Module 8 Activity 10: The Flipped Classroom Approach

The flipped classroom is considered to be an inverted classroom where instead of the traditional, a lecture is recorded and posted online for students to access and watch at home with the option to review as many times to grasp the content before the lesson is conducted.

This approach allows for improved student – teacher interaction, provides opportunities for real – time feedback, increases student engagement, enables students to pace their own learning according to their needs and alter the nature of homework by having students practice and applying their learning in the classroom. It has been observed that during the teaching and learning process, students are able to strengthen their own capacity to learn. Central to this is the principal of reflection as meta-cognition, where students are aware of, and can describe, their thinking in a way that allows them to ‘close the gap’ between what they know and what they need to learn.

Module 8 Activity 9: Cellphones in the Classroom

It is clear from the reading and discussions on cellphones use in the classroom that there are issues regarding accidental ringing which causes distraction to students from their lesson and makes them have to re-focus all over again, distraction to student’s education due to the passing of notes via text messages during class, the possibility of students cheating fairly easily, the fast spreading of rumors and illicit pictures and videos and
over-burdening of teachers and principals to be solving issues of theft, etc. of cellphones.

I think that these are valid concerns since we have observed the addictive nature of students with these cellphones and the many negative issues that have surfaced in recent times. However, there is no doubt that cellphones to be used as an effective technological learning tool in collaboration with other devices, but there needs to be a clear policy put in place for our students to be cultured and closely monitored to get maximum positive use.

Module 8 Activity 8: Managing online communication and collaboration

A school e-safety policy should ensure:

• restricted physical access to servers, wireless systems and cabling
• clearly defined access rights of users to technical systems and devices
• username and secure password for users 
• filtered internet access for all users
• provisions for regular reviews and audits of the safety and security of school technical systems
• Acceptable Use Agreement
• An appropriate system is in place for users to report any actual / potential technical incident / security breach to the relevant person 
• Appropriate security measures are in place to protect the servers, firewalls, routers, wireless systems, work stations, mobile devices etc from accidental or malicious attempts which might threaten the security of the school systems and data. 
• The school infrastructure and individual workstations are protected by up to date virus software.
• An agreed policy is in place for the provision of temporary access of “guests” (eg trainee teachers) onto the school systems.
• An agreed policy is in place regarding the extent of personal use that users (staff / students / community users) and their family members are allowed on school devices that may be used out of school. 

Effective regular monitoring is very important in ensuring e-safety.

Module 8 Activity 7: Tablet devices in the classroom

Based on the readings, it can be concluded that tablets may be considered a significant breakthrough that will help teachers universally to do their jobs of educating learners better. Especially where class sizes are large with each learner having his/her own individualized learning style and diverse learning abilities.

Tablets can come to the rescue of this phenomena by adding correct apps to the appropriate subject on a creative touchable interface where learners will be able to work at different paces, in the same class and with the same teacher. Additionally, its light nature with its instant accessibility to the internet , long battery life and digital reading capability, makes it extremely portable to allow learning to take place every and anywhere.

There are some drawbacks that should be considered with tablets, to include: no login process which makes them difficult to share, difficulty to be precise with certain things because of touch screen and that they have only two ports which limits their ability to integrate with other hardware.

However, tablets are still work in progress and it is believed that continuous improvement and development of appropriate apps will allow them to become more effective to the teaching and learning process.

Module 8 Activity 6: One-To-One Learning with ICT

As a facilitator of learning, every effort has to be made to determine an individual’s learning progress and support learning as required. Evidently, one-to-one mentoring addresses the cognitive and emotive aspects of the learner, enhancing educational outcomes and providing personalized feedback on student efforts. Hence, adaptability to the learning needs of individual is a key factor in achieving successful learning outcome.

It is recognized that one-to-one learning with ICT is an expensive venture to embark on and sustain, and does not happen overnight. Therefore, it is important for proper plans to be put in place for adequate funding of this exercise and its replacement cycle. However, it creates more opportunities for self-directed learning, increases achievement, increases engagement, complements project-based learning in the classroom, broadens learning beyond the classroom, takes advantage of teachable moments and prepares for tomorrow’s workplace.

Module 8 Activity 5: Interactive Whiteboards

It is clear that interactive white board is a versatile technological tool with significant multimedia capabilities that seemingly enhance the learners’ concentration and attention while at the same time, encourages student engagement. It has the potential to cater to the learners’ multiple intelligences, especially those who are visually-spatial and bodily-kinesthetic inclined, and appeals to both higher and lower levels learners as another way of differentiate instruction.

However, in my opinion, even though IWBs provide a great degree of engagement; they are primarily teacher-centred and would be most effective if used in conjunction with other means of teaching/learning strategies as a way of affording learners the opportunity to attain their fullest potential. Additionally, they are expensive and require a considerable amount of technical support to cater to their maintenance while at the same time, may be resisted by the ‘traditional’ teacher who is not technologically savvy since it would require a considerable level of training to be utilized effectively. The debate would surround its affordability as against other technological devices that are less expensive and provide similar or more far reaching experiences.