Reaction: Integrating learning with IWBs

eLearning09, thanks for showing the video Integrating technology in the classroom in your blog. Like you I felt inspired to get better acquainted with interactive whiteboards (IWBs). The benefits of their application in the classroom are endless; increased engagement of students with interactive and experiential tools, the diversity of learning styles addressed to reach more students, visuals matching content to support learning, and integration of concepts. A personal favourite is the handheld device with which students answer questions allowing the teacher to monitor progress immediately.

Consider a few things that are not discussed in the video … the time-saving capability, simply from not having to move entire classes into computer rooms or libraries to access learning resources; the fact that teaching and learning matches the interests and capabilities of today’s ‘digital natives’; and the importance of knowing you can use IWBs as much or as little as is purposeful (not for its own sake).

Hope to have one in my classroom one day.

Accomodating and modifying for inclusive practice

The term ‘learning technology’ often paints a picture of computers in classrooms, interactive whiteboards, digital video and audio tools, and countless other resources that seem to be getting smaller and smaller. But as our classrooms become increasingly more inclusive – that is, they are being designed to provide the least restrictive learning environment in a mainstream setting for students with special needs – teachers need to be aware of the broad range of learning tools that are not seen as ‘mainstream’.

In Opportunities Abound – Capitalising on the talents of special needs students, David Cochran (2009) writes about the need for teachers to be skilled at giving additional help. This requires a positive attitude to student achievement, a deep understanding of student strengths and weaknesses, and the careful selection, and provision of, options for meaningful learning. If teachers can accommodate learning with the right tools (eg. recorded books, text-speech software, voice amplification systems) and modify their teaching materials to a level that students can work with (eg. audio adaption of story), then student progress is inevitable at every level.

Consider Cochran’s article and his take on designing ‘projects’ to enhance student learning. Can you see this working in your class with students with special needs?

Reference:

Cochran, D. (2009). Opportunities Abound – Capitalizing on the talents of special needs students [Electronic Version]. Creative Educator, Issue 7 (Fall 2009), 6-8

Reaction: Panda Ponderings – ICT and Kindergarten social skills

I was surprised (and pleased) to read Panda Pondering’s post on the positive effects proficiency in computer skills has on the development of social skills in Kindergarten children. But when reading Information and Communication Technologies by Ljungdahl and March (2004), whose work refers to primary school children, it’s easy to see how developing skills right from start can be beneficial to students.

The authors state that using ICT in the classroom goes beyond injecting a ‘fun’ element in teaching and learning. Using purposeful technologies to address curricula enhances learning in ways that engage, amaze and please students. By learning with productive and creative resources, benefits to students include; development of higher order thinking skills and awareness of other ‘worlds’; development of understanding of written and visual texts and confidence in creating own written works; increased confidence in managing and application of a multimodal approach to learning; and encouragement of risk-taking in creativity and pride in individual learning achievements.

When students are experiencing these successes, self-esteem increases. This too, perhaps, is reflective of how proficiency in ICT skills has a positive impact on social skills and the reduction of behavioural issues.

Resources:

Ljungdahl, L. & March, P. (2004). Information and Communication Technologies (ICT). In G. Winch, R. Johnston, P. March, L. Ljungdahl, M. Holliday (Eds), Literacy: Reading, Writing and Children’s Literature, (pp. 258-271). Melbourne: Oxford University Press.