneously providing a means for students to more readily recognise more practical applications of the abstract concepts they learn (Raja & Nagasubramani, 2018).
A selection of ICT resources which can be implemented both inside the classroom and at home by the students.
The proportion of the teaching community who consider themselves ICT natives and use ICT regularly in class is small (Sipilä, 2014). Both experienced and preservice teachers must appreciate that their attitude towards ICT has a direct impact on its effectiveness in the classroom environment (Comi et al., 2017; Thurm & Barzel, 2020).
The ability of ICT to reimagine the pedagogical traditions within the mathematics classroom is unprecedented. When integrated correctly by a technologically proficient practitioner ICT has the ability to turn the student from a passive bystander to an active participant in the learning process (Elliot et al., 1999). The use of ICT also contributes to student engagement by allowing for more opportunities for collaborative classroom learning experiences (Abeysekera & Dawson, 2015).
The ability of ICT to reimagine the pedagogical traditions within the mathematics classroom is unprecedented. When integrated correctly by a technologically proficient practitioner ICT has the ability to turn the student from a passive bystander to an active participant in the learning process (Elliot et al., 1999). The use of ICT also contributes to student engagement by allowing for more opportunities for collaborative classroom learning experiences (Abeysekera & Dawson, 2015).
"Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves... It is through the talk that learning occurs.
(Gerlach, 1994).
The collaborative learning environment which is facilitated by modern ICT resources, allows for increased student-to-student and student-to-teacher interactions. This increases the opportunities for more knowledgeable students to pass on their understanding to others through their zone of proximal development (ZPD) (Little, 2015; Vygotsky, 1978).
Finally, giving students a range of pedagogical modes using technology adds to the individualisation of the learning process by making the content more accessible and engaging (Zooman, 2005) however, educators must understand that ICT is not a panacea for student disengagement.
For ICT to be effective in engaging students in the classroom;
Finally, giving students a range of pedagogical modes using technology adds to the individualisation of the learning process by making the content more accessible and engaging (Zooman, 2005) however, educators must understand that ICT is not a panacea for student disengagement.
For ICT to be effective in engaging students in the classroom;
- accessible and understandable by ALL students (the ICT must also be accessible across multiple platforms).
- ICT resources should encourage students to engage in higher-order thinking - rather than being a substitute for a textbook (Lincoln 2009; Hirsh-Pasek et al. 2015; Puentedura 2012).
- educators must be able to justify the specific contributions that ICT will make towards stated learning goals (Singer, Golinkoff & Hirsh-Pasek 2006).
- the most effective ICT resources will allow students to continue developing beyond the scope of resource
- the ICT should allow for independent thinking and research.
- the ICT should finally elicit positive feedback from the students - repeated use of any ICT should be contingent on positive student feedback.
References
Australian Institute for Teaching and School Leadership 2011, Australian Professional Standards for Teachers, AITSL, Melbourne
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39.
discover learning designs. (n.d.). Learning Technologies. https://discoverlearning.com.au/learning-technologies/
Elliott, S. N., Kratochwill, T. R. L., & Travers, J. F. (1999). Educational psychology: Effective teaching effective learning.
Raja, R., & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced Research, 3(1), 45-47.
Sipilä, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225-241.
Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM, 52(7), 1411-1422.
Tsay, C. H.-H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education, 121, 1-17.
Volman, M. (2005). A variety of roles for a new type of teacherEducational technology and the teaching profession. Teaching and Teacher education, 21(1), 15-31.
Vygotsky, L 1978, 'Interaction between learning and development', in Mind and Society, Harvard University Press, Cambridge, pp 79-91. Reprinted in Readings on the Development of Children, second edition, 1997 WH Freeman and Company.
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39.
discover learning designs. (n.d.). Learning Technologies. https://discoverlearning.com.au/learning-technologies/
Elliott, S. N., Kratochwill, T. R. L., & Travers, J. F. (1999). Educational psychology: Effective teaching effective learning.
Raja, R., & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced Research, 3(1), 45-47.
Sipilä, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225-241.
Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM, 52(7), 1411-1422.
Tsay, C. H.-H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education, 121, 1-17.
Volman, M. (2005). A variety of roles for a new type of teacherEducational technology and the teaching profession. Teaching and Teacher education, 21(1), 15-31.
Vygotsky, L 1978, 'Interaction between learning and development', in Mind and Society, Harvard University Press, Cambridge, pp 79-91. Reprinted in Readings on the Development of Children, second edition, 1997 WH Freeman and Company.