The+Use+odf+ICT+in+Classrooms

There is some discussion on whether or not the use of technology in the classroom is beneficial for students, or disadvantages them. This is some research I did on the use of technology, and the benefits and limitations of using it.

Recent studies have showed that technology is becoming a tool used by many teachers for all students, whether they have a disability or not. Children are being introduced to technology when they are very young. Children even in the age of 2 have access to TV’s and music, so it becomes a big part of their life. Making this transition into the classroom seems to be a natural step into helping children learn.

In her book, Elizabeth Hubbell states that “we introduce babies to books, music, and the sounds of their native language long before we expect them to talk or read” and believes that any tool which children are expected to use in primary or secondary school have to be modelled well before they reach this age. (Hubbell, 2007) Research has proven that 4 and 5-year-olds from economically disadvantaged backgrounds have improved their social skills through technology. (Clements, 2002) Using computers, for example, encourages children to make friends by inviting them over to play games, which can involve into asking each other for help. Collaborative learning is a big part of the curriculum in upper years of schooling, so helping to develop these skills early has a positive impact on a child’s future learning.

Research shows that technology also helps children who are more visual learners understand and think about classroom activities. It can also impact directly on a child’s self-esteem and self-efficacy, as the ability to use a keyboard is thought by some to be a source of pride in children. (Clements, 2002) If children feel confident about themselves, they are more likely to try new things, set higher goal, and have an increased chance at succeeding in future studies.

The use of technology is also thought to have a big impact on the development and learning of special needs children. In his article, Clements states that “A four-year-old who was diagnosed with mental retardation and autism and who did not speak began to echo words for the first time while working at a computer”. (Clements, 2002) Technology allows a child to learn at their own pace, and in an environment they can feel comfortable in. The article also suggested that the participation of all children in a certain activity can help include special needs kids in the lesson, as the interaction helps to develop the social-interaction between special needs children and their peers in a classroom.

There is a lot of research to support the use of technology in classrooms, and as a teacher I feel that is it can have a positive impact on my students learning, then it should be applied. A smart board would be my first step into achieving this. It allows students to have more of a direct role in what they are learning, and encourages all children to participate in the activity. Keeping the lesson more practical will keeps all students more interested, which would impact best on students who may have a short attention span.

There are also some disadvantages to using ICT, and this puts a lot of teachers off wanting to try out new technologies. One of the biggest reasons is the amount of time required to set up such a lesson. Lessons have a strict time limit, and teachers are already hard pressed to complete certain tasks within this time frame. (Kelly, 2010) It is simply not always possible to fit in a technology-based activity. The use of ICT in a classroom can only be truly beneficial if it is used regularly, and the required time is given to make the lesson successful.

Another main disadvantage to using technology is the cost of installing such equipment. A lot of schools do not receive a large enough budget to make integration successful. (Kelly, 2010). Without additional funding, schools are forced to limit installation of new technologies to only a few classrooms, which greatly reduces the number of students who can use and benefit from it. Also technology, as with other materials such as books, are most beneficial if the content is updated on a regular basis. A lot of information also cannot be accessed by teachers, which puts a great restriction on what information can be provided to students.

__References__

“Integrating New Technologies in UK Classrooms: Lessons for Teachers from Early Years Practitioners” by Liz Brooker (extract only) at [|http://www.questia.com/googleScholar.qst;jsessionid=M1jPQXMXKt1Cbs22mPF2QC94RNCQLXtZqRQ6TQSnJYT4Fmj11704!-590386660!-1850433002?docId=5002542409]

Hubbell, E.R, “Technology in the Early Childhood Classroom”, 2007, at []

Clements, D.H, and Sarama, J, “The Role of Technology in Early Childhood Learning”, 2002, Early Childhood Corner at []

Kelly, M, "Integrating Technology in the Classroom: Means and Methods", 2010, at []

Cox, M, Prestion, C, & Cox, K ““What Factors Support or Prevent Teachers from Using ICT in their Classrooms?” retrieved online from []

Florian, L, and Hegarty, J, “ICT and Special Needs Education: A Tool For Inclusion”, first edition, Birkshire, England, Open University Press, Chapters 1-3

available online at []