ICT

INFORMATION COMMUNICATIONS TECHNOLOGY IN THE CLASSROOM

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The use of Information Communications Technology (ICT) in the classroom has the potential to create both positive and negative learning experiences. When incorporated purposefully, it provides the opportunity to support authentic learning, engage students and promote higher order thinking, amongst other benefits.

Google Drive, a tool substitution with functional improvement, is part of the augmentation stage of the SAMR model, and if used correctly, it had the potential to redefine and transform the learning experience (Kihoza et al., 2016). An activity which I planned for my Year 9 English class was to collaborate on Google Slides to create a power point presentation. Without ICT, the task would have perhaps been a poster presentation, with research being extracted from physical books. With ICT, students had the power to collaborate, conduct research online, and share their presentations for their peers to access. The sharing feature also meant the teacher could supervise students online and monitor their progress.

The implementation of ICT meets the Standards 2.6 and 3.4 as it employs the use of technology and ICT-based strategies in the classroom (AITSL, 2018). Standard 4.5 states that ICT should be used safely and responsibly, and by using Google Drive, the teacher can monitor student progress online (AITSL, 2018). The teacher could also sit at the back of the classroom to monitor students’ screens and supervise their laptop use. When accessed, ICT can cater to specific learning needs, including students with injuries/disabilities who cannot write and use the typing function, and students with low literacy and numeracy levels using specific applications to develop their skills (Dail & Vásquez, 2018). Due to the range of uses and possibilities for differentiation ICT has, it meets the Standards 1.5, 1.6 and 4.1 (AITSL, 2018).

Many students in schools (especially those in low socioeconomic areas) do not have access to personal technologies. This can make activities which depend on laptop use difficult. There were times where I did not have access to a cable to connect my laptop to the projector. Although the solution was as easy as borrowing one from the school’s ICT support team, it highlights the impact a missing cable could have on the ability to teach, and if any element of an ICT tool failed during an activity, it often meant that the lesson was disrupted. The use of ICT is also dependent on teachers being aware of how to use it, however some critics may disapprove of its use (Coban & Atasoy, 2019). Teachers who are unable or refuse to use ICT in their teaching activities risk placing their students at a disadvantage as it can be used to address learning needs and promote higher order thinking (Fedeli, 2021).

The technological pedagogical content knowledge structure is based on the idea of educators having the skills needed to assimilate ICT into the classroom as a tool to assist with the learning process (Donnelly et al., 2011). Preservice teachers need to be equipped with the skills required to adapt their lessons to incorporate ICT (Tondeur et al., 2012). In addition, many schools have staff dedicated to ICT support who run training sessions. While not all teachers may approve of its use, it is ideal to have lessons which blend both traditional and ICT-based activities to ensure students receive the advantages from both approaches. This also addresses the issue of failed ICT. Lessons which aren’t based solely on ICT function ensures that teachers are prepared for whatever issues they may encounter.