Within the article by Chai, Lim & Pek (2005) there are three of the 5 elements that I can easily incorporate into my own lessons. The element regarding technical assistance and support, I am lucky that I do not need to worry about this at my particular school as we have fantastic IT support staff that can be utilised at any time during the lesson.
Supporting Activities for ICT tools
I believe the suggestion of providing step by step printed instruction sheets is a helpful idea and one that I could easily utilise for the lessons I am designing for the second assignment. By providing scaffolds, some students will be able to work independently, freeing the teacher up to focus on the less able students. Students will also be able to revise these insturctions if they are retained in their workbooks. I could see an extenstion of this within my own classroom and that is also providing a demo portfolio for students to see. Therefore they have an idea of the direction they are heading and also the expectations regarding their work.
Role of Teacher
The article refers to a ‘guide on the side’. By setting up learning experiences where students can work at their own pace and ask for assistance if required, works in the majority of art lessons and IT based lessons could be of no exception. Having the teacher freed up so they can be actively circling the room, I find successful for general classroom management.
Establishment of Rules and Procedures
The idea of routines expressed in the article I believe is of prime importance. At the moment (new year, new classes) I am busy setting up routines, especially entry procedures as this is the first step of a successful lesson. Getting students to bring their iPads into the classroom but then not open them up and play games while I am giving instructions is a challenge I’m currently dealing with and having to come up with some creative strategies to counteract.
In regards to the second article, Laffey, Espinosa, Moore & Lodree (2003) refer to a study of primary aged children with behaviour difficulties in a lower socio-economic area of the US. Although this study discusses the implementation of a mathematics program where students are removed or ‘pulled out’ of class to participate, there are some suggestions that could be utilised within any classroom, (any age, stage or subject).
What stood out for me from the article was the reference made that the learning experiences chosen for the students provided opportunity for self regulation, engagement and were selected to both scaffold the students’ behaviour and academic performances (Laffey et. al, 2003, p.428). Even in my senior art classrooms, I still have to remind my students how to behave in certain situations, regardless of whether we are using technology or whether it is a practical lesson. I have a number of expectations (which are in the form of posters) hanging around the room that I use as quick reminders for students who are off task.
The idea of self regulation discussed can be related to the lessons I have been working on for my second assignment. I have been designing lessons around students creating a digital portfolio of work. Digital portfolios have been found to create learning environments that provide choice, self-regulation, exploration, discovery and introspection (Saul, 2011, p.136). So in a way this is similar to the ideas expressed regarding the mathematics lessons within this reading.
Another point brought up in this article was the idea that the software selected is appropriate for the individual student (Laffey et. al, 2003, p.433). This is a good reminder for teachers that we need to try IT first, (button bash as Jacqui would suggest) and find out if it will work for our students. If our students are bored, disinterested or simply can not utilise the IT we are providing, there will be more scope for disruptive behaviour to occur.
Chai, C., Lim, C., & Pek, M. (2005) Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. Journal of Educational Multimedia and Hypermedia. 14(4) p391.
Laffey, J. M., Espinosa, L., Moore, J., & Lodree, A. (2003). Supporting Learning and Behavior of At-Risk Young Children: Computers in Urban Education. Journal Of Research On Technology In Education, 35(4), 423.
Saul, M. B. (2011). Utilizing ungraded portfolios for evaluation in fine arts (Order No. NS23027). Retrieved from: http://search.proquest.com/docview/1515695486?accountid=10344