Bonface Nabwoba Post 1• 13 Aug 2020, 17:10
Activity 3.6 Use of ICT to suport learning and teaching
I’m surprised that ICT in the class room does not simply mean carrying expensive laptop or tablet to classroom. Many a times teachers blame administrators for not buying enough computers for example. The case studies of Mr. Shabukali and Mrs. Bwalya show that we do no need to be expensive and sophisticated; rather, we could adapt our conditions and resources available to deliver a learner-centered lesson like in the case of Mrs. Bwalya. Mrs. Bwalya uses technology to provoke students to converse hence putting them at the centre of action. She simply uses a phone connected to a projector and asks students to discuss in groups the correct steps of the life cycle of a frog from a jumbled list. Mr. Shabukali on the other hand gets nervous and makes mistakes in the presentation of the past tense of the verbs ‘ring’ and ‘bow’ despite having a computer and projector. As a result, the lesson flops for learners are nervous and inactive. Resorting to asking students to do the exercise on pg 21 of the text books is the hallmark of frustration and shows inadequate preparation.
I’m encouraged that I could embed simple ICT that is meaningful and adds value to the students and TESSA OER in French and English language to deliver effective learner-centered lessons.
I would wish to know how to, with our in-service teachers, carry out online lessons effectively and professionally using a variety of media and also how to create such online platform.
Very much to the point, Bonface! We do not need loads of massive equipment to use ICT effectively to enhance learning. Kris made this point in the last seminar and reminded us that a laptop or phone with a projector may be much more useful than a computer lab and more economical to maintain... These two case studies reinforce this point.
In terms of providing in-service training for colleagues in schools, remember that this course is an OER. You can therefore, borrow, adapt and use any part of the course you wish to use. The way Kris and colleagues conducted the webinars also models a different way of using ICT to support effective learning. Finally, when you finish this course, you may want to do the course "Take your teaching on-line". Even when the presentation by the ACDE, OU, IET and TESSA comes to an end, the course will still be available for free; a badge and certificate will still be issued on completion. You may want to work through the course with a (small) group of colleagues. It is often the case that working collaboratively provides support and discussions amongst colleagues help deeper thinking and understanding.
Thanks Adenrele and Michele,
I will surely come back for the 'Taing teaching online course'. Will scan through other courses to see wich other ones too. But I've already identified many
Thank you for this important message. This still reinforce how learner-Centred approch allows individuals to learn at their own pace and facilitate inclusiveness. As individual we need to be flexible and adopt developmental change in our approach to teaching, embrace the use of ICT no matter how little and try to build on the skill acquired. Collaboration and cooperative learning is the best way to go, it is important for us to support ourselves and encourage others to learn innovative pedagogical approaches to move our country higher in terms of realising the educational objectives
I have noted the course for future engagement. Its true it is the way we utilise the available ICT resources to achieve the learning out comes that matter. Not the sophistication of the equipment. In fact ICT should help the teaching and learning process to be easier and learners to be active throughout the lesson.
You are correct Boniface. Learning could be enhanced by simple and small ubiquitous technological gadgets around us
AN ACTIVITY THAT I’VE TRIED AND USED ICT
In my role as trainer for in-service teachers at the Centre for French Teaching and Documentation (CFTD) Kenyatta University, Kenya, I have taught in-service teachers the module referred to in French ‘CONSTRUIRE UNE SEQUENCE PEDAGOGIQUE’ more of construction of pedagogical sequence/ lesson preparation and presentation.
I prepared slides in PowerPoint, and then we met at the training Centre where I led my group in the training. I proceeded by explanations that were projected for all participants to follow; group work sessions, general discussions and group tasks where learners, having desktop computers at their disposal had to get to the internet, research a bit, and create interesting lesson plans sequences which they presented before the entire class . They projected their work for all of us. We allowed in put in every presentation especially ‘the how to make them better’. This was face to face.
Now with Civid 19, I got to do this, but online very soon, perhaps from September 2020, the more reason why this lesson comes in handy for me.