ICT as a Curriculum Resource: resource should not be separate from learning but integrated in learning and classroom room pedagogy so to both enhance and transform learning experiences.
In preparing my lesson plans during my last practical placement and trying out new technologies I got a bit carried away in implementing ICT into every lesson plan without being aware of the term ‘EduDoggy’ (USQ, 2014). I fell into the trap of integrating only familiar ITC resources into my lesson plans i.e. interactive whiteboard IWB, UTUBE, without giving any deepen understanding to the real educational value to the context being taught. I was allowing ICT to dictate learning and teaching experiences as well as being limited by it due to my prior familiarity with certain ICTs. This term is now known to be as ‘Tail wagging dog’. Ideally, one is to aim at the dog ‘education’ is supposed to wag the tail (Jones, 2014, Module 2). This enticed me to think deeply of various pedagogical reasons for implementing ICT in relation to enhancing student overall learning within a curricular area or a cross-curricular approach to integrate the learning skills. Fellow students have also raised concerns about their pedagogical approach to integrate learning skills in ICT and other areas of the curriculum. http://rachelharlen.wordpress.com/2014/04/20/the-dog-waging-the-tail/
With the wide range of software available to the public as well as for use in education and importantly no set guidelines or specific recommendations of software programmes, it is clear that the filtering job rests with the teacher in endorsing the use of ICT in the classroom. As primary school teaching is generic in origins, that is, one teacher generally is responsible for all disciplines or subject areas; the teacher has the opportunity to take on a multidisciplinary approach or a cross-curriculum approach to learning which can greatly improve students’ outcomes (O’Neil & Gish, 2012). Various ICT tools can be incorporated into content and learning experiences of various curriculum areas. Not only does enable proficient use and understandings of ICT integration in subject content but also in ICT working alongside and with other ICT programs to ultimately enhance students’ engagement, learning, interest, participation and deepened understanding.
Jones, D. (2014). Module 2 – Don’t let the tail wag the dog: EduDoggy. Retrieved March 29, 2014, from http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=176353&chapterid=11611
O’Neill, S., & Gish, A. (2012). Teaching English as a Second Language. South Melbourne, Victoria: Oxford University Press.
Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Frenchs Forest, NSW: Pearson Australia