In my observation at St. Adalbert School, in one of the classes of 5th graders, I noticed how well students interact with each other and with their cooperating teacher in the whole process of learning and teaching. First, the teacher speaks/teaches the topic and the students carefully listens. After which, students ask questions and clarifications about what the teacher has shared with them. The teacher then calls the students to gather in their small groups and gives them tasks or assignments to discuss and share about the topic taught. During this activity, the teacher goes around each group, listening to them, encouraging them and explaining more of what they share together. The class is at the end concluded with a video game related to the topic taught.
I was impressed with this teacher-student and student-student interaction in the teaching and learning process. Pedagogically, it stimulates the students’ involvement in the classroom. It increases students’ motivation and helps the students see the relevance of teachers’ topic. It also increases participation because all students are involved. Another thing I observed is the use of digital technology in class. At St. Adalbert School each classroom is well equipped with chrome-books kept safely in a special cabinet. These are the tools for learning for each student. The students use the chrome-books for video games and at times for sharing some documents in google docs. To the grade five classroom, the teacher used the smart board while teaching, which made it easier for the students to follow. There was also a projector which the teacher used for power-point. As a whole, the class made a good use of digital technology to enhance learning.
What I learnt about students in my observation is that, students learn best with technology. They can learn faster in computer-based instructional contexts. Also, their attitudes toward their classes are more positive when they include computer-based instruction.
When I asked my students about whether they use digital and social media, few of them admitted to using snap-chat and Instagram while the majority of them use the phones for playing games and music on you-tube.
In the research conducted by Batsila and Tsihouridis, (Batsila, M., & Tsihouridis, C. (2016). “Once upon a Time there was…” A Digital World for Junior High School Learners. International Journal of Emerging Technologies in Learning, 11(3), 42–50) they found out that digital storytelling was an effective tool to use in the classroom for teaching purposes and skills enhancement and particularly stressed the fact that it converts learners from bored students to active participants. I clearly observed at St. Adalbert School in English class, how enthusiastic and active the students were, in following the slideshow which had both words, sound, photos and some videos. After the slideshow, the students gathered in small groups and shared their creative ideas with each other about the slide. Later, when I talked to the English teacher, she told me that digital storytelling is an effective tool to use in the classroom for teaching purposes and skills enhancement. She further elaborated that digital storytelling is also effective for rather weak learners who finally find their place in the group and gain their self- confidence.
Source:
Batsila, M., & Tsihouridis, C. (2016). “Once upon a Time there was…” A Digital
World for Junior High School Learners. International Journal of Emerging
Technologies in Learning, 11(3), 42–50.
Nicky's exploration of Educational Technology 