Technology into the Classroom Essay Online For Free - Free Essay Example

Sample details Pages: 9 Words: 2841 Downloads: 1 Date added: 2017/06/26 Category Education Essay Type Analytical essay Level High school Did you like this example? What are the advantages and disadvantages of incorporating technology into the classroom with a specific focus on non-ICT lessons? The use of Information Communication Technology (ICT) in education has been described as engaging, enabling and transformative (Clark et al. 2009; Prensky, 2010). ICT can improve both personalisation and collaboration, providing tools and experiences that can aid social and independent learning (OHara, 2008; Selwyn et al. Don’t waste time! Our writers will create an original "Technology into the Classroom Essay Online For Free" essay for you Create order 2010). Throughout non-ICT subjects, technology can help to create an enabling environment, founded on communication and interaction (OHara, 2008, p.29). ICT can also structure childrens understanding of curriculum content in non-ICT lessons, while helping them to develop knowledge of processes that will be of significant use in their future lives (DfES, 2006). However, only one in four schools are succeeding in employing ICT to enhance learning across the curriculum, which suggests that there are barriers to the effective use of ICT in non-ICT lessons (BECTA, 2009). While developing practical skills with technology is essential, children will also need to cultivate a reflective, metacognitive awareness (Flavell, 1979, p.908) of their own creative and safe engagement with ICT in order to use it effectively in non-ICT lessons (Sharples et al. 2009). This concept has been defined as e-confidence and is a key concern for teachers when planning learning experiences involving ICT (QCA/N AACE, 2007). A framework of possibilities for using ICT throughout the curriculum has been developed by the National College of School Leadership (Blows, 2009). This matrix involves a progressive scale of e-words, which describe the increasing effectiveness of ICT as a tool to transform learning and develop childrens higher-order thinking skills (Blows, 2009; Bloom, 1956). The ICT and Learning matrix can be seen in Fig.1: Fig.1 ICT and Learning: e-words matrix (Blows, 2009) By referencing this matrix against other educational theories, it will be argued that embedding technology into non-ICT has the potential to extend and empower learners (Blows, 2009). However, the key point is that ICT needs to be used to support, challenge and   empower learners, rather than simply being exchanged for traditional teaching methods in order to meet national agendas (Blows, 2009). Blows (2009, no page numbers) emphasises the importance of using ICT to enhance learning, rather th an simply exchange it with traditional resources. Furthermore, Prensky (2010) recognises the limitations of using technology just for the sake of it. For example, using an iPAD or SMARTboard as a dynamic, problem-solving device for group work in mathematics or geography would be beneficial to supporting cognitive development (Adey, 1992). However using these technologies as basic presentation tools, or only to display multimedia content would be a less effective use of the resources. Tondeur et al. (2006, p.963) assert that schools concentrate too much on teaching the practical use of ICT programs, rather than using technology to improve learning, collaboration and cognition. ICT is still seen as separate from other subjects and needs to be embedded into non-ICT subjects more organically (Tondeur et al., 2006). However, this should not be at the detriment of traditional skills, for example map reading and measuring in geography. Conole (2007, p.82) recognises three fundamental sh ifts in education since the beginning of the twenty-first century: from a focus on information to communication, [à ¢Ã¢â€š ¬Ã‚ ¦] from a passive to more interactive engagement, and [à ¢Ã¢â€š ¬Ã‚ ¦.] from a focus on individual learners to more socially situative learning. The implication is that technology must be harnessed to extend learners, rather than passively replacing previous resources (Blows, 2009). By successfully integrating technology into non-ICT subjects, ICT can create collaborative experiences that are both engaging and more effective than was previously possible (OHara, 2008). For example, students can use the internet to research and share knowledge, and use creative computer programs in collaboration with other social groups. However, a disadvantage of using ICT is that it can hinder students cognitive and problem-solving by providing too much support (OHara, 2008). An interactive database in science is beneficial to learning, but should not over-simplify l earning as this would be to the detriment of student progression and understanding. In contrast, the new Computing Programmes of Study (DfE, 2013) suggest that students need practical skills in computing before ICT can be used to enhance non-ICT subjects. ICT can be advantageous in non-ICT subjects as long as it balances practical application with collaborative and creative learning. Technology can be employed in non-ICT lessons to support children in creating material for specific purposes and audiences, using various modes of communication (Bearne, 2003). An example of this could be setting up a class blog in Literacy or Art lessons with which pupils could display and discuss their work and learning, using photos and sound files to create their own multimodal blog-site. Richardson (2009, p.27) argues that blogs are a truly constructivist tool for learning and can therefore be employed by teachers to engage and structure learning. It has been suggested that while formal writing can be described as independent monologue, blogging should be regarded as a conversation (Selwyn et al. 2010, p.30). ICT allows childrens work to be dynamically shared with parents and family on a regular basis, resulting in the continuation of learning outside of school and improved links to the community. However, while ICT can provide a supportive learning framework or resource, this relies on the teacher to guide children through progressive stages of learning (Wood et al. 1976). The use of ICT in non-ICT lessons relies on the presence and planning of a skilled teacher who recognises how to harness technology to improve learning, rather than just replace, for example, existing literacy practices. When embedding ICT into non-ICT lessons, the teacher should act as a facilitator and enabler, using technology as a tool to increase learning possibilities for a group of children working at different attainment levels (Prensky, 2010). Technology can enhance learning by connecting th e elements of exploration, contribution and completion (Richardson, 2009). An example is the proposal that video games can engage reluctant learners (DfES, 2005). Young pupils may have become disengaged by a digital divide between their home use of ICT, and the ICT that they have access to in school. Therefore, using games as a learning resource in Mathematics or Geography could create links between home interests and school classroom cultures (Sutherland-Smith et al. 2003, p.31). Using ICT to connect curriculum areas has the potential to increase social participation in schools and reengage disenfranchised learners (Clark et al. 2009). An example of this concept is the video game Wild Earth: African Safari on Nintendo Wii; in which the player is a photojournalist touring the Serengeti National Park, taking photos of indigenous animals. This game could be used to actively demonstrate a different part of the world to young learners, which would be impossible without ICT. Children could subsequently create paintings, drama or simply discuss what they have seen to improve collaboration and cognition (Hong et al. 2009). ICT can therefore enhance cultural understanding and critical thinking in non-ICT subjects (Hague and Payton, 2010). However, the teachers selection of game, or other ICT resource, must be relevant to the learning experience and support the achievement of learning objectives, so that technology is not simply replacing traditional resources (Learning and Teaching Scotland, 2010). Structured by their interactions with ICT, children can develop communication skills that will prepare them for the future. However, it could be argued that ICT is never a substitute for real experiences. It should instead be viewed as a tool for improving non ICT-lessons. This example demonstrates that ICT offers teachers a set of virtual tools that can enhance learning in non-ICT lessons (Simpson and Toyn, 2012, p.1). However, students will need to be taught how to use these tools effectively so that they can employ them in non-ICT subjects. ICT in other subjects requires additional training and instruction, which may detract from general teaching and learning time (Simpson and Toyn, 2012). Using technology in non-ICT lessons is all about balance, with the teacher needing to balance ICT with traditional and transitional learning skills in order to support progression. ICT can enhance (Blows, 2009) learning experiences in non-ICT lessons by structuring the development of skills and understanding. However, Prensky (2010, p.72) proposes that there is a difference between a learning experience being relevant to children and being real. Rather than providing passing allusions to childrens interests, teachers must use ICT to find ways to help children connect with real issues. ICT must be employed in authentic and purposeful contexts (Loveless, 2003, p.102) to empower learners (Blows, 2009) so that they can achieve a greater understanding of a to pic in non-ICT lessons. An example is using video-conferencing technology to create links between the classroom and other areas, and broaden the landscape for learning. A teacher could set up a conversation with a school in a different location, with a contrasting community but similar issues. Classes could ask each other questions and describe their school and community environments. This would support the development of speaking and listening skills, alongside personal [and] social development (DfCSF, 2008, p.13). By linking learning to other places and communities, ICT can create a wider community of practice in non-ICT lessons, where young children recognise that education and learning are not isolated to their school location (Wenger, 1999, p.4). Technology can therefore have a positive and transformative effect (Wheeler and Winter, 2005) by allowing children to develop personal reflection during purposeful social participation (Richardson, 2009). However, young people ne ed to recognise how to utilise technology to support their ongoing learning. Hague and Payton (2010, p.8) argue that education systems need to help young people to understand and benefit from their engagement with digital technology and digital cultures.   ICT supports and extends (Blows, 2009) both independent and social progression, but young people need to recognise how to use technology as a tool to expand their learning in non-ICT lessons. An appraisal of advantages and disadvantages of using ICT in non-ICT lessons needs to investigate potential problems and highlight areas of concern. Critics argue that early computer use can affect young childrens vision and physical development, leading to a possible deficit in the advancement of their motor skills (AfC, 2000). Furthermore, technology can often fail to work, which could disrupt lessons and demotivate learners in non-ICT lessons (OHara, 2008). Practitioners also need to be knowledgeable enough to successfully integr ate ICTs into teaching and learning, and this is reliant on available budgets for high quality training (OHara, 2008). A lack of expertise can be a limiting factor that can negate the potential of ICT to improve learning across the curriculum (Beetham, 2007, p.32). Similarly, students may have different skill-levels with ICT, so the teacher needs to incorporate this into lesson planning in the same way that they would differentiate by ability in core subjects (Hague and Payton, 2010). Perhaps the most debated area of concern of using ICT across the curriculum is that of e-safety (Sharples et al. 2009). The integration of ICT into non-ICT lessons must be supported by a comprehensive school e-safety policy (Byron, 2008). The supposed moral panic (Bennett et al. 2008, p.775) associated with childrens use of ICT, particularly the internet, can create pedagogical difficulties for teachers. A balance must be achieved between encouraging pupils to participate in creative, collaborative activities in non-ICT subjects, while also protecting them from risk (Sharples et al. 2009). Prensky (2009) asserts that adults should not simply instruct young learners about the risks associated with using ICT. Children must also develop digital wisdom in order to understand safe practice and an awareness of their identity as users of technology (Prensky, 2009, p.11). The topic of e-safety shows that incorporating technology into non-ICT lessons has simultaneous advantages and disadvantages that need to be diligently managed by the school, the teachers, and by the students themselves. The use of technology in non-ICT lessons can engage learners and enhance learning experiences (Wheeler and Winter, 2005). However, the integration of ICT into classroom practice requires balance so that it does not detract from physical and social development (AfC, 2000). ICT can be embedded into learning activities to improve collaborative learning (DfES, 2006), yet it also supports the personali sation of activity and assessment. Activities involving ICT should negotiate a balance between creativity and safety, in order to adhere to the schools e-safety policy (Sharples et al. 2009). Children need to develop practical skills in ICT, alongside a social and cognitive awareness that will help them to succeed in a technology-driven society. An essential part of using ICT in non-ICT lessons is that young children are gradually encouraged to recognise the difference between information and knowledge (Nutt, 2010). ICT provides new means to investigate and retrieve information (BECTA, 2009) and empowers learners (Blows, 2009) with new modes of communication (Bearne, 2003). However, these benefits would prove irrelevant without the transformation of information and digital discourse into knowledge and understanding. Technology can have huge advantages for learning in non-ICT lessons, while the disadvantages and barriers can be managed by educators. However, ultimately, it is not what ICTs children are using across the curriculum, but what they are using them for that really matters for the future. References Adey, P. (1992) The CASE results: implications for science teaching. International Journal of Science Education. 14 (2) pp.137-146. AfC (2000) Fools Gold: a critical look at computers in childhood. [Online]. Available at: https://www.allianceforchildhood.org/fools_gold (Accessed: 6th Oct 2015). Bearne, E. (2003) Rethinking literacy: communication, representation and text. Reading, Literacy and Language. 37 (3) pp.98-103. BECTA (2009) Bectas Contribution to the Rose Review. [Online]. Available at: https://clc2.uniservity.com/GroupDownloadFile.asp?GroupId=20115174ResourceId=2892751 (Accessed: 7th Oct 2015). Beetham, H. (2007) An Approach to Learning Activity Design, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.26-40. Bennett, S., Maton, K. and Kervin, L. (2008) The digital natives debate: A critical review of the evidence. British Journal of Educational Technology. 39 (5) pp.775-786. Bloom, B.S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, in Bloom, B.S. (ed.) Taxonomy of Education Objectives, Handbook 1: Cognitive Domain. New York: McKay, pp.201-207. Blows, M. (2009) E-words for ICT and classroom creativity. National College of School Leadership. [Online]. Available at: https://future.ncsl.org.uk/ShowResource.aspx?ID=812 (Accessed: 7th Oct 2015). Byron, T. (2008) Safer Children in a Digital World: the Report of the Byron Review. Nottingham: DCSF Publications. Clark, W., Logan, K., Luckin, R., Mee, A. and Oliver, M. (2009) Beyond Web 2.0: mapping the technology landscapes of young learners. Journal of Computer Assisted Learning. 25 (1) pp.56-69. Conole, G. (2007) Describing learning activities à ¢Ã¢â€š ¬Ã¢â‚¬Å" tools and resources to guide practice, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.81-91. DfCSF (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham: DfCSF Publications. DfE (2013) Computing programmes of study: key stages 1 and 2. DfE. [Online]. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 6th Oct 2015). DfES (2005) Harnessing Technology: Transforming Learning and Childrens Services. Nottingham: DfES Publications. DfES (2006) 2020 Vision: Report of the Teaching and Learning in 2020 Review Group. Nottingham: DfES Publications. Flavell, J. (1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist. 34 (10) pp.906-911. Hague, C. and Payton, S. (2010) Digital Literacy Across the Curriculum. Bristol: Futurelab. Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K. and Chang, H-Y. (2009) Assessing the educational values of digital games. Journal of Computer Assisted Learning. 25 (5) pp.423-437. Learning and Teaching Scotland (2010) About Game Based Learning: w hat children learn. [Online]. Available at: https://www.ltscotland.org.uk/usingglowandict/gamesbasedlearning/about/understanding.asp (Accessed: 6th Oct 2015). Loveless, A. (2003) Role of ICT. 2nd edn. London: Continuum. Nutt, J. (2010) Professional Educators and the evolving role of ICT in schools: Perspective Report. [Online]. Available at: https://www.cfbt.com/evidenceforeducation/our_research/evidence_for_schools/school_improvement/the_role_of_ict_in_schools.aspx (Accessed: 7th Oct 2015). OHara, M. (2008) Young children, learning and ICT: a case study in the UK maintained sector. Technology, Pedagogy and Education. 17 (1) pp.29-40. Prensky, M. 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London: SAGE. Sutherland-Smith, W., Snyder, I., and Angus, L. (2003) The Digital Divide: differences in computer use between home and school in low socio-economic households. Educational Studies in Language and Literature. 3 (1-2) pp.5-19. Tondeur, J., Van Braak, J. and Valcke, M. (2006) Curricula and the use of ICT in Education: Two Worlds Apart? British Journal of Educational Technology. 38 (6) pp.962-976. Wenger, E. (1999) Communities of Practice à ¢Ã¢â€š ¬Ã¢â‚¬Å" Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wheeler, S. and Winter, A. (2005) ICT à ¢Ã¢â€š ¬Ã¢â‚¬Å" Winning Hearts and Minds, in Wheeler, S. (ed.) Transforming Primary ICT. Exeter: Learning Matters, pp.7-25. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry. 17 (2) pp.89-100.

Stanhope and Raleighs Relationship in Journeys End by...

Stanhope and Raleighs Relationship in Journeys End Intro In this essay, I will attempt to discuss the changes and development in the ongoing and differing relationship between Raleigh and Stanhope. I will pay particular attention to character movement and speech, sound, lighting and audience reaction. Robert Cedric Sherriff was born on June 6, 1896, in Hampton Wick, England. After attending grammar school at Kingston on Thames, Sherriff worked in his fathers insurance business until he entered the army to serve as captain in the 9th East Surrey Regiment in World War I. He was wounded at Passchendaele. Sherriff was an English playwright and screenwriter is best known for his World War I play Journeys End, an account†¦show more content†¦During the attack, Raleigh is hit in the back with shrapnel. Here we see a much more gentle Stanhope, almost weeping as he lovingly cares for the dieing Raleigh. This is why the relationship between Stanhope and Raleigh is so intriguing, with this sudden change of emotion in Stanhope. Socio-historical World War One lasted through the years 1914 – 1918. It involved two alliances – The Triple Entente (Britain, France and Russia) and The Triple Alliance (Germany, Austria-Hungary and Italy). With every great super-power in Europe all becoming more and more politically hostile with each other, and arming themselves more and more, World War One was a time bomb waiting to explode. When Austria-Hungary Archduke Franz Ferdinand was on an official visit to the recently claimed Serbia, a collective of people opposing Austria’s presence in Serbia assassinated him. Austria-Hungary, being distraught, blamed Serbia, who denied all knowledge, whom, seeked help from Russia. Austria-Hungary eventually, invaded Russia with the help of Germany to begin what would be known as the last â€Å"Great-War†. Much of the fighting in World War One was done on small areas of land, sometimes as small as 75 yards or so across, with trenches on either side. Men would live in these trenches for months on end, mostly ending their stay with being told to â€Å"Go over the top†. This was usually greeted with heavyShow MoreRelated Journeys End by R.C. Sheriff Essay2400 Words   |  10 Pages Journeys End by R.C. Sheriff R. C. Sherriff created characters that aid the audiences understanding of war through their emotions and dialogue. Each character generates an intensive atmosphere and prompts differing emotions and thoughts from the audience, expressing different feelings and reactions towards war, which all aggregate to the same thing, the fear that they are all going to die sooner than later. The play was written to make people contemplate the futility of war. World

Unforgettable Memories of A Weekend in New York Free Essays

Mum handed my sister and me our passports and boarding tickets, hugged us tightly for what seemed like five minutes, and waved goodbye to us as trickled down her cheeks. It sounds strange to say this but I couldn’t stop smiling, and neither could Sarah, my 19-year-old sister who was my guardian for the weekend. She was such a laugh, and always had something funny to say about everything. We will write a custom essay sample on Unforgettable Memories of A Weekend in New York or any similar topic only for you Order Now I knew it was going to be a fun and unforgettable weekend. The plane was due to depart from Heathrow to New York at one that Friday afternoon of the 13th October. As we sat laughing a joking the departures lounge our flight number was displayed on the huge television screen, and next to it the word ‘Boarding’ flashed. It was time to leave. We picked up hand luggage and headed towards gate number 13. ‘Typical! ‘ I said to myself in my head, ‘Out of all 50 gates I we have to board through the unluckiest number of them all! ‘ Still, I’m not a very superstitious person; I’m just not that keen on flying. Anyway, I didn’t let onto my sister about my nerves, she’d only make me feel worse! We had been sat on the plane for about 3 hours, and only four to go.  Like read about memories? Read also  Flashbulb memory! Everyone sat around us had been drinking and so they were all merry and laughing and joking about, that made me feel slightly more relaxed but I still couldn’t wait to get off the plane. I sat in my seat and watched the film ‘Almost Famous’ I was amazed by size of the television and how they fitted in the seat, my sister just laughed at me and told me I needed to get out more. Before I knew it, it was time to land. I fastened my seatbelt and began to feel slightly nauseous as the plane began to descend. We finally landed and after around 10 minutes we were allowed to get up and head to the doors. As I stepped off the plane the ice cold air hit me and I wrapped my arms around myself to help stay warm. The pilot had said as we landed that it was around -20C but I hadn’t realised how cold that was. We caught a yellow taxi to our ‘motel’ and got straight into bed. We had a long day ahead. I woke up at 8 and we walked to a local cafeteria for a bagel and cup of coffee. I was amazed at everything the surroundings, everything was so different from back home. ‘First stop, the Empire State Building, get a good view of the whole place ok? ‘ I replied to my sister with a nod and a laugh as we looked around to see everyone staring. I don’t think everyone in the cafeteria was that impressed that she managed to spit out half her bagel as she asked me that question, but I found it amusing and we fell about laughing together. We caught a taxi to the building and entered a lift which took us halfway up the building, we then had to swap to another lift because the building is so tall that having only one lift would cause the cables to snap. Being told this by the guide didn’t exactly help with my fear of heights. Finally, we reached the top and the view was just breathtaking. I had never seen anything like it. I stood there speechless for about thirty minutes, and looked out over the city for miles. I t was a surreal experience and views that imprinted my mind. Next up, we had to catch a ferry to Statton Island to see the world-famous Statue of Liberty. I took pictures but I knew the photos wouldn’t show the astounding statue that stood for me. We caught a ferry back to the mainland and walked around Time Square. It held a resemblance to Piccadilly Circus, but was somewhat more exciting. We both looked like typical tourists with our huge bags, maps and cameras but everyone around was friendly and helped us with directions. It was getting late in the afternoon and we had been shopping for an hour or so and ended up in a nail bar. We sat there giggling together as we slurped our chocolate milkshakes and had our nails painted. By 9. 30pm we were both shattered but my sister said there was one last thing we had to do. I had no idea where we were going and all I can remember is it is somewhere off Fifth Avenue but we soon arrived at a huge outside ice rink. I was so excited I couldn’t wait to try skating. We skated for about an hour, it was even colder being on the ice but we both managed to skate round at least once without falling over each other. We laughed so much and everyone around us laughed at us too but we didn’t care. After that we headed back to the hotel. I collapsed onto the bed still dressed in my clothes and was out like a light. I slept like a log and didn’t wake until the alarm went off at 7 that morning. We headed to the same cafeteria again for our morning bagel and coffee. Soon after that we hit the shops for some serious shopping. The selection of clothes and gadgets was never ending, each shop we entered I had to buy something. After a good few hours shopping we visited St Patricks’s Cathedral, it was a big tourist attraction -there were a lot of English and Irish people around there, but it wasn’t really that appealing to us so we didn’t stay long. The last place we had left to visit was Ground Zero, we felt that as we were in New York we had to go and pay our respects. The area was devastating and very emotional. The memorial listed all the names of those who had died in the tragedy and I found it really upsetting and felt homesick, even though I had only been away two days. My sister hugged me and said to me ‘Let it make you realise what you’ve got and don’t take it for granted. This is why you have to live life to the full and take every opportunity that comes along. Its not every day you get taken for a weekend shopping in New York is it? † she then smiled at me and gave me a kiss on the cheek. She was always capable of putting a smile back on my face, no matter how I felt. My sister had always been known as a joker and so to hear her say something like this really meant a lot. We got back to the hotel mid-afternoon and packed up our bags. Our flight departed at 6 that evening and we were on our way home. We landed at Heathrow at 1 in the morning. I had slept for most of the plane and car journey home. I walked in the front of the door of my house and inhaled deeply, it smelt of home, and I smiled to myself. The holiday was really fun and it had taught me a lot, it brought me closer to my sister and the advice she gave me at ground zero will stay with me forever, and the new experiences will stay with me forever too. I hope to return back there in the near future, to relive my happy memories. How to cite Unforgettable Memories of A Weekend in New York, Papers