The ICT Integration Project is designed to involve university students with a

progressive experience in modern teaching methods. This experience is

supported by the idea that ICT learning is shifting the paradigm of
objectivism to constructivism and higher learning practices. Our lessons
have been developed under the knowledge that our students will be
benefited through the concept of constructivism which involves engaging
and content-relevant experiences (YawAsabere & Mohammed Ahmed, 2013).
The lessons we have produced reflect the understanding that learning is
achieved by the active construction of knowledge, supported by various
perspectives within meaningful contexts and social interactions (YawAsabere
& Mohammed Ahmed, 2013). In order to develop meaningful learning
experiences, the learner needs an environmental context where the content
becomes personalised and they are able to make it meaningful for
themselves. ICT resources enable this experience to become a reality
through their contemporary nature and their ability to generate a personal
experience for the user. Programs such as Kidblog, Padlet, WA Footprint
Calculator and Story Jumper all create an environment where the user can
develop creative ideas that represent their own personal understanding of
topics. Furthermore, a majority of these resources permit aesthetic creativity
which can greatly benefit a students involvement and productivity.
Aside from the ICT resources used we have established content and
activities which are based on real-world issues. This creates ideas which are
contextually relevant to the students, especially in regards to Leave No
Trace principles at home and school. They have been asked to produce
practical suggestions for addressing environmental issues which regard
environments which are important to them. Furthermore, a part of the
project pursues to establish what the students already know on the topic,
and how they have developed this understanding. This will be encouraged at
the beginning of the project, however previous knowledge will be facilitated
throughout the lesson structure. Reflection on what they have learnt during
this process will also be encouraged and facilitated using ICT applications.
(Leanerstogether.net, 2015) states that reflection is a psychological thinking
process that relates to active learning experiences. Therefore, we are aiming
for the students to be stimulated to reproduce personal experiences using
the resources provided.
On the whole, our ICT integration project aims to use the learning theory of
constructivism as the basis of our students experiences. Contemporary
technology is creating a learning environment where teachers need to take
advantage of their students interests and skills. We understand that as
university students studying education we need to develop a new scope of
understanding in the field of ICT integration, and we believe that this project
will enable us to do so.

References
Learners Together. (2015). Learners Together - Home - Role of ICT in
Constructivist Teaching of Thinking Skills. Retrieved 15 March 2015,
from http://www.learnerstogether.net/home/2006/3/14/role-of-ict-inconstructivist-teaching-of-thinking-skills.html
YawAsabere, N., & Mohammed Ahmed, A. (2013). Towards Enhancing Quality
in Education through Information and Communication Technologies
(ICTs) in Higher Educational Institutions (HEIs). International Journal of
Computer Applications, 62(8), 10-18. DOI:10.5120/10099-4745