Reflection 2

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Topic: Using ICT for consumption and creating

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Reporting

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With the vast range of ICT tools available to both students and teachers, it is more important than ever for educators to consider what they are using ICT for in the classroom. Given this, an important distinction educators should understand is the difference between consumption and creation, as both are beneficial in their particular way. Creation allows students to accomplish higher ordering thinking by utilising their knowledge (Uluyol & Şahin, 2016); whilst consumption allows students to access and develop their understandings of concepts. This is essential in helping students maximise their cognitive development, whilst meeting teaching standards (AITSL, 2020).

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In my opinion, I believe utilising ICT in both creating and consumption is key with every generation becoming more technologically adept (Uluyol & Şahin, 2016). Reflecting on my education with and without using ICT for creation, I can clearly see the difference when applying creation, rather than merely applying knowledge. Given this, I think that an understanding and positive attitude towards ICT implementation is going to be instrumental in helping my future students development.

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Relating

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Creation and consumption through ICT have been linked to many benefits, such as more student motivation, accountability and communication (Kolikant, 2012), which in teaching is key in developing an effective inclusive learning environment. Coupling this with the idea that ICT can utilise constructivist techniques that promote a student-centred approach (Bonk, 2009); it creates a situation where educators can use utilise both creation and consumption linked with blooms taxonomy, to differentiate learning, so that each student can work at a level that meets both their current physical and cognitive needs. Which in practice, I think makes learning more attainable for both student and teacher to meet educational outcomes, whilst giving students the chance to develop an understanding of their learning style and interests.

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However, these apparent benefits of using ICT to create and consume information assume proper application in the classroom. In my experience, I have witnessed many educators including myself misuse or underutilise the learning tool that ICT can create; wherein many instances ICT was used as only a discovery tool, limiting its possible benefits in the classroom. Research shows this misapplication or underutilisation to be commonly associated with either a misunderstanding of technology, a lack of knowledge or a negative attitude towards its application (Lucke, Dunn & Christie, 2017). Given this, I think more teachers need to recognise their attitudes towards ICT and remember that both their attitude and the way they use it, will vastly affect how beneficial it is in the classroom. 

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Reconstructing

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Despite the diverse benefits ICT can offer through creation and consumption, I believe that by many educators, it is still not being fully utilised. More growth in knowledge, attitudes and understanding of how ICT can be used for creation is needed our classrooms to become a more inclusive environment. In the future, I want to continue to experiment and discover new ways of using ICT to both have students create and consume information in their daily work as well as assessment items. I believe that this will allow me to continue to grow as an educator, whilst maximising student’s skill acquisition and all-round development.

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References

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Kolikant, Y. B. D. (2012). Using ICT for school purposes: Is there a student-school disconnect?. Computers & Education, 59(3), 907-914.  Bonk, C. (2009). The world is open how Web technology is revolutionizing education . San Francisco: Jossey-Bass.

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Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65–75. https://doi.org/10.1111/bjet.12220

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Lucke, T., Dunn, P., & Christie, M. (2017). Activating learning in engineering education using ICT and the concept of “Flipping the classroom.” European Journal of Engineering Education, 42(1), 45–57. https://doi.org/10.1080/03043797.2016.1201460

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Teacher Standards. (2020). Retrieved 26 April 2020, from https://www.aitsl.edu.au/teach/standards

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