In analysing ‘technology-mediated interaction’ Beauchamp and Kennewell’s
(2008) categorisation of the roles of ICT in the classroom provides a useful framework (cited in Beauchamp, 2011). ICT can be:
- the object of interaction: resources to interact about (e.g. video clip or pupil’s work) where the teacher usually provides the structure for interactions
- a participant in interaction: a partner to interact with (e.g. game, quiz, challenge) where ICT usually provides the structure for interactions
- a tool for interaction: a medium to interact through (e.g. email/chat, annotation, mind-mapping) where learners usually provide the structure for interactions (Beauchamp & Kennewell, 2008)
Useful Links: (this list will be added to as the event progresses)
- Overview of social skills
- ICT definition
- Excellence at Anson Primary School
- http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html (a wonderful video on child driven education – thank you Anne Knock)
- http://ictmagic.wikispaces.com/ (a collaboration of ICT resources – thank you Martin Burrett)
- http://technology4kids.pbworks.com/Skype (some practical ways to integrate Skype into learning – thank you Shelly Sanchez Terrell)
- http://awwapp.com/ (a web-whiteboard – thank you ICT Magic)
- http://www.edtech-hub.com/resources/techteachchecklist.html (a checklist to consider when planning curriculum with ICTs – thank you Shelly)
- http://www.theconsultants-e.com/ourblog/blog/2012/Integrating_Technology_8_Key_Questions.aspx (8 key questions for integrating ICTs – thank you Shelly)
“There are many ways ICT’s can positively influence specified areas of learning….the majority of children enjoy interactive activities; integrating ICT into a session can motivate and excite children, increasing interest and focus. The use of ICTs can also improve a child’s confidence and self esteem, and increase their attention span. ICT activities encourage collaboration, enabling children to explore ICTS by working in pairs or small groups to develop their communication and social skills. By sharing the learning experiences, children are stimulated to demonstrate their achievements through discussion and class plenary sessions” (Elston, 2007, p72)
Some practical strategies to support the social capabilities of ICT learners (please click to zoom in).
(adapted from Department of Education, Training and Employment, 2012.)
Beauchamp, G. (2011). Interactivity and ICT in the primary school: categories of learner interactions with and without ICT. Technology, Pedagogy and Education. (pp175-190). Cardiff: Routledge.
Department of Education, Training and Employment (2012). Smart classrooms: Teaching and learning with ICT. Retrieved on 01/08/2012 from http://education.qld.gov.au/smartclassrooms/documents/enabling-learners/pdf/teaching-and-learning-with-ICT-part1.pdf.
Elston, C. (2007). Using ICT’s in the Primary Classroom. Paul Chapman Publishing: London
Farm 5 (2012). ICT Image. Retrieved on 12/08/2012 from http://farm5.static.flickr.com/4051/5119205490_aef851ab7d.jpg