The paper analyse the data collected in ten schools in Israel which have ICT in unique ways and have succeeded in devising innovative classroom pedagogies and changes in teachers and students role and out comes. Table 1 presents a summary of the innovation domains and levels in the innovation analysis schema.
As we can see, most of the innovative practices cause a significant change in student role, who became Website constructors, teachers' assistants in ICT-related matters, or ICT projects managers. The students worked in teams to solve real problems and to accomplish projects.
Powerful new capabilities of computers make it possible to access, represent, process, and communicate information in new ways (Kozma, 1991, 1994). These capabilities make it possible to search and organize information, analyze data, represent ideas, simulate complex systems, and communicate with others in ways that were not practical or even possible previously. They also enable new ways of teaching and learning—new activities, new products, and new types of learning (Kozma & Schank, 1998).
Self- learner, team member, and knowledge manager are the three new roles for students and were often associated with project-based or inquiry learning. Students are capable to use the resources and on-line learning to learn by themselves without the teachers. They can learn whenever and wherever. It make the study to be active and initiative. With the help of ICT, students are divided into several groups ti communicate both in the classroom and after classes. Students just have to work collaboratively to move the work forward.The members have also to be active to finish the group work. The action they did just interact each others in the group. What's more, with the help of ICT, students are exposed to the knowledge by the global internet. They no longer waiting for the teachers to teach them the knowledge in class time, but manage and pick up the one they need whenever they want by reading reports, research studies, newspapers, or multimedia presentations that solve a real world problem, address a scientific question, or express personal feelings.
All in all, students are changed into a more active and initiative role comparing to the traditional education. They are possible to get access to the knowledge in various approaches and manage it under their own willings. Learning is now becoming a innovative work that full of creativities and no more a simple accpetence of knowledge.
References:
Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179-212.
Kozma, R., & Schank, P. (1998). Connecting with the twenty- first century: Technology in support of educational reform. In C. Dede (Ed.), Technology and learning. Washington, DC: American Society for Curriculum Development.
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By Group
In e-learning, students are encouraged to become independent learners. This only means that the learning experience does not solely depend on the instructor’s efforts. Certain amounts of preparation must be done, and certain amounts of effort must be exerted by the student in order to productively contribute to online learning. Primary to this is self-awareness. Students must become aware of themselves, their personal expectations, as well as the expectations of the instructor.
ReplyDeleteThe roles of students are:
● Co-learner
● Content creators
– forum posts
– links and quotes from resources
– glossaries
– multimedia (video, audio)
● Peer mentors
● Co-teachers
● But most of all – Knowledge Creators (Learners)