Reflecting about teaching practice with ICT plays a very important part in the development of student ICT capability throughout the integration of ICT in the curriculum. However, for teachers, it is all about taking responsibility for the use of ICT in the classroom and their professional growth.
The Importance of Reflection in Teaching
According to QCAA (2020), teacher reflection is critical as it encourages teachers to:
- Regularly evaluate their approaches to teaching and learning.
- Understand more about the positive impacts of high-quality effective pedagogies on children’s learning
- Become more aware of the importance of high-quality interactions, including strategic intervention and substantive conversations to maximise children’s learning
- Use action research approaches — e.g. drawing on alternative teaching strategies to help
children to learn when familiar methods fail
- Co-construct learning with children and other partners so it is responsive to the child’s family and
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It is important that teachers do reflect on practices and take the appropriate steps to improve them. These teaching strategies for the classroom can help you go a long way in ensuring that outcomes are learned by students.
As teachers, you should encourage students to reflect critically and evaluate their own work with ICT, so too must teachers.
It must involve determining which parts of the lesson went well and which ones were less successful. From here, they can make adjustments and plan for better lessons accordingly.
For this to occur, they need to look deeper into the practices ask the questions as to why a particular approach was a success or failure.
Classroom reflection such as this is said to promote thinking about classroom activities and the beliefs associated with those actions (Kennewell et al., 2000).
Clarifying existing ideas about teaching helps to forge new ideas or modify old ones. A powerful reflection involves carrying out action research. That is the approach where teachers are required to take a more rigorous look at the quality of their teaching and learning.
For judgments here to be made, evidence such as the following in relation to classroom activity needs to be taken into account:
- Lesson plans and schemes of work.
- Comments from observing teachers.
- A diary of classroom activity.
- The results of students’ class and homework and.
- The results of examinations.
Teacher Reflection Questions
The following teacher reflection questions can be used as a guide (Kennewell et al., 2000, p189). Reflection about teaching strategies with technology in the classroom will help you analyse your teaching strategies in the future.
They include lesson reflection for teachers that cover the learning of outcomes planned for students.
- To what extent am I catering for the abilities of all the students in the class?
- Are students able to build on prior learning?
- Have I considered common misconceptions associated with this topic?
- Are the students able to use what they have learned in a new situation?
- Did the students appreciate that they were making progress?
- Did the students improve their confidence in the subject and the image they have of themselves as a learner of the subject?
- Did the students develop good habits of work, including perseverance and concern for correctness?
- Did the students use their initiative, exercise imagination, and think for themselves?
Other teacher reflection questions
- How was the ICT activity integrated into the normal running of the classroom?
- What skills did I need in order for the ICT activity to succeed?
- How did I ensure that all students had access to the ICT activity?
- What were the learning outcomes for the students in ICT?
- What assessment opportunities were there?
- How does this experience add to my understanding of teaching ICT capability in literacy development?
- What will I do next time?
Here are some lesson reflection for teachers:
- Did you need, for example, to alter the timings of the introduction to ensure understanding of what was required for all the children?
- Did you find that you talked too much and the children needed more time and more independence in their work?
- How far did the lesson achieve the intended learning objectives?
- Make a judgement based on your identified assessment opportunities. If it is part of a sequence of activities, how much is there still left to do?
- Comment on how the lesson went for the children experiencing difficulty and for those children of high ability.
- How well were you able to meet the needs of those with English as an additional language?
- Did children with special educational needs have full access to the activity and were they able to succeed?
(Allen, Potter, Sharpe & Turvey, 2012, p.36)
If you are an early childhood teacher, these education reflection questions are good to consider:
(Early Years Learning Framework, 2020)
- Who is disadvantaged when I work in this way? Who is advantaged?
- What are my understandings of each child?
- What theories, philosophies, and understandings shape and assist my work?
- What aspects of my work are not helped by the theories and guidance that I usually draw on
to make sense of what I do?
- What questions do I have about my work?
- What am I challenged by? What am I curious about? What am I confronted by?
- Are there other theories or knowledge that could help me to understand better what I have observed or experienced? What are they?
Reflection about teaching strategies with technology is significant as it will ensure that your students gain the knowledge, skills and understanding they need in order to become proficient users of ICT.
It will help you conduct a thorough analyses of the situation on the outset of your planning and prepare your students for their future.
Take this lesson reflection questions with you about teaching and learning with ICT.