E-Learning task

E-Learning Task
Research Brief

The integration of ICT into the Singapore education system plays a vital role in ‘cultivating critical competency and disposition in students which will aid them to succeed in the knowledge based economy’ (Ministry of education, 2009). However, educators might face challenges when integrating ICT into teaching. These challenges will occur in both face-to face and online learning environments. This research brief will discuss about the implementation issues and the strategies that need to be employed in face-to-face environment and online environment.

The types of physical settings in the face-to-face environment would include classrooms, outdoor settings (e.g. field trips), half laboratories and full computer laboratories. Different implementation issues need to be addressed in the various physical settings. In a one computer classroom, tutors might face the difficulty of grabbing the attention of all the students. The students might be easily diverted to do other work and the teacher might not be able to ensure that all the students pay close attention to the lesson. The pre-emptive method that can be employed in such a circumstance would be to engage students into the lesson and challenge each student with questions (e.g. game based learning). Another area of concern would be that tutors must be cautious of the fonts and colors that they use for power point presentations. Small fonts will make the content represented unclear and less visible to students. Tutors can prevent this situation by ensuring that they choose appropriate fonts and colors.

Tutors conducting lessons in outdoor settings will be faced with challenges such as ensuring that students are able to handle equipment, draw hypotheses, carry out investigations, compare data and draw conclusions. The intervention strategy for this case would be to lay out the objectives of the trip clearly and instruct the students on how to handle equipments (e.g. data loggers) appropriately. Tutors should also give a print out of guiding questions which will act to facilitate students learning process and keep them on task.

In a half computer lab setting, two or more students have to share a computer. In this case, all the students might not get a chance to use the computer. To ensure that students get equal opportunities to use the computer, the tutor should create a lesson plan that will allow each student to make use of the computer to do the task.

Teachers using the full computer laboratories for lessons will encounter implementation issues such as managing the class and monitoring students who ‘frequently get distracted by the internet, computer games and other entertainment software’ (Junglebyte,Provider of premier classroom management, 2008). Furthermore, teachers must take into account that there will be some students who will need guidance when handling the computer. Teachers can employ methods like using the jungle byte software which ‘empowers them with the ability to remotely monitor and control each and every student’s computer; they gain better control of the classroom. Teacher’s can keep tab on students' activity without ever leaving their desk, making sure students are focused and on task’ (Junglebyte,Provider of premier classroom management, 2008). To add on, teachers can assign IT representatives to help students who face difficulty in handling IT tools. On the other hand, teachers can provide students with a detailed instruction list on how to use the various IT tools. In this way, teachers can manage time more effectively.


The implementation issues in an online environment would include cyber bullying and internet pornography. The preventive measure for cyber-bullying would be to educate and create awareness among students. For instance, tutors can alert students not to reveal ‘personal information or passwords, P.I.N. numbers to anyone’ and exercise netiquette at all times. Tutors should also make use of the cyber wellness guidebooks to help ‘students acquire safe and responsible online behaviours’ (Teaching and learning-cyberwellness, 2004). In addition, tutors can use the cyber wellness framework as a tool to ‘develop the child’s instinct to protect him and empower him to take charge for his own well-being in cyberspace’ (Teaching and learning-cyberwellness, 2004).

Educators should work closely with parents to prevent internet pornography. Educators should create awareness among parents about the misuse of the internet and should get their support and help in monitoring their children’s usage of the internet. For an instance, educator’s can encourage parents to use the filtering software which will help block sites containing sexually explicit material. On the other hand, educators should inform students of the realities of internet pornography and the consequences of its possession or distribution.

In conclusion, the integration of ICT into lessons might pose educators with implementation issues which could hinder teaching and learning. Educators should employ the appropriate pre-emptive strategies to handle the issues.
(754 words)
References

Junglebyte,Provider of premier classroom management. (2008). Retrieved from Junglebyte,Provider of premier classroom management: http://www.junglebyte.com/products.htm

Ministry of education. (2009). Retrieved from Ministry of education,Singapore:Press Releases: http://www.moe.gov.sg/media/press/2008/08/moe-launches-third-masterpl

Teaching and learning-cyberwellness. (2004). Retrieved from MOE-edumall: http://www3.moe.edu.sg/edumall/tl/cyberwellness.htm