ICT - Mediated Learning
As the administrator of an
Early Childhood Centre, I will embark on introducing ICT-mediated instruction
to the centre by addressing the following issues (a) justifying the use of
ICT-mediated instruction, (b) describing the policies to guide the initiative,
(c) describing how I will prepare the staff for the initiative, (d) explaining
the provisions which will be made for students with disabilities, and (e)
monitoring and evaluating the initiative.
Justification of ICT-Mediated Learning
ICT-mediated instruction according to Blurton (1999) refers to instruction via a technological channel such as television, radio or a computer. As quoted by Lambert and McCombs (1998) ICT-mediated instruction creates learning as “the ability to retain, synthesize, and apply conceptually complex information in meaningful ways” (p.1-22). It uses a student-centred approach which emerges from learning theories based on the knowledge of how people learn.
ICT-mediated learning is guided by Activity-based, Reflection and Socially Oriented Learning Theories. Activity-based Theory places emphasis actively exploring the environment. According to Schank, Berman and Macpherson (1999) ICT-mediated learning encourages learning by doing. It enhances the learning environment and requires students to develop critical thinking, research and evaluation skills. Children learn best by acting on environments. ICT-mediated learning facilitates this by creating representations of mental interpretations. As emphasised by Bruner (1960) the designed activities should resolve any contradictions and discrepancies in existing knowledge.
Reflection Oriented Learning Theories facilitates self reflection where one can resolve internal conflicts, problem solve and evaluate experiences as they make generalizations and formulate concepts which they apply to new situations. As stated by EDTK2030, Unit 2 (2013, p.45) “Self-regulation refers to the thoughts generated by learners upon reflection, as they strive towards attaining their learning goals.” Bransford, Brown and Cocking (2000) points out that self-regulated learning affords realism, reflection and problem solving, interactivity and discourse as it supports ICT-mediated learning. According to Walker, Recker, Robertshaw, Olsen, Leary Ye and Sellers (2011) research has proven that ICT-mediated learning can be used to teach problem based learning. This can be done by making use of real world data, through the use of visualisations, simulations, interactive and virtual environments. It is noted by Trigano (2000) that a problem can be segmented to enable learners to visually observe the operation through ICT- mediated learning. In order to resolve conflict, ICT-mediated learning has made it possible to communicate with experts using tools such as email, Skype video-conferencing.
In addition, as posited by Vygotsky’s theory (1978) Socially Oriented Learning Theories allow learners to engage in social interactions as they act on authentic tasks, thereby, improving the learner’s abilities to interact and communicate with others. Through the use of ICT-mediated learning the environment is so designed that learners can locate, share and interact with others to gain knowledge in a specific area of interest.
School-based Policies
The development of policies for the inception of ICT-mediated learning is crucial.
They will guide the stakeholders, the school management, staff, and the Parent Teacher Association in setting standards to provide opportunities for children to develop their ICT capability as they support learning. The policy will specify how (a) ICT-mediated learning will enhance the process and effectiveness of teaching and learning. (b) Its impact on students learning (c) the role and responsibilities of the all stakeholders of the centre (d) Training for staff development. (e) Strategies to control and monitor supervision, support for users and the ethical use of information and technology. (f) Contracts to ascertain the proper use of ICT tools by students.
Preparing Staff for Initiative
The ICT co-ordinator will provide ongoing professional training based on the needs of the staff as well the appraising of ICT skills to encourage professional development. Regular staff training sessions and the introduction of new software and how to implement it in the curriculum will also be introduced.
Provision for Physical Disabilities
The policy will make it clear that everyone is treated fairly and equally. Every child regardless of gender, ability, social and cultural background and in accordance with the schools Special Needs Policy is entitled to be taught using ICT-mediated learning whatever their ability. Learning opportunities will be provided to match the needs of the children with learning difficulties, as well as the gifted and talented. ICT-mediated learning increases children’s confidence and motivation and enables them to develop a higher level of thinking skills.
Monitoring and Evaluating
ICT-mediated learning will be monitored and evaluated by the ICT Co-ordinator using the following tools – using feedback, observation, grading pieces of work and commenting, keeping portfolios of the children’s work and generating a report about each child’s progress.
Conclusion
ICT-mediated learning influences the way students are taught and how they learn as their process is now learner driven and not teacher driven. As further explained by Yusuf (2005) ICT – mediated learning also help learners by creating economic capability for them, as they enter the working world and are better prepared for lifelong learning.
Justification of ICT-Mediated Learning
ICT-mediated instruction according to Blurton (1999) refers to instruction via a technological channel such as television, radio or a computer. As quoted by Lambert and McCombs (1998) ICT-mediated instruction creates learning as “the ability to retain, synthesize, and apply conceptually complex information in meaningful ways” (p.1-22). It uses a student-centred approach which emerges from learning theories based on the knowledge of how people learn.
ICT-mediated learning is guided by Activity-based, Reflection and Socially Oriented Learning Theories. Activity-based Theory places emphasis actively exploring the environment. According to Schank, Berman and Macpherson (1999) ICT-mediated learning encourages learning by doing. It enhances the learning environment and requires students to develop critical thinking, research and evaluation skills. Children learn best by acting on environments. ICT-mediated learning facilitates this by creating representations of mental interpretations. As emphasised by Bruner (1960) the designed activities should resolve any contradictions and discrepancies in existing knowledge.
Reflection Oriented Learning Theories facilitates self reflection where one can resolve internal conflicts, problem solve and evaluate experiences as they make generalizations and formulate concepts which they apply to new situations. As stated by EDTK2030, Unit 2 (2013, p.45) “Self-regulation refers to the thoughts generated by learners upon reflection, as they strive towards attaining their learning goals.” Bransford, Brown and Cocking (2000) points out that self-regulated learning affords realism, reflection and problem solving, interactivity and discourse as it supports ICT-mediated learning. According to Walker, Recker, Robertshaw, Olsen, Leary Ye and Sellers (2011) research has proven that ICT-mediated learning can be used to teach problem based learning. This can be done by making use of real world data, through the use of visualisations, simulations, interactive and virtual environments. It is noted by Trigano (2000) that a problem can be segmented to enable learners to visually observe the operation through ICT- mediated learning. In order to resolve conflict, ICT-mediated learning has made it possible to communicate with experts using tools such as email, Skype video-conferencing.
In addition, as posited by Vygotsky’s theory (1978) Socially Oriented Learning Theories allow learners to engage in social interactions as they act on authentic tasks, thereby, improving the learner’s abilities to interact and communicate with others. Through the use of ICT-mediated learning the environment is so designed that learners can locate, share and interact with others to gain knowledge in a specific area of interest.
School-based Policies
The development of policies for the inception of ICT-mediated learning is crucial.
They will guide the stakeholders, the school management, staff, and the Parent Teacher Association in setting standards to provide opportunities for children to develop their ICT capability as they support learning. The policy will specify how (a) ICT-mediated learning will enhance the process and effectiveness of teaching and learning. (b) Its impact on students learning (c) the role and responsibilities of the all stakeholders of the centre (d) Training for staff development. (e) Strategies to control and monitor supervision, support for users and the ethical use of information and technology. (f) Contracts to ascertain the proper use of ICT tools by students.
Preparing Staff for Initiative
The ICT co-ordinator will provide ongoing professional training based on the needs of the staff as well the appraising of ICT skills to encourage professional development. Regular staff training sessions and the introduction of new software and how to implement it in the curriculum will also be introduced.
Provision for Physical Disabilities
The policy will make it clear that everyone is treated fairly and equally. Every child regardless of gender, ability, social and cultural background and in accordance with the schools Special Needs Policy is entitled to be taught using ICT-mediated learning whatever their ability. Learning opportunities will be provided to match the needs of the children with learning difficulties, as well as the gifted and talented. ICT-mediated learning increases children’s confidence and motivation and enables them to develop a higher level of thinking skills.
Monitoring and Evaluating
ICT-mediated learning will be monitored and evaluated by the ICT Co-ordinator using the following tools – using feedback, observation, grading pieces of work and commenting, keeping portfolios of the children’s work and generating a report about each child’s progress.
Conclusion
ICT-mediated learning influences the way students are taught and how they learn as their process is now learner driven and not teacher driven. As further explained by Yusuf (2005) ICT – mediated learning also help learners by creating economic capability for them, as they enter the working world and are better prepared for lifelong learning.
References
Blurton, Craig. (1999). New directions of ICT-Use in education. Retrieved from
http://www.unesco.org/education/lwf/dl/edict.pdf
Bransford, J.D., Brown, A.L. & Cocking, R.R. (2000). How People Learn Brain, Mind,
Experience, and School. Washington, DC: National Academy Press.
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
EDTK2030 Information and Communication Technologies in Education. (2013). Unit 2:
Learning theories that guide ICT-mediated learning. [Essential reading]. UWI Open
Campus.
Lambert, N. M., & McCombs, B. J. (1998). Introduction: Learner-Centred Schools and
Classrooms as a Direction for School Reform. In Lambert, N.M. & McCombs, B. L
(Eds.), How Students Learn: Reforming Schools Through Learner-Centred
Education, Washington, DC: American Psychological Association.
Schank, R. C., Bernan, T.R, & Macpherson, K. A.(1999). Learning by Doing. In Reigeluth C.
M.(ED.), Instructional theories and modes: A New Paradigm of Instructional Theory (2nd Ed.). Mahwah, NJ, Lawrence Erlbaum.
Trigano, P. (2006). Self-Regulated Learning in a TELE at the Université de Technologie
de Compiègne: an analysis from multiple perspectives. European Journal of
Education, 41, 381-395.
UNESCO (1999) Educating for the Media and the Digital Age. Adopted by the Vienna
Conference.
Vygotsky, L. (1978). Interaction between learning and development. In L. Vogotsky, Mind
and society (pp.79-91). Cambridge, MA, Harvard University Press. Retrieved from:
http://www.psy.cmu.edu/~siegler/vygotsky78.pdf.
Walker, A., Recker, M., Robertshaw, M. B., Olsen, J., Leary, H., Ye, L. & Sellers, L. (2011 )
Integrating Technology and Problem-based Learning: A Mixed Methods Study
Two Teacher Professional Development Designs. The Interdisciplinary Journal of
Problem-Based Learning, 5, 70-94
Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian
national policy for information technology. International Education Journal, 6(3).
Blurton, Craig. (1999). New directions of ICT-Use in education. Retrieved from
http://www.unesco.org/education/lwf/dl/edict.pdf
Bransford, J.D., Brown, A.L. & Cocking, R.R. (2000). How People Learn Brain, Mind,
Experience, and School. Washington, DC: National Academy Press.
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
EDTK2030 Information and Communication Technologies in Education. (2013). Unit 2:
Learning theories that guide ICT-mediated learning. [Essential reading]. UWI Open
Campus.
Lambert, N. M., & McCombs, B. J. (1998). Introduction: Learner-Centred Schools and
Classrooms as a Direction for School Reform. In Lambert, N.M. & McCombs, B. L
(Eds.), How Students Learn: Reforming Schools Through Learner-Centred
Education, Washington, DC: American Psychological Association.
Schank, R. C., Bernan, T.R, & Macpherson, K. A.(1999). Learning by Doing. In Reigeluth C.
M.(ED.), Instructional theories and modes: A New Paradigm of Instructional Theory (2nd Ed.). Mahwah, NJ, Lawrence Erlbaum.
Trigano, P. (2006). Self-Regulated Learning in a TELE at the Université de Technologie
de Compiègne: an analysis from multiple perspectives. European Journal of
Education, 41, 381-395.
UNESCO (1999) Educating for the Media and the Digital Age. Adopted by the Vienna
Conference.
Vygotsky, L. (1978). Interaction between learning and development. In L. Vogotsky, Mind
and society (pp.79-91). Cambridge, MA, Harvard University Press. Retrieved from:
http://www.psy.cmu.edu/~siegler/vygotsky78.pdf.
Walker, A., Recker, M., Robertshaw, M. B., Olsen, J., Leary, H., Ye, L. & Sellers, L. (2011 )
Integrating Technology and Problem-based Learning: A Mixed Methods Study
Two Teacher Professional Development Designs. The Interdisciplinary Journal of
Problem-Based Learning, 5, 70-94
Yusuf, M.O. (2005). Information and communication education: Analyzing the Nigerian
national policy for information technology. International Education Journal, 6(3).