Please note: The iVideo is on the previous page. Please see the bottom of the page for the link. (Changing Education Through ICT – iVideo)
ICT ASSIGNMENT #2 – ESSAY / E-learning Sequence – By: Stephan Rohatyn
What is life without education? It is hard to visualize a life without education because the majority of humans have gained immeasurable knowledge from education throughout their lives. Education is a pivotal step in ensuring an individual’s complete comprehension, not only about life, but also in a wide range of subjects such as English, Mathematics, Science, History and Information and Communication Technology (ICT). The human mind is designed to learn and obtain new information, explore different possibilities and develop and create a vast repository of knowledge.
Unfortunately, there are barriers for some people, such as those who are deaf, in obtaining proper or even higher levels of education. Additional barriers include access to information, to communication services such as interpreters, the provision of subtitles for videos, transcripts and other communication means. According to Simpson (2009), “Without disability accessibility in design, development, and fabrication of telecommunications services and products — from television programming and its distribution to the common everyday electronic devices that everyone uses daily — people with disabilities will be left out and left behind” (p. 1). However, ICT gives people who are deaf new opportunities of retrieving information and communication (Richards, 2004).
As a new teacher, I believe that everyone should have equal access to education because I know firsthand the different educational barriers that can arise for students who are deaf, and their struggle to receive information. All children, including those who are deaf should have the opportunity to learn confidently, overcome obstacles and flourish academically. Students should be provided with digital technologies (such as iPads or computers) because today’s technology has changed how we learn, how we teach, and how we communicate with others. ICT has enabled vast opportunities for the curious minds, wanting to explore.
My general belief is that there are different modalities in which all children can learn. Howard Gardner (1983 & 1999) suggests eight types of learning: Linguistic, Logical-Mathematical, Spatial, Musical, Naturalist, Bodily Kinesthetic, Interpersonal and Intrapersonal. Hearing children learn by absorbing information by listening and exploring afterward. However, it is different for children who are deaf, since these children are visual learners without the ability to hear. Students who are deaf solely rely on their eyes to retrieve information. Richards (2004) states that using ICT with children who are deaf has been beneficial as they learn better visually rather than relying on the written word or sound. When these children become fluent in these technologies, these become crucial tools in improving their education outcome. She also indicated that students who are deaf can learn as quickly as hearing children, but still lack understanding of the written word.
ICT has several benefits in enhancing the learning of those who are deaf. ICT such as the iPad, the Interactive White Board, iChat/Skype, and SMS provide visual and interactive information. ICT can also help improve students’ literacy skills by expanding their understanding how to read and write. It gives students more independence, more confidence in themselves and have more motivation in learning novel material because ICT gives people who are deaf the opportunity to do tasks on their own rather than relying on other people. ICT provides students the ability to make more social contacts and allows communication with others through these various enablers. According to Mich and Vettori (n.d.) information technology techniques are excellent resources in working with children who are deaf, as they possess characteristics such as high memory capacity, the ability to visualize, hyperlink (such as multimedia and artificial intelligence techniques), and can be used to build educational tools to meet student needs.
However, according to Koehler & Mishra (2009) digital technologies can “offer fundamentally less stability than more traditional technologies” (p. 1). New digital technologies, (such as iPads, iClickers or Interactive White Boards) designed to support teaching, may pose new challenges to teachers who are struggling to use more technology in their classrooms. New teachers or educators who are uncomfortable in utilizing technology need to consider three core components a) content, b) pedagogy, and c) technology, and the relationship between these three components (Koehler & Mishra, 2009).
The knowledge of content is important as it includes concepts, ideas, knowledge of evidence and proof and approaches towards developing knowledge (Shulman, 1986). Koehler & Mishra (2009) believe teachers should be able to understand the essentials of the subjects they teach. Pedagogy knowledge helps teachers understand how students learn, establish lesson plans, and create and execute student assessments (Koehler & Mishra, 2009). Technology knowledge is the third component and it “enables a person to accomplish a variety of different tasks using information technology” (Koehler & Mishra, 2009, p. 1). This knowledge gives teachers an understanding of how to work with technology, tools and resources.
Technological Pedagogical Content Knowledge (TPACK) suggests further components as the basis of good teaching with technology, and adds and includes; the comprehension of what technology concepts represent; techniques in teaching; how to use technology or content; rectify student problems when using technology; and building on existing or creating new knowledge (Koehler & Mishra, 2009). As stated by Simpson (2009), it is vital for teachers to ensure that ICT and TPACK are continuously embedded into classroom learnings, as without access to ICT, students will not be able to grow academically, nor will they have personal or social development growth. Simpson (2009) further suggested that the lack of accessibility to technology is like discrimination for people with disabilities and could be considered a “digital divide.”
Scenario: Teaching Science by Using ICT with Year 2 level deaf students.
Using ICT with digital learning when teaching science may be a good way to stimulate student interest. Using an iPad and an Interactive White Board are excellent examples of ICT and may aid students who are deaf when interacting with fellow students. It is important to have these technologies available because children who are deaf are visual learners and having these devices will enable them to be on an equal footing with their hearing peers, display their ideas in the same format as the rest and participate in the classroom.
Teachers who have students who are deaf in the class will need to establish a different presentation setting than normally seen in a regular classroom. The classroom should consist of a large round table with chairs for the students and the teacher should be in front of the table with an Interactive White Board placed on the wall behind the teacher. The reason a round table is needed is to ensure that everyone sees each other and the teacher when they are signing. Signing is an important way of communicating for students who are deaf because it is visual and their primary means of receiving information.
Each student will be given an iPad. Students’ knowledge and familiarity of iPad technology will be assessed by way of a checklist before moving on to the Science lesson. This will ensure continuity of technology knowledge within the classroom. If a student is not familiar with a function of an iPad, a fellow student with more experience using an iPad may assist the struggling student, as I believe interaction, communication and collaboration are crucial in completing a task.
There are several good teaching practices that should be incorporated into a classroom. The American Association of Higher Education (1987) along with Chickering and Ehrmann (1996) published several best practices which can be incorporated into the teaching methods of students who are deaf as follows: 1) Student-teacher contact and interaction is vital because it encourages inspiration and involvement. With the teacher’s continuous interaction, it can help struggling students; 2) Active learning techniques should be utilized since there is no benefit to the majority of students learning by sitting and listening to a lecture. Participating in a discussion, applying concepts to their daily lives and actively learning how to use technology has been found to be valuable teaching strategies; 3) Providing feedback to students is essential in assisting and improving their knowledge, and finally; 4) Respecting diverse talents and ways of learning. Technology can help students learn in a variety of ways and broaden their learning. I believe that utilizing these teaching practices and the TPACK contents will be most beneficial to students, as teaching successfully with technology “requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all components” (Koehler & Mishra, 2009, p. 1).
Within this Science lesson, when students are learning about galaxies, the TPACK components can be utilized. The teacher of course, has to be familiar with the galaxy subject matter, what it entails, and how it was born, thereby portraying content knowledge. The students will have access to an app entitled “Galaxies by Kids Discover” on the iPad. Students will be guided step by step in understanding how to use the app and will be introduced to the different kinds of galaxies, how these galaxies were formed and different clusters of galaxies by incorporating and using a White Interactive Board. This will benefit all students, but especially students who are deaf as they will be able to visualize and decipher the general understanding of each galaxy.
After being introduced to the galaxy, the students will get a chance to explore the app on their own, as it is interactive and will be partnered up with a fellow student. This will require communication (signing with students who are deaf) and collaboration with others. The app has a quiz and it would give them the opportunity to think, inquire and look for more information. They will be given two tasks, which will be used for assessment. The first task will enable the students to brainstorm a list of what galaxies are about and what entail, and how to use a telescope and what can be seen from a telescope. They will post their ideas on the Interactive White Board. A discussion will follow with questions as to where they think objects in the galaxy are located. The second task will ask the students to create their own vision of what the galaxy looks like. They will draw their vision on the iPad using the “Drawing Free by ThumbSoft” app. After creating their vision, the pupils will present their vision to the class and explain what they envisioned and the reason why. They can then pose questions to the class in relation to their vision of the galaxy such as “Where is Earth located in my drawing?” This portion of the lesson encompasses inquiry, communication and collaboration, which relates to pedagogy.
The purpose of learning is to improve skill development by using these new apps. Student development will be enhanced through gaining work abilities by understanding and completing the required tasks, and through modification of existing programs by having information right on the iPad rather than using the traditional method of teaching (Fortress Learning, 2012). This will allow students to be more interactive and gain new knowledge. As O’Connell, et al., (2010) state, technology is combined into educational programs to make learning simpler for all students with varying abilities. Students are able to interact by using various classroom technologies. This technology also helps the teachers accommodate students’ needs. Technology knowledge is demonstrated in this scenario by the completion of the scenario tasks, and students will have a broad comprehension of how to accomplish different tasks by using ICT. This will also benefit the teacher, as technology knowledge requires mastery of ICT for information processing, communication and problem solving.
The galaxy lesson accompanied by the teacher’s understanding of TPACK concepts and incorporating good teaching practices will help encourage all students, and those students who are deaf to understand changing technologies, while applying technology into their daily lives. My personal experience strongly supports the use of ICT for those who are deaf as it can improve their education outcomes as well as opening new doors and possibilities in students’ social and cultural lives.
References:
Chickering, A., & Ehrmann, S. (1996). Implementing the Seven Principles: Technology as Lever, AAHE Bulletin, October, 3-6. Retrieved from: http://www.tltgroup.org/programs/seven.html
Fortress Learning. (2012). Clarify the Purpose of Learning Program – Getting Started. Retrieved from: http://tae.fortresslearning.com.au/?page_id=220
Gardner, H. (1987 & 1999). The Theory of Multiple Intelligences. Retrieved from: http://howardgardner.com/multiple-intelligences/
Richards, C. (2004). Using ICT effectively with deaf children. Retrieved from:
http://www.theguardian.com/education/2004/mar/22/elearning.technology
Simpson, J. (2009). Inclusive Information and Communication Technologies for People with Disabilities. Retrieved from: http://dsq-sds.org/article/view/167/167
O’Connell, T., Freed, G., Rothberg, M., Shapiro, C., & Shapiro R. (2010). Using Apple Technology to Support Learning for Students with Sensory and Learning Disabilities. Retrieved from: http://images.apple.com/education/docs/L419373A-US_L419373A_AppleTechDisabilities.pdf
Mich, O., Vettori, C., (n.d.). An ICT-based Application to Support Deaf Children’s Reading Comprehension. Retrieved from: http://conference.pixel-online.net/ICT4LL2011/common/download/Paper_pdf/IBL47-318-FP-Vettori-ICT4LL2011.pdf
Koehler, M. J., Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9, p. 1. Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
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