Pedagogical beliefs and ICT Integration

Many schools are trying to integrate ICT in the classroom environment to equip students for the world outside school. Ertmer (2005) suggests, some teachers don’t seem to want to change their ways of teaching in order to be able to integrate new technology into their classroom. Reasons could be because teachers may feel that having to learn these skills and integrating them into the classroom would complicate things – for example constant use of Microsoft word instead of moving on to using things such as webquests.
Ertmer (2005, p. 33) has found 3 strategies which help change a teachers beliefs about teaching, learning and technology and help them promote positive integration of technology in the learning classroom. These include: beliefs formed through personal experiences, observing other teachers using new technologies and having an environment around them that supports risk taking, and provides opportunities to discuss new materials, methods and strategies.

In my own experience of observing a year 5 classroom, interactive whiteboards were only used to overview maths techniques which were taught before, such as timetables and addition and/or used to show images on particular topic. Every time they were used, students felt excited to have a go. It didn’t matter if anyone had the wrong answer or didn’t know how solve a problem, but just having the ability to go up to the front of the classroom to use the pen.

Integrating ICT’s into a classroom supports many styles of learning. This is ranging from linguistic learners (read words, writing, typing), visual learners (video clips, pictures, games, graphs), interpersonal learners (working in groups) and musical learners (creating own version, sound files).

All ICT’s can be implemented as a good cognitive tool within the learning environment when they are purposeful – e.g. connect to the learner’s age group.

All ICT’s enable creativity if they are implemented in a way that get the learner’s thinking and designing.

Below is an example of a Learning object that could be used in the classroom:

Body parts – vision

Reference:
Ertmer, P.A. (2005). Teacher Pedagogical Beliefs: The final frontier in our Quest for Technology Integration? Educational Technology Research and Development, p25-39

Videos and Images:
The learning Federation. (2010). L731 Body parts: vision. Retrieved April 13, 2011 from
http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L731&q=L731&topic=&start=0&sort=relevance&contentsource=&v=text&field=title&field=keyword.text&field=description&field=id&field=topics.all.text&contenttype=all&contenttype=%22Interactive resource%22&contenttype=%22Collection%22&contenttype=%22Image%22&contenttype=%22Moving image%22&contenttype=%22Sound%22&contenttype=%22Assessment resource%22&contenttype=%22Teacher guide%22&userlevel=all&userlevel=(0 OR 1 OR 2)&userlevel=(3 OR 4)&userlevel=(5 OR 6)&userlevel=(7 OR 8)&userlevel=(9 OR 10)&userlevel=(11 OR 12)&kc=any&lom=true&scot=true&follow=true&topiccounts=true&rows=20&fromSearch=true

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