Week 3 (5) Selecting Tools - theories behind my artefact

My reflection of the day...for the past 9 days of posting,  Hatton & Smith (1995 p.41) mentioned 4 differents type of reflective writing and most of the style of mine seemed to be between descriptive and dialogue reflection. Constantly, I need to remind myself to bear in mind to reflect critically involving reason upon the giving decision which takes account of brother historical, social, and/or political contexts.  Therefore this assignment required a critical reflection on my contexts with supporting relevant theories.

WHY ICT? 

• How is the student learning in context in relation to my web-based artefacts, is there posibility of having the ICTs to help? 
• The web-based artefacts focus on the student learning that I need to justify reasons how will I use ICTs as to be supported with literature on how ICTs help in my context? 
• Role of Technology in Education

WHAT ICTs!!!

• 
  List out the common challenges in learning or mistakes students committed in my context? 
• What are the really effective learning experiences that are typically difficult to use, but with which ICTs might help so I need.
• Find examples of people using ICTs to solve this reasons. 

Strongly the reason is not focus on a specific ICT, but instead should serve a broader pedagogical purpose aligned to curriculum. Lyoyd (2005 p.5) reflected this change in pedagogical approach causing ICT less peripheral to school context and more central to student learning.

Reference

Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 40–41.

Lloyd, M. (2005). Towards a definition of the integration of ICT in the classroom. In AARE’05 Education Research - Creative Dissent: Constructive Solutions. Parramatta, New South Wales.