Video on ICT as informative tool

 

Image write-up on ICT as Constructive tool

 

Constructive tool helps in learner building their own knowledge. It's all about constructivism. There are many constructive tools, for instance, Google classroom. Google classroom in an online platform to post teacher's teaching and students learning forums. Teacher can assign work or note in any form, like google sheet or docs. Students get the autonomy to choose which creative ideas to use while submitting their work. For example, they might use image or video or sound or word. 

Google classroom provides opportunity to promote group opportunities through discussions and google workspaces. One important things is that, teacher and both student can post or comment on each other's work.

Inclusive Teaching through two Assistive Technologies

The journey of a teacher in the education of inclusive students is an ongoing, challenging but an interesting experience. Educating students of varying learning needs make teachers challenging but provides various opportunities. This is on the acceptance of students' diversity. Thus, in the recent past, assistive technology (AT) emerged as a supporting avenue for the catering of individuals with variable learning needs. This is to facilitate them in participating in active learning as well as to demonstrate that they are keen to learn. Reflecting on my experience and learning from locality, two assistive technologies (AT) to facilitate inclusive teaching which I have chosen are Screen reader and Braille display.

Screen reader is a software that reads words on a computer screen. It converts text, images, and other graphical material into voice, allowing readers to read and use digital information without seeing the screen. JAWS (Job Access With Speech), NVDA (NonVisual Desktop Access), and VoiceOver (built-in Apple devices) are some popular screen readers.

The students can also read web articles, handouts, worksheets, and digital textbooks with the help of a screen reader. A blind student can open a PDF textbook, and the screen reader will read it aloud, chapter by chapter. When a teacher posts an assignment on Google Classroom, the screen reader announces the assignment title, due date, and instructions aloud. The student can then employ the screen reader to type his/her answer and submit it. The screen reader provides feedback in speech as they type out letters, words, or sentences. In typing an essay by a student, the screen reader can be set to read out every character as typed out, and then read out the entire word or sentence when finished, helping him/her identify grammatical errors. Screen reader can also be used in math, science simulations, and other programs. For example, in a science class, a student can use a screen reader to navigate an interactive virtual laboratory, listening to audio descriptions of experiments and results.

Screen readers will read test questions and multiple-choice answers, so students can take tests by themselves. On an online test, the screen reader reads out every question and its corresponding answer choices. The student can then select their answer using keyboard commands.

A Braille display is a computer or mobile-device-connected device. It translates digital text into Braille tactile letters so that the users can read the content by touch. While a screen reader provides oral access, a Braille display provides a hands-on reading experience. As a teacher writes down a new concept on an electronic whiteboard, the student can have the words put on their Braille display so that they can read along. For Braille students, the display provides a direct way of seeing how words are spelled in Braille, facilitating Braille learning and practice.

Braille displays are particularly useful for technical data like mathematics equations, chemical formulas, and code, where spatial arrangement and exact symbols are critical and potentially difficult to convey solely through sound. In mathematics class, mathematical equations on the screen involving intricate shapes may be converted on the Braille display into Nemeth Braille (mathematical notation in Braille) such that the student can accurately comprehend the problem. After writing an essay, a student can use their Braille display to review their work and locate any errors that might have escaped detection through auditory feedback. A Braille display allows one to read quietly and independently, without headphones or any disruption of sound. A Braille display may be connected by students either to a Braille note taker or to a computer, from which students can take Braille notes in lectures.

The student might use the screen reader primarily for navigation in general and quick reading of information. Whenever they need to read extensively, review their writing, or read complex symbols (like in science or mathematics), they can resort to or utilize interchangeably with it the Braille display. For example, a student will listen to a chapter from a textbook with a screen reader, but whenever they encounter a diagram or an essential definition, they will pause the audio and tap on the respective Braille on their screen for additional clarification.

With their exposure to digital information both auditorially and physically, screen readers and Braille displays provide visually impaired students with full ability to participate in learning. It is up to the teacher to ensure that digital materials are developed in a way that is accessible and to integrate such technologies seamlessly into their own teaching practices.

Image write-up on ICT as Communicative tool

ICT is serves as an important communicative tool. For example, the image I inserted below is a Gmail. Gmail helps us to connect with people around us and communicate. There are other various communicative tools like social media platforms or phone calls. The Gmail I mentioned is a asynchronous type where we can reply or check anytime. Gmail is an online platform for sending and receiving emails. Gmail isn't just about email. It integrates with other Google Workspace tools, expanding its communicative capabilities like google chat, google meet (for video conference) and google space (project discussions). 

Image write-up on ICT as informative tool

 ICT gives us vast information through various sources. For instance, VLE forum like the picture provided below. A Virtual Learning Environment (VLE), often also referred to as a Learning Management System (LMS) or Learning Platform, serves as a powerful informative tool. From VLE forum, we gain various information like what is happening around us and up to date news. We can also put up our assignments and ideas on a topic, our friends can also comment and add on it.  It replaces and enhances the traditional classroom setting, making information readily accessible to students, educators, and even parents. VLEs provide a structured place to store and deliver all learning or teaching materials, including notes, presentations (PowerPoint, PDF), readings, multimedia files (videos, audio recordings), and links to external resources. Teachers can post announcements, updated news, changes in schedule, or important reminders for the class or groups or individual. This ensures that all students receive important information at once.

Summary on three reflections

We learned ICT as a communicative tool, and I realized how it breaks down social barriers and connects with others. We can use social media to chat with family and friends without being physically present. I learned that these tools are interactive, making learning together easier and faster. For instance, using Mentimeter in class showed me how quickly we could share feedback. We even looked at how Google Docs helped us work together on our lesson plan, allowing us to edit and comment whenever we needed. Our tutor explained that tools like Gmail and video conferencing help us communicate, and we even touched on Google Classroom. We went through the differences between real-time communication (synchronous) and communication that doesn't need to happen at the same time (asynchronous). 

Then, we explored inclusivity, which means accepting and valuing everyone for who they are. I understand how creating an inclusive environment in teaching and learning is so crucial for embracing diversity and giving everyone a sense of value and the chance to participate fully.

To embrace this inclusivity, we learned about assistive technology (AT), which are tools that help people with disabilities learn and work better. We even tried out some using assistive technology ourselves, like screen readers, which help people who can't see by reading text aloud. We also tried audio-to-text converter, even though our different pronunciations made it a bit tricky to use. We learned about other tools like JAWS for people with blindness and many more. It was so intriguing to see the range of technology available, from Braille displays to talking calculators. Our tutor gave us a practical task: to teach a child with vision loss using two assistive technologies. I realized that ICT can be a powerful way to make learning more inclusive for everyone.

Finally, we went through ICT as an informative tool which is a blending of traditional and modern learning. It's not just about text on a screen anymore, it includes all sorts of things like images, videos, and interactive simulations. This variety really helps different learning styles and can make tough topics easier to understand. ICT can turn us into active researchers, encouraging us to dig deeper and develop important research skills. We also talked about how the huge amount of information online helps us learn to think critically and evaluate different sources. Instead of just lecturing, they guide teachers through online resources and help us develop communication skills. We looked at interactive simulations, which we had used before, and it really showed how we can use ICT to not just learn about computers but to actually gain and use information. Overall, I left the class with a new appreciation for how ICT can transform learning for both students and teachers by offering access to so much information, encouraging us to think critically and creatively, and promoting learning or teaching.

Reflection on ICT as Communicative Tool

 In our previous lesson, we went through ICT as informative tool and were informed that we will learn another four more. I was excited and yes, now I am here with another new one. That is, ICT as Communicative Tool. This means the apps or technology or tools that enable easy communication between a sender and a receiver beyond physical barriers. For example, I use social media to communicate with my friends and family. As when I use that, I don't need to go see them face to face and waste more time. I can easily send messages or call and ask their ideas or points of views.

Communicative tools serve as an interactive tool between a teacher and a student encouraging collaborative learning. It increases efficiency and speed of sharing information. We can also get immediate feedback, for instance, while using mentimeter. I frequently use that in class to take short quizzes or question and answers, and I noticed that others can provide feedback. Some ways to integrate communicative tools in teaching and learning are using Google Docs. In our first assignment, we used this google Docs to write lesson plan. I found it quite convenient because we can edit and comment whenever we want. We can also use social media apps to pass information or ideas, and share thoughts through blogs like I'm doing now.

There are many communicative tools which out tutor took us through ony by one. They are Gmail, which me use frequently, video conferencing that we rarely use right now. We also have google classroom that we can act as teacher to teach and student as learners or guests. There are many more which I found familiar and some new. The two types of communicative tools are synchronous and asynchronous. Synchronous means real time communication like calling. Asynchronous communication that does not require real time or at the same time like email. We looked through differences and we were asked which one is more convenient. For me, asynchronous is more suitable because it does not really have to be at the same time or exact time. Students get more confidence that way.

In conclusion, I learned that ICT not only serve as informative tool but also as a communicative tool which is helpful for a collaborative and engaging learning.