ICT in Primary Education: Transforming children’s learning across the curriculum – COURSE JOURNAL (WEEK 3)

PEDAGOGICAL CHANGES ACHIEVABLE THROUGH ICT

I. OPPORTUNITIES FOR LEARNING STYLES

For we to talk about Integration of ICT into the teaching and learning process we should first be aware of the different learning styles (visual, auditory, kinesthesic, tactile, individual and group).

NOTE: Mine is mostly Intrapersonal (94%), with a great deal of logical-mathematical and naturalistic (75% each). Could not be more in accordance.

ICTs, which can be classified as information, situating, construction, communication and other tools (tutorial…) can adapt to every learning style above and enhance learning styles in several areas. I will cite an interesting example of each one.

LITERACY:

[COMMUNICATION] Hartley (2007) states that ICT-mediated writing can release students from dealing with many problems associated with writting by hand and hence facilitate editing, rewriting and spelling. This freedom allows for more time for thinking about the content.

NUMERACY (MATHEMATICS):

[CONSTRUCTION] Spreadsheets potentially encourage students to explore and express mathematical ideas when solving problems. It is possible to set up calculations and check immediately the effect of changing cell values (Sharp, 2003).

SCIENCE:

[SITUATING] “Open Simulator 3D Application Server” is an open source, modular, extendable platform, which can be used to create simulated 3D spaces for building plant populations with customizable conditions. Students can explore the interaction between particular traits in organisms, the genes controlling them and the effect of changes in the environment (Campbell et al. 2010).

21st CENTURY SKILLS:

ICT is likely to be advantageous for the acquisition od 21st century skills, which include ways of thinking, of working, tools for working and skills for living in the world.

[CONSTRUCTION AND COMMUNICATION]  The game “Atlantis” set students against the story of the city of Atlantis facing decay, and each student became the main character who must salve Altantis. Students engaged in the study of English, Maths and Science by role-playing and slving problems with fellow questers. The results by Lim (2008) suggest that this approach had positive effects in enhancing learning engagement, academic motivation and social commitment.

My proposal:

Sandbox Universe is a simulation software for Windows, which allows for

universesandbox simulador universo

  • Look at the Solar System and its elements from different angles
  • Detailed info about distances and sizes of stars
  • Possibility to change gravity forces
  • To recreate collisions between stars and planets

It’s not just about real-time simulation, but you can save your simulations to project them in class.

This is a perfect activity for kinesthesic students, who remember best when they have actively participated and, in any case, allows for getting involved in simulations, learning by inquiry and getting trained in scientific methods.

III. MEETING CURRICULAR OBJECTIVES AND SKILLS DEVELOPMENT

Children are born to learn!

Our capacity to create has no bound. Children’s brain doent’s take nine months to create: it’s the outcome of seven million years and around 350.000 generations. There are many “software programs” that can only be activated by the child engaging with its environment, and if they’re not activated at the right time they simply dissapear (say language). But besides interaction, we’ve evolved to learn by observing and making connections between things, and we do that through play. Play is never just playing!

From about the age of about 12 to 20, the brain starts remodelling from the knowledge piled up during childhood. Adolescence is the struggle of next generation to challenge the status quo and pioneers new ways of thinking. Let allow adolescents to spread their wings and work things out themselves! This is the way we’ve evolved to be:

Adolescence is not a problem: it is an opportunity!

IV. PLANNING AND PREPARING ACTIVITIES WITH ICTs

Bearing all this in mind, and also they way youth learn, this is my proposal for activity integrating the use of ICTs

MY LEARNING OBJECT: A WIKI ON LOCAL ECOSYSTEMS (K11-K12)

I will use assessment rubrics for  <a href=’http://www.rcampus.com/rubricshowc.cfm?code=Y4834&sp=yes’>Presentation Rubric</a> and <a href=’http://www.rcampus.com/rubricshowc.cfm?code=Z643W&sp=yes’>Rubric: Writing Assignments Rubric</a>

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