This is just for my further self-check teacher development, as I’ve talked about my personal experience in previous post.
Q1: What is my level of interest (or perhaps fear) about the use of ICTs in teaching?
I am feeling not so confident in using ICTs in teaching. But I am pretty sure I am not fear of using ICTs during implementation. I am not confident because I am worry about parents’ perspectives upon my integration of ICTs to their children’s learning. Parents’ thinking maybe different as perhaps they might think that the children have enough exploration of ICTs at home, so the children at school should be keep away from use of ICTs and focus more in paper work. Once during experience with use of ICTs, most of the children will lose control because they feel ‘yeah’ to access the ICTs tools. The children will be very focus and easy to control once educational program is played via the TV. Therefore, parents might feel that children’s learning do not occur during integration of ICTs.
Q2: What do I need to know in order to be able to “completely and confidently” use ICTs with my students?
I think I need to know more depth about knowledge and application of ICTs and construct a positive two-way-communication with the parents in order to be able to carry out learning experiences that integrated with ICTs. By clarifying my purpose of integration of ICTs into learning experience, stating out the learning outcome of a specific activity, I hope that parents will be able to appreciate the use of ICTs in the children’s learning. By the way, I should have developed a healthy PLN to keep my level of knowledge up-to-date in using ICTs for early childhood education.
Q3: What would your teaching and the learning experiences you create for your learners look like if ICTs were “critical to the support of the learning environment and the opportunity”?
Seeing ICT as teaching and learning materials rather than communication tool, because it really supports children’s learning especially in literacy skill. I would like to give each child a chance of recording peers performance using camera during HPE class. The children take turn to access the camera. The main aim of using camera is to refine the children’s observation skill while accessing the camera. Observation skill is important in HPE class because it enable children to learn effectively when they do self-check from investigating and interpreting observation of peer’s performance. Therefore, they can improve their physical performance.
If you are interested in teacher development’s stage by Trinidad, et al., (2006), check out more information here.
Trinidad, S., Newhouse, P., & Clarkson, B. (2006). A Framework for Leading School Change in using ICT: Measuring Change. Retrieved March 10, 2013, from http://www.aare.edu.au/05pap/tri05123.pdf