ICT and Pedagogy: How Teachers Are Actually Using Technology In Their Classrooms

ICT offers a very powerful productivity tools. In education, pedagogy issues of incorporating ICT into curriculum are predominantly to enhance student learning for greater expectation to higher order thinking and problem-solving skills (Finger, Russell, Jamieson-Proctor & Russell, 2007 pp.17-20). Being able to associate in technology-rich learning environment, todays is a shifting role of a teacher has to faced many challenges in ways of transforming learning and teaching with ICT.

Katie Lepi wrote interesting article about classroom technology on what devices and software to use in associated with Infographic data study from digedu.com. It is because teacher needs tot explore and reflecting on the ICT trend and being fully informed about what is happening in identifying types of technologies that will be adopted in each lessons. Besides the environment of pedagogical strategies, the adoption of ICT in school has moved from teacher-directed to student-centred learning. Teacher adopt ICT for learning and teaching based on students’ knowledge, at their “comfort zone” with constructivist styles in which technology can connect and increasing the usage of ICT that address different ideas in the Bloom’s Taxonomy hierarchy in the classroom. This includes the name of the tool, what level of Bloom’s Taxonomy it addresses, appeared in the diagram created by NJ Superintendent Scott Rocco. and last with Katie Lepi's 4 differents view of Bloom's Taxonomy Apps.

The notion is relatively important as one in the ICT Integration & Transformation Implementation Technology Integration Planning (TIP) being built upon as Roblyer’s Technology Integration Planning (TIP) Model (adapted by Finger et. al, 2007). I came across another student's blog elaborated TIP is to provide a planning model for her to deliver lesson plans during three weeks of Prac. Furthermore, according to Finger et. al. (2007 pp.113-142) a planning process plays a crucial role in directing the selection of approaches framework to design the learning and teaching experiences for students in a technology-rich environment. Especially in diverse curricula to integrate ICT capability according to the Australian curriculum (associated link with SCOOTLE). I realise it is importance of planning for effective ICT integration and for the transforming learning with ICT. Thus, learning theories and associated frameworks to help teachers have a practical value how to design ICT-enhanced learning experiences to meet the students needs by providing guidance based on the five part ICT planning model (i.e Roblyer's TIP model, 2006 adapted Finger et. al, 2007)

Well to my understanding, the importance theoretical framework that underpin 5 areas: planning, implementation, assessment, evaluation and reflection; in order for me to strategize ICT's role in the curriculum and student learning (Finger et.al., 2007 p.307).

Here below is a different graphic lists of tools that address -