Standard 2: Know the content and how to teach it
Standard descriptor 2.6.1: Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
The use of technology in the classroom is widely viewed as an important strategy to "increase the effectiveness of the teaching-learning process." (Mirzajani, Mahmud, Fauzi Mohd Ayub & Wong, 2016). Research (Sutherland, Robertson & John, 2008; Kara-Soteriou, 2013) states that implementing ICT in the classroom "exhibits a higher level of engagement" promoting higher levels of motivation and attitude to learning.
The video on the right shows evidence of how I have demonstrated standard descriptor 2.6.1 in the classroom. The lesson was a year 5 Mathematics lesson I implemented based on position. Students had to code a
Year 5 students coding a sphero on the iPads to reach the exit of a maze they created in a Mathematics lesson on Position.
Outcome: Locates and describes position on maps using a grid-reference system (MA3-17MG).
sphero, using the iPad, to follow the maze they have created and reach the exit. With the rapid growth of technology, the use of sphero's allowed me to link content to reality and teach students the basics of coding to prepare them for the technology of the future, in essence allowed students to expand their curriculum learning (Prensky, 2001).
In terms of theory, the use of sphero’s aligns with the Substitution Augmentation Modification Redefinition (SAMR) Model. A four levelled taxonomy-based approach for using technology in an educational setting (Hamilton, Rosenberg & Akcaoglu, 2016). The sphero’s have not only replaced the use of pen and paper (first taxonomy) but have redefined (fourth taxonomy) the task creating new tasks that could not have been done with traditional teaching (Hamilton, Rosenberg & Akcaoglu, 2016). Such tasks included creating their own maze, coding a robot, creating their own routes and guiding a robot to reach the end of a maze before trying out other groups’ mazes.
Meadows and Leask (2012) support the use of ICT on the basis as a learning style. Many students are surrounded with the latest technology at home and use it on a daily basis, whilst others may not be so resourced. Teachers require to provide opportunities for all students to make use of technology in an ever-changing technological advancing society. Incorporating technology is a fun way that I very much enjoy as it engages students in a whole new level promoting confidence using ICT and opportunity to link content to reality. I am to continue implementing ICT not just on the basis to replace pen and paper but in creative ways that support critical thinking and problem-solving. This provides a chance to boost student confidence in communicating and interacting with ICT in schools and for the future workplace (Meadows & Leask, 2012).
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