Practioners' skills and knowledge

Practioners’ skills and knowledge is very important for the effective use of ICT because it improves the pedagogy learning , the different teaching and learning styles within the classroom. Teacher are provided with training so they’re able to adapt some skills to use within ICT. This is very effective as there would be less mistakes made into the classroom environment, and it would allow young children to confide and trust the practitioner to teach the subject to the best of their ability. Practioners having the knowledge , tools and enthusiasm to fully integrate quality learning activities into ICT which will then maximize the impact on a child’s classroom experience and education as a whole.

References

LeBlanc, Patrice and Nancy P Gallavan. Affective Teacher Education. 1st ed. Lanham, Md.: Rowman & Littlefield Education, 2009. Print.

Huang, Ronghuai, Kinshuk, and Jon K Price. ICT In Education In Global Context. 1st ed. Print.

SLAYFORMATION QUIZ

Created by Carrigan Smart and Lucy Davies.

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Practitioners' skills and knowledge with technology (Padlet)

I have developed a Padlet to introduce my personal opinions regarding practitioners' skills and knowledge with technology in the classroom.

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Practitioners' skills and knowledge

Practitioners' skills and knowledge have developed effectively due to the arising of technology within education. Technology has allowed practitioners to communicate with children and young people; parents and legal guardians; and co-workers (Ager, 2003). Practitioners within education have received training due to the new technology, allowing them to acknowledge the equipment and develop skills (International Society for Technology, 2002).  Although, this may be time consuming as technology is constantly changing and some training is not available to practitioners (Jimoyiannis, 2007). Technology allows teachers to easily prepare for subject classes, this may be reused and updated. Educators are encouraging technology within the classroom, this may encourage children to become addictive or get easily distracted when using technology (Mackay et al, 1991).  Also, technology is expensive to maintain and is not always reliable within pedagogical teaching (About, 2001). 

References

About, Chris. (2001). ICT: Changing Education. London: RoutledgeFalmer. p. 32.  

Ager, R. (2003). Information and Communication Technology in Primary Schools. Children or Computers in Control? (2nd ed.). London: David Fulton.

International Society for Technology in Education Corporate Author. (2002). National educational technology standards for teachers : Preparing teachers to use technology. 

Jimoyiannis, Athanassios, & Komis, Vassilis. (2007). Examining Teachers' Beliefs about ICT in Education: Implications of a Teacher Preparation Programme. Teacher Development, 11(2), pp. 149-173. 

Mackay, H., Young, M., & Beynon, J. (1991). Understanding technology in education. London: Falmer.

Practitioners’ skills and knowledge of ICT

       Practitioners’ skills and knowledge of ICT is vital for its successful and effective use in education. Technology aids and supports the pedagogy of the practitioner and supports the child’s educational development (Rudd and Tyldesley, 2006). Technology is influential to teachers in today’s society and allows practitioners to communicate with parents and legal guardians to monitor their child’s progress. This will educationally develop the child as the teachers’ sends weekly text messages of their child’s progress (Domingo and Gargante, 2016).  The main focus being changes in teaching approaches and how they deliver lessons and preparation behind each lesson (Cauley et al, 2009). This in turn has influenced how information is processed and received by the individual. However, the financial implications of introducing technology into the realms of education need to be considered (Cauley et al, 2009).  Funding the cost of the equipment and the re-training of teachers will prove to be costly. Teachers will need to access and develop their pedagogical methods to support the child’s teaching and not rely on the pedagogical teaching of the technology (Rohaan et al, 2012). 

https://www.youtube.com/watch?v=kUWwfcJ1-jQ

Reference list

Domingo, & Garganté. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, Volume 56, pp 21-28

Cauley, F., Aiken, K., & Whitney, L. (2009). Technologies Across Our Curriculum: A Study of Technology Integration in the Classroom. Journal of Education for Business, Volume 85(2), pp 114-118.

Rohaan, Ellen J., Taconis, Ruurd, & Jochems, Wim M. G. (2012). Analysing Teacher Knowledge for Technology Education in Primary Schools. International Journal of Technology and Design Education,22(3), 271-280

Rudd, A. and Tyldesley, A. (2006) Literacy and ICT in the Primary School: A Creative Approach to English. London: David Fulton.

Multimedia & Multimodal

Technology within an educational environment allows practitioners to teach their students with numerous techniques and resources. Multimodal highlights the modes of communication representing the visual image, design and print (Hassett et al, 2009). This allows children and young people to explore language - writing and reading (Pahl et al, 2005).  Multimodality allows children to develop social skills and intellectual well-being within a classroom and outside through the aspect of play (Moyle, 2007).  Society has evolving technology that students continue to use outside of the classroom, this affects the pedagogy within the educational environment as barriers occur (Twiner, 2010).  Multimedia allows practitioners to communicate through interactive learning and digital media, demonstrating a student-center approach (Neo, 2004). However, educators may find evolving technology challenging and expensive. 

Click here to watch a video demonstrating multimodality in a classroom.

References

Hassett, Dawnene D., & Curwood, Jen Scott. (2009). Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms. Reading Teacher, 63(4), pp. 270-282.

Moyles, J. (2007). Beginning Teaching Beginning Learning. New York: McGraw-Hill Education. 

Pahl, K., & Rowsell, J. (2005). Literacy and Education Understanding the New Literacy Studies in the Classroom. London: SAGE Publications.

Tse-Kian Neo, & Mai Neo. (2004). Classroom innovation: Engaging students in interactive multimedia learning. Campus-Wide Information Systems, 21(3), pp. 118-124.

Twiner, Alison, Coffin, Caroline, Littleton, Karen, & Whitelock, Denise. (2010). Multimodality, Orchestration and Participation in the Context of Classroom Use of the Interactive Whiteboard: A Discussion. Technology, Pedagogy and Education, 19(2), pp.  211-223.