The Slow Secret: How to Make Lasting Changes in Your Life

“Wisely, and slow. They stumble that run fast.” – William Shakespeare

POST WRITTEN BY LEO BABAUTA. FOLLOW ME ON TWITTER.

How many times have you rushed into making changes in your life — a habit change, learning a new skill — only to have it flop?

It’s not just the New Year’s Resolution Syndrome — it happens too often at all times of the year, that we run out of steam or get discouraged and give up.

But here’s the secret, and I won’t charge you $29.95 for it: go slowly.

This little change has more power than most people realize. It will help to learn any skill, from martial arts to art to computer activities. It will help form habits that are long-lasting. Slowing down will help you become more effective and ironically, help reach goals faster.

If you’ve ever tried T’ai Chi (or Taijiquan), famous for its series of slow movements and poses, you’ve felt the power of slow. The slower you go in T’ai Chi, the better, for many reasons. One effect of this slowness is that you perfect the movements. And your body adapts, forming muscle memories that will last when (and if) you decide to speed up the movements.

It’s as if your body and mind are forming a groove through continual repetition of the movements. If you move quickly, you’ll be erratic, and the groove will be much more difficult to form. If you move slowly, you can learn to move in exactly the same pattern, in a more precise way, and a groove will form. Once the groove is formed, it becomes easier. It’s now habit, unconscious memory, and automatic.

This is habit formation, and usually it’s done without thought. When we drive home and our minds are on something else, but we make the right motions to get home anyway … this is habit, this is our minds and bodies going in a groove we’ve formed by doing these actions so many times before.

The groove is best formed by going slow, at first.

This applies to anything: exercise, eating healthy, creating art, becoming a patient parent, carpentry, reading. Slow is the secret to making it last. And no, that’s not meant to be dirty.

Some of the reasons slow works, besides forming a groove:

1. Mindfulness. When you do something slowly, you can pay more attention to what you’re doing. I highly recommend that when you make changes, you do them mindfully, with full concentration. This increased awareness is necessary in the beginning, when you’re still forming the groove. Later, it’ll become automatic, but at first it’s anything but. You need to pay attention, and you can do this better when you do it slower.

2. You hold yourself back. Holding ourselves back is often considered a bad thing, but it’s not. It’s the best thing we can do, if we want changes to last. When we start a new change, often we are full of enthusiasm. But then we go all out and use up all of that enthusiasm, and run out of motivation or energy or get distracted by something else. But when you hold yourself back, you build up enthusiasm and keep it going for much longer — through that dreaded 2-3 week barrier when people often quit. So even if you want to run 3 miles at first, start with walking and then run-walking (in intervals), and only do a mile or so. You’ll want to do more, but stop yourself. Save that enthusiasm for next time.

3. You learn it right. Doing something slowly means you can learn to do it correctly, without being erratic, and later as it becomes second nature you’ll do it the right way. The importance is obvious in something like martial arts, but it’s also true in any physical activity. And every activity is physical (and mental).

4. Increased focus. When you do something slowly, you tend to do just one thing. It’s hard to multi-task and do something slowly — they don’t mix well. When you single-task, you can focus, instead of always being distracted. This leads to increased effectiveness.

5. Calm. Slow is calmer. Fast is hectic. Go slow to get rid of the chaos, and find peace.

“Slow down, everyone. You’re moving too fast.” – Jack Johnson

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The Integration of ICT into Classroom Teaching

The use of information and communication technology (ICT) such as Internet applications, CD-ROMs, video technology and various computer attachments and software programs have caused many changes in society. These changes have not just been of a technical nature but more importantly of a structural nature. Many of the major institutions of our society have changed and the way we live our daily lives have been impacted. However, the impact on education may just beginning to be felt as teachers integrate this new technology into their teaching. In the early stages of the use of ICT in teaching, looking at the experiences of teachers at a high school in the forefront provides some clues as to what possibilities and problems may be presented with this new technology. The purpose of this study is to answer the following research questions: 1) How does the use of ICT change the work of teachers?, and 2) What problems or concerns do teachers identify in relation to the introduction of ICT?

Methods

            A qualitative case study research method was chosen because it would provide thick and rich descriptions of how these changes are being experienced by teachers. In the early stages of the use of a new technology it is useful to use a open ended research method which allows unexpected findings to emerge that might otherwise be missed. The school has 38 teachers and offers grade 10-12 to 650 students. With the permission of the School Board and Principal, a written request to conduct interviews were made directly to all teachers at the school. Thirteen teachers, from various subject areas, responded to the request and interviews were conducted in person at the school at a time suitable to the participants. The semi-structured interviews lasted from 45 minutes to one hour. All interviews were transcribed verbatim by the researcher, then coded by categories used in the interview protocols and other categories which were added as a result of information raised during the interviews.

Findings

Changing Teaching

            Teachers could give many different and specific examples of how technology had changed their work. A number of things were being done with Web sites, from giving students notes which one teacher described as a "low end thing," to getting students to create their own Web pages. One teacher was using a Web site to enhance an actual field trip. The Web site introduces students to the animals and tells them what they are going to be doing while on the field trip. It shows them techniques they can use to analyze the ecosystem and record the data. The prior preparation through the Web site helps students benefit from the actual field trip.

            Several teachers mentioned that they used Power Point and other computer programs to improve their presentation of material to class. Teachers explained that technology enabled teachers to deliver more material to students and it also eliminated several basic problems such as; poor hand writing, poor artistic skill, contrast, lighting, and visibility. Another teacher makes extensive use of software programs to help teach physics. The students go into the laboratory and collect their data using the computer. Then they use word processing programs along with Excel to do graphs and presentations. The software allows the students to collect different kinds of data using various attachments that are plugged into the computer. Using computer technology, students have more time to explore beyond the mechanics of counting dots and setting up the experiment. It actually lets them look at it and understand the concepts better. Another teacher made the point that resource-based teaching or resource-based learning is almost becoming "seamless, almost natural" in everything that teachers do because information is becoming easier to access.

Changing the Teaching / Learning Relationship

            Teachers reported that the relationship between teacher and learner is sometimes reversed with regards to information technology. Many teachers mentioned that they had students show them how to use technology. One teacher commented that when students could help teachers, it gave the students a big confidence boost. Some teachers went as far as to use terms like "co-learners" to describe the new relationship between teacher and student. Teachers also saw the potential for technology to be isolating and realized that classroom and other activities had to be arranged in a way that reduce the likelihood of isolation. Another point made, was that in some ways the use of new technology may be increasing socialization in some ways. People may be able to find someone who has interests similar to their own to converse with, through the Internet. One teacher put forth the idea that the use of technology in the classroom will mean the Arts and Music as areas where students interact, will increase in importance to increase socialization.

Teaching through visual aids

The use of ICTs help improve the quality of education

ICTs can enhance the quality of education in several ways: by increasing learner motivation and engagement by facilitating the acquisition of basic skills, and by enhancing teacher training. ICTs are also transformational tools which, when used appropriately, can promote the shift to a learner-centered environment.

Motivating to learn. ICTs such as videos, television and multimedia computer software that combine text, sound, and colorful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process. Interactive radio likewise makes use of sound effects, songs, dramatizations, comic skits, and other performance conventions to compel the students to listen and become involved in the lessons being delivered. More so than any other type of ICT, networked computers with Internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people and to participate in real world events.

 The transmission of basic skills and concepts that are the foundation of higher order thinking skills and creativity can be facilitated by ICTs through drill and practice. Educational television programs such as Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colours, shapes and other basic concepts. Most of the early uses of computers were for computer-based learning (also called computer-assisted instruction) that focused on mastery of skills and content through repetition and reinforcement.

Enhancing teacher training. ICTs have also been used to improve access to and the quality of teacher training. For example, At Indira Gandhi National Open University, satellite-based one-way video- and two-way audio-conferencing was held in 1996, supplemented by print-materials and recorded video, to train 910 primary school teachers and facilitators from 20 district training institutes in Karnataka State. The teachers interacted with remote lecturers by telephone and fax

Computers and the Internet use for teaching and learning

There are three general approaches to the instructional use of computers and the Internet, namely:

1)  Learning about computers and the Internet, in which technological literacy is the end goal;

2) Learning with computers and the Internet, in which the technology facilitates learning across the curriculum; and

3) Learning through computers and the Internet, integrating technological skills development with curriculum applications.

Learn about computers and the Internet

Learning about computers and the Internet focuses on developing technological literacy. It typically includes:

•        Fundamentals: basic terms, concepts and operations

•        Use of the keyboard and mouse

•        Use of productivity tools such as word processing, spreadsheets, data base and graphics programs

•        Use of research and collaboration tools such as search engines and email

•        Basic skills in using programming and authoring applications such as Logo or HyperStudio

•        Developing an awareness of the social impact of technological change.

Learning with computers and the Internet

Learning with the technology means focusing on how the technology can be the means to learning ends across the curriculum. It includes:

•Presentation, demonstration, and the manipulation of data using productivity tools

•Use of curriculum-specific applications types such as educational games, drill and practice, simulations, tutorials, virtual laboratories, visualizations and graphical representations of abstract concepts, musical composition, and expert systems

•Use of information and resources on CD-ROM or online such as encyclopedia, interactive mapsand atlases, electronic journals and other references.

Technological literacy is required for learning with technologies to be possible, implying a two-step process in which students learn about the technologies before they can actually use them to learn.

Learning through computers and the Internet mean

Learning through computers and the Internet combines learning about them with learning with them. It involves learning the technological skills “just-in-time” or when the learner needs to learn them as he or she engages in a curriculum-related activity.

Computers and the Internet used in distance education

Many higher educational institutions offering distance education courses have started to leverage the Internet to improve their programme’s reach and quality.

The use of ICTs help improve the quality of education

ICTs can enhance the quality of education in several ways: by increasing learner motivation and engagement by facilitating the acquisition of basic skills, and by enhancing teacher training. ICTs are also transformational tools which, when used appropriately, can promote the shift to a learner-centered environment.

Motivating to learn. ICTs such as videos, television and multimedia computer software that combine text, sound, and colorful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process. Interactive radio likewise makes use of sound effects, songs, dramatizations, comic skits, and other performance conventions to compel the students to listen and become involved in the lessons being delivered. More so than any other type of ICT, networked computers with Internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people and to participate in real world events.

Facilitating the acquisition of basic skills. The transmission of basic skills and concepts that are the foundation of higher order thinking skills and creativity can be facilitated by ICTs through drill and practice. Educational television programs such as Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colors, shapes and other basic concepts. Most of the early uses of computers were for computer-based learning (also called computer-assisted instruction) that focused on mastery of skills and content through repetition and reinforcement.

ICT and Raising Standards

Recent research also points to ICT as a significant contributory factor in the raising of standards of achievement in schools.

Schools judged by the school inspectors to have very good ICT resources achieved better results than schools with poor ICT.

Schools that made good use of ICT within a subject tended to have better achievement in that subject than other schools.

Socio-economic circumstances and prior performance of pupils were not found to be critical.

Secondary schools with very good ICT resources achieved, on average, better results in English, Mathematics and Science than those with poor ICT resources.

A range of research indicates the potential of ICT to support improvements in aspects of

literacy, numeracy and science.

Improved writing skills: grammar, presentation, spelling, word recognition and volume of work .

Age-gains in mental calculations and enhanced number skills, for example the use of decimals .

Better data handling skills and increased ability to read, interpret and sketch graphs Improvements in conceptual understanding of Mathematics (particularly problem solving) and Science (particularly through use of simulations)

Practical guidelines for teachers on the use of the Internet in the school

In 1997 the University of the State of New York issued an introduction guide for adult educators in
the use of the Internet as an instructional tool. The manual includes, among other things, fifteen
hands-on lessons (including hand-outs) on different topics. In "Integrating ICTs into the
Curriculum: Analytical Catalogue of Key Publications", published by UNESCO in 2005, detailed
strategies on how to integrate ICT successfully into education are described. The catalogue includes
abstracts and excerpts from a number of different publications on the implementation of technology
in teaching practice.
Läraren – eleven - Internet (1997) by Una Cunningham and Staffan Andersson contains a
great many practical tips on how to use the Internet in the classroom. The authors list a number of
advantages of the use of the Internet in teaching. It is possible to locate information online that is
not to be found in course books or printed dictionaries, and to get recent updates on for instance the
political development in other countries or natural disasters (i.e. information that continuously
changes). Moreover, the Internet gives students the opportunity to learn about other cultures, and to
communicate directly with people abroad (16-17).
By publishing their work on the Internet students can reach an even wider audience, which
can be a motivating factor. More specifically, the Internet can be a motivator for students with
learning disabilities. Being allowed to use the computer and to read about subjects that interest
them, these students could be stimulated to read more, or even to read in the first place, and to write
12
as well (using, for instance, the online spell check). Regarding advantages for teachers, there are a
great many teaching resources on the Internet, such as mailing lists and lesson plans (17, 73, 90-91,
103, 131).
Cunningham and Andersson stress the fact that there are no publishing restrictions on the
Internet, anyone can publish what they want, which is also emphasized by Karchmer (2001:446).
They thus point out that it is important to know who is responsible for the online information one
finds, to be able to evaluate it properly for reliability. Discussing the new role of the teacher with
the advent of ICT in the school, the authors state that because there is also incorrect and misleading
information on the Internet, teachers have to pick and choose among the material they present to
their students. Students, on the other hand, need to learn how to deal with vast amounts of
information (Cunningham & Andersson 17, 21, 107, 137).
In a chapter discussing the negative aspects of the Internet, the authors state that there are for
instance sites containing information about extreme groupings and criminal activities that children
and young people can get access to (284). In agreement with Cunningham and Andersson (1997),
Gavin Dudeney discusses negative aspects of the use of ICT in the classroom in his practical guide
The Internet and the Language Classroom (2007). One drawback is problems with technology,
which is why teachers always should have a back-up lesson plan (36-37).
Another drawback is “'questionable' content” on the Internet (Dudeney 2010:37). Dudeney
observes that there is indeed information on the Internet that is not suitable for young people;
however, it is not as common as the media pretends. Yet teachers are responsible for making sure
that their students do not access inappropriate web sites during class (37).
Dudeney mentions two approaches to deal with students' possible access to unsuitable
material. One possibility is to install a piece of software which blocks certain sites, for instance Net
Nanny (see also Cunningham & Andersson 1997:18). However, it has the negative consequence that
it might restrict a teacher's access to (useful) information more than is desirable. The other approach
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is to do regular checks (such as checking temporary Internet files and downloads of images to
computers) as well as to instruct students in the correct use of the Internet (38-39).
Dudeney gives examples of a number of Internet-based activities (elementary to advanced
level), ranging from activities about teenage problems, famous people and borrowed words in
English to online tools, such as webquests, discussion lists and different writing projects (2007:43-
140). When students can publish their writing online, they put more effort into the presentation of
their work (such as accuracy). Dudeney states that, for instance, email exchanges with key pals
from other parts of the world are very motivating for students, giving them the opportunity to
communicate with an authentic audience (115, 132).
Echoing Harmer (2007), Dudeney writes that there is a great deal of information on the
Internet, if one only knows how and where to find it. He regrets the fact that training in ICT is not
very common in teacher education, and so individual teachers have to gain knowledge and
experience in this area on their own (2, 19). Nevertheless, teachers can benefit from using the
Internet as a teaching resource, as it “opens up a world of possibilities” for teachers and students
(Dudeney 2007:32).

As per the Expertise

Pros and Cons of Computer Technology in the Classroom
Author: Kathleen Patrice Gulley
University: California State University, Sacramento
Course: Educational Leadership and Policy Studies EDLP 225 :: Advanced Seminar: Ethical Decision Making
Instructor: Dr. Rosemary Papalewis
Term: Spring 2003
The world is constantly changing and ways in which we function at home, work and school are also changing. The speed at which technology has developed plays a major role in these changes. From e-mail to on-line classes, computers are definitely influential in our lives, and can enhance the learning process in schools in various ways. With the increasing popularity of computer technology, it is essential for administrators to support and encourage computer technology in our education systems.
Computers are important in education because they force us to reconsider how people learn, how they are empowered, and what the nature of learning and useful information is. We cannot avoid the presence of computers in our schools because they are forcing educators to re-evaluate the very nature of what and how we teach. In 1998, the Office of Technology Assessment reported there were approximately 5.8 million computers in schools across United State’s or approximately one machine for every nine students (Provenzo, Brett, & McCloskey, 1999).
An advantage of having computer-assisted instruction in the classroom is that the computer can serve as a tutor. Teachers can only aid students in the learning process so far. Computers can assist teachers and act as a tutor for the students who are falling behind. A report entitled Computer Advantages: Tutoring Individuals, states “with computers as tutors, no student will be overwhelmed because he or she is missing fundamentals the computer will repeat material until each lesson has been sufficiently mastered” (Bennett, 1999, p. 3). Teachers do not have the time to repeat lessons over and over again. The writer believes it is important to give all students in the classroom the opportunity to adequately learn the lessons, and with computers acting as tutors they can.
One of the biggest problems in the world today is illiteracy. Each year thousands of students graduate from high school reading at the elementary school level, or not reading at all. Every student should have the opportunity to receive additional assistance when they need it. Teachers are doing the best they can with literacy issues in the classroom, and computers can reach the students that the teachers cannot. The article entitled “Computers as Tutors” discusses Annaben Thomas (Bennett, 1999) who was unable to read despite her years in the New York City school system. After leaving school, she was taught by tutors and had enrolled in library literacy programs and adult education classes trying to overcome her handicap. After doing everything she still had not learned to read, until she enrolled in a computer course program that taught her to read and write. Because of success stories like this it is crucial to support the use of computer technology in the classroom.
Although the advantages of having computer technology in classrooms outweigh the disadvantages, the writer can respect the concerns of the people who are against computer technology in the classroom. Many people argue the computer does all the work for the students, not allowing them the opportunity to digest what they have learned. Boyle (1998) argues that information technology “may actually be making us stupid.” (p. 618). He argues that the computer takes more of the thinking process out of students.
Many people who grew up in the pre-computer age worry that the use of computers will take the emotion and heart out of the classroom. Wehrle (1998) states “the pre-computer age generation envisions designing computer technologies that still take into account the emotional needs of the students” (p.5). Their main argument against computers in the classroom is that teachers need to take into account the importance of student emotions. They do not want the quick evolution of computer technology to interfere with the student’s need for human support that they receive from the teacher-based instruction. The implications of having computer technology in the schools are the belief that the computer will solve many of the problems that teachers cannot. These include helping students raise the standardized test scores, actually teaching students the basics such as reading and mathematics, and implying that the teachers have the skills and abilities needed to accurately aid students with their computer usage.
Education serves as a window through which our imagination and curiosity can take flight into the unknown and enhance our creativity, and the use of computer technology in education plays an enormous role in helping students to achieve their full development potential. Given the role that education plays in preparing students to go into the world, it seems clear
that there should be a connection between the world and the classroom. Unless education reflects the world in which it exists, it has no relevance for the students.
In conclusion, the advantages discussed concerning computer technology in the classroom outweigh the disadvantages. Computer technology is a positive supplement to bridge the gap between education and the technological world in which we live. Computer-assisted technologies in schools offer students greater access to information, an eager motivation to learn, a jump-start on marketable job skills and an enhanced quality of class work.

General benefits of ICT

· Greater efficiency throughout the school.

· Communication channels are increased through email, discussion groups       and chat rooms

· Regular use of ICT across different curriculum subjects can have a                 beneficial motivational influence on students’ learning.

Benefits for teachers

· ICT facilitates sharing of resources, expertise and advice

· Greater flexibility in when and where tasks are carried out

· Gains in ICT literacy skills, confidence and enthusiasm.

· Easier planning and preparation of lessons and designing materials

· Access to an up-to-date pupil and school data, anytime and anywhere.

· Enhancement of professional image projected to colleagues.

· Students are generally more ‘on task’ and express more positive feelings when they use computers than when they are given other tasks to do.

· Computer use during lessons motivated students to continue using learning  outside school hours.

Benefits for students

· Higher quality lessons through greater collaboration between teachers in planning and preparing resources.

· More focused teaching, tailored to students’ strengths and weaknesses,         through better analysis of attainment data

· Improved pastoral care and behaviour management through better tracking of students

· Gains in understanding and analytical skills, including improvements in        reading

· Comprehension.

· Development of writing skills (including spelling, grammar, punctuation,     editing and re-drafting), also fluency, originality and elaboration.

· Encouragement of independent and active learning, and self-responsibility for learning.

· Flexibility of ‘anytime, anywhere’ access (Jacobsen and Kremer, 2000)

· Development of higher level learning styles.

· Students who used educational technology in school felt more successful       in school, were more motivated to learn and have increased self-                 confidence and self-esteem

· Students found learning in a technology-enhanced setting more       stimulating and student-centred than in a traditional classroom

· Broadband technology supports the reliable and uninterrupted     downloading of web-hosted educational multimedia resources

· Opportunities to address their work to an external audience

· Opportunities to collaborate on assignments with people outside or inside     school

Benefits for parents

·Easier communication with teachers

·Higher quality student reports – more legible, more detailed, better       presented

·Greater access to more accurate attendance and attainment information

·Increased involvement in education for parents and, in some cases, improved self-esteem

·Increased knowledge of children’s learning and capabilities, owing to     increase in learning activity being situated in the home

·Parents are more likely to be engaged in the school community

·You will see that ICT can have a positive impact across a very wide range of aspects of school life.

ICTs help prepare individuals for the workplace.

One of the most commonly cited reasons for using ICTs in the classroom has been to better prepare the current generation of students for a workplace where ICTs, particularly computers, the Internet and related technologies, are becoming more and more ubiquitous. Technological literacy, or the ability to use ICTs effectively and efficiently, is thus seen as representing a competitive edge in an increasingly globalizing job market.

The Effectiveness of ICTs in Education

ICTs are a potentially powerful tool for extending educational opportunities, both formal and non-formal, to previously underserved constituencies—scattered and rural populations, groups traditionally excluded from education due to cultural or social reasons such as ethnic minorities, girls and women, persons with disabilities, and the elderly, as well as all others who for reasons of cost or because of time constraints are unable to enroll on campus.

• Anytime, anywhere.  One defining feature of ICTs is their ability to transcend time and space. ICTs make possible asynchronous learning or learning characterized by a time lag between the delivery of instruction and its reception by learners. Online course materials, for example, may be accessed 24 hours a day, 7 days a week. ICT-based educational delivery (e.g., educational programming broadcast over radio or television) also dispenses with the need for all learners and the instructor to be in one physical location. Additionally, certain types of ICTs, such as teleconferencing technologies, enable instruction to be received simultaneously by multiple, geographically dispersed learners (i.e., synchronous learning).

• Access to remote learning resources.  Teachers and learners no longer have to rely solely on printed books and other materials in physical media housed in libraries (and available in limited quantities) for their educational needs. With the Internet and the World Wide Web, a wealth of learning materials in almost every subject and in a variety of media can now be accessed from anywhere at any time of the day and by an unlimited number of people. This is particularly significant for many schools in developing countries, and even some in developed countries, that have limited and outdated library resources. ICTs also facilitate access to resource persons, mentors, experts, researchers, professionals, business leaders, and peers—all over the world.

Poem

                                       How Beautiful the World Is

                                      

                                       How beautiful the world is,

                                       How blue the sky above,

                                       How green the grass in the morning dew

                                       How musical the dove.

                                      Eyes to see the colors bright,

                                      Ears for music of delight,

                                      Nose to small the fragrant rose,

                                      Skin to feel the breeze that blows.

                                       

                                       How beautiful the world is,

                                       How blue the sky above,

                                       God is there in all creation,

                                       Flowing forth in light and love.

                                                       Thank You!

Teaching a color through rhyme

ICT and Pedagogy are the two alternative tools for teachers and learners.

Alternative tools as those that have traditionally been used as tools in the classroom:
the teacher, the board, the chalk, the textbook, the pencil, the workbook and the
eraser. In settings both with and without ICT equipment, the pedagogical stance that
propels the work can be the same. The pupils can either be treated as passive receivers
of established knowledge or they can be looked upon as active participants in creating
or constructing knowledge. This latter view represents the main perspective of sociocultural
theory. The classrooms in this research were guided and framed by the theory
of project work in which teachers viewed pupils as active learners using language as a
tool in their working processes (Berthelsen et al., 1987).

Possibilities and Challenges Searching for Information

The dialogue rendered below shows how pupils can come up short when trying to
find information on the net. When the pupils at Bridgeford School were working on
the topic ‘buildings and settlement in their local community’, some of them tried to
find a map of the area they were working on by searching the net. Rebecca, Jenny and
Lisa are sitting in front of the computer screen trying to find this map. Before this
brief exchange, the pupils have been trying to find maps at the computer for a while.
Rebecca starts:
Rebecca: Tour-map, write, scroll to the top again. Tour-map + Trondheim, write that.
Jenny: No, it doesn’t work (Jenny has done exactly what Rebecca told her to do, but
no map pops up on the screen).
Lisa: There has to be a tour-map for sure.
Rebecca: Do you know what? We’ve used a lot of time just to find a map.
Lisa: Yes, but when we’ve found it, then we’ve got it, you see. Try to write ‘Statens
vegvesen’ [Public Road Administration] + map.
Jenny: Okay (she sounds a bit resigned, but writes the words that Lisa has suggested).
Downloaded by [119.2.115.70] at 00:26 13 October 2017
Advantages and disadvantages of using ICT 595
Lisa: You have to write Trondheim then, there’s a ‘Statens vegvesen’ [Public Road
Administration] in all municipalities.
Rebecca: I’ll go and look in an atlas (she gets up and walks away from the group).
Jenny: Oh, it’s so difficult to find maps, like (they have still not managed to find a
map). Do you know what? We can draw one (Jenny has tried Lisa’s suggestion,
but fails to find a map).
During this conversation, the pupils work together trying to help each other. According
to Mercer (1995), they are working at both the cumulative and the exploratory level.
The pupils make suggestions that they share with each other, and they inform the
others in the group about different ways of conducting their search. One of them also
tries to encourage the others to continue the work, and in addition argues for how they
should continue their search for information. In this way the pupils can develop their
methodological competence as part of their holistic development, a process that
includes gathering information. Thus, the dialogue can enhance learning (Bakhtin,
1981, 1986; Vygotsky, 1986/2000). On the other hand, the pupils did not find what
they were searching for on the net. Actually, the pupils ended up drawing a map
together.
According to Wegerif (1997), the mastering of complex interfaces is a common
problem when using open-ended software. Such a problem may also cause the pupils
to focus more on mechanical, procedural matters rather than on tasks they are to
solve, as in the Concept Kate game (Phillips & Scrimshaw, 1997). When searching on
the net, the pupils encounter problems that force them to use alternative tools, such
as a pencil and paper. In this way the interface turns out to be a hindrance to the
pupils’ activity in trying to solve the task. This shows that the pupils must learn search
techniques where the use of ICT can then be an advantage. This means that teachers
also have to learn to use the ICT equipment if they are to manage to help the pupils
exploit the possibilities it can offer.
In other situations, it could also be wise to advise the pupils not to use ICT in their
work. At Cooper School, the pupils were working on a project called ‘Emigration
to America’. While most of the pupils in a lesson rush to the computer lab, one of
the pupils said a little sardonically: ‘I can’t find my grandma on the internet’. The
pupils were trying to find some material for the topic. Obviously this pupil believes
that he can obtain more information for his topic from his grandmother by talking to
her face to face than on the internet. It turned out that many of the pupils encountered
problems finding the information they needed on the internet (Postholm,
2003). Thus, this project shows that not all information is necessarily found on
the net and that alternative tools, such as human beings, may be better sources for
gathering data.

The Moon Bear's Dance

Benefits of ICT in the classroom

General benefits

·         Greater efficiency throughout the school.

·         Communication channels are increased through email, discussion groups and chat rooms

·         Regular use of ICT across different curriculum subjects can have a beneficial motivational influence on students’ learning.

Professional Development on Media Literacy

Integrated Lesson Plan on Math

Mathematics Lesson Plan

Name of the school: Lango Middle Secondary School.

Class: III ‘C’                                 Class strength: 29            Date: 14/08/2017

Subject: Mathematics             Period: 3^rd and 4^th                          Time: 80 minutes

Topic: Polygons (Chapter 5, Geometry)

Teaching Skill/s in Focus: Giving Instructions to Organize Learning Activities

Previous Knowledge of the students: students have an idea of different shapes like triangle, square, circle and rectangle.

Teaching/Learning Materials: Different shapes of polygons, example: rectangle, rhombus, trapezoid, square, pentagon, hexagon, laptops and projector.

Teaching strategies: Demo cum Lecture

Life Skill Values: Critical thinking

Lesson objectives: By the end of the lesson, each child will be able to:

1. tell what a polygon is after the teacher’s explanations.
2. name seven polygons and talk about their characteristics correctly after the activity.
3. fill in the table about its edges and vertices of each polygons appropriately after the learning activity.

Lesson Revision (3 minutes)

Gaining attention

Teacher: Ready to rock!

Students: Ready to roll!

Teacher: Good morning children! How are you all?

Student: Good morning Madam! We are all fine and thank you.

Revise on the previous lesson by asking some questions. (I will pose the question, wait for sometimes and then point out the child’s name so that everyone in the class will be engaged in thinking of the answer). Example

• What are the shapes that we have learnt in the previous class?
• Can you name any shapes that you find in our classroom?
• What shape does your classroom door represents?

(As the students name the shapes, I will make a list on the computer and show it on the PowerPoint).

Lesson Introduction ( 5 minutes)

Teacher: Ok children today we are going to learn about “Polygons.” (Show the topic on the power point)

Do you have any ideas about polygons? Discuss in your group for 1 minute. (Rally Robin)

POLYGON-in ppt

Let one from each group share “what is a polygon?”

Then I will say, ok children! You all tried your best. Now let us see what are polygons?

Lesson Development (10 minutes)

Gaining attention: Class!Class!…..yes!yes!

After that I will show the following polygons on the Power Point.

I will explain to the whole class about the above definition. I will also teach them like rectangles, squares, triangles, trapezoids, rhombus etc are all polygons. All 2D shapes are polygon except for the circle because circle is not made of straight lines.

Polygons have three characteristic. They are;

  So these are the three main characteristics of the polygon.

Again I am going to explain about its faces, vertices and edges one by one by on the PowerPoint.

Example:                                                                                    

                                                                                   

I will also let children come up with more examples as different shapes have different numbers of faces, edges and vertices.

Teach some of the non-examples of the polygons. Show a chalk box

                                                               

                          

A chalk box

                                                       

Is this a polygon?  (Expected answer is no)

Explain like:

The box is not a polygon because it is not a flat shape.   

It is a solid shape. It is a 3D shape.

                                         Cylinder

 

Cylinder is also not a polygon because firstly it is not made of straight lines.

You can see curve line on the top and at the bottom. Again it is a solid and 3D shape.

Note: All these above shapes I will show it on the power point and do the explanation verbally.

Activity Direction (2 minutes)

• Now we are going to do an activity.
• I will show the table on the power point.
• You are going to copy the table in your notebook.
• Count and fill in the table about its edges and vertices.
• I have done one example for you all.
• For this activity you will get 20 minutes.
• You are going to do it individually.
• After that you will exchange your book with your shoulder partner and check.

Checking the understanding of the Instruction (1minutes)

• What are we going to do? (Pose the question, wait for a few seconds and call a child’s name).
• How many minutes do you get to do an activity?
• Are you going to do it in a group or individually?

Activity 1: Individual Activity.  (20 minutes)

Name of polygon	Number of sides (or edges)	Vertices ( points)
Triangle	3	3
Square
Pentagon
Hexagon
Heptagon
Octagon
Nonagon
Decagon

Monitoring: I will move around the groups and help needy students in carrying out their work smoothly.

Follow up activity (3 minutes)

I will tell children to exchange their note book with their shoulder partner and  cross check their answer with the answers given on the power point.

Activity 2: Group Activity.  (27 minutes)

·         I am going to divide you in groups of 3.

·         Each group will get one laptop.

·         You will do turn wise.

·         First  to desktop

·         Open Microsoft office word.

·         Draw any five polygons and color it.

Monitor: Here I will move from group to group and help children to follow each and every instruction step by step. I will also check each and every group whether they are following it correctly or not.

Extended Activity (7 minutes)

Instructions:

·         Now choose any one of the polygons

·         Show its face, vertex and edge with an arrow.

Monitor: I will move around and help needy ones.

Lesson Closure (2 minutes)

Ok! Before we close our lesson let us reflect on what we have learnt in this period. I will call any of the students and let them tell what they have understood from today’s lesson. After that I will summarize the lesson by saying:

1. A polygon is a flat shape, made of straight lines and lines are closed.
2. There are three characteristics of polygons :

a.       It is flat

b.      It is made of straight lines.

c.       Lines are joined or closed.

Homework [Textbook]

• Do question number 8 and 9 on page 105.

        Thank you students and see you tomorrow.

                                                           THANK YOU