IT use in the classroom more and more widely, and teachers how reasonable and effective use of information technology, which requires teachers to fully understand the role of IT in the classroom teaching. IT use in the classroom more and more widely, and teachers how reasonable and effective use of information technology, which requires teachers to fully understand the role of information technology in the classroom, this paper tries to discuss the following aspects of information technology in classroom teaching role: to change the traditional teaching methods; strengthen the leading role of teachers; increase student interest in learning, active classroom atmosphere; disperse teaching difficult to break through teaching focus, to promote
The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team. Constructivism states that learners should participate in cooperative learning so that they can be able to learn from their More Knowledgeable Other (2016:61). The CAPS promotes the use of different communication methods in the classroom in order to teach efficiently. In addition, teachers should make use of visual, symbolic and language skills simultaneously. Constructivism promotes the use of technology in the classroom in order to support teaching (2016:98).
It occurs as a part of everyday teaching and learning and uses information from ongoing assessment to shape classroom teaching and learning. Assessment as learning puts the students in active role as learners, using assessment information to self-assess, regulate and monitor their learning progress. Assessment is important for several reasons: 1. Assessment result provide qualitative information that helps faculty determine how they might improve courses and/or programs through changes in curriculum, teaching methodologies, course materials or other areas. When integrated into the planning cycle for curriculum development and review, assessment results can provide powerful rationale for securing support for curricular and other changes.
Therefore, teachers must create an ideal classroom environment that is encouraging to learning. Also, teachers should be trained to support expanded role for class interaction to make effective. Teachers should consider various strategies that can capitalize on student engagement and success in the classroom. As instructors, we can create an ideal classroom environment that is favorable to learning. Learning is intrinsically hard-work; it is pushing the brain to its limits, and it can only possible with the help of motivation.
In this study, the researchers mentioned that ICT has a profound impact in classrooms as organisational a change is needed in order to change how the students interact in the class as to form a collaborative and interactive learning process. This is also agreed as mentioned in one of the research that the collaborative use of technology is usually more effective than individual use (Higgins, Xiao, Katsipataki, 2012). Moreover, the study also identified that whether or not the technology is used can make the difference, but it is actually on how well the technology is used to support teaching and learning process. Indeed, technology is best used as a supplement to normal teaching rather than as a replacement for
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
Abstract: TPACK is a framework for the learning process in which educators combine Technological, Pedagogical and Content Knowledge to deliver the learning experience. Therefore, TPACK can be defined as a complex interaction between the technology, pedagogy and content. TPACK expresses the overlap between these factors in a two-dimensional space, placing TPACK at the centre. Educators can place their teaching episode within this space and ask, if I place my delivery at this point is it the best point in the TPACK space? Secondly educators may ask how can the best point within the space be determined?
The traditional relationship between student and teacher is changed with collaborative learning. We cannot exclude technology which helps to develop all these characteristic of the modern classroom. These classrooms help student to enhance their knowledge and to prepare themselves for higher
Teacher and student engagement is critical in the classroom because it has the power to define whose knowledge will become a part of school-related knowledge and whose voices will shape it. Students are not just young people for whom adults should devise solutions. They are critical observers of their own conditions and needs, and should be participants in discussions and problem solving related to their education and future opportunities. Hence children need to be aware that their experiences and perceptions are important and should be encouraged to develop the mental skills needed to think and reason independently and have the courage to dissent. What children learn 23 out of school — their capacities, learning abilities, and knowledge base — and bring to school is important to further enhance the learning process.
This puts weight on transmission of learning. Transmission of learning talk about the extent to which performance in one situation such as multimedia lesson is reflected in another situation such as working on the occupation or in a following lesson (Allessi & Trollip, 2001). Teaching is frequently a precursor to apply or practice that knowledge in the actual world for students in the classrooms. Thus, today’s teachers are challenged with formulating applicable pedagogical approaches for integrating technology into their classrooms with the purpose to prepare students for the demands of a world where digital technology has become progressively ubiquitous. It is worth mentioning a warning here about the challenge of shifting understanding away from inexplicit articulations toward meaningful praxis; in other words, there is “the notion that the students and teachers might be distracted by the ‘bells and whistles’ of the technology and be less focused on the achievement of expectations or evidence of critical thinking” (Beggs,Shields, Telfer, & Bernard,