Will our reliance on ICT in the classroom be our downfall?

So over the course of the year it has become clear how important ICT is in schools and how much we rely on it as teachers. We create amazing presentations that incorporate YouTube clips, have whole lessons devoted to online programs and games such as WebQuest, and we often base the research components of assessments on online research. Clearly our reliance on it is HUGE! So what happens when things don't go to plan?
I have created fantastic History lessons that have been solely based around ICT that have been massive fails because the internet was down or because of a room change and access to key ICT infrastructure was denied.
When this happens, the frustration levels rise and haphazard lessons are formed. Although as teachers we should always have a back-up plan, sometime this does not happen and we are left providing students with lessons that are not as good as they should be. THIS IS A MASSIVE PROBLEM!!
In a perfect world everyone would have access to all ICT facilities all the time and would never experience "difficulties" but we don't live in a perfect world and we do have to deal with these difficulties.
I believe that ICT is a very valuable tool, however our reliance on it in our classrooms can often be our downfall.  

Valued Post...

This is a post from Theologian commenting on my VIT post. Unfortunately he was unable to post it himself, so I have posted it for your viewing pleasure. Enjoy.

ICT in Secondary Education – VELS and ICT

In terms of students developing new understandings with ICT the author clearly mentions that it is the […] learning of these skills that is something that needs to be explicitly taught throughout each subject […]. Furthermore, the author states that there should be ICT classes which assist students with their ICT skills. My questions here would be:
a) Don’t educators in other subject areas integrate ICT in their lessons?
b) Do educators have ICT experience; have they been trained, (i.e., professional development)
c) Don’t ICT classes already teach students ICT skills?
d) In your experience and observations, what have you discovered?
In addition and in reference to Non – English Speaking Background Students and students with disabilities; what did you discover in terms of inclusive education and ICT? Moreover, how could the above students be left behind and what are some possible solutions to further develop student’s strengths, responsibilities and progress with ICT (i.e., computer skills, Internet use)?
In conclusion, looking through the lens of educational literature, school policies and legislation;
a) Is the author referring to students of elementary or secondary level?
b) When should lessons on code of conduct, self-regulation be elicited to students,  and from what age?
c) Is it entirely up to the school and educators to mandate the above?
d) Does ICT involve only the use of Internet and computers?
e) Do restrictions on students’ behavior necessarily prevent the misuse of technology, (i.e., mobile phones).
In conclusion the author has presented a concise and well supported argument that specify areas such as inclusive education; behavior and responsibilities of stakeholders. Well Done.

VELS comment

Please see the following link for my VELS comment.

http://latincanbecooltoo.blogspot.com/2011/09/it-and-vels.html?showComment=1317164668014#c5437362331432482083

VELS and ICT

Within the Information and Communications Technology (ICT) domain in VELS it states that students should ‘learn to use ICT efficiently to capture, validate and manipulate data for required purposes’ and the ability for students to do this contributes to developing new understanding, not only within the subject area, but also with ICT itself. It is the learning of these skills that is something that needs to be explicitly taught throughout each subject. Although it should be explicitly taught, shouldn’t there also be ICT classes that help students learn these skills more efficiently? I completely agree that students should be involved in a rich and flexible learner-centered environment that allows students to experiment and take risks when developing new understanding and ICT gives them the tools to do that. However for some students basic ICT skills, especially for students that come from a refugee background or those with a learning disability, are not as developed. This means that when other students are developing new understandings of efficiently using ICT for a required purpose these students could be left behind.

Not only do we have to look at the students that could potentially be left behind if basic ICT skills have not been developed but also look at developing student understanding of the legal implications of using ICT. VELS states the students should ‘examine the ethical and legal implications of using ICT in a range of settings such as the home, school and the workplace’. This means that not only should we be giving students an environment where they can experiment and take risks but also explicitly talk about the legal implications of the misuse of ICT for the students, and the school itself. This is not just for the students but for the teachers as well.

Many schools provide students with an internet code of conduct which students much sign at the beginning of the year to show that they understand what is expected of them when using the computers and in particular, the internet. Although most schools use programs which blocks unsafe or inappropriate sites for students, self-regulation should also be taught. If students are able to learn the skills on how to self-regulate themselves on the internet, then when it comes time for them to use the internet in an unrestricted setting, such as a workplace or at home, they can do so in a safe and ethical manner. This could also be incorporated into an explicit teaching of ICT for students.

Although it is a Utopian ideal that ALL teachers be up-to-date on the latest changes in ICT and be able to teach the skills necessary for students to develop their abilities, this may not be the case for many teachers. However the introduction of a short sequence of lessons focusing directly on developing and building on basic ICT skills and the ethical and legal implications at the beginning of the school year would be of great benefit to both the student and the teacher.

Reference: Victorian Essential Learning Standards- ICT 

Access to ICT...

It is true that ICT can really enhance the teaching and learning experience for both the student and teacher. However when access to these facilities is denied, or the resources are not available, are some teachers and students falling behind when it comes to ICT? Will the lack of ICT facilities in some schools, and proliferation in others, create a system of 'winners and losers' when it comes to ICT?
In my recent placement it has become very apparent that there is considerably less access to ICT facilities compared to that of my previous placement. This gap in facilities probably has something to do with one being a government school and the other a non government, or perhaps it does not. Maybe it is how the school is choosing to allocate it's funding that is causing the gap? Whatever the reason for the lack of facilities it has impacted on the way that I deliver lessons. Last semester PowerPoint was law and this semester I will need to find something that I feel is as effective in the classroom. Watch this space...

Welcome!

The idea of this Blog as a Journal is to encourage an exchange of ideas between myself and other student teachers regarding the professional use of IT. Hopefully this will lead to an understanding of the possibilities of IT and to create a community of learning with fellow student teachers that will allow the sharing of thoughts, ideas and application of IT in education. Contributions will be greatly appreciated!