ASSIGNMENTS
Affordances And Constraints Of Email As An ICT Tool For Learning
Introduction
Technology is developing rapidly and ICT (information and communication technology) tools are evolving at fast rates and are being used in many organizations, businesses and in education. With this rate of technology, using ICT tools as a means for the teaching and learning process in the education system is being utilized in many schools from early childhood to tertiary levels. Even the constructivists, behaviourists and social development theories support the use of ICT in the learning process. This makes communication and processing of information faster and easily available; but there are many affordances and constraints of ICT tools, for example electronic mail is an ICT tool and the affordances and constraints of this, will be looked at in this essay.
The concepts of affordances and constraints
Gibson developed the concept of affordance to clarify the link between knowing and perceiving on visual perception in the nineteen sixty’s and nineteen seventy’s in his work. Gibson proposed that visual perception is greater than just the physical stimulation of the rods and cones inside the eyes but relatively the ability to relate importance of what is perceived. Perceive is used by Gibson as an addition of an organism’s psychological sense when responding to physical stimulation, with the addition being the ability to attribute importance to the matters being perceived. The definition of affordance by Gibson is then both constants and physical shapes perception in the surroundings and the ascription of importance to those constants and shapes. He also stated that a person’s behaviour is perceived by the shapes in their environment and from this the affordances of the environment can either be negative or positive in which the negative affordances would be the constraints. (Barnes, 2013)
It is the same concept with ICT; there are affordances and constraints when using this technology. To make use of a tool it must first be perceived as a tool and the knowledge of how it can be used to meet the requirements of the learner. For example in a classroom, in order to use email as an ICT tool for learning, the students must be trained to enable its use, which in turn makes it easy and if there is no knowledge on how to use this technology it would be difficult and time consuming for the students to reach their learning intervention, as well as for the teacher, because a lot of time would be spent on the learners on how to use this technology. (Grainne, 2011)
The theories that support the use of ICT
The learning theories that support the use of ICT tools are activity- based, reflection-oriented and social. In the activity- based theory, the theories of constructivist place great importance on the active learner. Learning takes place when the learner explores an environment, then changes that environment in ways to enable the discovery of meaning. Also the learner makes investigations and cross-examines sources of information to enhance and elaborate on their understanding and knowledge. Bruner’s discovery learning theory emphasised the learner’s activities as they resolve inconsistencies to their current knowledge. There are many computer mediated learning tasks that supports Bruner’s theory and can be carried out using ICT tools such as drawing tools, micro worlds, simulations, vodcasts and virtual environments. (EDTK2030: unit 2, 2013)
There are three reflection-oriented learning theories, the first one is self-regulated learning, in which the learner’s thoughts are remembered when reflecting to improve and attain goals. Then there is Kolb’s experimental learning which comprises of learners reflecting on their experiences to resolve issues and to explore different perspectives on their capabilities and the learning environments, it also facilitates reflecting and exploring. The last one is problem based learning, which is when people learn by trying to solve problems by going through a problem based cycle where the learners explain the problem and commence inquires to know about the problem. This helps the learner to gain knowledge and raise questions when they are in the inquiring process which in turn the learner reflects on their own activities to gain their learning goals. ICT tools that are used for these reflection theories are micro worlds, simulations, data processing and drawing tools and podcasts. (EDTK2030: unit 2, 2013)
Vygotsky’s theory on social development explains that learners are able to improve their developmental level by interacting with others who have more capabilities, also acting on tasks that are authentic and social interactions engagement within environments are applicable to a specific area of knowledge. ICT tools that facilitate communication can help learners to gain knowledge and learn, and to also engage actions of the learner to modify a learning environment. Some of these ICT tools that enable learners to modify the learning environment and explorations includes micro worlds and simulations. For collaborative tasks, blogs and social network, learners can share knowledge and state their views and issues. Situated learning can be supported by wikis and virtual environments containing simulations. (EDTK2030: unit 2, 2013)
Affordances within the classroom
Two examples of affordances within the classroom with the use of email as an ICT tool for learning are:
1. Feedback of assignments: Emails can be used as a great tool for feedback of assignments to students, to send and receive information on news and announcements and to add attachments of presentations and pictures. Using email as a means of communication in the classroom environment benefits teachers by recognizing instructional concentration and to use their expertise in fitting the developmental needs of students in authentic circumstances. Email also motivates students to learn, to stimulate authentic communication and it creates new opportunities for learning. (Huett, 2004).
2. Fast communication with teachers and students: Sending emails are very fast and it only takes a few seconds for messages and attachments to be transmitted which makes social interaction with the students and teachers very effective because connections are easily made by a one to one or a one to many communication and it can be sent at any time in the day or night. (Barnes, 2013)
Constraints within the classroom
Two constraints within the classroom with the use of email as an ICT tool for learning are:
1. No access to the internet: Internet function is very important for sending and receiving of emails, using a computer or any other ICT device. When emails are sent to students, about important information such as, assignment feedbacks, news, announcements and on topics and subjects, many of them cannot access their email because they don’t have internet access at home to view these various information that are sent to them from their teachers. This makes the communication between teachers and students interactive, which can result in students being unmotivated to learn.
2. Operation on how to use the features of email: many students do not know how to operate the features of email, especially to upload and download attachments, to forward messages and to send an email to more than one participant. This makes the email system for learning in the classroom, difficult to use because it needs a certain level of technical proficiency and support. This can be very frustrating for the students to use the email system and time consuming for the teachers to teach students on how to use this type of communication. (Huett, 2004)
Recommended solutions for the constraints and the steps taken to proactively implement them
Two potential solutions and the steps taken to implement them are:
1. Firstly for no access to the internet the solution for this is to provide USB modems for the students. The teacher can inform the administrator and the information technology (IT) department to co-operate with an internet service provider (ISP) to provide USB Modems to the students who don't have internet access at home for a minimal amount of money.
2. Secondly for the operation on how to use the features of email the solution for this is to provide ICT training. The teacher can acquire support from the administrator to administer IT technicians from the information technology department to provide training for the students and teachers on the features of the email system and other technical difficulties. (Huett, 2004). Training of the teachers and students makes the integration of using ICT in the classroom easier to use because they would gain the competencies needed for the teaching and learning process. (Law, 2013)
Conclusion
There are many affordances and constraints when using email as an ICT tool for learning, but finding the solutions for these constraints is beneficial for the students in the learning process. Proper training for teachers and students to use ICT tools and devices in schools would make information and communication easily accessible and fast because the use of information and communication technology (ICT) tools and devices are changing the way in which people interact and do business. Also the training of students to educate them about this technology would support their development and future.
References
EDTK2030 Information and communication technology in education. (2013). Unit 2: Learning theories that guide ICT-mediated learning. UWI open campus
Barnes, S. (2013, February 14). What does electronic conferencing afford distance education. Distance education. Retrieved from. http://search.proquest.com.library.open.uwi.edu/docview/217814936?accountid=42537
Grainne. (2011, May 5). Chapter7-affordances. Retrieved from. http://www.slideshare.net/grainne/chapter-7-affordances
Huett, J. (2004 June). Email as an educational feedback tool: Relative advantages and implementation guidelines. Retrieved from. http://www.itdl.org/journal/jun_04/article06.htm
Law, N. (2013). Teacher Skills and Knowledge for Technology Integration. International encyclopaedia of education. Retrieved from. http://www.sciencedirect.com.library.open.uwi.edu/science/article/pii/B9780080448947007466
Introduction
Technology is developing rapidly and ICT (information and communication technology) tools are evolving at fast rates and are being used in many organizations, businesses and in education. With this rate of technology, using ICT tools as a means for the teaching and learning process in the education system is being utilized in many schools from early childhood to tertiary levels. Even the constructivists, behaviourists and social development theories support the use of ICT in the learning process. This makes communication and processing of information faster and easily available; but there are many affordances and constraints of ICT tools, for example electronic mail is an ICT tool and the affordances and constraints of this, will be looked at in this essay.
The concepts of affordances and constraints
Gibson developed the concept of affordance to clarify the link between knowing and perceiving on visual perception in the nineteen sixty’s and nineteen seventy’s in his work. Gibson proposed that visual perception is greater than just the physical stimulation of the rods and cones inside the eyes but relatively the ability to relate importance of what is perceived. Perceive is used by Gibson as an addition of an organism’s psychological sense when responding to physical stimulation, with the addition being the ability to attribute importance to the matters being perceived. The definition of affordance by Gibson is then both constants and physical shapes perception in the surroundings and the ascription of importance to those constants and shapes. He also stated that a person’s behaviour is perceived by the shapes in their environment and from this the affordances of the environment can either be negative or positive in which the negative affordances would be the constraints. (Barnes, 2013)
It is the same concept with ICT; there are affordances and constraints when using this technology. To make use of a tool it must first be perceived as a tool and the knowledge of how it can be used to meet the requirements of the learner. For example in a classroom, in order to use email as an ICT tool for learning, the students must be trained to enable its use, which in turn makes it easy and if there is no knowledge on how to use this technology it would be difficult and time consuming for the students to reach their learning intervention, as well as for the teacher, because a lot of time would be spent on the learners on how to use this technology. (Grainne, 2011)
The theories that support the use of ICT
The learning theories that support the use of ICT tools are activity- based, reflection-oriented and social. In the activity- based theory, the theories of constructivist place great importance on the active learner. Learning takes place when the learner explores an environment, then changes that environment in ways to enable the discovery of meaning. Also the learner makes investigations and cross-examines sources of information to enhance and elaborate on their understanding and knowledge. Bruner’s discovery learning theory emphasised the learner’s activities as they resolve inconsistencies to their current knowledge. There are many computer mediated learning tasks that supports Bruner’s theory and can be carried out using ICT tools such as drawing tools, micro worlds, simulations, vodcasts and virtual environments. (EDTK2030: unit 2, 2013)
There are three reflection-oriented learning theories, the first one is self-regulated learning, in which the learner’s thoughts are remembered when reflecting to improve and attain goals. Then there is Kolb’s experimental learning which comprises of learners reflecting on their experiences to resolve issues and to explore different perspectives on their capabilities and the learning environments, it also facilitates reflecting and exploring. The last one is problem based learning, which is when people learn by trying to solve problems by going through a problem based cycle where the learners explain the problem and commence inquires to know about the problem. This helps the learner to gain knowledge and raise questions when they are in the inquiring process which in turn the learner reflects on their own activities to gain their learning goals. ICT tools that are used for these reflection theories are micro worlds, simulations, data processing and drawing tools and podcasts. (EDTK2030: unit 2, 2013)
Vygotsky’s theory on social development explains that learners are able to improve their developmental level by interacting with others who have more capabilities, also acting on tasks that are authentic and social interactions engagement within environments are applicable to a specific area of knowledge. ICT tools that facilitate communication can help learners to gain knowledge and learn, and to also engage actions of the learner to modify a learning environment. Some of these ICT tools that enable learners to modify the learning environment and explorations includes micro worlds and simulations. For collaborative tasks, blogs and social network, learners can share knowledge and state their views and issues. Situated learning can be supported by wikis and virtual environments containing simulations. (EDTK2030: unit 2, 2013)
Affordances within the classroom
Two examples of affordances within the classroom with the use of email as an ICT tool for learning are:
1. Feedback of assignments: Emails can be used as a great tool for feedback of assignments to students, to send and receive information on news and announcements and to add attachments of presentations and pictures. Using email as a means of communication in the classroom environment benefits teachers by recognizing instructional concentration and to use their expertise in fitting the developmental needs of students in authentic circumstances. Email also motivates students to learn, to stimulate authentic communication and it creates new opportunities for learning. (Huett, 2004).
2. Fast communication with teachers and students: Sending emails are very fast and it only takes a few seconds for messages and attachments to be transmitted which makes social interaction with the students and teachers very effective because connections are easily made by a one to one or a one to many communication and it can be sent at any time in the day or night. (Barnes, 2013)
Constraints within the classroom
Two constraints within the classroom with the use of email as an ICT tool for learning are:
1. No access to the internet: Internet function is very important for sending and receiving of emails, using a computer or any other ICT device. When emails are sent to students, about important information such as, assignment feedbacks, news, announcements and on topics and subjects, many of them cannot access their email because they don’t have internet access at home to view these various information that are sent to them from their teachers. This makes the communication between teachers and students interactive, which can result in students being unmotivated to learn.
2. Operation on how to use the features of email: many students do not know how to operate the features of email, especially to upload and download attachments, to forward messages and to send an email to more than one participant. This makes the email system for learning in the classroom, difficult to use because it needs a certain level of technical proficiency and support. This can be very frustrating for the students to use the email system and time consuming for the teachers to teach students on how to use this type of communication. (Huett, 2004)
Recommended solutions for the constraints and the steps taken to proactively implement them
Two potential solutions and the steps taken to implement them are:
1. Firstly for no access to the internet the solution for this is to provide USB modems for the students. The teacher can inform the administrator and the information technology (IT) department to co-operate with an internet service provider (ISP) to provide USB Modems to the students who don't have internet access at home for a minimal amount of money.
2. Secondly for the operation on how to use the features of email the solution for this is to provide ICT training. The teacher can acquire support from the administrator to administer IT technicians from the information technology department to provide training for the students and teachers on the features of the email system and other technical difficulties. (Huett, 2004). Training of the teachers and students makes the integration of using ICT in the classroom easier to use because they would gain the competencies needed for the teaching and learning process. (Law, 2013)
Conclusion
There are many affordances and constraints when using email as an ICT tool for learning, but finding the solutions for these constraints is beneficial for the students in the learning process. Proper training for teachers and students to use ICT tools and devices in schools would make information and communication easily accessible and fast because the use of information and communication technology (ICT) tools and devices are changing the way in which people interact and do business. Also the training of students to educate them about this technology would support their development and future.
References
EDTK2030 Information and communication technology in education. (2013). Unit 2: Learning theories that guide ICT-mediated learning. UWI open campus
Barnes, S. (2013, February 14). What does electronic conferencing afford distance education. Distance education. Retrieved from. http://search.proquest.com.library.open.uwi.edu/docview/217814936?accountid=42537
Grainne. (2011, May 5). Chapter7-affordances. Retrieved from. http://www.slideshare.net/grainne/chapter-7-affordances
Huett, J. (2004 June). Email as an educational feedback tool: Relative advantages and implementation guidelines. Retrieved from. http://www.itdl.org/journal/jun_04/article06.htm
Law, N. (2013). Teacher Skills and Knowledge for Technology Integration. International encyclopaedia of education. Retrieved from. http://www.sciencedirect.com.library.open.uwi.edu/science/article/pii/B9780080448947007466
ICT Topic: Simulations
Introduction
Simulations in education is a very important tool in ICT for students to learn and the contents in this assignment contain the reasons why I chose to talk about simulations and its content, safeguards for putting this content on a wiki site, the purpose of simulations in the curriculum and it’s relation in the learning theory.
Why I Chose Simulations And Its Content
The ICT topic I chose is simulations, I chose this topic because in the classroom students need to experience models of many activities that is in the real world. By having different simulations designed on the computer it would help the students to see these activities before experiencing them in real life and they would have the opportunity to make alternatives to these activities, especially in what profession they choose to be in. Virtual simulations in the classroom save time and are inexpensive, and it is easier to create on the computer than actually making a model by hand. (Educational simulations, 2013).
I chose to write about simulations because it is an important ICT tool in education, which provides a rich learning environment for students. Using simulations in education allows students to think critically and they can learn how it is used in the areas of science, mathematics and technology. Simulations are also essential in medical purposes, businesses, engineering, and in many other resources because it is very close to real life situations and changes can be made on the models to get the required outcome that is needed before applying it to real life activities. Simulations are changing the way in which people experiment not just in education but in other areas as well.
Safeguards I Would Need For A Wiki Site
The safe guards for wiki pages can be activated by its registered user by monitoring their page, so that an email would be received whenever other users comment or edit the wiki page. Also logged in users who are registered or unregistered with wiki can click on the monitor button on the wiki page to also keep track of the page. Wiki pages can be made private or public and the user can invite others to view their private pages, thus limiting the access of their page. (Baytiyeh & Pfaffman, 2010).
There is also a rich set of methods to handle most abusers that arise commonly and these strategies should be relied upon because they are well tested. Vandalism that is intentional can be reported and also corrected by anyone. Even disputes that are unresolved among editors, which are based upon valid content, behaviour, or editorial approach, can be addressed using the talk page of the wiki site, or to request comments from other editors, and the ample dispute resolution process by Wikipedia. Also there are wiki policies and guidelines, where issues of abuse of user accounts which is created through the internet using false identities for the solicitation of parties and friends to impose a viewpoint that is non-neutral or inappropriate agreements inside discussions or the disruption of other wiki pages in a manner that is annoying can be addressed through the wiki policies. (Baytiyeh & Pfaffman, 2010).
Simulations: It’s purpose in the curriculum
Simulations can be used to help students learn and should be used fully in the curriculum in education practices. This ICT tool is very effective in helping students in developing their higher order thinking skills which are analysis, synthesis and evaluation which can further prepare them to handle situations and decisions in real life that they will face. (Hsieh, 2013). Simulations can be used to analyse the behaviours of proposed or present activities in business, new products, etc. because it is very flexible, and it can produce results that are very useful which is used in various applications. (Simulation, 2013). Simulations can help students to understand complex problems, systems or behaviours and it is safe for them without the damage of anyone or anything, and they can make various expectations and changes to see results. (Prensky, 2013).
For example computer simulations in science education have better learning outcomes for students than traditional classroom instruction, with simulations being an essential part for the many science curricula. Learning environments with computer simulations has many advantages for students to explore hypothetical situations, time-scale of events can be changed, and they can easily solve problems and practice many different tasks without stressing, and easy interaction with a simple version of a system or process. Computer simulation also supports authenticity in inquiry practices which includes articulating questions, data collection, developing hypothesis, and revision of theory can be achieved by emphasizing the learner is an active agent through the knowledge acquisition process. (Rutten, Van Joolingen & Van Der Veer, 2012)
Simulations: It’s relation to the learning theory
Constructivism in its many various types is the theory that many simulations are based on, in an educational virtual environment in which there are seven main principles that it provides, and these are; providing multiple representation of real life activities, it focuses on the construction of knowledge, authentic tasks are presented, it provides case based real word learning environments, reflective practice is fostered, it enables content and context in need of constructing knowledge and it supports collaboration in knowledge construction through social co-operation. ( Mikropoulos & Natsis, 2011). Also constructivist theories place emphasis on the active learner to learn through exploring an environment, make changes, make inquiries, and interrogate repositories in which these concepts can be used using simulations to build their knowledge and understanding in order for them to get the required results that is intended. (EDTK2030: unit 2, 2013)
Conclusion
In doing this assignment and researching on simulations made me realise how rewarding this ICT tool benefits students in many ways to produce learning outcomes that are realistic right in the classroom. Simulations empower, motivate and inspire students to participate and interact in a virtual environment which enhances their various skills and thus promote positive attitudes.
My wiki website: https://icttopics.wikispaces.com/home
References
Hsieh, A. (2013, July 1). The importance of simulations in ems education. Retrieved from http://www.ems1.com/ems-education/articles/1466415-The-importance-of-simulation-in-EMS-education/
Educational simulations. (2011). Use simulations to help students learn. Retrieved from http://www.creativeteachingsite.com/edusims.html
Baytiyeh, H., & Pfaffman, J (2010, April 1). Volunteers in wikipedia: Why the community matters. Journal of educational technology & society. 13(2), 128-140. Retrieved from http://web.ebscohost.com.library.open.uwi.edu/ehost/pdfviewer/pdfviewer?sid=8804d9e5-0683-442d-aeac-79417c1c3926%40sessionmgr114&vid=2&hid=113
Rutten, N., Van Joolingen, R, W., & Van der veer, T, J. (2012, January). The learning effects of computer simulations in science education. Computer & education 58(1), 136-153. Retrieved from http://www.sciencedirect.com.library.open.uwi.edu/science/article/pii/S0360131511001758
Mikropoulos, A, T., & Natsis, A. (2011, April). Educational virtual environments: A ten-year review of empirical research (1999-2009). Computer and education 56(3), 769-780. Retrieved from http://www.sciencedirect.com.library.open.uwi.edu/science/article/pii/S0360131510003052
Simulation tutorial – introduction. (2013). Retrieved from http://www.solver.com/simulation-tutorial
Prensky, M. (2013, October 30). Simulation nation: The promise of virtual learning activities. Retrieved from http://www.edutopia.org/computer-simulations-virtual-learning
EDTK2030 Information and communication technology in education. (2013). Unit 2: Learning theories that guide ICT-mediated learning. UWI open campus
Introduction
Simulations in education is a very important tool in ICT for students to learn and the contents in this assignment contain the reasons why I chose to talk about simulations and its content, safeguards for putting this content on a wiki site, the purpose of simulations in the curriculum and it’s relation in the learning theory.
Why I Chose Simulations And Its Content
The ICT topic I chose is simulations, I chose this topic because in the classroom students need to experience models of many activities that is in the real world. By having different simulations designed on the computer it would help the students to see these activities before experiencing them in real life and they would have the opportunity to make alternatives to these activities, especially in what profession they choose to be in. Virtual simulations in the classroom save time and are inexpensive, and it is easier to create on the computer than actually making a model by hand. (Educational simulations, 2013).
I chose to write about simulations because it is an important ICT tool in education, which provides a rich learning environment for students. Using simulations in education allows students to think critically and they can learn how it is used in the areas of science, mathematics and technology. Simulations are also essential in medical purposes, businesses, engineering, and in many other resources because it is very close to real life situations and changes can be made on the models to get the required outcome that is needed before applying it to real life activities. Simulations are changing the way in which people experiment not just in education but in other areas as well.
Safeguards I Would Need For A Wiki Site
The safe guards for wiki pages can be activated by its registered user by monitoring their page, so that an email would be received whenever other users comment or edit the wiki page. Also logged in users who are registered or unregistered with wiki can click on the monitor button on the wiki page to also keep track of the page. Wiki pages can be made private or public and the user can invite others to view their private pages, thus limiting the access of their page. (Baytiyeh & Pfaffman, 2010).
There is also a rich set of methods to handle most abusers that arise commonly and these strategies should be relied upon because they are well tested. Vandalism that is intentional can be reported and also corrected by anyone. Even disputes that are unresolved among editors, which are based upon valid content, behaviour, or editorial approach, can be addressed using the talk page of the wiki site, or to request comments from other editors, and the ample dispute resolution process by Wikipedia. Also there are wiki policies and guidelines, where issues of abuse of user accounts which is created through the internet using false identities for the solicitation of parties and friends to impose a viewpoint that is non-neutral or inappropriate agreements inside discussions or the disruption of other wiki pages in a manner that is annoying can be addressed through the wiki policies. (Baytiyeh & Pfaffman, 2010).
Simulations: It’s purpose in the curriculum
Simulations can be used to help students learn and should be used fully in the curriculum in education practices. This ICT tool is very effective in helping students in developing their higher order thinking skills which are analysis, synthesis and evaluation which can further prepare them to handle situations and decisions in real life that they will face. (Hsieh, 2013). Simulations can be used to analyse the behaviours of proposed or present activities in business, new products, etc. because it is very flexible, and it can produce results that are very useful which is used in various applications. (Simulation, 2013). Simulations can help students to understand complex problems, systems or behaviours and it is safe for them without the damage of anyone or anything, and they can make various expectations and changes to see results. (Prensky, 2013).
For example computer simulations in science education have better learning outcomes for students than traditional classroom instruction, with simulations being an essential part for the many science curricula. Learning environments with computer simulations has many advantages for students to explore hypothetical situations, time-scale of events can be changed, and they can easily solve problems and practice many different tasks without stressing, and easy interaction with a simple version of a system or process. Computer simulation also supports authenticity in inquiry practices which includes articulating questions, data collection, developing hypothesis, and revision of theory can be achieved by emphasizing the learner is an active agent through the knowledge acquisition process. (Rutten, Van Joolingen & Van Der Veer, 2012)
Simulations: It’s relation to the learning theory
Constructivism in its many various types is the theory that many simulations are based on, in an educational virtual environment in which there are seven main principles that it provides, and these are; providing multiple representation of real life activities, it focuses on the construction of knowledge, authentic tasks are presented, it provides case based real word learning environments, reflective practice is fostered, it enables content and context in need of constructing knowledge and it supports collaboration in knowledge construction through social co-operation. ( Mikropoulos & Natsis, 2011). Also constructivist theories place emphasis on the active learner to learn through exploring an environment, make changes, make inquiries, and interrogate repositories in which these concepts can be used using simulations to build their knowledge and understanding in order for them to get the required results that is intended. (EDTK2030: unit 2, 2013)
Conclusion
In doing this assignment and researching on simulations made me realise how rewarding this ICT tool benefits students in many ways to produce learning outcomes that are realistic right in the classroom. Simulations empower, motivate and inspire students to participate and interact in a virtual environment which enhances their various skills and thus promote positive attitudes.
My wiki website: https://icttopics.wikispaces.com/home
References
Hsieh, A. (2013, July 1). The importance of simulations in ems education. Retrieved from http://www.ems1.com/ems-education/articles/1466415-The-importance-of-simulation-in-EMS-education/
Educational simulations. (2011). Use simulations to help students learn. Retrieved from http://www.creativeteachingsite.com/edusims.html
Baytiyeh, H., & Pfaffman, J (2010, April 1). Volunteers in wikipedia: Why the community matters. Journal of educational technology & society. 13(2), 128-140. Retrieved from http://web.ebscohost.com.library.open.uwi.edu/ehost/pdfviewer/pdfviewer?sid=8804d9e5-0683-442d-aeac-79417c1c3926%40sessionmgr114&vid=2&hid=113
Rutten, N., Van Joolingen, R, W., & Van der veer, T, J. (2012, January). The learning effects of computer simulations in science education. Computer & education 58(1), 136-153. Retrieved from http://www.sciencedirect.com.library.open.uwi.edu/science/article/pii/S0360131511001758
Mikropoulos, A, T., & Natsis, A. (2011, April). Educational virtual environments: A ten-year review of empirical research (1999-2009). Computer and education 56(3), 769-780. Retrieved from http://www.sciencedirect.com.library.open.uwi.edu/science/article/pii/S0360131510003052
Simulation tutorial – introduction. (2013). Retrieved from http://www.solver.com/simulation-tutorial
Prensky, M. (2013, October 30). Simulation nation: The promise of virtual learning activities. Retrieved from http://www.edutopia.org/computer-simulations-virtual-learning
EDTK2030 Information and communication technology in education. (2013). Unit 2: Learning theories that guide ICT-mediated learning. UWI open campus
The Relevance Of Situated Cognition Theory For ICT-Mediated Instruction
Part two
Situated cognition theory supports the notion that learning happens only when it is situated within an explicit content. It has the belief that learning takes place in community of use or a learning community in which the learners could take an effective role. It comprises of a process of interacting between the learners inside the community, the physical world and the accessible devices within the explicit situation. Knowledge is located in this active participation and interaction which therefore the learners knowing evolve in new situations. Cognition is connected to the learner’s action they take in the community, being reflective or physical in nature within the learners. The culture of the community is taken into account for situated cognition and it is treated as a powerful advocate of practices and learning for teachers and students. (Doak, 2009)
The ICT tool that will be used in the classroom is a blog, in which the students can practice using this tool by posting their discussions, comments and reflections on various topics and subjects. Firstly, the teacher would explain to the students what a blog is, how it is used and how it can be set up. In order for the students to achieve this, the teacher will explain that a blog is a website which contains content that is organized like a diary or journal and each entry is dated and placed in a chronological order that is reversed, and a blog is a public site for other users to posts and interact with each other. Also the blog would be used to help students to, communicate, engage in activities and games, and to also write about subjects and topics that are educational. The teacher will create a classroom blog online, using a free host such as Google blogger.com, and then the students would be invited to join this blog by using a specific email address in which they would have to create, in order to join. Once this is completed, to get started the student’s first post in the classroom blog would be to do an introduction of themselves and for them to comment on their other peers posts. (Karbach, 2013). Doing this would introduce the students to blogging and this is where situated cognition theory takes place because they would gain the knowledge of what a blog is, how it is used and can be used in an authentic learning environment when they interact with others within a community.
The relevance of situated cognition theory for ICT-mediated instruction allows learners to learn in an authentic community of learners where they use explicit ICT tools which allows them to use their skills and knowledge, by critical thinking, to apply knowledge to new situations, to analyse information, to comprehend new ideas, to communicate, to collaborate, to solve issues and to make decisions, all these help the learners to extend and attain new capabilities when using ICT tools. (Doak, 2009)
References
Doak, S. (2009). Emerging theories of learning and the role of technology. Theories of educational theories. Retrieved from https://sites.google.com/a/boisestate.edu/edtechtheories/Home/emerging-theories-of-learning-and-the-role-of-technology
Karbach, M. (2013). The ultimate guide to the use of blogs in teaching. Educational technology and mobile learning. Retrieved from http://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.html
Part two
Situated cognition theory supports the notion that learning happens only when it is situated within an explicit content. It has the belief that learning takes place in community of use or a learning community in which the learners could take an effective role. It comprises of a process of interacting between the learners inside the community, the physical world and the accessible devices within the explicit situation. Knowledge is located in this active participation and interaction which therefore the learners knowing evolve in new situations. Cognition is connected to the learner’s action they take in the community, being reflective or physical in nature within the learners. The culture of the community is taken into account for situated cognition and it is treated as a powerful advocate of practices and learning for teachers and students. (Doak, 2009)
The ICT tool that will be used in the classroom is a blog, in which the students can practice using this tool by posting their discussions, comments and reflections on various topics and subjects. Firstly, the teacher would explain to the students what a blog is, how it is used and how it can be set up. In order for the students to achieve this, the teacher will explain that a blog is a website which contains content that is organized like a diary or journal and each entry is dated and placed in a chronological order that is reversed, and a blog is a public site for other users to posts and interact with each other. Also the blog would be used to help students to, communicate, engage in activities and games, and to also write about subjects and topics that are educational. The teacher will create a classroom blog online, using a free host such as Google blogger.com, and then the students would be invited to join this blog by using a specific email address in which they would have to create, in order to join. Once this is completed, to get started the student’s first post in the classroom blog would be to do an introduction of themselves and for them to comment on their other peers posts. (Karbach, 2013). Doing this would introduce the students to blogging and this is where situated cognition theory takes place because they would gain the knowledge of what a blog is, how it is used and can be used in an authentic learning environment when they interact with others within a community.
The relevance of situated cognition theory for ICT-mediated instruction allows learners to learn in an authentic community of learners where they use explicit ICT tools which allows them to use their skills and knowledge, by critical thinking, to apply knowledge to new situations, to analyse information, to comprehend new ideas, to communicate, to collaborate, to solve issues and to make decisions, all these help the learners to extend and attain new capabilities when using ICT tools. (Doak, 2009)
References
Doak, S. (2009). Emerging theories of learning and the role of technology. Theories of educational theories. Retrieved from https://sites.google.com/a/boisestate.edu/edtechtheories/Home/emerging-theories-of-learning-and-the-role-of-technology
Karbach, M. (2013). The ultimate guide to the use of blogs in teaching. Educational technology and mobile learning. Retrieved from http://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.html
Memorandum: ICT-Mediated Instruction
To: All staff members, Aftal-Madrassa Primary School
From: Reena Hosein, Aftal-Madrassa Primary School
Date: November 29th, 2013
Subject: ICT-mediated instruction
Introduction
Many educational institutions locally and worldwide are incorporating ICT-mediated instruction into their classrooms to enhance the teaching and learning process. It provides teachers and learners with alternative avenues to build and re-build knowledge. (Pineteh, 2012). Therefore the Aftal-Madrassa institution would also make the initiative to introduce and integrate ICT into the classrooms.
ICT-mediated instruction can be used to:
· Facilitate learning when the environment is equipped with information and communication technology (ICT) devices and tools, such as computers, internet access and different software’s.
· It often uses authentic learning tasks as vehicles for the transmission of instructions;
· It supports self-regulated learning in problem solving and reflection, discourse and interactivity;
· It supports experiential learning through research and action learning, inquiry-based learning, case studies, community and workplace learning;
· It can also be used to support problem-based learning. (EDTK2030: unit 2, 2013)
School Based Policies
A school-based ICT policy plan is needed and it is a comprehensive document that will contain a variety of operational and strategic elements that is concerned with integrating ICT in the learning and teaching process. The goals, expectations, content and action of integrating ICT in education will also be described in this document. (Vanderlinde, Braak, & Tondeur, 2010)
Useful school based policies that will be used to guide the use of ICT-mediated instruction are:
· Installation: that consist of restricted access, system manager, backing up of data, inventory of ICT equipment, periodic centralised audit, documentation for administrative procedures, problem solving and maintenance schedules;
· The use of personal information;
· Hacking;
· Professional development for staff;
· Classroom integration of ICT;
· Curriculum: implementing the use of ICT’s;
· Safety for students;
· Unethical usage for plagiarism, emails and inappropriate use of the school network;
· The protection against malicious software such as viruses and spam. (EDTK2030: unit 8, 2013)
Staff Preparation
It is recommended that all staff members have on-going training by an information technology specialist from the Ministry of Education to develop the knowledge and skills, to use the various ICT tools and devices in order to successfully integrate the use of ICT’s into the classroom. This is essential to ensure that all students can gain the knowledge and skills of using ICT from their teachers. Therefore training for teachers would be administered from January 2013, and it will include in-service and pre-service training, and also post training support. (Ministry of education, 2005). Also, a trial period of three months starting from January 2013 to March 2013 for all teachers to get familiar with the provisions, policies and using the available ICT tools. The official integration of using ICT’s will be in April 2013.
Provisions For Students With Physical Disabilities
Students with physical disabilities will be provided with:
· Assistive technologies which range from not only electronic devices, but also includes organisational arrangements and procedures in order to compensate and support students with their limitations to enable them to realise and reach their full potential;
· Also access and space will be provided to support the students with physical disabilities;
· Also regular comprehensive on-going assessment of students with physical disabilities will be done by all teachers in order to meet the needs of these students with the appropriate devices and its effectiveness;
· All teachers will also be trained in using assistive technology devices for updates, how it is used, how to teach students to use the devices and to monitor students. (EDTK2030: unit 6, 2013)
Provisions For Monitoring And Evaluation
A monitor and evaluation (M&E) scheme will be made to implement ICT in the education system of the school in order to measure the skills of the students to establish a precise degree of its success. The M&E scheme also supports the intervention development by the provision of actual information for regulating intermediate activities so that acceptable levels of adoption can be assured, and to facilitate the understanding of what actually happens when ICT is implemented into the classroom environment which is essential for knowing if it impacts in education or not. (Rodiiguez, Nussbaum, Lopez, & Sepulveda, 2010)
Provisions for monitoring and evaluation will include:
· Outcome mapping for the changes in processes, visions and perceptions of the initiative;
· A logical framework approach which includes how the processes and activities work;
· Key indicators such as input which focuses on ICT software, equipment and strategies of integration; classroom pedagogy which is individualise instruction, appropriate assessment and ICT support through teaching strategies used by teachers in the classroom ; and the outcome of ICT-based instruction, it’s short and long term impact on students;
· Data collection: surveys, observations, testing and interviews;
· Data analysis and reporting;
· Dissemination of findings to be available to the public
· Evaluation of activities using ICT’s through feedback forms and checklist. (EDTK2030: unit 7, 2013)
References
Pineteh, A, E. (2012, January 1). Using virtual interactions to enhance the teaching of communication skills to information technology students. British journal of educational technology, 43(1), 85-96. doi: 10.1111/j.1467-8535.2011.01193.x
EDTK2030 Information and communication technology in education. (2013). Unit 2: Learning theories that guide ICT-mediated learning. UWI open campus
Vanderlinde, R., Braak, J.V., & Tondeur, J. (2010, October1).Using an online tool to support school-based ICT policy planning in primary education. Journal of computer assisted learning, 26(5), 434-447. doi: 10.1111/j.1365-2729.2010.00358.x
EDTK2030 Information and communication technology in education. (2013). Unit 8: Policy Making For ICT-Mediated Education . UWI open campus
The ministry of education of the republic of Trinidad and Tobago. (2005, September 30). Draft policy for information and communications technology in education. Retrieved from
http://planipolis.iiep.unesco.org/upload/Trinidad%20and%20Tobago/Trinidad%20and%20Tobago_ICT_policy.pdf
EDTK2030 Information and communication technology in education. (2013). Unit 6: Assistive technologies in education. UWI open campus
Rodiiguez, P., Nussbaum, M., Lopez, X., & Sepulveda, M. (2010, July 1). A monitoring and evaluation scheme for an ICT-supported education program in schools. Journal of educational technology & society, 13(2), 166-179. Retrieved from http://web.ebscohost.com.library.open.uwi.edu/ehost/detail?vid=2&sid=851f07b2-2132-446b-9771-6cc8e17d0cc8%40sessionmgr112&hid=120&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=52045412
EDTK2030 Information and communication technology in education. (2013). Unit 7: Regional initiatives for ICT in education. UWI open campus
Sample memo. (2011, May 15). Purdue online writing lab. Retrieved from https://owl.english.purdue.edu/owl/resource/590/04/
To: All staff members, Aftal-Madrassa Primary School
From: Reena Hosein, Aftal-Madrassa Primary School
Date: November 29th, 2013
Subject: ICT-mediated instruction
Introduction
Many educational institutions locally and worldwide are incorporating ICT-mediated instruction into their classrooms to enhance the teaching and learning process. It provides teachers and learners with alternative avenues to build and re-build knowledge. (Pineteh, 2012). Therefore the Aftal-Madrassa institution would also make the initiative to introduce and integrate ICT into the classrooms.
ICT-mediated instruction can be used to:
· Facilitate learning when the environment is equipped with information and communication technology (ICT) devices and tools, such as computers, internet access and different software’s.
· It often uses authentic learning tasks as vehicles for the transmission of instructions;
· It supports self-regulated learning in problem solving and reflection, discourse and interactivity;
· It supports experiential learning through research and action learning, inquiry-based learning, case studies, community and workplace learning;
· It can also be used to support problem-based learning. (EDTK2030: unit 2, 2013)
School Based Policies
A school-based ICT policy plan is needed and it is a comprehensive document that will contain a variety of operational and strategic elements that is concerned with integrating ICT in the learning and teaching process. The goals, expectations, content and action of integrating ICT in education will also be described in this document. (Vanderlinde, Braak, & Tondeur, 2010)
Useful school based policies that will be used to guide the use of ICT-mediated instruction are:
· Installation: that consist of restricted access, system manager, backing up of data, inventory of ICT equipment, periodic centralised audit, documentation for administrative procedures, problem solving and maintenance schedules;
· The use of personal information;
· Hacking;
· Professional development for staff;
· Classroom integration of ICT;
· Curriculum: implementing the use of ICT’s;
· Safety for students;
· Unethical usage for plagiarism, emails and inappropriate use of the school network;
· The protection against malicious software such as viruses and spam. (EDTK2030: unit 8, 2013)
Staff Preparation
It is recommended that all staff members have on-going training by an information technology specialist from the Ministry of Education to develop the knowledge and skills, to use the various ICT tools and devices in order to successfully integrate the use of ICT’s into the classroom. This is essential to ensure that all students can gain the knowledge and skills of using ICT from their teachers. Therefore training for teachers would be administered from January 2013, and it will include in-service and pre-service training, and also post training support. (Ministry of education, 2005). Also, a trial period of three months starting from January 2013 to March 2013 for all teachers to get familiar with the provisions, policies and using the available ICT tools. The official integration of using ICT’s will be in April 2013.
Provisions For Students With Physical Disabilities
Students with physical disabilities will be provided with:
· Assistive technologies which range from not only electronic devices, but also includes organisational arrangements and procedures in order to compensate and support students with their limitations to enable them to realise and reach their full potential;
· Also access and space will be provided to support the students with physical disabilities;
· Also regular comprehensive on-going assessment of students with physical disabilities will be done by all teachers in order to meet the needs of these students with the appropriate devices and its effectiveness;
· All teachers will also be trained in using assistive technology devices for updates, how it is used, how to teach students to use the devices and to monitor students. (EDTK2030: unit 6, 2013)
Provisions For Monitoring And Evaluation
A monitor and evaluation (M&E) scheme will be made to implement ICT in the education system of the school in order to measure the skills of the students to establish a precise degree of its success. The M&E scheme also supports the intervention development by the provision of actual information for regulating intermediate activities so that acceptable levels of adoption can be assured, and to facilitate the understanding of what actually happens when ICT is implemented into the classroom environment which is essential for knowing if it impacts in education or not. (Rodiiguez, Nussbaum, Lopez, & Sepulveda, 2010)
Provisions for monitoring and evaluation will include:
· Outcome mapping for the changes in processes, visions and perceptions of the initiative;
· A logical framework approach which includes how the processes and activities work;
· Key indicators such as input which focuses on ICT software, equipment and strategies of integration; classroom pedagogy which is individualise instruction, appropriate assessment and ICT support through teaching strategies used by teachers in the classroom ; and the outcome of ICT-based instruction, it’s short and long term impact on students;
· Data collection: surveys, observations, testing and interviews;
· Data analysis and reporting;
· Dissemination of findings to be available to the public
· Evaluation of activities using ICT’s through feedback forms and checklist. (EDTK2030: unit 7, 2013)
References
Pineteh, A, E. (2012, January 1). Using virtual interactions to enhance the teaching of communication skills to information technology students. British journal of educational technology, 43(1), 85-96. doi: 10.1111/j.1467-8535.2011.01193.x
EDTK2030 Information and communication technology in education. (2013). Unit 2: Learning theories that guide ICT-mediated learning. UWI open campus
Vanderlinde, R., Braak, J.V., & Tondeur, J. (2010, October1).Using an online tool to support school-based ICT policy planning in primary education. Journal of computer assisted learning, 26(5), 434-447. doi: 10.1111/j.1365-2729.2010.00358.x
EDTK2030 Information and communication technology in education. (2013). Unit 8: Policy Making For ICT-Mediated Education . UWI open campus
The ministry of education of the republic of Trinidad and Tobago. (2005, September 30). Draft policy for information and communications technology in education. Retrieved from
http://planipolis.iiep.unesco.org/upload/Trinidad%20and%20Tobago/Trinidad%20and%20Tobago_ICT_policy.pdf
EDTK2030 Information and communication technology in education. (2013). Unit 6: Assistive technologies in education. UWI open campus
Rodiiguez, P., Nussbaum, M., Lopez, X., & Sepulveda, M. (2010, July 1). A monitoring and evaluation scheme for an ICT-supported education program in schools. Journal of educational technology & society, 13(2), 166-179. Retrieved from http://web.ebscohost.com.library.open.uwi.edu/ehost/detail?vid=2&sid=851f07b2-2132-446b-9771-6cc8e17d0cc8%40sessionmgr112&hid=120&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=52045412
EDTK2030 Information and communication technology in education. (2013). Unit 7: Regional initiatives for ICT in education. UWI open campus
Sample memo. (2011, May 15). Purdue online writing lab. Retrieved from https://owl.english.purdue.edu/owl/resource/590/04/