The proposal will also present ways in which technology facilitates ongoing efforts to assess student learning. Technology also provides pros and cons to learning and this will be discussed to make the final decision if teachers should only use technology to assess student learning. There are two types of assessments that teachers can use to gather pertinent information about students, these are formative and summative assessments. Each assessment has a detailed objective for accomplishing tasks, objectives and goals. Formative assessments provide ways for the teacher to integrate a distinct process of learning that will achieve a preferred outcome.
Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans.
Classroom assessments help educators identify students strengths and weakness, monitor student learning and progress as well as plan and conduct instruction. Many question rather to use the more formal standardized testing or authentic learning strategies including the Multiple Intelligence (MI) theory. Classroom assessments can do more than measure learning. How educators access and communicate the results send a clear message to students about what is worth learning, how we expect them to perform as well as how it should be learned. Linking instruction and assessment is critical to effective learning.
I feel a good starting point for the essay is a brief discussion on how ICT is used in the primary classroom, and it’s potential for improving education of children. I will then examine effectiveness of using ICT in the classroom. The principle part of the essay I will examine the learning resource that I developed. The term Information Technology is widely known throughout the world, whereas the term Information Communication Technology is mainly used in education. The QCA Schemes of Work for ICT offer the definition: Information and communications technologies (ICT) are the computing and communications facilities and features that variously support teaching, learning and a ... ... middle of paper ... ...ing ICT skills - Interactivity and participation levels - Motivates and affects - Multimedia and multisensory presentation H.J.
What is constructivist learning and how it should be applied in the classroom I would describe constructivist learning as a process that allows learners to actively engage in the learning of new concepts through hands on activities, class discussions, awareness programs etc which enables them to construct their own understanding and knowledge through experience and reflection. Rather, than passively receiving information from the educator. (Concepts to classrooms, 2004). In a constructivist classroom knowledge is constructed through an active and metal process by the learners; learners build and create their own meanings and knowledge”. Constructivist learning occurs when learners are given opportunities to engage with the subject content
In conclusion, the response to intervention model is intended to build on the theoretical constructs of TPACk and it is important for the practitioners to take time and reflect on the existing Evidence based Practices for providing instruction, the demands of curriculum and the needs of individual students. Notably, while the cognitive theory is individualized and calls for the instructors to clearly understand the needs of individual students, attribution theory advises the teachers to consider the students with learning disability by ensuring positive attribution. Inherently, integrating the two theories will significantly help not only in understanding the students but also in ensuring that the students learn and understand.
Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment. When students participate in formative assessment, there is opportunity to give feedback to students. The provision of feedback is one of the primary functions of formative assessment. A further function of the formative assessment is to provide feedback to the mentors. Concerning these, Bloxham and Boyd (2007) argued that “for assessment to function in a formative way that supports students’ future learning, the findings have to adjust teaching”.
(1997) note that curricular integration reflects the process of contextualization by bringing authentic work elements to abstract academic subjects. It contributes to the development of students critical thinking and collaborative skills as well as those that prepare them for skilled jobs. Learning in context and constructing knowledge through socially based experiences are two teaching/learning concepts that draw upon principles of curriculum integration.
But how we define technology integration can also depend on the kinds of technology available, how much access one has to technology, and who is using the technology ("What Is Successful Technology Integration? | Edutopia," n.d.)”. Therefore, whenever it comes to creating effective technology integration in a classroom you should always ask yourself who is using the technology, and does this type of technology promote active or passive student learning. Technology integration is essential and nit sidelined to the learning activity. Again, when integrating technology and making it essential some things to ask yourself as the teacher is the
However, Vygotsky 's theory incorporates a more active and involved teacher role. Vygotsky in his theory advises that culture gives the child the cognitive tools needed for development. The tools determine the pattern and rate of development of which the parents and teachers are conduits for the tools of the culture.