ICT tools within classrooms provide educators a learning platform that scaffolds learning in an interactive, enjoyable and interesting view, however, teachers can often abuse the use of ipad’s and laptops by using them as the focus of teaching not the focus of assisting. Within my forward planning documents aimed at year 4’s, I made effective use of 6 ICT tools that I believe will enhance productivity overall. The first tool used (lesson 1) a Quick Response code (QR) which enabled teachers to quickly access the video link. I chose to use a Word Cloud as my second tool to brainstorm the difference between natural resources (using the colour green) and non-natural (colour- red) for a clear and direct view. Students also make use of iMovie at the end of lesson one, where they create a quick movie establishing what they have learnt on Reduce, Reuse and Recycle content. In lesson two the learning content of sustainability in the home is explored. Students research and display their findings in a virtual mind-map. I chose Popplet online (laptop) or Popplet (iPad) because it is easily accessible as there is a software for both devices. Before starting the lesson three content, students are to complete a Kahoot based on their prior knowledge of lesson two. Kahoot is a fun resource that works successfully as a diagnostic assessment tool. Lesson three is the final lesson planned where students select one of their ideas about sustainable living and create an online book/pamphlet encouraging other children to live sustainably. Book Creator, I believe is easy, interesting and helps construct knowledge on a visual technological display. Students can experiment with the use of moving pictures, drawing and sound in their book.
Social Constructivism
Social Constructivism developed by Lev Vygotsky in 1978 identifies that knowledge is constructed through social interaction (Jennings, Surgenor & McMahon, 2013). In a constructivist classroom, the focus is on student-orientated learning rather than teacher-orientated which takes a more traditional approach. Students are actively involved in the process of learning and take responsibility for their own cognitive development (Jennings, Surgenor & McMahon, 2013). The Western Australian Curriculum relies on social constructivism to ensure the goals of the Melbourne Declaration (2008) are met. These aims state to build a quality of equity and excellence in schooling and build children to become successful learners, confident and creative individuals, and active and informed citizens (Melbourne Declaration, 2008). One of the main activities conveyed by a constructivist classroom is problem solving (Walker & Shore, 2015). This skill is not only a mathematic proficiency, it also covers all general capabilities including Science, English and Geography (SCSA, 2014). In my forward planning documents based on the natural resources of the earth and how they can be sustainably used within the home environment, Vygotsky’s theory (1978) relates directly to the ideas portrayed. He believes that in educational sectors, it is imperative for teachers to relate content to context, in an open-ended task where students are in the Zone of Proximal Development to ensure maximum achievement (Walker & Shore, 2015). Sustainability is a crucial topic to be explored within classrooms because it impacts on how the earth is treated and the overall survival of the planet. Students should be encouraged to care about the effects on resources, thus understand the vulnerability of abusing them. Sustainability is also a cross-curriculum priority, therefore, similarly relates to the contextualisation of learning (SCSA, 2014). Another component of my lessons integrated within the social constructivism theory is how involved the students are with their own learning. The lesson relies on student accountability, consequently increasing intellectual ability.
References
Government of Western Australia. (2014). School Curriculum and Standards. Retrieved from https://www.scsa.wa.edu.au/
Jennings, D., Surgenor, P., & McMahon, T. (2013). Education Theory/Constructivism and Social Constructivism in the Classroom. Retrieved from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism_in_the_Classroom
Ministerial Council on Education. (2008). Melbourne Declaration on educational goals for young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf.
Walker, C., & Bruce M. (2015) Understanding Classroom Roles in Inquiry Education: Linking Role Theory and Social Constructivism to the Concept of Role Diversification. doi: 215824401560758.