Why teachers need to develop ICT competence?
“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important” (Gates, 2011).
Research outcomes on teaching and learning in the 21st century, an era of innovation:
Enormous research has been carried out on identifying the best instructional methods appropriate for the contemporary digital natives to develop twenty-first century skills. The 2011 Horizon report identifies technologies likely to have the largest effect on teaching and learning (NMC, 2011). Moreover, the government's aim is for Australia to be among the world's leading digital economies. Education paradigms are shifting to include online learning, hybrid learning and collaborative models. People expect to be able to work, learn, and study whenever and wherever they want (Johnson et al., 2012, p. 10).
Information technology offers opportunities for both discovery-based and goal-oriented learning and have proven to be effective learning tools, and beneficial in cognitive development and the fostering of soft skills among students such as collaboration, communication, problem solving and critical thinking (Johnson et al., 2012, p. 10). Therefore, interactive online activities that are goal-oriented and simulate real-world experiences relevant to student’s lives should be incorporated into the units of work. These activities are likely to prepare students to be global citizens so that they will be well supported through a consideration of global issues (Global Perspectives, 2011). “E-learning has the potential to revolutionise the way we teach and how we learn” (DfES, 2003, as cited in Boulton, 2008). Research shows that e-learning helps students to be open, inclusive, unbiased, equitable, responsible, empathetic and fair-minded (Global Perspectives, 2011) and develop global competence and thrive in the contemporary realm.
Neuroscientists endorse that the technology-rich learning activities provide the developing brain with the stimulation it needs for great neural interconnectivity, enlarges the brain’s plasticity and enables people to become smarter and brilliant (O’Donnell et al., 2011, p. 98; Wolfe, 2010). Myslinski (2010) denotes that digital natives learn productively with curiosity and passion when ICT teaching aids are integrated into the learning activities. Curiosity motivates engagement-rich exploratory behaviour (Berlyne, 1966, 1978; Day, 1982; Loewenstein, 1994; Spielberger & Starr, 1994; Vos & Keller, 1983, as cited in O’Donnell et al., 2011, p. 457). The learning theory “connectivism” for the digital age i.e. the networked nature of learning with computers and internet (Simon, 2005) should be embedded throughout the learning journey to ignite the spark of creativity and kindle digital native’s passion for technologies (see the strategy diagram using the SAMR Model and TPAC framework in Appendix 1).
Fudin (2012) declared that digital natives (see Appendix 2) expect instant feedback and frequent appreciation. Grail Research (2011) also acknowledged that digital natives prefer interactive and exciting learning activities. O’Donnell et al. (2011, p. 460) promotes that technology-enhanced learning and teaching should be adapted at all levels. Keller (1983, as cited in O’Donnell et al., 2011, p. 460) endorses that technology-enhanced tools enrich students “Attention, Relevance, Confidence and Satisfaction” (ARSC). According to Mathematical Learning Theory (Atkinson, 1972), optimal learning performance can be attained by giving students adequate time to learn. With online interactive resources, students have the opportunity to learn at their own pace. Moreover, interactive technology’s immediate feedback motivates students and increases their learning confidence, and offers students’ sense of empowerment and accomplishment (Fudin, 2012). Furthermore, according to "cognitive neuroscience", the human brain pays more attention to new experiences than routine activities (Bowperson, n.d., p. 1). Interactive web-based activities offer students the novelty required for the brain.
Hence, it is crucial for teachers to design learning experiences that provide students with the multimodal learning capabilities needed to participate in the technology-rich twenty-first-century (Henderson, 2012, p. 77) and enable them to attain the capabilities articulated in the syllabus.
References:
Atkinson, R.C. (1972). Ingredients for a theory of instruction. American Psychologist, 27, 921-931. Retrieved from
http://www.instructionaldesign.org/theories/index.html
Boulton, H. (2008). Managing e-Learning: What are the real implications for schools?. Electronic Journal e-Learning, 6(1), 11-18. Retrieved from Central Queensland University library.
Bowperson. (n.d.). Index card as note-taking tools. Retrieved from
http://www.bowperson.com/ELearn2Page1.html
Fudin, S. (2012). Gen Z & what does it mean in your classroom?. Retrieved 27 November, 2012, from: http://rossieronline.usc.edu/gen-z-what-does-it-mean-in-your-classroom-2/
Gates, B. (2011). Sources of insight: Lessons learned from Bill Gates. Retrieved from: http://thinkexist.com/quotation/the_people_who_resist_change_will_be_confronted/147286.html
Global Perspectives. (2011). A framework for global education in Australian schools. Retrieved from
http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf
Grail Research. (2011). Consumers of tomorrow insights and observations about generation Z. Retrieved from: http://www.grailresearch.com/pdf/ContenPodsPdf/Consumers_of_Tomorrow_Insights_and_Observations_About_Generation_Z.pdf
Henderson, R. (2012). Teaching literacies in the middle years. Melbourne, Victoria, Australia: Oxford University Press.
Johnson, L., Adams, S., & Cummins, M. (2012). Technology outlook for Australian tertiary education 2012-2017: An NMC horizon report regional analysis. Austin, Texas: The New Media Consortium.
Myslinski, M. (2010). California Teachers Association: Meet generation Z - young, tech-savvy students offer challenges, rewards for California’s teachers. Retrieved from: http://www.cta.org/About-CTA/News-Room/Press-Releases/2010/03/20100308_1.aspx
NMC. (2011). Horizon report 2011: K-12 edition. Retrieved from
http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
O'Donnell, A.M., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., & Smith, J.K. (2011). Educational psychology (1st ed.). Milton, QLD: John Wiley & Sons Australia.
Simon, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important” (Gates, 2011).
Research outcomes on teaching and learning in the 21st century, an era of innovation:
Enormous research has been carried out on identifying the best instructional methods appropriate for the contemporary digital natives to develop twenty-first century skills. The 2011 Horizon report identifies technologies likely to have the largest effect on teaching and learning (NMC, 2011). Moreover, the government's aim is for Australia to be among the world's leading digital economies. Education paradigms are shifting to include online learning, hybrid learning and collaborative models. People expect to be able to work, learn, and study whenever and wherever they want (Johnson et al., 2012, p. 10).
Information technology offers opportunities for both discovery-based and goal-oriented learning and have proven to be effective learning tools, and beneficial in cognitive development and the fostering of soft skills among students such as collaboration, communication, problem solving and critical thinking (Johnson et al., 2012, p. 10). Therefore, interactive online activities that are goal-oriented and simulate real-world experiences relevant to student’s lives should be incorporated into the units of work. These activities are likely to prepare students to be global citizens so that they will be well supported through a consideration of global issues (Global Perspectives, 2011). “E-learning has the potential to revolutionise the way we teach and how we learn” (DfES, 2003, as cited in Boulton, 2008). Research shows that e-learning helps students to be open, inclusive, unbiased, equitable, responsible, empathetic and fair-minded (Global Perspectives, 2011) and develop global competence and thrive in the contemporary realm.
Neuroscientists endorse that the technology-rich learning activities provide the developing brain with the stimulation it needs for great neural interconnectivity, enlarges the brain’s plasticity and enables people to become smarter and brilliant (O’Donnell et al., 2011, p. 98; Wolfe, 2010). Myslinski (2010) denotes that digital natives learn productively with curiosity and passion when ICT teaching aids are integrated into the learning activities. Curiosity motivates engagement-rich exploratory behaviour (Berlyne, 1966, 1978; Day, 1982; Loewenstein, 1994; Spielberger & Starr, 1994; Vos & Keller, 1983, as cited in O’Donnell et al., 2011, p. 457). The learning theory “connectivism” for the digital age i.e. the networked nature of learning with computers and internet (Simon, 2005) should be embedded throughout the learning journey to ignite the spark of creativity and kindle digital native’s passion for technologies (see the strategy diagram using the SAMR Model and TPAC framework in Appendix 1).
Fudin (2012) declared that digital natives (see Appendix 2) expect instant feedback and frequent appreciation. Grail Research (2011) also acknowledged that digital natives prefer interactive and exciting learning activities. O’Donnell et al. (2011, p. 460) promotes that technology-enhanced learning and teaching should be adapted at all levels. Keller (1983, as cited in O’Donnell et al., 2011, p. 460) endorses that technology-enhanced tools enrich students “Attention, Relevance, Confidence and Satisfaction” (ARSC). According to Mathematical Learning Theory (Atkinson, 1972), optimal learning performance can be attained by giving students adequate time to learn. With online interactive resources, students have the opportunity to learn at their own pace. Moreover, interactive technology’s immediate feedback motivates students and increases their learning confidence, and offers students’ sense of empowerment and accomplishment (Fudin, 2012). Furthermore, according to "cognitive neuroscience", the human brain pays more attention to new experiences than routine activities (Bowperson, n.d., p. 1). Interactive web-based activities offer students the novelty required for the brain.
Hence, it is crucial for teachers to design learning experiences that provide students with the multimodal learning capabilities needed to participate in the technology-rich twenty-first-century (Henderson, 2012, p. 77) and enable them to attain the capabilities articulated in the syllabus.
References:
Atkinson, R.C. (1972). Ingredients for a theory of instruction. American Psychologist, 27, 921-931. Retrieved from
http://www.instructionaldesign.org/theories/index.html
Boulton, H. (2008). Managing e-Learning: What are the real implications for schools?. Electronic Journal e-Learning, 6(1), 11-18. Retrieved from Central Queensland University library.
Bowperson. (n.d.). Index card as note-taking tools. Retrieved from
http://www.bowperson.com/ELearn2Page1.html
Fudin, S. (2012). Gen Z & what does it mean in your classroom?. Retrieved 27 November, 2012, from: http://rossieronline.usc.edu/gen-z-what-does-it-mean-in-your-classroom-2/
Gates, B. (2011). Sources of insight: Lessons learned from Bill Gates. Retrieved from: http://thinkexist.com/quotation/the_people_who_resist_change_will_be_confronted/147286.html
Global Perspectives. (2011). A framework for global education in Australian schools. Retrieved from
http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf
Grail Research. (2011). Consumers of tomorrow insights and observations about generation Z. Retrieved from: http://www.grailresearch.com/pdf/ContenPodsPdf/Consumers_of_Tomorrow_Insights_and_Observations_About_Generation_Z.pdf
Henderson, R. (2012). Teaching literacies in the middle years. Melbourne, Victoria, Australia: Oxford University Press.
Johnson, L., Adams, S., & Cummins, M. (2012). Technology outlook for Australian tertiary education 2012-2017: An NMC horizon report regional analysis. Austin, Texas: The New Media Consortium.
Myslinski, M. (2010). California Teachers Association: Meet generation Z - young, tech-savvy students offer challenges, rewards for California’s teachers. Retrieved from: http://www.cta.org/About-CTA/News-Room/Press-Releases/2010/03/20100308_1.aspx
NMC. (2011). Horizon report 2011: K-12 edition. Retrieved from
http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
O'Donnell, A.M., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., & Smith, J.K. (2011). Educational psychology (1st ed.). Milton, QLD: John Wiley & Sons Australia.
Simon, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm