Critical Reflection on Teaching Practice: Integration of ICT in the Classroom
Theme 1: Integration of ICT Technology in the Classroom
Throughout my teaching practice, the integration of Information and Communication Technology (ICT) into the classroom was a vital aspect of my professional development. Guided by my mentor teacher, I was able to explore various strategies for utilizing technology to enhance student engagement and learning outcomes.
One significant experience was the incorporation of interactive whiteboards during lesson presentations. This not only allowed me to present information in a visually stimulating manner but also engaged students in interactive activities, fostering a more collaborative learning environment. According to Almarzooq et al. (2019), the use of interactive whiteboards can significantly enhance student participation and motivation, as it allows learners to interact with the content in real time. This aligns with my observations; students who previously appeared disengaged became more involved when they were able to come to the board and actively participate in lessons.
Moreover, my mentor encouraged the use of various educational software and applications that facilitated differentiated learning. For instance, we implemented platforms like Kahoot! and Quizlet to create engaging quizzes and review sessions that catered to various learning speeds and styles. Research by Voogt et al. (2017) supports this approach, identifying that ICT tools can provide diverse learning opportunities that promote learner autonomy and collaboration. I observed that students appreciated the gamified learning experiences offered by these platforms, which added an element of fun to the review sessions and encouraged a healthy competitive spirit among peers.
Additionally, the integration of ICT in assigning and collecting homework transformed traditional methods. We utilized a learning management system (LMS) for students to submit assignments digitally, which not only streamlined the process but also allowed for timely feedback. According to Wexler et al. (2018), the use of LMS in education fosters a more organized approach to teaching and assessment. I found that students appreciated the accessibility of submitting work online, and it often led to higher submission rates compared to paper assignments.
However, the integration of ICT was not without its challenges. Technical glitches and varying levels of digital literacy among students highlighted the need for continuous training and support when implementing technology in educational settings. This underscores the findings of some researchers who argue that while ICT has the potential to revolutionize education, strategic planning, and ongoing professional development for teachers are essential for successful implementation (Figueiredo et al., 2020).
In conclusion, my experiences during teaching practice highlighted the immense potential of ICT in enhancing learning experiences when guided by an adept mentor. While there are challenges, the benefits of engagement, differentiated learning, and organizational efficiency can substantially improve education quality. Moving forward, it is critical for educators to embrace ICT while being mindful of the necessary support and training that ensures its effective integration.
References
Almarzooq, Z., Lopes, M., & Cohen, S. (2019). The Impact of Interactive Whiteboards on Student Learning: A Comprehensive Literature Review. Journal of Educational Technology Systems, 48(3), 312-328.
Figueiredo, P., & Empinotti, V. (2020). Challenges and Opportunities Related to the Implementation of ICT in Education: An Educator Perspective. Educational Technology Research and Development, 68(3), 1077-1102.
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2017). Technology and 21st Century Learning: Theoretical Foundations and Learning Research. Educational Research Review, 22, 20-33.
Wexler, A., Buckley, J., & Zhan, Z. (2018). The Role of Learning Management Systems in Educators’ Professional Development: A Systematic Review. International Journal of Educational Technology in Higher Education, 15(1), 1-16.