The+Use+of+ICT+in+Classrooms

There is some discussion on whether or not the use of technology in the classroom is beneficial for students, or disadvantages them. This is some research I did on the use of technology, and the benefits and limitations of using it.

Recent studies have showed that technology is becoming a tool used by many teachers for all students, whether they have a disability or not. Children are being introduced to technology when they are very young. Children even in the age of 2 have access to TV’s and music, so it becomes a big part of their life. Making this transition into the classroom seems to be a natural step into helping children learn.

In her book, Elizabeth Hubbell states that “we introduce babies to books, music, and the sounds of their native language long before we expect them to talk or read” and believes that any tool which children are expected to use in primary or secondary school have to be modelled well before they reach this age. (Hubbell, 2007) Research has proven that 4 and 5-year-olds from economically disadvantaged backgrounds have improved their social skills through technology. (Clements, 2002) Using computers, for example, encourages children to make friends by inviting them over to play games, which can involve into asking each other for help. Collaborative learning is a big part of the curriculum in upper years of schooling, so helping to develop these skills early has a positive impact on a child’s future learning.

Research shows that technology also helps children who are more visual learners understand and think about classroom activities. It can also impact directly on a child’s self-esteem and self-efficacy, as the ability to use a keyboard is thought by some to be a source of pride in children. (Clements, 2002) If children feel confident about themselves, they are more likely to try new things, set higher goal, and have an increased chance at succeeding in future studies.

The use of technology is also thought to have a big impact on the development and learning of special needs children. In his article, Clements states that “A four-year-old who was diagnosed with mental retardation and autism and who did not speak began to echo words for the first time while working at a computer”. (Clements, 2002) Technology allows a child to learn at their own pace, and in an environment they can feel comfortable in. The article also suggested that the participation of all children in a certain activity can help include special needs kids in the lesson, as the interaction helps to develop the social-interaction between special needs children and their peers in a classroom.

There is a lot of research to support the use of technology in classrooms, and as a teacher I feel that is it can have a positive impact on my students learning, then it should be applied. A smart board would be my first step into achieving this. It allows students to have more of a direct role in what they are learning, and encourages all children to participate in the activity. Keeping the lesson more practical will keeps all students more interested, which would impact best on students who may have a short attention span.

There are also some disadvantages to using ICT, and this puts a lot of teachers off wanting to try out new technologies. One of the biggest reasons is the amount of time required to set up such a lesson. Lessons have a strict time limit, and teachers are already hard pressed to complete certain tasks within this time frame. (Kelly, 2010) It is simply not always possible to fit in a technology-based activity. The use of ICT in a classroom can only be truly beneficial if it is used regularly, and the required time is given to make the lesson successful.

Another main disadvantage to using technology is the cost of installing such equipment. A lot of schools do not receive a large enough budget to make integration successful. (Kelly, 2010). Without additional funding, schools are forced to limit installation of new technologies to only a few classrooms, which greatly reduces the number of students who can use and benefit from it. Also technology, as with other materials such as books, are most beneficial if the content is updated on a regular basis. A lot of information also cannot be accessed by teachers, which puts a great restriction on what information can be provided to students.

__References__

“Integrating New Technologies in UK Classrooms: Lessons for Teachers from Early Years Practitioners” by Liz Brooker (extract only) at [|http://www.questia.com/googleScholar.qst;jsessionid=M1jPQXMXKt1Cbs22mPF2QC94RNCQLXtZqRQ6TQSnJYT4Fmj11704!-590386660!-1850433002?docId=5002542409]

Hubbell, E.R, “Technology in the Early Childhood Classroom”, 2007, at []

Clements, D.H, and Sarama, J, “The Role of Technology in Early Childhood Learning”, 2002, Early Childhood Corner at []

Kelly, M, "Integrating Technology in the Classroom: Means and Methods", 2010, at []

Cox, M, Prestion, C, & Cox, K ““What Factors Support or Prevent Teachers from Using ICT in their Classrooms?” retrieved online from []

Florian, L, and Hegarty, J, “ICT and Special Needs Education: A Tool For Inclusion”, first edition, Birkshire, England, Open University Press, Chapters 1-3

available online at []

Definition of ICT and Greater Discussion of Interactive Whiteboards
As it was not explicitly defined above, ICT stands for information and communication technologies. Consistent with trends in other industries, the use of ICT in education has been increasing for some time. One of the most common forms of ICT in the classroom are interactive whiteboards. Note that Smart Board is a very popular brand of interactive whiteboard, not the actual product itself, just like iPods are the most popular brand of MP3 player.

An interactive whiteboard is effectively a white board with computer capabilities. Depending on the model used, they allow teachers to display videos, pictures, run interactive games and use programs such as PowerPoint on one large board. Even when just being used as a writing medium, interactive whiteboards have many advantages over their traditional counterparts. These include being able to save work, move text and use many instruments for writing and erasing (Electronic whiteboards Warehouse, 2011). Teachers will find uses for interactive whiteboards in all years of education from preschool to university.

Interactive whiteboards can be easier for teachers to adapt to than some other forms of ICT. This is because basic uses can be learned first, then further functions can be explored when ready. The following video from SMARTClassrooms (n.d.) demonstrates some key features of interactive whiteboards and shows their use in the classroom.

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Interactive whiteboards generally have a positive effect on all students including diverse learners. Griffin and Woods (2006) discuss the benefits of the technology in Victorian schools to children in certain groups. Almost all surveyed teachers found that pupils with social integration problems and those with speech and language difficulties were considerably more likely to join in interactive whiteboard activities compared to other activities. The boards were also deemed to have a positive effect on aggressive or selfish children as sharing and cooperation is important in many games using the boards.

Griffin and Woods (2006) report found that interactive whiteboards in special education classrooms were especially valuable, stating that "all students had been responsive" (p. 19). Many games that are traditionally individual activities can be played in a group using the boards. This is particularly helpful for children with autism spectrum disorders or very bashful personalities. The large display with moving colours are enthralling for all students, even ones with very high needs who are only able to watch the board.

Electronic whiteboards Warehouse. (2011, April 11). Role of Interactive whiteboards & Projectors for Teachers [Web log post] Retrieved from http://electronicwhiteboardswarehouse.wordpress.com/2011/04/11/role-of-interactive-whiteboards-projectors-for-teachers/
 * References**

SMARTClassrooms (n.d.) SMART Boards Why are they so easy to use? [video file] Retrieved from []

Griffin, P., Woods K., (2006). //Interactive Whiteboards in Victorian Schools: Installation and Processes of Use,// Faculty of Education, The University of Melbourne Victoria Retrieved from []

__**IPAD's in the Classroom**__ A very interesting topic that was bought up in a recent tutorial was the amazing use of Ipads in some classrooms. With a huge range of applications and the added benefit of being very fun, students seem to enjoy working on Ipads and if used correctly they can be of a huge benefit. There are many videos explaining different educational apps, but as a brief introduction for teachers who may be unfamiliar with the technology the video below is a perfect starting point.

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Some teachers may be apprehensive about including new technology in their classroom, however with effective and ongoing training it is easily possible that Ipads and other similar technology can be successfully included into the classroom. In Australia recently there has been a big push to embrace technology and the link below is a very effective teachers tool. There is a huge list of educational applications, as well as detailed instructions on how to properly set up an Ipad for students. Again, this is a must read for teachers who are unfamiliar with the technology. Ipads can be used across the curriculum, and are a great tool to use with all students, regardless of the ability level. []

In my opinion, technology should be seen as beneficial to all students learning. Instead of listening and copying from the teacher, technology makes everything more relevant to the student and there is a massive range of different ways in which to teach a particular subject.

Resources: Apple Company (2010) Using the Ipad in the Classroom [video file] Retrieved from [] (18/7/2011)

Ipads 4 Learning (Jan 2011) Getting Started - Classroom Ideas for Learning with the Ipad, State of Victoria (Department of Education and Early Childhood Development), Retrieved from [] (18/7/2011)