The role of the teacher in the use of ICT

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The role of the teacher in the use of ICT by Mind Map: The role of the teacher in the use of ICT

1. REFERENCES: Wheeler, S. (2000). The Role of the Teacher in the Use of ICT. Retrieved from http://www2.plymouth.ac.uk/distancelearning/roleteach.html

2. The Faribault system in Minnesota involves six schools linked with a common cable computer and media work.

3. Government encourages schools to embrace ICT as a part of the fabric of the curriculum through the National Grid of Learning funding.

4. What will be the long term impact of ICT into the classroom and the teaching and learning process?

4.1. ICT was originally intended to serve as a mean of improvingefficiency in the educational setting.

4.2. It can also be used to promote collaborative learning, including role playing, group problem solving and projects.

4.3. Shared learning resources: Use of video systems to transmit television programs and information throughout an entire school and even between schools in the same district.

4.3.1. Students and teachers enjoy the facility to share information whenever they are in the school.

4.3.2. Videos are used to post timetables, projects and also videos created by learners.

4.4. Shared learning spaces: Networked computing facilitates a distributed environment where learners can access to information, share work spaces and communicate with each other and their teachers

4.4.1. 8 years old childrens can use networked softwares to communicate among them and with teachers.

4.4.2. 10 years old interact with pen pals in other countries via e-mail

4.4.3. Students develop literacy construction, keyboard techniques and written skills as well as they know other cultures, languages and traditions.

4.5. Promotion of collaborative learning: Reil (2000) much of what we now see asindividual learning will change to become collaborative in nature.

4.5.1. Collaborative learning with ICT playing a central role is increasing in the school curricula by using computer mediated communication to foster tasks and group projects.

4.6. The move towards autonomous learning: The use of ICT in classrooms will change the role of the learner to exert more choice on how they approach study, requiring less direction from teachers.

5. What kind of skills will teachers need to acquire in order to be effective in an ICT based learning environment? With the proliferation of ICT in the classroom the role of the teacher must change because:

5.1. ICT will cause certain teaching resources to become obsolete. i.e, overhead projectors and shalkboards. With students distributed in several classrooms, new electronic forms of distributed communication must be employed.

5.2. ICT may also make some assessment methods redundant (multiple choice), since with ICT results can be entered automatically and a humanistic approach can be worked giving students individual action plans according to their needs.

5.3. It is no longer for teachers merely to impart content knowledge but they have to encourage critical thinking skills, promote information literacy and nurture collaborative working practices.

5.4. One of the roles of teachers in electronic classrooms will be separate out quality information from misinformation.

5.4.1. Identification, clarification and authentication of electronic information sources will be critical new tasks for teachers.

5.5. Teachers must begin to reapprise the methods by which they meet children's learning needs and match curricula to the requirements of the human thought.

6. The UK experience

6.1. Schools are developing websites and announcing their presence in cyberspace to post news, assignments.

6.2. Students are submitting their works via e-mail to the teacher's mailbox.

6.3. All British teachers were trained by the government in the use of ICT.

6.4. Teachers are being supported to buy laptops at half the retail price.

6.5. New working practices will evolve with teachers working more collaboratively with colleagues and children.

6.6. Schools will be encourage to work together in clusters using ICT as a communication method.

6.7. The growth of connections to the internet in primary schools was from 17 to 63% and in secondary schools from 83 to 93%

7. The US experience

7.1. Students and teachers view monitors showing a comprehensive range of information (bulletins)

7.2. Students write, produce and present their own television programs that are broadcast on the network.

7.3. There are autonomous but guided works, teachers enable rather than control learning activities.

7.4. Flexible ways of working are observed.

7.5. Children are instructed from the first grade.

7.6. 5 years old students are using ICT as a resource to think and communicate.

7.7. Seven years old are maintaining correspondence with overseas pen pals.

8. Trend and alternative futures

8.1. The internet if brandwidth and costs allow, will become even more ubiquitous that now, providing vast, almost infinite quantities of learning material stored aroundthe world and accesible wherever.

8.2. Tele-immersion through the use of virtual reality technology may eventually become true for some schools (Xerox-digital paper)

8.3. Wireless communication is happening and we must be prepared for the changes this will bring to our classroom as well as to our society in general.