Assignment 1

The Affordances and constraints of Email as an ICT Tool for Learning

Introduction
According to EDTK 2030: Unit 1 (n. d.) Information Communication Technologies (ICT)
is referred to as the process whereby various technologies such as the computer,
telecommunications, and the media are all combined to produce a single technology. The use of
ICT tools for learning in the classroom has risen significantly, and has had much success in
student learning and interest. ICT tools can be used to facilitate learning and achieve
curriculum objectives (EDTK 2030: Unit 2 (n. d.). The email is one such tool which can
positively impact students learning. Though there are many factors which afford the effective
use of the email in education, there can be constraints associated with this technology tool, which
can affect its successful use. However, implementing the right solutions, and with the use and
support of the appropriate learning theories, practitioners can work around these constraints.
Nichols (2003) defines a theory expectations which are continuously refined by research, to
enhance decision making and predicting and guiding effective implementation of practice (As
cited in EDTK 2030: Unit 2, n. d. p. 35). The constructivist theory places more focus of studentcentered learning instead of the teacher-directed approach. In the constructivist classroom the
learner is more in control of his learning by being actively engaged in activities, experiences and
materials in a social setting (Galloway, 2001). Suitable materials and tools must however be
provided with which to manipulate and work with. Another theory which supports the use of ICT
is the social learning theory which enables learners to learn and develop their skills and abilities
through social interactions. The following paragraphs will therefore describe examples of

affordances and constraints of using emails as an ITC tool for learning within the classroom,
recommendations of solutions for these constraints, and steps in which they can be implemented.

Affordances and Constraints of Emails

Ryder & Wilson (1996) describe affordances as an enabling of possible actions and
support of activities. With the use of emails for example, work can be done, saved, and retrieved
at any time. The various features of the email can allow students to find materials for
assignments from relevant sourced documents that can provide scaffold for students and help
them work independently. Students will also be able to work more effectively on group
assignments and projects by being able to interact and communicate, and exchange and share
information at any time. Being able to socially interact can be very enjoyable to the students who
will become motivated to participate. Although emails afford students advantages to learning,
there can also be constraints attached. Firstly, the classroom may be composed of different types
of learners and this can pose a problem for, and among learners if their needs are not catered to.
Some students may also not have access to a computer, and would be unable to participate. Some
students may be embarrassed to disclose this to the teacher, and this can lead to them not wanting
to show up for class. In order to give students an equal opportunity to learn, teachers must find
solutions which must be carefully implemented.

Solutions for Constraints

The first solution would be for the teacher to use different instructions, and plan activities
which are suitable to the learning needs and abilities of all learners, and allow them all to play an
active part of the learning process. The teacher can also meet with all the children individually

and not openly to find out and document who may not have a computer. The teacher can find a
solution to this problem by collaborating with the management of the school to discuss what
possible help may be forthcoming in providing a computer lab. Parents as well as businesses in
the community can also be approached since they may be willing to donate computers. It can be
arranged for students to use the lab at specified times.

Steps to implement solutions

In implementing the above solutions, there must be strategic and organized planning.
Discussions with the relevant stakeholders must be made well ahead of time so as not to miss
details and have everything in place so that the process can run smoothly. The teacher must also
find out what type of learners there are in the class. For example, she must find out what their
interests, abilities, level, and learning needs, so that her plans can be suitable, relevant and
realistic for each learner.

Conclusion
The use of ICT, and specifically the use of the email, promotes learning in the classroom
as it enhances students interests in activities and meets their learning needs. Mc Dougald (2009)
argues that ICT tools support teaching and is effective in the development of reading, listening,
and writing skills. It is important however that the practitioner when implementing the use of
ICT tools be aware of the constraints which may arise and find solutions to same. Apart from
knowing of the affordances and constraints associated, the practitioner must be knowledgeable of
the learning theories which support the use of ICT

References
EDTK 2030 (n. d.). Information and Telecommunication Technology in Education. Unit 1:
Development and Characteristics if ICT. [Essential reading]. UWI Open Campus
EDTK 2030 (n. d.). Information and Telecommunication Technology in Education. Unit 2:
Learning Theories that Guide ICT-Mediated Learning. [Essential reading]. UWI Open
Campus
Galloway, C. M. (2001). Vygotskys constructivism. Retrieved from
http://epltt.coe.uga.edu/index.php?title=Vygotsky%27s_constructivism
Mc Dougald, J. S. (2009). The use of information and communication
technology (ICT) in the EFL
classroom as a tool to promote L2 (English) among non native
preschool English teachers. Retrieved from
file:///c:user/downloads/theories_-_mcdougald__theuse_of_call_ICT_full_2009%20(1).pdf
Ryder, J. & Wilson, B. (1996). Affordances and constraints of the internet for
learning and
instruction. Retrieved from
http://carbon.ucvenver.edumryder/aect_96.html

Assignment 2
Justification of the introduction of ICT-mediated instruction in schools.
b)

Describe how you will guide the development of school-based policies to guide the

initiative.
c)

Describe how, and in what areas you will prepare the staff for the initiative.

d)

Explain your provisions for students with physical or mental disabilities.

e)

Reveal the overall provisions that you will make to monitor and evaluate the initiative.

Introduction
Rationale for introducing ICT mediated instruction

According to research findings, ICT mediated instruction provides equal opportunities

for learning and educational growth, as well as bridges the dividing line in being digitally literate
or illiterate (Chinien, 2003). Children have a natural love for using computers and other ICT
tools which help them to learn independently and prepare them for the future in a world of
technological advancement. ICTs give learners the advantage they need to succeed in, and adapt
to the growing demands of a global information society (UNICEF, 2005). I believe that ICT
mediated instruction provides students with an edge, which would allow them to compete and
succeed in the modern and competitive workforce. They will have an advantage in potential
career choices. Students must be effective in using updated technology which companies are now
acquiring in order to improve productivity and services.

School - Based Policies to Guide the Initiative of ICT Mediated Instruction

In implementing ICT mediated instruction in schools, policies must be put in place for
its smooth running. Plans must be made for regular maintenance and upgrading of equipment
and safety of its use, assessment/evaluation, and for tracking its effectiveness. Courses and
workshops must be provided for professional development and should be made mandatory for
teaching staff so that they learn the necessary skills to use ICT to teach. It must be ensured that
guidance on the use of technologies must be provided to meet the needs of special education
students, thus a policy must be in place to ensure that this is effective. It must be ensured that
internet service provided is reliable and continuously available. It must be made mandatory that
preparation of materials and lessons be done on a timely basis and caters to childrens needs.

Teachers accountability must be a top priority and special plans must be put in place so as to
ensure that they are responsible for fostering learning and growth.

Preparation of Staff for the Introduction of ICT Mediated Instruction

For teachers who are about to use ICT in teaching, especially for the first time, adequate
preparations must be made. Teachers firstly must acquire the knowledge needed to effectively
implement ICT, and therefore adequate training must be provided for them. According to
UNESCO (2005) it is important when implementing ICTs to include teacher development in the
strategic plan. Teachers must possess the skills and knowledge in use specific tools, and at each
grade level; as well as to cater to the different types of learners. The development of a curriculum
to facilitate the teaching of ICT should be discussed and implemented by teachers as well, and
should include learning experiences and goals, as well as relevant tools and assessment strategies
to cater to the needs of all learners.

Implications for Special Needs Children in Implementing ICT - Mediated Instruction

Children with special needs have their own unique way of learning and must be given the
opportunity to learn in a manner which best suits their learning needs. Kharade & Thakkar
(2012) argues that ICT - mediated instruction provides learners with experiences of constructivist
learning. This theory allows learners to interact and engage, and take charge of their own
learning. With the varying differences in abilities and needs they need special support, strategies,

curriculum changes and differentiated instruction if they are to successfully participate in ICT
mediated instruction. These students should be provided with equal opportunities to succeed just
as their abled peers. For example, the teacher can provide software which can facilitate their
learning needs. The digital textbook can allow children to see and hear the text. It can
accommodate learners with learning difficulties as well as those who are visually impaired.
Students with learning difficulties such as ADHD, and who may have a short attention span can
be provided with videos and other visuals. Peer-tutoring can also be encouraged. The children
who are extremely gifted can assist their peers. Special attention must also be given to the time
frame in which they are to complete the learning activities. The learning environment should also
be set up so as to cater to their needs. The learning activities and type of assessment which they
are given must also be suitable to their needs.

Overall Provisions to Monitor and Evaluate the Process

Since the implementation of ICT mediated instruction would require much investment
and time, it is rather important that there is success. Because of this fact which mainly involved
the enhancement of students learning, proper methods must be put in place in monitoring and
evaluating, in order to avoid failure. Firstly, it is important that regular classroom visits are made,
and planning of lessons and teaching should be observed. Evidence should be gathered to ensure
that teachers are in alignment with curriculum goals and expectations. There should be proper
record-keeping to ensure accountability. Committees should also be formed in order to give
advice. Face to face meetings and information sessions should be held in order to hear
concerns and try to solve them. Talks should also be held with students in order to deal with

issues which may concern them. Parents should also be encouraged to expose their children to
technology tools. For example, they can use resources at the public library. The support of the
community can play a very significant role. For example, financial support can be sought in
training of staff, providing equipment and for the overall running of the ICT programme.

References
Chinien, C. (2003). Bridging the cognitive divide in ICT mediated learning. Retrieved from
http://www.computer.org/csdl/proceedings/icalt/2003/1967/00/19670422.pdf
Kharade, K. & Thakkar, R (2012). Promoting ICT enhanced constructivist teaching practices
among pre-service teachers: a case study. Retrieved from
http://www.ijsrp.org/research_paper_jan2012/ijsrp-jan-2012-20.pdf
UNESCO (2005). ICT application in technical and vocational education and training. Retrieved
from http://iite.unesco.org/pics/publications/en/files/3214643.pdf

Turn it in Research Online Assignment

THE USE OF WEB 2.0 TOOLS FOR THE DEVELOMENT OF HIGHER
ORDER - THINKING SKILLS

Introduction
The increasing and widespread use of technology tools in the learning environment is
having a great influence on learning. Among such technology tools are the web 2.0 tools.
According to Dabs (2013) web 2.0 tools are programs which are used in computer databases and
which allow students to collaborate while learning, as well as used by teachers to support
teaching. These tools in particular are proven to encourage student centered learning, and
enable learners to develop higher order thinking skills (HOTS), if used in a more effective
manner. These skills are arranged in the higher order within Blooms taxonomy of learning
theory, and include skills such as problem-solving, creating, critical thinking and evaluating. All
learners should be afforded with the opportunity in developing these skills which would enable
them to be successful not only in the school environment but in their later life and in their career.
The following paragraphs will address the importance of Blooms theory in student learning, and

how the use of web 2.0 tools aid in students development of the HOTS, with the use of
appropriate learning activities and approaches.
Importance of Blooms Theory in Student Learning
According to Forehand (2005) Bloom's Taxonomy is a multi-tiered model of classifying
thinking according to six cognitive levels of complexity. The learning theory developed by
Benjamin Bloom, caters to various levels and degree of learning. In the cognitive domain, are six
categories of thinking skills which foster learning. The lower order involves remembering,
understanding, and applying, while the higher order involves analyzing, creating, and evaluating.
In the lower order the skills which are used for simpler tasks are basic and includes listing,
recalling, discussing, identifying, writing, and drawing to name a few. The higher order skills
known as HOTS are more complex and involve critical thinking, problem-solving, creating, and
evaluating. Because of the range in skills required for learning this theory can prove very useful
in the learning environment since it caters to all levels of learners, with various degrees of
understanding. This theory also provides appropriate classroom assessment techniques for all
learners. Adams (2015) argues that childrens skills and knowledge can be easily assessed by
using Blooms taxonomy of learning, whether they require a lower level or higher level of
thinking. His theory can also prove useful since it can be used to plan curriculum goals and
objectives, and outlining what skills, abilities and concepts teachers want children to develop and
demonstrate. Adams (2015) further states that the pinnacle of Blooms taxonomy is evaluation,
which is also important to critical thinking. After teaching a lesson the extent to students
learning can be known by feedback from students.
Appropriate learning Activities in Developing HOTS, with use of Web 2.0 Tools

HOTS include creating, critical thinking, problem-solving and evaluating. These skills
can also link one to the other. In order for the web 2.0 tools to be effective in developing these
higher order skills, task and activities must be able to motivate the students and foster their
learning. Subran (2013) states that the learning tasks must be based on real life situations that
can integrate the skills, knowledge and attitudes.
Firstly, todays learners must be creative in order to succeed in learning. With the use of
web 2.0 tools, children are able to develop their creative skills. For example, Bookr assist
children in creating photo books which involves putting together pictures and texts so that reader
would have a better understanding. Brainstorming comes into play while planning and putting
together their work. As they sequence their work learners are also able to display critical
thinking.
Secondly, critical thinking is another of the higher order skills which is essential for
students success in learning. This skill involves the processing of information. Suitable
activities help students to be better able to analyse the information to be able to solve problems.
For example the mindomo is a web 2.0 tool which allows students to use mind maps in
organising, analysing, and evaluating ideas. They are better able to learn concepts and solve
problems with the use of such tools. The use of wikis also helps students to develop their critical
thinking skills as they research, write, edit, and publish ideas and information collaboratively
(Berger and Trexler, 2010).
Problem-solving is another high order thinking skill which can be effectively
developed with the use of web 2.0 tools. Vockell (2001) states that problem solving is a process
of finding information; a strategy to achieve a goal, or to overcome an obstacle (As cited in
Subran, 2013). The use of wikis or blogs can also help to develop problem-solving skills.

Students can find articles, identifying problems and finding solutions. Problem solving also
involves the use of evaluation and creative skills as students are required to make improvements
and finding solutions (Vockell, 2001).
Finally, evaluating is another high order skill which can be developed with the use of
web 2.0 tools. In order to encourage evaluation skills, teachers must provide activities which
allow students to critically reflect and make judgments from knowledge gain due to their
involvement in their learning (Subran, 2013). The use of google docs, slide share and diigo helps
students to think critically while collaborating and being engaged in dialogues. The use of the
blog can help to foster this skill since it facilitates responses, discussions and comments on a
specific topic which must be critically prepared. Zawilinski (2009) also explained that sources
must also be evaluated for their credibility and relevance.

Conclusion
Using web 2.0 tools can be effective in developing students higher order thinking
skills. However, appropriate learning activities and tasks must be developed and used in order to
stimulate students interests and influence learning.

References

Adams, N. E. (2015). Blooms taxonomy of cognitive learning objectives. Journal of The

Medical Library Association. (103), 3
Dabs, L. Five free web 2.0 tools to support lesson planning. Retrieved from
http://www.edutopia.org/blog/five-free-web-2.0-tools-lisa-dabbs
Forehand, M. (2005). Bloom's taxonomy. Retrieved from
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Subran, D. (2013). Developing higher-order thinking with ICT. Retrieved from
http://uwispace.sta.uwi.edu/dspace/bitstream/handle/2139/15701/Developing%20Higher
%20Order%20Thinking%20with%20ICT%20Subran.pdf?sequence=1

Graded Discussion 2

The relevance of discovery learning to ICT mediated instruction

In order to improve and raise the standard of education and student performance, new learning
methods are implemented. One such method is Discovery learning. According to Castronova (n. d.)
discovery learning involves the use of teaching methods which allows the child/ children to use their own
experiences or knowledge to learn new things. These new methods used by the teacher, allows children to
find out for themselves by being actively engaged; analyzing, asking questions, and solving problems.
The use of discovery learning is relevant to ICT mediated instruction which requires the student to think
and solve problems while being engaged and through their own experiences.
Lesson Plan Summary
Link to the lesson: Discovery Learning (2015). Students were engaged in a lesson to solve word problems
involving time and money. Available online at www.discoveryeducation.com/teachers/free-lessonplans/math-facts.cfm
The objective of the lesson is help children to solve word problems using time and money; as
well as create and solve their own word problems with the focus being addition, subtraction,
multiplication, and fraction.
The lesson will begin by allowing the students to brainstorm different ways in which time and
money can be used in their daily lives. They will suggest for example the time they take to get to school
or practice, starting time for school, amount of money they earn for allowance, amount of money they
will need to buy a toy, etc. Explanations will be given to students of how mathematics can be used to

calculate time and money. They will work in groups practicing real life situations/ problems. During this
exercise the teacher will use an overhead transparency and a projector and place word problems. Students
will work with a partner and will be asked by the teacher how they can solve the problem. They will
firstly discuss the operation which should be used, while paying attention to clues given by the teacher
which would indicate same. For example the total amount would indicate that addition should be used,
and each would indicate that the operation is likely to be multiplication.
A Three-point rubric will be used to assess their listening skills, their level of participation, and
their ability to apply knowledge to write and solve their own word problems.
Various opportunities will be given for students to think, problem solve and gain new knowledge.
For example, each pair will then create their own word problem which they will write on the transparency
paper, and with the use of the projector present to the class. They will prepare the solution to the problem,
and use the correct equation to explain each step in solving the problem. Another example will be the
teacher giving prices for several items and asking them to calculate the total amount for all the items.
They then must determine what operation to use. The clue given is total amount. They should know that
they will have to use addition.
References
Castronova, J. A. (n. d.). Discovery learning for the 21 st century: what it is and how does it compare to
traditional learning in effectiveness in the 21st century? Retrieved from
www.teach.valdosta.edu/are/litreviews/volno1/castronaova_litr.pdf
Discovery Education (2015). Free lessons for teachers. Retrieved from
www.discoveryeducation.com/teachers/free-lesson-plans/math-facts.cfm

Last Graded Discussion

Part One (1)
Examination of an educational wiki site.
A wiki is a site used for collaborative writing by users who are able to access the internet,
and edit the contents or information. (Lever-Duffy & McDonald, 2011; as cited in EDTK 2030:
Unit 4, 2015). Several writers therefore with their expertise and knowledge therefore, have the
opportunity to contribute in developing a wiki site, and its not just the opinion of one individual
or author. A wiki site is made up of shared viewpoints. While examining a wiki site, several
observations were made as to its effectiveness. The areas which were critiqued were the
objectives, the features, and how user-friendly the site is.
The site which was examined was about 21 st Century Educational Technology and
Learning, and the author was Michael Gorman. The link to the site is
http://21centuryedtech.wikispaces.com/Authors . Firstly, the objective of the site was clearly
stated and the topic to be addressed was named with relevant information. EDTK 2030: Unit 4
(2015) states that the purpose of wiki and intended uses should be clearly stated (P. 110). The
second area looked at was the features of the site. There were updates about the changes made.
There were restrictions however, on editing parts of the wiki, for protection of the site. The last
area looked at was how user friendly the site was. There were positive observations. For
example, there was a recent changes toolbar and the changes made with the time and the date

was allowed to be easily viewed. The author also placed control and limit on easy access. This
allows protection of the site. There was also the 21st Century Posts toolbar which provided a
history of all the posts made. On the other hand, the toolbar for editing did not easily allowed
text formatting.

Part Two (2)

ICT-Based Instruction to Develop Critical Thinking.
According to Snyder & Snyder, (n. d.), critical thinking is an intellectual process which
allows the learner to conceptualize, apply, analyze, synthesize, and evaluate information by being
able to reflectively make judgments in a reasonable manner. The development of critical thinking
therefore involves specific cognitive processes and skills referred to as critical thinking skills,
which are mentioned above. When an individual is able to think critically, he or she is able to
examine and assess, or reject or accept information from facts given. They are able to make
conclusions which are reasonable. The aspect of critical thinking which was selected for this
discussion is evaluation. Evaluation is a critical thinking skill which enables the individual to
make sound judgments and good decisions (EDTK 2030: Unit 4, 2015). Teaching children the
skill of being able to evaluate effectively is important in order for them to be able to have sound
reasoning and establishing the validity of knowledge and facts gained. According to research,
critical evaluation skills is one of the most important to develop, since it helps an individual to
access and apply knowledge learned, and to have the ability to develop and justify opinions
(Griffith University, n. d.).

In order to help learners to develop the skill of evaluating effectively, teachers or

educators must provide them with suitable experiences and opportunities. The use of ICT tools
can be very effective in building evaluation skills. For example, in helping grade four (4)
students to develop good evaluation skills, I would make use of the wiki. Students would for
example, be asked to view an article on a topic they choose. They would in groups, carry out this
activity. Each group will collaborate while engaged in viewing the article. They will form their
opinions of the subject which they will edit. While they evaluate they will make their own
judgments and give justification for their opinions.
References
EDTK 2030: (2015). Information and Communication Technology in Education. Unit 4:
Educational Application of Web 20 tools. [Essential Readings] UWI Open Campus
EDTK 2030: (2015). Information and Communication Technology in Education. Unit 5:
Developing Higher Order Skills with ICT Mediated Instruction. [Essential Readings].
UWI Open Campus
Griffith University (n. d.). Griffith graduates attributes critical evaluation skills toolkit. Retrieved
from https://www.griffith.edu.au/__data/assets/pdf_file/0004/290659/Critical-evaluationskills.pdf
Snyder, L. G. & Snyder, M. J. (n. d.). Teaching critical thinking and problem solving skills.
Retrieved from

http://reforma.fen.uchile.cl/Papers/Teaching%20Critical%20Thinking%20Skills%20and
%20problem%20solving%20skills%20-%20Gueldenzoph,%20Snyder.pdf