Post 1

POST 1: Discussion of how a pedagogical lens can assist teachers in making choices relating to ICT integration in the classroom. (300 words)

The use of ICT is ubiquitous in the daily lives of the modern high school student. For most students, computers can play a number of roles and are almost considered a birth right. From a means of communication and social interaction to a tool for relaxation and entertainment, ICT such as computers, smart phones and the internet can almost be considered a friend to most digital natives (Prensky 2002). With this being the case, teachers must incorporate the use of ICT into classroom delivery in a way that is not just tokenistic, but rather promotes and enhances the teaching and learning taking place. To accomplish this, using a pedagogical lens to help guide where, when, and how to use ICT in the classroom is not only helpful, but in my view, imperative.

The main way to achieve this goal is to ensure that the use of technology in the classroom is centred on, and geared towards authentic learning (Reeves, Herrington, & Oliver 200). Steps can be taken to ensure that this is achieved. One of these is for teachers to be reflective on their own classroom practice and integration of technology. That is, teachers should make time to go over their classroom delivery once a lesson has concluded and reflect upon what worked and could be improved in order to ensure they are truly learning from their own experiences (Prensky 2002). Whilst this is important for all aspects of teaching, it is particularly so in relation to the integration of ICT into lessons. This is due to how familiar digital natives are with the use of technology and how quickly they will see through the façade if it is not incorporated in a way that adds to the significance and intellectual quality of the lesson.

Prensky, M. (2000). The Games Generations: How Learners Have Changed, Digital Game-Based Learning, Chapter 2, pp 201-226.