If we think of the ways we communicated 150, 100 or even 50 years ago and the way we do today, there is a vast difference. Gigantic phones attached to walls with separate ear and mouth pieces to cellphones as big or as small as you want that allow you to communicate orally, in written form, visually and electronically.  Think of a car – then and now … same.  Yet, the layout of a classroom has not changed, what then can be said for what happens in it.

 

The question states “how wider use of electronic assessment (e-testing) can impact teaching and learning in school?”  We must now ask ourselves; are we preparing students for the future or the past?  The world has progressed and we need people who think creatively, innovatively, critically and independently. This applies to teachers and students. It is time to customize education, upgrade and change.

 

There have been considerable studies on the use and benefits of technology in the classroom even with students as young as kindergarten.  If computers, laptops and even cellphones can be integrated into the learning process, then the next logical step should be e-testing.  

 

E-testing is a rapidly growing area of e-assessment involving the delivery of examinations and assessments on screens, either using local systems or web-based systems.  There are numerous benefits that deserve discussion.  When assessments are done electronically results and feedback can be given immediately which allows students and teachers to review material that not have been fully understood.  The effect on the environment is positive since we move away from the paper-based exams thus saving paper and trees.

 

Students may have the flexibility of doing the test at home at any time day or night and submitting by a designated deadline.  It also allows for the creation of digital records regarding growth and development.

 

It is at this point, I feel it is necessary to add that while e-testing can impact positively on learning, innovation in assessment is unlikely to be successful without vastly improved attention to teacher preparation and proficiency in relation to assessment. Proficiency, as it relates to older teachers as they prepare to leave the system is also a factor that should be considered. Further, we must look at the equitable distribution and upgrade of equipment. The opportunity for teacher/student interaction is reduced and can demotivate students since words of empathy or encouragement may be lacking.  We must find a harmonious balance between assessment and the teacher.  Albert Einstein once said “Everybody is a genius, but if you judge a fish by its ability to climb a tree it will live its whole life believing it is stupid.”  Let us make this a world where fish are no longer expected to climb trees.

The Ministry of Education replaced the typewriter with the computer.  EDPM emphasizes computer applications related to the production, filing and retrieval of documents, skills that are crucial in today’s office environment. (cxc.org)

 

As an EDPM teacher, ICT is used daily.  EDPM is designed to equip students with knowledge and computer related skills to enhance the performance of clerical and administrative tasks.  This in itself is essential in the efficient use of ICT since students also acquire touch typing skills; this allows students to type without looking at the keyboard.

 

As ICT is already a main component of the EDPM subject area, there is a natural progression from substitution to augmentation.  All documents are created on the computer and students are taught how to apply various formatting techniques to enhance their appearance.  Take for example        

a typical business letter, students are taught the theory:

 

 

Then the practical application, which entails:

 

 

With this knowledge, the students are now able to transfer the skills to various styles of letters and attempt exercises that consolidate the knowledge.  This can also help in the creation of other types of documents.  Notwithstanding, the skill can be used to create documents for any and all subject areas for projects, course work and of course SBA’s.  The value is limitless as it does not end in Secondary school but carries over to tertiary education and future jobs.  

 

It is my greatest hope that my classroom and I am certain this is true for many other edpm teachers, the number of machines will match the numbers of students in the class as well as the addition of other equipment such as projectors, I-beams, scanners, etc can be had as teaching aids to properly prepare our students for the future. 

 

 

 

ICT has a unique and valuable contribution to contribute to the learning experience of pupils with special needs.  It can be used to support the development of reading and writing skills also to help those with physical and mental disabilities.  This is achieved through the use of modified equipment for children who would otherwise be denied an education.

 

There are many ways technology can support learners with special needs.  

 

For writing problems: 

 

v The use of the keyboard may help to make written communication easier

v Speech to text software is readily available and is quite accurate to input data into the computer – class notes

 

For visual difficulties:

 

v The use of coloured screen

v Enlarged icons and menus

 

For learning disabilities:

 

v The use of ppt to help students focus and concentrate

v The use of videos, clips, diagrams to engage the attention of the student and improve memory

 

As a teacher at a board school for over sixteen (16), there have been a few students with learning difficulties.  The main problem was poor reading skills.  This is a serious issue as students are embarrassed to admit the problem and shy away from situations where they may be called up to publicly read. Instead they break class, cause disruptions, etc.   Teachers try to assist these students to the best of their ability.  Sometimes it works – sometimes it doesn’t. 

 

Determining a child cannot read or read well is fairly easy to determine but in evaluating other needs is a task for specially trained individuals.    I believe it not solely the responsibility of the school to assist these students but mainly that of the ministry to provide the school with all the equip and tools necessary from assessment to treatment.  How can we effectively assist when as a board school we remain at the bottom of the list in accessing all that is need for our children.

 

Topic:                   Simple displays – Invitation

 

Methodology

 

Project an image of an invitation to the class

Identify it as an invitation, which is a simple display

 

Discuss what an invitation is

Explain when and how it is used

Describe the methods of formatting this document

Ask students what previous knowledge they have that can assist in creating this document 

 

Ask students to:

 

ü Look at the image

ü Observe the format and layout

 

Ask students to:

 

ü Tell me what you see

ü Describe what it looks like 

 

Distribute a hand-out giving step-by-step instructions

Project an image of the instructions 

Ask students to follow the instructions to produce an invitation

 

There are many benefits to the use of Web 2.0 tools, but there are also challenges.  My intension is to discuss the challenges posed to teachers by use of Web 2.0 tools for collaboration and project based learning.

 

1.        Web 2.0 requires the use of the internet. Unfortunately the performance of the internet is not always reliable.

 

2.     Older systems may not have enough memory or the capacity to run Web 2.0. 

 

3.     When using the internet there is always a risk of getting a virus and compromising your computer system.  This can lead to crashes or loss of data.

 

4.     The availability of technical support may be insufficient to meet the needs of an increased number of system in use on a daily basis.

 

5.     Without electricity nothing works anyway.  Power failures, though infrequent can happen and an alternative teaching method must be found.

 

6.     Not all students are computer literate.  They too may need training in the efficient and effective use of computers.  

 

1.       The Ministry may supply a specified number of computers to each school but but they may not be sufficient and students are only allowed to use them while on the compound.

 

2.     Not all students will have access to machines at home. This will negatively affect these students when given home-work or research assignments

 

1.       It takes time for teachers to learn and manage new technologies.  This may mean time away from school and loss of teaching time.

 

2.     It takes time for students to learn and manage new technologies.  The time taken for learning and managing takes away from learning subject matter.

 

1.       Some students may be reluctant to participate in group activities because they are uncomfortable with the public ‘openness’

 

2.     There may be a need or a preference for private one-on-one with the teacher more than public peer-to-peer interactions.

 

As we embrace the advantages that Web 2.0 offers for schools and students, let's remember that online interaction will never replace the human connections that underlie the most powerful education. 

Think for a moment about your best teachers and most inspiring leaders—the ones who challenged you to be better than you thought possible. Did they equip you merely with the most efficient way to learn many things, or did they provide essential insights that helped you make sense of what you learned? It still takes a person to accomplish that kind of teaching and learning.

 

This training has given great insight into creative methods of delivery the curriculum, engaging students, making them part of the learning process and incorporating the use of the technology they have grown accustomed to.  We are well on our way to preparing them for the future and while these jobs may not yet exist, I feel confident that we will equip them with the necessary tools to bridge the gap.

 

 

During the time, I observed the passion my facilitator had for delivering the course outline to us.  It was quite evident that she believes in the programme and enjoyed being a part of it as well.  I was particularly moved and impressed by her passion for the use of ICT for students with special needs.  It made me feel passionate about it as well enough to consider a course of study to effect some positive change in this area.

 

Perhaps there could also be a better way to determine those who have ICT knowledge and those who don’t so enhance the delivery.  Some people need more help and attention than others.  Also, more class time could be spent learning how to eg create websites or the various applications of Office 365 to have a better appreciation.

 

While I have some reservations about the implementation of the ICT into schools and the willingness of some teachers (particularly the older ones), I feel prepared for the challenge and would recommend all teachers be properly trained.  When … if not now, who ….if not us?

 

Topic:                   Simple displays – Invitation

 

Methodology

 

Project an image of an invitation to the class

Identify it as an invitation, which is a simple display

 

Discuss what an invitation is

Explain when and how it is used

Describe the methods of formatting this document

Ask students what previous knowledge they have that can assist in creating this document 

 

Ask students to:

 

ü Look at the image

ü Observe the format and layout

 

Ask students to:

 

ü Tell me what you see

ü Describe what it looks like 

 

Distribute a hand-out giving step-by-step instructions

Project an image of the instructions 

Ask students to follow the instructions to produce an invitation