Nowadays, the rate of children with special needs getting education is higher. Children with mild disabilities are usually allowed to learn in a mainstream classroom. However, this has bring a great challenge to the mainstream teacher on how to help those children to learn more effectively without ‘getting frustrated’ with their ability. Scotens has provided an article about “Using ICT to support pupils with special educational needs” which is very helpful for those teacher who teaches in a mainstream class and dealing with student with special needs. The resources provided by Scotens are very practical, easy to use and can be found easily. Hence, it is worth to take a look at the website not only for teachers dealing with special needs children, but normal teachers can also take it as a reference.
After the 15 days of practicum, I have found out some interesting that I never realized before. It is about how children will get attracted to ICT easily when ICT is being incorporated into the lesson. For example, the children are so get used to listening story through picture books but somehow there are a few children who are not paying attention listening to the story. However, with the use of animation story from Youtube, children are able to pay full attention listening to the story. When I was teaching the four years old reciting rhymes and singing songs, the same situation happened in the classroom. There are two children who are not able to sit for too long and listen to the teacher during circle time. But, they are able to pay full attention to the video played in the laptop and follow the actions when reciting rhymes or singing songs.
In the 5 years old class, children felt so excited when they are given a chance to type on the keyboard. They are also very helpful in a way that they are helping each other to find the letter on the keyboard. Of course, after the typing process, children are so eager to look at the work that they have produced. Haha. It is quite fun and interesting letting children use ICT for the appropriate activity.
After writing the previous post, I thought of writing this post to find out whether children are more interested toward video or game that consist of educational content or non-educational content.
According to some of the case study shared by my school parents, some of them have exposed their children to both educational video and cartoon such as ultraman. But, the outcome of this is that children will prefer to watch cartoon with violence content instead of educational video. And, children will be addicted to watch the video again and again. Not only that, children will keep imagine and link whatever things that they do to the cartoon they have watched.
Besides that, there are also some children who have not being exposed to non-educational cartoon or game. Hence, they will not imagine or behave like the heroic character in the movie. Hubbard has shared about an article entitled cartoons, characters linked to kid’s bad behavior in Los Angelas Times. It stated a case study of two groups of children- “media-diet intervention” and the “Power Ranger group”. The intervention group of children have shown improvement in social skills; however children who remained in the Power Ranger group committed to more aggressive act.
There is a question worth thinking about it: Did you growth up with those violent cartoon exposure? How have you become now?
Last week, one of the 5 years old parents have came to meet the class teacher regarding the issue of letting her child using ipad. Initially, ipad to her can serve as an extra educational tools for her child to learn. However, the problem was her child is more interested to play games (not educational) rather to play educational game. Most of the game that the child likes to play consist violence content. And, it is very hard for the mother to control the child from playing game using ipad because the grandparents are playing it as well. Anderson and Warburton have explained the effect of violence game toward children and teenager. They mention that healthy and pro-social video game content is able to enhance the live of children, however exposure to anti-social and violent game increases the livelihood of a range of negative outcomes. As a result, adults play an important role from the beginning when selecting the materials for children to learn. This is because once children get addicted to the game it is very hard for them to stop.
In week 10 learning path, David has guided us to start planning some possible activities that we can carry out during professional experience. I have visited the webpage of EDC 3100 Diigo group and I found a lot of very useful information that other course mates have tagged. One of the post that I like was “Interactive whiteboard Pros and Cons” which posted by one of our course mate, alannah13. I agreed with the points that she has listed out. The benefits of using an interactive whiteboard is more than the disadvantages toward student’s learning because it can keep the interaction ongoing throughout the teaching and learning experience for both teacher and students.
In week 9 learning path, I’ve learned about what to do during my professional experience. One of the important thing that I need to do is to get feedback from my mentor upon the lesson that I’ve planned. According to Kate (2007), she has a posted about a reading about the “importance of feedback“. Kate explains that feedback will gives a person a clearer idea of how well he or she is doing a task and how he or she could improve. Learning from mentor’s feedback is vital for me to know what is the strength and weakness of my teaching strategy; whether it is appropriate; and whether it is engaging and interactive enough for the students.
Besides that, in one of the week 9 tasks named “Designing ICT rich lessons”, the content of “why use ICTs?” has discussed about the purpose of integrating ICTs into the learning experiences. It has reminded that integrating ICTs are not for substitution on teaching technique, but it is to see greater benefits in students’ learning experience.