In many teaching situations, the role of the teacher is that of facilitator of learning: leading discussions, asking open-ended questions, guiding process and task, and enabling active participation of learners and engagement with ideas. I choose a case from M2 database, http://sitesdatabase.cite.hku.hk/M2/case2/FR002/Index.asp?case_ID=FR002. In this case, the teacher appears as an adviser and a facilitator arranging the conditions of learning and encouraging pupils'self learning and exploration somewhere else that by way of his own mediation. However, the innovation of pedagogy requires the teacher to be able to adopt a range of roles and skills to suit specific situations.
There is an ongoing debate as to whether teachers are becoming redundant as a consequence of the use of ICT in education or whether a teacherless classroom is just a myth. In fact, new educational technologies do not curb the need for teachers but they call for a redefinition of their profession. The role of teachers has changed and continues to change from being an instructor to becoming a constructor, facilitator, coach, and creator of learning environments.
Many documents and articles identify reasons why the role of the teacher must change, such as:
● ICT will cause certain teaching resources to become obsolete. Localised resources such as overheads and chalkboards may no longer be necessary if all learners have access to the same networked resource on which the teacher is presenting information, especially if students are not physically at the same place.
● ICT may make some assessment methods redundant. Online tests, for example, provide the teacher with considerably more information than traditional multiple choice tests.
It is no longer sufficient for teachers to impart content knowledge, but they have to encourage higher levels of cognitive skills, promote information literacy, and nurture collaborative working practices. All these are greatly facilitated by the use of ICTs in teaching, however, a genuine and sophisticated integration is necessary and thus teacher training in this regard becomes crucial.
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From Harden and Crosby: The Twelve Roles of the Teacher , 2000
By Olivia
Yes, I almost agree with Olivia and have read the example in the DATA2.However, I also found some new examples in the web
ReplyDeletehttp://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/the-role-of-the-teacher
The example is about the teacher use the IT to teach students,the teacher teach lower primary students English grammar, they use an interactive CD with visuals to help them see how one word has multiple grammatical usage depending on where it appears in a sentence. The use of this medium excited the students and increased class participation as the teacher separate them into teams in the form of a competition. The students learn much quicker in a relaxed fun setting and the grammar concepts sunk in better as they see the variation of how one word can be used in different ways.
I think In many small group teaching situations, the role of the teacher is that of facilitator of learning: leading discussions, asking open-ended questions, guiding process and task, and enabling active participation of learners and engagement with ideas. However, small groups function and behave in various ways and have different purposes. Teachers therefore need to be able to adopt a range of roles and skills to suit specific situations, often during the same teaching session.Making the shift from teacher as expert to facilitator is sometimes seen as diminishing a teacher’s power and authority, but this should not be the case. Facilitating learning is empowering for both the learner and the teacher and frees the teacher from many of the burdens that having to be an ‘expert’ might entail. It would traditionally have been seen as a weakness for a teacher to say ‘I don’t know, let’s find out’ or ‘I don’t know, do any of you students know the answer?’ and clearly clinical teachers need to know more about many topics than their students or trainees, but medical science is changing so rapidly that no one can know everything. Implementing an evidence-based approach to clinical learning and to medical practice involves finding out about the latest research. You can use these techniques and this approach to facilitate your own and your students’/trainees’ learning.
Makino
In most of mainland school，teachers' role seems very important
ReplyDelete1. Teacher is a guider which give a clear direction to the students.
2. The teacher help students grow up in a bright way.
3. Teacher is a communicator of human civilization.
As ICT in education developing quickly,what it actually bring to the classrooms is definitely seen. These include sharing of resources and learning environments as well as the promotion of collaborative learning and a general move towards greater learner autonomy.
ReplyDeleteTeachers are forced to adopt the new technology into teaching.Teachers with enthusiasm may glad to accept, but some may reject.ICT will also require a modification of the role of the teacher, who in addition to classroom teaching, will have other skills and responsibilities. Many will become specialists in the use of distributed learning techniques, the design and development of shared working spaces and resources, and virtual guides for students who use electronic media.That is the role change of teachers.They are not only required to transmit knowledge and information but also required to open a window for the students and stimulate them.
“Successful implementation of change ICT is not about equipment or software but influencing and empowering teachers” (Yuen, Law et al. 2003)
ReplyDeleteIt seems that a considerable amount of schools in mainland of China, especially in some developed cities such as Shanghai, Beijing, Hangzhou, aren’t lack of advanced educational equipments and devices. While the shortage of well-trained teachers is one of the main obstacles of effectively applying technology into school T&L of mainland China. It is common in most schools of mainland China that teachers use powerpoint to teach the class, but except it, they never use any other high-tech educational tools in teaching, since most of them only mastered a little bit of computer technology, not to mention apply ICT into teaching.
Thus, from current situation, I think develop basic technology quality of teachers is much more important than introducing technology. I admit a good teacher can teach students well by only using a stick and some dirt. But a bad teacher will not teach a child well even if he/she has all the latest technologies in the world. So the following critical aspects need to be addressed before technology can effectively be introduced into schools:
1. Improving the technological skills of teachers, and at the same time giving them enough time and opportunities to learn new technology;
2. Enhancing teachers’ ability to use the computer as a tool in problem solving;
3. Making technology available in schools