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.