Critical Reflection on Teaching Practice in a Low-Tech Primary School
During my teaching practice at a local public primary school that lacked technology resources, I encountered a unique and challenging environment that deeply affected my approach to teaching. Despite the restrictions imposed by the absence of digital tools, my mentor teacher and I worked to creatively integrate what limited ICT technology we could muster to enhance students' learning experiences.
Integration of ICT in the Classroom
My mentor teacher and I primarily relied on basic technological tools, such as interactive whiteboards and simple educational applications on personal devices, as a means to engage students. While the majority of the school’s teaching was grounded in traditional methods, we experimented with using a few accessible applications to complement the curriculum. For instance, we utilized educational websites that provided a framework for engaging math games and simplified reading comprehension exercises, albeit sparingly due to limited access to devices.
Research supports the effective use of technology in the classroom to promote engagement and understanding. According to Hattie (2009), technology, when integrated thoughtfully, can make significant contributions to student learning outcomes. Although we faced hurdles, the application of these limited resources allowed us to reinforce key concepts through interactive learning experiences. Furthermore, we encouraged students to use these technologies collaboratively, fostering teamwork and problem-solving skills, which aligns with what Hwang et al. (2017) describe as the potential of ICT to shift learning from individual-centric approaches to more collaborative and interactive environments.
Challenges Faced in Using ICT
Despite our attempts to incorporate ICT, the challenges were numerous. The most significant issue was access—many students had limited experience with technology, and the availability of devices was sparse, leading to inequitable learning opportunities. This was particularly concerning in a primary setting where foundational skills are developed. The inconsistency in access led to frustration, as some students were unable to fully participate in activities, leading to feelings of exclusion. Additionally, ensuring that all students were engaged required constant monitoring and facilitating, which often detracted from my ability to cover the curriculum effectively.
Another notable challenge was the lack of training in effectively integrating technology into teaching practices. Many teachers at the school, including my mentor, were accustomed to traditional methods and expressed skepticism about the benefits of incorporating ICT. This mindset limited our ability to explore innovative pedagogical strategies. As noted by Ertmer and Ottenbreit-Leftwich (2010), professional development and support for teachers in leveraging technology are crucial for successful integration that benefits student learning.
Conclusion
Reflecting on my experiences in teaching practice at a primary school without robust technological resources has highlighted the complexities of integrating ICT into a traditional learning environment. While we achieved some successes in engaging students with technology, the challenges of access and mentality surrounding technology use significantly impacted the effectiveness of our efforts. These experiences underscored the need for ongoing professional development and support for educators to embrace ICT. Furthermore, they illuminated the necessity for a broader commitment to providing equitable access to technology in education, which remains critical in preparing students for an increasingly digital world.
References
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Hattie, J. A. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Hwang, G. J., Chang, C. Y., & Chen, C. H. (2017). Influences of a mobile self-directed learning approach on students' learning performance and learning motivation. Educational Technology & Society, 20(4), 55-68.
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