Critical Reflection on Teaching Practice: Integration of ICT in a Disadvantaged Classroom
Theme 1: Integration of ICT Technology in the Classroom
During my teaching practice, I collaborated closely with my mentor teacher in a disadvantaged classroom setting. This experience provided profound insights into the challenges and opportunities of integrating Information and Communication Technology (ICT) in an environment that often lacks adequate resources.
Our approach to using ICT was multifaceted. One significant strategy involved leveraging free and accessible digital resources to supplement the traditional curriculum. For instance, we utilized educational platforms such as Khan Academy and Google Classroom to facilitate interactive and individualized learning. Through these platforms, students were able to engage with content at their own pace, which was particularly beneficial for those who required additional support or enrichment.
Research supports the idea that ICT can significantly enhance educational outcomes, particularly in under-resourced settings. Tondeur et al. (2017) emphasize how the integration of ICT in disadvantaged classrooms can foster student engagement and self-directed learning. They argue that when teachers develop creative strategies to use technology, it impacts student motivation and can bridge learning gaps.
Moreover, my mentor emphasized the importance of teacher professional development in effectively using ICT. As outlined by Voogt et al. (2020), teacher competencies in ICT implementation are critical to the success of such integrations. We engaged in collaborative planning sessions to enhance our digital literacy and explore innovative ways to incorporate technology into lesson plans. This experience underscored the necessity of teacher training in utilizing ICT, particularly in challenging environments where resources are limited. The findings of Voogt et al. also align with our observations that structured support for teachers can lead to more effective use of technology in classrooms.
However, there were obstacles that we faced while trying to integrate ICT in our lessons. Many students did not have access to devices outside of school, and reliable internet connectivity was an ongoing issue. This realization prompted us to innovate further; we explored using offline resources such as learning apps that supported content delivery without requiring constant internet access. This aligns with the work of Lai and Hwang (2016), who postulate that combining offline and online learning can alleviate some barriers faced by underprivileged students.
In summary, my experience during Teaching Practice highlighted both the potentials and challenges of integrating ICT in a disadvantaged classroom. The collaboration with my mentor teacher was instrumental in effectively navigating these challenges and ensuring that our students could benefit from the tools available to them. Through structured support and a focus on creative solutions, we were able to enhance the learning experience despite the limitations of our environment.
References
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Lai, M. & Hwang, G. J. (2016). ‘A context-aware mobile learning approach to enhancing interactive learning in higher education’, Computers & Education, 97, pp. 69-77. doi:10.1016/j.compedu.2016.02.003.
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Tondeur, J., Scherer, D., & Siddiq, F. (2017). ‘The impact of ICT on student learning outcomes: A review of the literature’, European Journal of Education, 52(3), pp. 280-293. doi:10.1111/ejed.12231.
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Voogt, J., Fisser, P., Pareja Roblin, N., & Tondeur, J. (2020). ‘Teacher professional development for ICT integration: A systematic review’, Computers & Education, 128, pp. 310-325. doi:10.1016/j.compedu.2018.09.010.