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
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.
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.
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