Literature Review on the Use of Ict as Classroom Practice
Literature review Using ICT as a classroom practice in Science lesson: The effect on students’ motivation and achievement on learning
Vast development on ICT (Information communication technology), along with the globalization of the economy has changed the field of education. According to RAND Corporation (2002) in their report on Teaching and learning 21st century skills: Lesson from learning sciences, one of the nine lessons to teach in 21st century skills is to make use of technology to support learning. Technology presents students with new ways to develop their problem-solving, critical thinking, and communication skills. Now, the implementation of ICT plays an important role in education reforms, locally and internationally. According to partnership for 21st century skills (2007), Assessment of the 21st century skills includes teaching in new style that requires a balance of technology-enhanced. In Brunei Darussalam, the new education system SPN 21 that is Sistem Pendidikan Negara Abad Ke-21 (The National Education System for the 21st Century) requires students should learn oral skills, communication skills, ICT skills, research skills, creative thinking skills etc. Countries internationally for example USA, Denmark, Japan, Finland, Portugal Spain also have started to infuse ICT into the Science curriculum (Cheng 2002). An important view on ICT is that it is observed as modern and therefore relevant to students. It is therefore very significant to conduct a study to see how technological inventions can be useful in education and how it affects the student’s learning.
The use of ICT in education supports a quality improvement of the learning process assisting both supporting curriculum aims and the development of educational skills (Chrisostomou & Savvidou, 2000). ICT also alters the learning environment and the learners. It involves changes in the curriculum content, the instruction process, and the relationship between teacher and students
Vast development on ICT (Information communication technology), along with the globalization of the economy has changed the field of education. According to RAND Corporation (2002) in their report on Teaching and learning 21st century skills: Lesson from learning sciences, one of the nine lessons to teach in 21st century skills is to make use of technology to support learning. Technology presents students with new ways to develop their problem-solving, critical thinking, and communication skills. Now, the implementation of ICT plays an important role in education reforms, locally and internationally. According to partnership for 21st century skills (2007), Assessment of the 21st century skills includes teaching in new style that requires a balance of technology-enhanced. In Brunei Darussalam, the new education system SPN 21 that is Sistem Pendidikan Negara Abad Ke-21 (The National Education System for the 21st Century) requires students should learn oral skills, communication skills, ICT skills, research skills, creative thinking skills etc. Countries internationally for example USA, Denmark, Japan, Finland, Portugal Spain also have started to infuse ICT into the Science curriculum (Cheng 2002). An important view on ICT is that it is observed as modern and therefore relevant to students. It is therefore very significant to conduct a study to see how technological inventions can be useful in education and how it affects the student’s learning.
The use of ICT in education supports a quality improvement of the learning process assisting both supporting curriculum aims and the development of educational skills (Chrisostomou & Savvidou, 2000). ICT also alters the learning environment and the learners. It involves changes in the curriculum content, the instruction process, and the relationship between teacher and students
References: 1. Hogarth, S. Bennett, J (2006) ICT in Science teaching: The effect of ICT teaching activities in Science lesson on students’ understanding of Science ideas EPPI Centre 2 3. BECTA ICT Research (2003) What research says about using ICT in Science retrieved from world wide web www.becta.org.uk/research 4 5. Wong, E.M.L, Li, S.S, C. Choi, T.-H & Lee, T. N (2008) Insight into innovative classroom practice with ICT : Identifying the impetus for change: Educational Technology & Society, 11 (1), 248-265 6 9. Gorghiu, L.M, Gorghiu, G. et al (2010) Implementing virtual experiments in Sciences education – challenges and experiences achieved in the frame of VccSSe Comenius 2.1. project. Procedia Social and behavioral Science . 2, 2952-2956 10 11. Tatli, Z. Ayas, A (2010) Virtual laboratory applications in Chemistry Education. Procedia Social Behavioural Sciences. 9, 938-942 12 13. Hennesy, S. et al (2007) Pedagogical approaches for technology-integrated science teaching . Computers & Education. 48, 137-152 14