Summary

 

The reflective journal is on the different pedagogical roles of Information and Communication Technology (ICT) as the situating, communicative, constructive, and assistive tool in the contemporary classrooms. It stresses on how ICT can help learners get absorbed in the real life situations by means of simulations, which may be a simulation of surgery, flight simulation or even farming and make learning more practical and effective. Technological resources such as the use of graphing calculators or websites such as PhET or Google Maps increase the engagement due to the possibility of manipulating variables and situations to build a deeper conceptualization.

ICT can be used as a communicative aid to extend communication outside the classroom through synchronous (e.g. video conferencing) and asynchronous tools (e.g. email, blogs). Blogs are singled out, in particular, as the means of reflection, expression, and informal assessment. The uses of Blogger.com activities were identified useful in encouraging digital literacy, student voice, and student learning among peers.

The ICT as a constructive tool which is in line with the constructivist theories by Piaget and Bruner is also discussed in the reflective journal. It transforms a teacher-centered model of learning to learner-centered and puts the power of creating their own knowledge in the hands of students using such tools as concept mapping software, desktop publishing, spreadsheets and PowerPoint. These instruments develop a creative thinking, critical and autonomous thinking. One of them was an activity involving PowerPoint-constructed mock tour advertisements by the learners that incorporated research and creativity in knowledge building.

The usefulness of ICT in inclusive education is also explained in terms of assistive technologies such as Text-to-Speech (TTS) and Interactive Whiteboards (IWBs). TTS accommodates students having reading difficulties to enhance comprehension and persistence in learning. IWBs facilitate interactivity and accessibility of the classroom, particularly to students with cognitive or physical impairments. Nevertheless, the two tools need proper training and planning to work.

To sum up, this reflection highlights the fact that ICT is not a digital device phenomenon but pertains to the establishment of meaningful, interactive and inclusive learning environments. It is also critical in the involvement of the learners, catering to various needs, and changing the learning experience with the use of situational, communicative, and constructive approaches.