Parameters to be taken into Considerations While Integrating Technology in Teaching Learning Process:

 Parameters to be taken into Consideration While Integrating Technology in Teaching-Learning Process:

Parameters to be considered while integrating ICT The major parameters to be considered are context, nature of the content, method of teaching/ learning, and the type of technology and its features.

Parameter 1: Nature of Content

Is it essential to use ICT for teaching or learning for all content? In some cases, depending on the nature of the content it is not even necessary to use ICT. For example, while teaching about food, it will be effective to show them the real food items rather than showing images of food from the tiffin boxes brought by students or served in mid-day meal in school.

Similarly, while teaching parts of plant, it is better if children are shown real plants and allowed to touch the plants, feel the texture of leaves, branches, stem, roots/shoots etc. Also, they can be provided hands-on experience and life skills to sow a seed in a pot/bottle/glass, water the plants, provide sunlight, watch and observe the whole germination process and journey from seed to seed. This kind of experiential learning will be a memorable one for every child in the class, which any PPT, video and multimedia cannot match. Yes, in any biology class dissection of animals and plants is a routine scene. But presently dissection of frogs is unethical and illegal. Hence, showing children a multimedia based virtual dissection is a far better option with the teachers. In some cases, it is also important to choose the right media/technology based on the nature of content. Hence the questions to be thought of while choosing media/technology include:

• Is ICT necessary for teaching and learning of a particular content?

• If yes, what type of ICT/ media resource is to be used? Consider the following examples:

1. Listing of fundamental duties

2. Defining the surface area of a solid cylinder

3. Functioning of the digestive system

4. Reflection on “Whether wars are a good way to end conflicts between countries” Go through the text given in the table to understand the nature of the content, media that can be used, and what are the rationale for selecting that particular media.

 

S.no.

Content

Nature of Content

Media that can be Used

Rationale for Using the Media

1.      1

Fundamental Rights in Indian Constitution (Class VIII)

Factual

Visual — Any kind of presentation like slide presentation, digital poster, digital flashcard, etc., on the list of Fundamental Rights

Since the content is factual and the students are just required to list the fundamental rights, an audio-visual resource would be redundant. Students, if just provided with the list in the form of any visual aid i.e., flashcard, chart, poster etc

2.      2

Surface Area of a Solid Cylinder (Class VI)

Conceptual

Demonstration Video

Here, the students have to understand how the surface area of a solid cylinder is calculated. An audio in itself would not be sufficient as the students would have to visualize the cylinder and its different surfaces. A demonstration video, which shows that the cylinder consists of two circles and a rectangle, would lead to a greater and more effective understanding.

3.      3

Functioning of Digestive System (Class VII)

Procedural

Animation Video/ Augmented reality-based mobile apps like Anatomy 4D, bio digital human, etc.

Since the content requires the students to understand a process, only audio, or only visual may not lead to effective learning. If an animated video or AR-based resource is used to portray the process of digestion of food, students would be able to understand it better.

4.      4

The Best Christmas Present in the World (Class VIII) Activity - Reflection on “Whether wars are a good way to end conflicts between countries”

Metacognition

Discussion Forum

Here, one’s own process of decision-making has to be questioned and analyzed. The discussion forum can be used to discuss the different views and decisions of learners.

 

This shows that it is essential to understand the nature of the content to identify the scope of using ICT. To make an appropriate selection, teacher should have the knowledge of content as well as various ICT/ media types.

Teacher will be able to use ICT judiously when he/she is able to do content analysis and choose the appropriate media based on the nature of content and treatment to be given to enable students understand easily.

Parameter 2: Context

Context analysis is a method to analyse the environment in which an ICT enabled teaching-learning process operates. Context analysis considers the entire environment of a teaching-learning situation. Reflect on the following

1. What are the ICT facilities available in school?

2. How the support system in the school motivates use of ICT?

3. What ICT competencies have teachers acquired?

4. Could all students use ICT? 5.

Are the ICT tools selected based on facilities available and the characteristics of learners?

While analysing the classroom environment, two aspects to be taken care of are:

·       Infrastructure- Infrastructure includes the general infrastructure of a classroom like availability of electricity, projection system, internet connectivity, availability of printer, desktop PCs/

·       Human resource- Human resource refers to the availability of teachers/ technical persons, competency of the teacher in handling ICT, etc.

A teacher also needs to understand the learner to select the appropriate methods and ICT tools/resources for enhancing learning. Four dimensions of the learner that needs to be understood for using ICT are as follows:



Demographic—A teacher may consider class size, diversity in terms of age, cultural context, socioeconomic status, gender, marginality, geographical location, and availability/access to technology.

Cognitive and prior knowledge—Educational level, primary, upper primary, Prerequisite knowledge and experience, learning style, level of digital literacy, cognitive ability.

Affective/Social—Teacher may introspect her own attitude towards education and learning, online learning environments, attitude towards self, motivational level, interpersonal relationships and area of interest; the same may be looked at while dealing with students.

Physiological—A teacher may be aware of general physical and emotional health and special needs of her students. Such awareness will help her decide what medical and therapeutic help is to be suggested and what assistive technologies to be adopted.

For example, while providing educational resources to a child who is visually challenged, ICT tools, like text to speech, plays a vital role in communicating the information. Making the resources open and free provide equal access to children from lower economic background. Thus, understanding the learner helps in selecting appropriate ICT and make classroom more inclusive

 

                                       

Parameter 3: Methods of teaching-learning

Reflect:

1.     How does ICT support in implementation of various methods of teaching-learning?

2.     What are the innovative and integrated methods that can infuse ICT for teaching and learning of specific subjects?

ICT tools/media become effective only when it is used appropriately with the content and the method of teaching-learning. For example, if a teacher wants to teach the concept of metals and non-metals, any one method may be chosen according to her context. One way may be using concept attainment model by giving a group activity to compare and contrast between the given objects and arrive at the definition of metals and non-metals by following these steps:

• Display objects made out of metals (Eg: stapler pin, gold ring) and non-metals (Eg: plastic spoon, wooden blocks) in the class.

• Compare and contrast its properties to derive at the essential (Eg: solid nature, conductor of electricity) and non-essential (Eg: shape, colour) attributes of metals.

• Define metals and non-metals based on the observed attributes.

• Give more examples (Eg: Iron, Copper), non-examples (Eg: Plastic, Wood) and counter examples (Eg: Mercury) of metals based on the definition.

 

Parameter 4: Technology/Tools/eContent

Suitable ICT tools and resources may be selected as per the nature of content and their suitability to the method to be adopted.

Simulating experiment—ICT can be utilised to provide those objects which are not easily accessible in the classroom situation. For example, bringing objects which are metals and nonmetals and testing it for its properties to derive or arrive at the definition of metals and non-metals by comparing and contracting. For this purpose, simulation may be used.

Slide presentation—Defining metals and non-metals and stating examples.

Interactive activity (like H5P)—Giving a group activity to compare and contrast between the given objects that are metals and non-metals. Then to classify them based on similarities and derive the definition of metals and non-metals, (watch H5P interactive content on http://nroer.gov.in). Hence, it depends upon the teacher to use the appropriate tool based on the method of teaching-learning. It is also important to understand that a teacher can also choose ICT/ media resources based on the purpose like introducing, explaining, summarising, etc.

Thus, it is very important to understand the potential of each method and the way it demands ICT to be used as tools for better comprehension. By analysing the potentials of a particular method and its demand for ICT, a teacher will be able to make a selection of ICT tools/ media appropriately. Several innovative methods/approaches like flipped class, blended learning, collaborative learning etc. are being used to widely improve the learning experiences.

 

Parameters to be considered by the teachers while choosing eContent or technology tools/devices:

S.No.

Parameter

Attributes

1.      

Target Audience

·       Age group

·       Previous knowledge,

·       Social cultural background,

·       Learning styles,

·       Language,

·       Demographic information,

·       Emotional development,

·       Ability level,

·       Social development

2.      

Content

·       Accuracy,

·       Relevance,

·       Content coverage,

·       Up-to-date,

·       Aligned with curriculum, etc.

3.      

Pedagogical Considerations

·       Objectives,

·       Method of delivering content,

·       Media selection,

·       Presentation format,

·       Clear communication,

·       Free from bias,

·       Contextualization to local needs,

·       Multiple modes of assessment,

·       Learner engagement etc.

4.      

Presentation

·       Aesthetics,

·       Motivation,

·       Innovative/ creative,

·       Font 

·       Effects 

·       Coherence in media elements,

·       Chunking and organisation,

·       Suitability to learner with special needs,

·       Addressing gender equality,

·       Multiculturalism etc.

5.      

Technical

·       Free from technical glitches,

·       Audio visual quality,

·       Smooth interactivity and navigation, etc.

6.      

Administrative considerations

·       Cost,

·       Delivery mechanism,

·       Support services,

·       Training,

·       Maintenance,

·       Infrastructural and technological requirement,

·       Source of procurement/access

 

 References 



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