Module 8 - Activity 5: Interactive Whiteboards

There is a fine line between the balancing of technology, necessity, practicality, true interactivity, and cost of Interactive Whiteboards.  The video lessons reviewed in this unit showed differing levels of interactivity.  Some did little more than have the students answer questions for the teacher to manipulate data. Other lessons did more. The presentation on electrical circuits allowed the students to interact with the content and they were also given the opportunity to physically create circuits instead of relying solely on the simulated content.  At the end of this video (in reference to the WB in my interpretation), the teacher commented that "...it just gets all the children involved...allows me to check the understanding...bringing the fun in and keeping the children enjoying science."  While all of this may be evident in the lesson, I contend that this had more to do with the scope of and overarching activities planned by the teacher than with the presence of a WB.  

In my view, much of what is done using IWBs can be done without them; teachers can used physical items rather than virtual ones and the interaction could be just as effective.  In other cases, a projector, a computer, and other pointing devices can be used to achieve similar results at a fraction of the cost of an IWB.

Additionally, while IWBs are considered 'interactive', students typically interact with the board rather than actually interacting with other students, therefore true interactivity is limited.  Also, IWBs encourage the setup of having the teacher at the front of the class in a lecturing style, as opposed to making the room learner oriented.

IWBs, in my opinion, are nice to have but not necessarily worth the expense, especially in countries like mine where funding is quite limited for projects such as these.  Such monies can be spent on other technologies/equipment that can have greater impact for students.

Module 8: Activity 3b - Procedures for Learning Labs

Computer learning labs are designed primarily for teaching information technology as a subject.  They dont really integrate ICT into the curriculum since the isolation of the lab in one area of the school for IT class can be seen as separating technology from other subject areas.  Their layout is typically inflexible due to the location of electrical outlets etc. in the room.  Teachers need to set out rules for student usage of the lab during sessions and guide students on the appropriate usage practices of the lab and the internet.  Once students are clear on these rules and how to observe them, management would be made easier.  Teachers also need to plan lessons well and have backup plans in case of any equipment failure, power loss etc.  Further, it is important to vet software, websites, applications, multimedia and so on before using them with the class - avoid unpleasant surprises which can embarrass the teacher and which may even be inappropriate for the students.

Computer labs cater primarily to specialized computer literacy training, typically with enough computers for each student to be assigned to one, thereby making their sessions more effective. Typically, there is one teacher in the lab per class which makes monitoring a major challenge.  Yet, it is critical that students are monitored well to ensure they stay on task and are not doing other activities while they should be working.  For schools with limited budgets, labs can be a good way to get computers in the school even if it cannot be spread throughout the whole school.

Module 8: Activity 3a - Pros and cons of Computer Labs

High density labs are really good for learning about computer software and hardware in Information Technology and related subjects.  This generally helps students in their technical competencies with computers.  However, many other subject areas have limited use to the lab space and therefore greater limitations in the ability of the teacher to incorporate computer usage in their sessions.  The ability for students to practice individual study is also impacted since they can only access the lab during specific lab sessions geared towards  their IT classes, or if lucky, get to use the lab at the discretion of the lab tech/IT teacher occasionally.  Scheduling can be a tremendous challenge for teachers hoping to use the lab since there classes may well clash with an IT session taking place in the lab at the same time.

Even with these limitations, high density labs afford greater levels of monitoring by teachers/techs.  Labs are often outfitted with specialist software for this purpose and also to restrict the online usage of the computers (such as blocking specific websites/content).  They also support greater hardware management since the lab techs can monitor and maintain software and hardware issues quite easily.

These labs serve a specific purpose, one that I dont believe takes full advantage of the possibilities of ICT integration.  1-to-1 computing offers the opportunity to embrace the possibilities more, however, that too comes with its own parameters and issues.

Module 8 - Activity 2 - ICT in the Classroom

This activity encouraged a more detailed analysis of how ICT impacts the classroom and the teaching/learning process.  ICT has great potential for improving the learning standard of our classrooms in the 21st Century world.  The world in which we now exist is heavily reliant on ICT and we are increasingly connected to the grid (for better or worst).  Since our students have so much interaction with the day's technology in the other spheres of their lives, it is only fitting that our classrooms tap into the positives of that and enrich the learning experiences.

ICT in the classroom creates a shift from teacher centered learning and vests more power in the students to take responsibility for their education.  There is a wealth of information available on the internet, through social networks, blogs, apps and other software that allows for a wider experience on any subject, beyond that which is brought to class by the teacher - the students now have more they can seek out on their own and bring to bear on their whole class.  Students are less bogged down to the 'classroom' as well since some elements of their class may be virtual and accessible even away from school; this means they can practice aspects of 'anywhere/anytime' learning.  There is also the ability to collaborate with others, near and afar, to learn more, share ideas and information, and get feedback.  Additionally, students have more learning options.  Their content can range from peer teaching, reading online textbooks, listening to podcasts, and watching applicable films, to following the work of experts in the fields, subscribing to newsgroups, following blogs, writing their own blogs and more.  All these avenues appeal to different learning intelligences that are varied from person to person.

All these benefits do come with challenges however.  With so much information at hand and so many opportunities for learning now being afforded through ICT, it can be tremendously difficulty to ascertain what information is credible and current.  This is a skill that would need work in both teachers and students of the ICT age.  Going further, there are tremendous security issues with incorporating ICT in the classroom.  Students must be monitored to ensure they are accessing content that is safe for their use and administrators have to work hard to safeguard students against issues like online bullying and harassment, and from internet predators.  Even with these concerns met, working with ICT requires very detailed and careful planning to ensure that its use is maximized effectively and does not serve as a crutch for the teacher or as a distraction for the students.  Teachers also have to guard against intellectual dishonesty by their students. I recall giving a research assignment once and in assessing the first paper, the writing seemed all too familiar.  Further investigation revealed that I read an article a few weeks earlier that the student now wrote back large sections verbatim.  I had at least five submissions using the very same article.

All in all, ICT in the classroom has rich possibilities that can serve the learning environment well.  The pros of its implementation only need to be thought out carefully and measures put in place to adequately administer and monitor its usage.  Apart from content, students also learn valuable tool tech-wise, and more importantly, they learn to be more self-reliant, to think critically, to harness research skills, to be able to investigate and assess data for credibility, to collaborate with others and network; all very valuable skills in the current age.

Module 8 - Activity 1: Classroom management - with and without ICT

There were a number of interesting points that came out in this activity.  I especially liked Harry and Rosemary Wong's illustration of 'The Problem is not the Pizza' - the idea of a pizzeria with a good product but one that was still was unsuccessful because the staff really were not trained in the PROCEDURES of what they do.  This brought home the point of how important procedures really are in the classroom.

Procedures establishes routine.  Routine allows classrooms to operate in the same general way all the time which is very helpful when dealing with children.  It gives them a clear sense of what is to be done, how it is to be done, and when it is to be done.

The Wong's also pointed out that discipline and classroom management are not the same thing - ooohhh...  That one hit home for me.  This was definitely walking the plank with this one!  My school has a generally disruptive student body stemming from their external environmental conditioning.  I struggle on some days to 'manage' my classes due to many disruptions that occur.  This happens even in the most well planned out of my classes.  My experience in the past year has suggested that some routines would help and I tried implementing some, but no doubt that was too late in the school year.  I recognize now that it is necessary for me to establish clear procedures and rules from day one of the school year and to go beyond just establishing them (I do have rules for my classes all the time in case that wasn't clear).  I need to TEACH the procedures and rules as well.  That way students are quite clear about it all from the beginning, thereby minimizing the level of problems that I have been having.

"Students readily accept the idea of having a uniform set of classroom procedures, because it simplifies their task of succeeding in school. Efficient and workable procedures allow a great variety of activities to take place during a school day, and often several activities at a given time, with a minimum of confusion and wasted time. If no procedures are established, much time will be wasted organizing each activity and students will have to guess what to do. As a result, undesirable work habits and behaviors could develop which would be hard to correct. 

Procedures are the foundation that set the class up for achievement. Student achievement at the end of the school year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first week of the school year.

When a class is managed with procedures and the students know these procedures, they will more willingly do whatever you want them to do.You can then be an exciting, creative, and informative teacher with a well-oiled learning environment."   

Harry and Rosemary Wong.

All of these ideas hold true for integrating ICT.  However, ICT naturally introduces additional management challenges, therefore, more care is needed when ICT is involved.  There are further considerations that impact safety of the students and the equipment used and thus more specific rules and procedures need to be tailored - procedures for using the equipment and how students interact with each other when dealing with the equipment (sometimes equipment has to be rotated or shared).  Teachers must ensure the software and materials used are appropriate for the students' levels and competencies as well as ensuring that careful monitoring is carried out of all activities.

There are many useful ideas in this activity that will make their way into my classroom on DAY 1!

Another Module Has Begun

Well, it has been a while since I've blogged.  The last module didn't end well but I'm not surprised.  The last few months have been really tight.  Health issues - had to face that dreaded MRI machine another time.  Then being overwhelmingly busy with the premier cultural season of our national calendar, Vincy Mas.  It really is tough when there are so few horn players to spread throughout the activities for the season - playing for over 50 calypsonians during the season as well as legends like Becket and Black Stalin - so many late nights in rehearsals, and teaching the following day.  Then came the food poisoning near the end of the season - and the removal of the IV from my arm a half hour before the band went on stage for the roughest gig of the season, the Junior Calypso/Soca competition, that was a really tough evening.  Finally, the season ended and the school break began, welcome the flu.

So module 8 has begun and I'm hoping to stay abreast of this one. Travelling in a few days and its gonna be tight again, lots more rehearsals where I'm headed.  Keeping my fingers crossed.

Hoping for a successful module.