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Using ICT in Primary School Literacy Reading Lessons
Transcript of Using ICT in Primary School Literacy Reading Lessons
EDX3270, Sem 1, 2015
What are the main
points to prove this?
The Big Three: three important reasons ICT needs to be incorporated in education and why.
The specific benefits of integrating ICT into primary school reading lessons: What are the actual benefits of using ICT in class lessons?
The importance of teacher knowledge and training in order to successfully integrate ICT into reading lessons: If teachers have little to no experience and knowledge about ICT themselves, how can we expect students will benefit from integrating ICT into lessons?
The Big Three Reasons
Greater Engagement and On-Task Behaviour
Better Conceptual Understanding
Using ICT In Primary
By Brittany Lewis
The aim of this presentation is to highlight the importance of integrating Information and Communication Technology (ICT) into primary school reading lessons in order to enhance student learning.
So What is the Aim Here??
According to Kirschner and Woperies (2003) there are three big reasons to include ICT in education. These reasons can and should be taken into account when deciding whether ICT should be integrated into reading lessons.
3 Main Points
ICT can help prepare the next generation for the future workplace
ICT can make schools more
efficient and productive
ICT is seen as mean to reform
and innovate teaching
Specific Benefits of Integrating ICT into Reading
Importance of Teacher Training for Successful Integration of ICT
word processors, web browsers, spread sheets, databases, design software’s etc. are crucial to future workplaces (Kirschner & Wopereis, 2003, p.105)
to be a productive and successful member of society, students need to learn how to be effective users of digital technologies
digital tools are available to assist students in reading such as programs that read passage to them and games and applications that teach reading in an interactive way
attracting students’ attention to new learning and lessons becomes easier when using ICT
lessons are more productive because students learning processes and needs are more catered for due to the wide range of technology tools available
efficiency of lesson are increased when ICT is used correctly because lessons become faster, smooth and flow better
these benefits allow more time for teachers to plan and follow up on lessons
teachers can also spend more time concentrating on the true focus of teaching reading to their primary school students if ICT is being used to make lessons more efficient and productive in a successful way
digital technologies enable the teacher to design learning experiences that were once impossible
a growing trend among teachers and schools is to stimulate learners to learn actively, independently, in a self-directed way and/or in collaboration with others (Simons, R.-J, Linden, & Duffy, 2000).
digital tools are available that allow passages to be read to students having parts repeated and words defined to ensure a deeper understanding at the child's level
ICT in lessons is no longer just for students who finish there work early and to use up spare time independently. Instead students can use ICT in reading to solve problems collaboratively creating increasing independent confident ICT user.
Due to the fun and enjoyment that digital tools such as interactive whiteboards has brought Hall and Higgins (2005) found that students where more likely to participate and stay on task longer.
Knowledge of the tools available to use and catering for students needs meant teachers could enable students to learn new skills and concepts more effectively.
According to Trucano (2005) teacher training and continued, on-going relevant professional development are essential if benefits from ICTs are to be maximized.
Teachers need to be as multiliterate as their students if there is to be improvement in lessons.
Some teachers lack the knowloedge and skills to assist students when they come across ICT problems and are unable to assist.
Adequate training and professional development will mean confidence in ICT integration for teachers resulting in better reading and literacy outcomes
During lessons ICT tools are not being used effectively therefore there is no benefit to the students. This frequently happens due to teachers having limited knowledge and training.
Teachers often fall into the trap of using technology for the sake of it, with no learning objective or just as an add-on to a lesson (ETA, 2011). See the comic strip on the next slide for an example of teaching using ICT for the sake of it rather then as a means to enhance literacy reading lessons
Professional development and training is crucial for the use of ICT to be effective in literacy reading lessons.
Cuban, L. (2013). Some thing never change [Comic strip]. Retrieved from https:/
ETA. (2011). ICTs in English. Retrieved from http://www.englishteacher.com.au/AboutUs/
Hall, I., & Higgins, S. (2005). Primary school students' perceptions of interactive whiteboards.
Journal of Computer Assisted Learning, 21(2), 102-117. doi:10.1111/j.1365-2729.2005.00118.x
Kirschner, P., & Wopereis, I. G. (2003). Mindtools for teacher communities: a European
perspective. Technology, Pedagogy and Education, 12(1), 105-124. doi:10.1080/14759390300200148
Simons, R.-J, Linden, A. A., & Duffy, T. (Eds.). (2000). New learning. Dordrecht: Kluwer Academic
Trucano, M. (2005). eachers, Teaching and ICTs. Knowledge Maps: ICT in Education, 35-40.
Retrieved from http://www.infodev.org/infodev-files/resource/InfodevDocuments_157.pdf