Learning Theory
Information and communication technologies (ICT) are quickly becoming a core device of both teaching and learning experiences in the classroom. Educational systems throughout the world are increasingly pushing for seamless integration of ICTs into the classroom due to demands to teach students the skills they require to function in the twenty-first century (Student Centred Learning, 2012). What makes ICT different to previous forms of technology in the classroom is that it not only serves as an aid to the teacher, but it is also transforming the traditional role of a teacher in the classroom. ICTs represent a shift in teaching style that focuses more on the learner than the teacher or curriculum. By providing an environment that emphasises competency and performance-based curricula, which requires access to a plethora of informative sources based on access and inquiry (Oliver, 2002).
The approach towards student-centred learning provides multiple benefits to both students and teachers when concerned with ICT integration. It fundamentally changes the role of the teacher from the sole presence and expert in any learning field to a facilitator and assistant (Oliver, 2002). By shifting to a student focused teaching pathway, it helps empower the student to assess themselves, analyse their drawbacks, improve and become responsible for their own learning (Saxena, 2013).
The approach towards student-centred learning provides multiple benefits to both students and teachers when concerned with ICT integration. It fundamentally changes the role of the teacher from the sole presence and expert in any learning field to a facilitator and assistant (Oliver, 2002). By shifting to a student focused teaching pathway, it helps empower the student to assess themselves, analyse their drawbacks, improve and become responsible for their own learning (Saxena, 2013).
Through integrating ICT into how the students learn, it allows them to tackle the content at their own pace and even access the information and the assessment when the teacher is not present. This instils a sense of responsibility in the student and provides the teacher with diverse and individualised teaching strategies. A good example of this method of integration is various learning management systems (LMS). This system organises content and assessment onto a digital platform that both students and teachers can access without strict permission and outside of the classroom, known as ‘anyplace learning’ (Oliver, 2002). By implementing a broad system of ICT, a teacher can also provide students and themselves with a greater sense of progression and formative feedback. Online quizzes and games permit teachers to informally assess their students and gauge their progress, while the inclusion of badges and rewards for completing these online activities provide a sense of achievement while learning (Saxena, 2013). ICT greatly impacts both the classroom environment and learning outside of school, shifting from an education sourced solely from a teacher to focusing on the objectives and outcomes of individual students.
Engaging with ICT in classrooms also influences how students learn. Several learning theories exist within educational psychology, but one stands out when ICT is involved in the learning process. Constructivism is a learning orientation whereby individuals construct understanding and meaning from their experiences (Churchill et al., 2016). In essence, students learn in this orientation through the work they complete individually or collaboratively and the outcomes discovered as a result of that work. Thus with the introduction of ICTs into classrooms, studies have shown that the adoption of constructivist learning theories are also commonly accompanied with this move (Orlando, 2011). Through the curriculum structure with integrated ICT, pedagogy often shifts to allow for ‘student-teacher and student-student collaboration and co-construction of knowledge’ (Orlando, 2011), a goal which several ICT tools find imperative to their purpose and efficacy.
Engaging with ICT in classrooms also influences how students learn. Several learning theories exist within educational psychology, but one stands out when ICT is involved in the learning process. Constructivism is a learning orientation whereby individuals construct understanding and meaning from their experiences (Churchill et al., 2016). In essence, students learn in this orientation through the work they complete individually or collaboratively and the outcomes discovered as a result of that work. Thus with the introduction of ICTs into classrooms, studies have shown that the adoption of constructivist learning theories are also commonly accompanied with this move (Orlando, 2011). Through the curriculum structure with integrated ICT, pedagogy often shifts to allow for ‘student-teacher and student-student collaboration and co-construction of knowledge’ (Orlando, 2011), a goal which several ICT tools find imperative to their purpose and efficacy.
Reference List:
Churchill, R., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Lowe, K. … Vick, M. (2016). Teaching: making a difference (3rd ed.). Milton, QLD: John Wiley & Sons Australia.
Oliver, R. (2002). The role of ICT in higher education for the 21st century; ICT as a change agent for education. Retrieved from http://bhs-ict.pbworks.com/f/role%20of%20ict.pdf
Orlando, J. (2011). ICT, constructivist teaching and 21st century learning. Curriculum and Leadership Journal, 9(11). Retrieved from http://www.curriculum.edu.au/leader/ict,_constructivist_teaching_and_21st_century_lear,33278.html?issueID=12401
pixabay. (2014). computer-491760_960_720.jpg [Image]. Retrieved from pixabay.
Saxena, S. (2013). Using technology to create student-centred learning environment. Retrieved from http://edtechreview.in/trends-insights/insights/743-using-technology-for-student-centered-learning-environment
Student Centred Learning. (2012). How ICT supported learning impacts on the education curriculum. Retrieved from http://x-ist.blogspot.com.au/2012/04/how-ict-supported-learning-impacts-on.html
Wikimedia Commons. Physical_Sciences_Classroom.jpg [Image]. Retrieved from Wikimedia Commons.
Oliver, R. (2002). The role of ICT in higher education for the 21st century; ICT as a change agent for education. Retrieved from http://bhs-ict.pbworks.com/f/role%20of%20ict.pdf
Orlando, J. (2011). ICT, constructivist teaching and 21st century learning. Curriculum and Leadership Journal, 9(11). Retrieved from http://www.curriculum.edu.au/leader/ict,_constructivist_teaching_and_21st_century_lear,33278.html?issueID=12401
pixabay. (2014). computer-491760_960_720.jpg [Image]. Retrieved from pixabay.
Saxena, S. (2013). Using technology to create student-centred learning environment. Retrieved from http://edtechreview.in/trends-insights/insights/743-using-technology-for-student-centered-learning-environment
Student Centred Learning. (2012). How ICT supported learning impacts on the education curriculum. Retrieved from http://x-ist.blogspot.com.au/2012/04/how-ict-supported-learning-impacts-on.html
Wikimedia Commons. Physical_Sciences_Classroom.jpg [Image]. Retrieved from Wikimedia Commons.