Lynch , Smith , Howarth
Chapter 13 : 21st Century Teaching and Technology
“ If a child can ’ t learn the way we teach , maybe we should teach the way they learn .”~ ( Estrada , 2016 )
As the previous chapter outlined , Information Communication Technologies linked with WEB 2 , socialmedia , applications allows teachers increased capacities to deal with such a circumstance . Learning Management Question 4 , where classroom resources are audited and again at Learning Management Question 6 , where decisions on ‘ who ’ or ‘ what ’ is going to assist in the teaching agenda , are junctures at which Technology is considered .
This technology resource circumstance creates the potential for the teacher to create a different type of ‘ classroom ’ and thus deal with the various learning profiles therein . Classrooms do not have to be a monostyled setup with students sitting at rows of desks and a teacher at the front of the room delivering information via a black / green / white chalk / marker board ; teachers now have the ability to create dynamic , creative , vibrant classrooms where students can engage in the classroom via a technology supported teaching strategy that meets their specific learning needs . verses ….
Before proceeding , the point I wish to emphasis is that technology , and in its various forms , devices and functions , should be viewed as a tool for exploitation in the classroom curriculum and as such must be used strategically for learning outcome effect . To do otherwise is to jeopardise your capacity to achieve defined learning outcomes ( Learning Management Question 2 ) in all students and potentially , create yet another fad in schools .
My key point is that in a specific classroom curriculum design context , certain technology based programs and products have the potential to create a Personal Learning Environments ( PLE ) for each student and to further couple the student to a Personal Learning Network ( PLN ) built upon their social-media connections . This personalised learning premise has the potential for the classroom teacher to radically rethink their whole
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