102086 - Designing, Teaching and Learning

Personal reflection on the use of ICT resources in the classroom

Over the past two decades, and because of the rapid advances in Internet and computer
technology (ICT) , the question in every teachers’ mind is how to bring these tools into their
classroom to enhance and improve the learning experience for their students (LINDSTRÖM,
2014) . Internet, social media and SMART devices are part of student’s daily life outside the
school and they expected it to be part of their learning at the school. A numerous studies
and researches proved that using ICT in the classroom for collaboration, planning
and preparing improves the lesson quality and help students learning experience. It is vital
therefore, that teachers become well versed and welling to adapt an ICT focused
pedagogies as part of their teaching profession. Using ICT in the classroom brings new
challenges and requires teachers’ special awareness and consideration. But, despite the
challenges they bring, the benefits for both students and teachers are overwhelmingly more
significant (Marsh, Clarke, & Pittaway, 2014). In my reflection I will address both the
benefits and the challenges that the ICT brings to the classroom.

New technologies are becoming increasingly important in our daily lives. Information and
communication technology, in particular, Facebook, Snapchat, Twitter, and YouTube are
used ubiquitously among the new generation of students. Spreadsheet, word-processer
and slide presentation are used in every profession. Students, as future employees, are
required and expected to be well experienced in the use of these tools. Teachers are to
encourage students to use ICT tools and devices to develop analytical, organisational and
problem-solving skills (BOSTES: ICT-Integration, n.d.). When planning, teachers must
consider the application of a range of ICT tools and resources to support teaching. There are
a wide range of tools such as multimedia, productivity, collaboration, game-based, blogging
and virtual learning tools that can be used across all teaching areas. Others like
programming, GPS, simulation, modelling, robotics and interactive manipulative tools can
be used for specific teaching area. Teachers must balance the use of ICT to support learning
and practices ethical and responsible use of ICT (BOSTES: ICT-Integration, n.d.).

The integration of ICT resources in classroom for collaboration, planning and assessment
not only lead to enhanced outcomes for students by developing their knowledge and skills,
it also meet their expectations in bringing the same tool and devices that they use outside
the school to be part and to aid in their educational journey. The ICT resources are
invaluable tools for meeting the diverse needs of students. For students with special needs,
ICT became an important part of their learning journey. It helps to achieve inclusive learning
in mainstream schools (Starcic & Bagon, 2014). ICT tools also helps in meeting the different
learning styles of students. They are ideal for the visual and the kinaesthetic learners. The
gaming and collaborative tools encourages team work and participation. It also allows
students to help each other and motivate students with lower skills and lack of motivation.

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The ICT tools and resources are valuable for teachers too. There are a wide range of ICT
resources available for teachers to use in their classroom. There are tools to for interactive
presentations where the teacher can post ad-hoc questions and quizzes for the students to
take online and the result are instantly available for teachers. Their other tools for group
work where teachers can monitor progress and participation. These are invaluable
resources for planning and classroom management. In their research on the effectiveness
and efficiency of ICT in mathematics education (De Witte & Rogge, 2014), Kristof De Witte
and Nicky Rogge noted that ICT in teaching and learning brings a great flexibility and
autonomy for students learning and enhances their learning attitude subsequently helping
to enhance teachers efficiency and effectiveness. De Witte and Roger also note that ICT and
the use of technology have a positive impact in school administration and organisation (De
Witte & Rogge, 2014).

Like any other new methods of teaching, the use of ICT in learning has its challenges. The
challenges can be grouped into four different categories.

Ethical issues – there are some genuine concerns surrounding the use of ICT in learning.
These concerns are in regard to privacy issues, copy rights and plagiarism (miss-use of
intellectual-property) and cyberbullying . School principals and teachers must be aware of
all the rules and regulation and must pay special consideration for all the ethical issues
surrounding the use of ICT at school and in the classroom.

Perceived benefits – There are a group of scholars and practitioners that are critical of the
use of ICT in teaching (De Witte & Rogge, 2014). They believe that there aren’t any
significant positive measurements in term of increasing students’ performance.

Teachers’ familiarities with ICT – There many teachers who are not familiar or confidence
with the use of technology. They avoid using it in their classes (Clarke & Pittaway, 2014).

Socioeconomic issues – Access to and the use of ICT is not uniform across all the schools.
Some students, especially those students from lower socioeconomic, might not access to
the type of technology used by other students (Clarke & Pittaway, 2014). Similarly, some
schools have fewer resources and therefore will not afford to spend as much in in the use of
ICT resources.

In conclusion, Internet, social media and SMART devices are part of student’s daily life
outside the school and they expected it to be part of their learning at the school. Numerous
researches and studies across many countries concluded that the use of ICT for learning
brings benefits to both the students and the teachers. The ICT help the students planning
develop their analytical and problem solving knowledge and skills. It motivates them and
encourages them to participate in the classroom using devices and technology that they use
in their everyday live. For teachers, ICT help them in explaining and visualising complex
issues. It helps in organising, planning and class management. The use of ICT at school and

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in the classroom has its own challenges. Risk and ethical challenges have to be identified
and managed and teachers have to be aware of and consider such issues when using ICT
resources. But, despite the challenges, the benefits of ICT for students and teachers are
overwhelmingly more significant.

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References

BOSTES: ICT-Integration. (n.d.). Retrieved from BOSTES website: http://syllabus.bos.nsw.edu.au/

Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Sydney, NSW, Australia:
Pearson Australia.

De Witte, K., & Rogge, N. (2014). Does ICT matter for effectiveness. Mastricht: Maastricht University.

LINDSTRÖM, J. (2014). Time To Level Up The Use Of ICT In Your Classroom? Retrieved from elearning
Industry: http://elearningindustry.com/time-level-use-ict-in-your-classroom

Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's Becoming a Teacher. Frenchs Forest: Pearson.

Starcic, A. I., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs:
Review of seven educational technology journals,. British Journal of Educational Technology,
45(2).