2.6 Information and Communication Technologies (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
The importance for students to develop proficiency in the use of digital technologies in this age is unquestioned. Many of my students during my first practicum did not have access to computing facilities outside of school and as such I tried to implement digital technologies into my teaching as often as possible to give my students every opportunity to develop these skills.
A good example of an ICT that worked very well for both my year 9 and year 11 biology units was a “build your own food webs” activity. It incorporated a number of key ecological principles including identifying trophic levels, predator prey interactions, producers and consumers, and the role of decomposers. Students worked through the activity with the more advanced students finding it to be a useful revision tool and the less capable students gained some important understanding from the useful feedback provided when incorrect answers are given. This was a great alternative to the usual worksheets being used by some other teachers.
“He has ensured technology has been utilised as an effective educational tool, providing different learning opportunities. In rural areas, this is important to expose students to experiences they may not have had or are able to access in an isolated environment.”
“In science he prepared his own lesson plans, incorporating suggestions offered by his mentor teacher along with imaginative activities of his own device and ICT tools that his mentor teacher was happy to adopt for her own teaching in the future.”
The importance for students to develop proficiency in the use of digital technologies in this age is unquestioned. Many of my students during my first practicum did not have access to computing facilities outside of school and as such I tried to implement digital technologies into my teaching as often as possible to give my students every opportunity to develop these skills.
A good example of an ICT that worked very well for both my year 9 and year 11 biology units was a “build your own food webs” activity. It incorporated a number of key ecological principles including identifying trophic levels, predator prey interactions, producers and consumers, and the role of decomposers. Students worked through the activity with the more advanced students finding it to be a useful revision tool and the less capable students gained some important understanding from the useful feedback provided when incorrect answers are given. This was a great alternative to the usual worksheets being used by some other teachers.
“He has ensured technology has been utilised as an effective educational tool, providing different learning opportunities. In rural areas, this is important to expose students to experiences they may not have had or are able to access in an isolated environment.”
“In science he prepared his own lesson plans, incorporating suggestions offered by his mentor teacher along with imaginative activities of his own device and ICT tools that his mentor teacher was happy to adopt for her own teaching in the future.”