ICT’s engage children and assist in the classroom to cater for each child’s unique learning style
ICT’s are not used in the classroom as an extra to fill in time, or limited to use during Technology class. ICT’s are part of the curriculum and infused into all the different learning areas. Embedding ICT’s into the learning enables each child to have a unique learning experience. As we all know every child is unique and learns in a different way.
· ICT program are used in our class for children who finish task early to continue or extend on their learning path.
· ICT programs are used to help learners who struggle in specific areas
· ICT programs assist with learning through maths and literacy rotations
· ICT program are used in our class for children who finish task early to continue or extend on their learning path.
· ICT programs are used to help learners who struggle in specific areas
· ICT programs assist with learning through maths and literacy rotations
Click on the button below for a list of links to resources used in the classroom.
ICT’s open new possibilities that will enable children to build new knowledge depending on their needs and learning styles (Queensland Government , 2008).
Using apps in rotations allows children to have their work marked on the spot so children know that they are getting correct answer. Therefor students and teachers know if they understand the concept.
ICT’s enable children to be more engaged in their work, therefore they retain knowledge.
ICT’s transform the ways that students think and learn and give them greater control over how, where and when they learn (ACARA, 2014).
Using apps in rotations allows children to have their work marked on the spot so children know that they are getting correct answer. Therefor students and teachers know if they understand the concept.
ICT’s enable children to be more engaged in their work, therefore they retain knowledge.
ICT’s transform the ways that students think and learn and give them greater control over how, where and when they learn (ACARA, 2014).