Module 2 - Integrated Approach - Activity 5 reflection

Is the integrated approach an alternative (different form of) computer literacy or is it not the same thing at all?

Reading the blogs and the reading piece, it is the general view that the integrated approach is not the same thing as computer literacy. As mentioned on the discussion page as my contribution I see computer literacy as learning to use computers. Here the the students will learn about the use of computers - how to use documents, surf the web etc.

On the other hand, integration is using the computers to learn. Here students use their computer literacy skills to help in their learning development. They surf the web to gather new information, they use documents to make presentation or organize ideas etc.

These are some of the areas that I see will be challenging in an integrated approach:

Lack of technical and staff support.

Inadequate technology resources.

Planning especially for a multi-modal classroom.

Teacher readiness i.e. does teacher has the necessary skills and knowledge?

I think that a specific teacher should be designated to teach computer literacy. The reason being that some of the teachers are just getting acquainted with using the computers and they may not be well equipped to teach computer literacy.  However, I also think that teachers, while doing integration can impart whatever knowledge they have. As one person mentioned computer literacy is multifaceted and will have different applications for different subjects.

Module 2 - Dr. Mitra's Work - Activity 4b reflection

From Dr Mitra's work I can conclude that students can learn through collaboration and constructing their own knowledge through personal experiences and what they observe from others, with little or no teacher intervention.

There are some similarities between vygotsky's spontaneous learning as they both show that students always bring something to the table, and they construct knowledge by exploring concrete material.

Some shortcomings in Dr. Mitra’s work are

1   .    Unreliable internet connection.

2   .    Inadequate computers.

3   .    Money for putting these practices in place and maintaining.

I learnt that informing students of the objectives and allowing them to work towards them through discovery and trial and error is far more. productive than telling them how to come to the end when using ICT as this approach gives the students the opportunity to discover more.

From this, I conclude that the roles of the teacher should be to allow our students to explore, experiment and to do lots of hands on activities where they can arrive at their own conclusion as well as provide immediate feedback so students can stay on track. There is indeed a need for teachers.

Module 2 - Learning Spaces - Activity 8 reflection

From my reading, the very first line sums it up quite nicely "The arrival of even one computer in the classroom can have a profound effect on the way students learn and the way the classroom operates." Classrooms would need to be reconfigured to adequately accommodate ICT. Arranging the teaching space to include various ICT will add some diversity to the classroom and make it conducive to the learning situation, which make students comfortable.

From the reading and discussion, it was duly established that a lot of schools were not wired to accommodate ICT in the classroom prior to ICT introduction. This seems to pose some problems and other arrangements would have to be made. 

There are some benefits to be derived with different classroom spaces once they reflect the needs of the settings. Some benefits may include but not limited to classroom management, ease of movement between groups, students collaboration, etc.

However, there are some limitations as well such as limited power outlet; the school setting where classes are divided by chalkboards makes it difficult for peripherals in the classrooms as they would not be as secured as we will want them to be etc.

Module 2- Online Collaboration / Learners' Charter Reflection - Activity 3 discussion

Although there were different views established by the collaborators, I am in total agreement with each as they very much covers a lot on ICT and what it entails. I take these points as different pieces of a puzzle that when put together makes a very awe inspiring picture.

I also learnt  lot from reading the learners charter, as some of my initial thoughts and some I have not even thought about were brought into perspective.

The most powerful lessons that I learnt about online collaboration:

Although there were different views established by the collaborators, each view is very much to the point and what ICT entails. The points are seen as different pieces of a puzzle that when put together makes a very awe inspiring picture.

The most important points that I take from the Learners’ Charter:

ü  Students should be actively engaged as much as possible which will aid in their development as well as boost their confidences.

ü  ICT policy, content ware, infrastructure , committed and trained personnel should simultaneously be put in place if ICTs are going to be the portal for knowledge dissemination and effective and efficient learning/ teaching process.

ü  Collaboration is an important aspect of learning and using ICT can assist this type of learning.  Through collaboration, students can create exciting projects and ICT assist the creative abilities of students as they construct exciting projects together.

ü  Teachers using ICT should do so with the awareness that there are various  learning styles and abilities among learners, and use their creativity to reach  such learners, so that no one gets left behind.

Module 2 - Why wait for ICT before examining our teaching methods?

It is not necessary to wait for ICT before examining teaching methods. Teaching methods should be examined by teachers regularly in an effort to improve teachers' strengths and to work on weak areas in becoming better teachers, thereby giving students opportunies to improve their performances. If we were to wait for ICT before examining teacing methods, then to me, it will be as if saying that tradiditional teachers did not examine their methods of teaching.

Module 2 - The ACOT study - comparing the situation at my school ( reflection)

On the study ACOT, as teachers moved through these stages, traditional methods were first strengthened by technology and then gradually replaced by more active and engaging learning experiences

Just like ACOT teachers began with little, if any experience using technology, so did most of the teachers at my school, myself included. The traditional methods and materials were used. I mainly used the computer for, research, typing tests and getting worksheets prepared, but not as a teaching tool in the classroom.

Entry: in this phase an instructional technology already existed where the technology was text-based and the common tools were blackboards, textbooks, workbooks used in combination to support lecture, recitation, and seatwork. There were no overhead projectors at my school. In the ACOT study, teachers began with little, if any experience using technology, yet most were experienced users of traditional methods and materials. The introduction of computers caused drastic and teachers spent significant time establishing order and learning to use the equipment. Like most teachers at my school after the introduction of the net books, some early problems included discipline, resource management, and personal frustration.

In the adoption stage of the ACOT study, the teachers tried to accommodate the new technology to support text-based drill-and-practice instruction as can be seen in my situation. In the ACOT classrooms, the adoption stage did not show an increase or a decrease in students’ performances. It however showed that students’ attendance rates increased and reports of discipline problems were zero to few. In my school, the difference was that the attendance was more of the same.

In the adaptation phase, productivity emerged as a major theme. Increased productivity led to the need for new strategies for instruction, feedback, and evaluation. Hence, teachers began to adapt the technology to support their revised goals and expectations. Teachers at my school are using ICT tools more regularly and are seeing increased performances in instances where it is used.

When teachers understood technology well enough to use it naturally as a tool to accomplish real work, they had reached the appropriation stage. I do believe that a significant number of our teachers are at this level or at the very least, getting there. However, based on the responses from assignment one that was recently completed, I concur that a lot of our teachers are yet to attain this level.

The invention stage for teachers at my school, much like ACOT teachers is still ahead. 

Module 2 - Assignment 2 reflection