eJournal

NMS Horizon Report Preview K-12 Sophie

Gilmour

The reading reflection of the NMS Horizon Report Preview K-12 (2015) talks about
multiple examples of how schooling has changed as well as upcoming trends,
challenges and developments in educational technology. One in which was
discussed and can successfully be adapted, is the way in which we connect the
use of ICT and learning to students lives and their surrounding communities.
This can be through devices such as computers, tablets and iPads which are also
used at home. Because of this it is believed that students are provided with a
sense of comfort as they are comfortable with the use of these devices. They are
student-centred and provide engagement with the subject however they will not
always be readily available and students mustnt become so dependent on the
use of these to connect their learning to real life. In my own personal experience,
the use of these devices can be both successful and unsuccessful. As a student
myself with devices that are readily available to me, provides me with a more
engaging, thought out task to undertake which is enjoyable and ensure students
are immersed into the subject matter. However, because majority of students are
so accustomed to using these devices they can become a distraction with them
becoming side-tracked and not as immersed into the learning. This is because
they have access to other apps and sites that they know how to gain access
through, from personal experience at home. Although I agree that learning of any
year level should be relevant to the students lives and should allow them to
apply what they have learnt into their everyday lives, I also believe that students
should not become so dependent on ICT to connect their learning to real life.

For students to be immersed in a variety of learning methods through the use of

ICT that allow a more active learning experience, teacher education is extremely
important. This does not only apply to ICT but in all learning areas. According to
Information and Communication Technologies in Teacher Education; designing
and implementing successful ICT-enabled teacher education programmes is the
key to fundamental, wide-ranging educational reforms. Teacher education
institutions and programmes must provide the leadership for pre and in-service
teachers, modelling the new pedagogies, teachings and tools for learning.
Educating not only students, but also teachers in different learning areas that are
to be taught to the class are extremely important. Although they are rare, some
schools are fortunate enough to have Professional Development days or
educational activities, in and out of school, that acknowledge the importance of
teacher learning. Without this type of learning it limits the work that students can
do by the classroom teacher not being able to help, develop or improve
competency skills within the curriculum.
BYOD, also known as Bring Your Own Device, allows students to bring their own
laptops, tablets, iPads or other personal devices into the classroom. Although I
have had little experience with this type of action taking place within a school or
classroom I agree that it is fairly useful. When monitored successfully and during
allocated days or hours, I believe that this process will not only increase the
amount of productive work taking place but will also allow peer-wide tutoring.
Students can bond together while teaching one another about different ways in
which we can use devices, or areas within it, by having the opportunity to not
only use it at home, but also gain access to school work outside of the classroom.
The use of digital technologies in the classroom allows teachers to take
advantage of students interest and willingness to use technology, to assess the
benefits of learning through an array of devices (Sharples, 2003). Due to the
relatively low cost of mobile learning technologies, districts can more easily
access these types of tools to provide digital equity among students (Melhuish &
Falloon, 2010). Although devices of various types are at a relatively low cost, it is
much more affordable for students to bring their own devices into the class than
it is to buy a set of devices, such as iPads, for each student. This can provide
money elsewhere within the school and also for parents who are not obliged to
buy said devices. With a class set of a few devices, as well as ones brought from
home teachers can really take advantage of the types of tools and activities that
they can incorporate into the classroom to benefit their own learning. Although
personally, at times I do see these devices to become a distraction in the
classroom, with todays resources and technologies there are multiple ways in
which this can be monitored and I do believe it to be extremely beneficial when
used correctly in the classroom environment.

Resources
Powell, S. (2014). Choosing iPad Apps With Purpose. TEACHING Exceptional
Children.
Khvilon, E. (2002). Information and Communication Technologies in Teacher
Education. 237.
Pupils using iPads. [Photograph]. Retrieved from Encyclopdia Britannica
ImageQuest.
http://quest.eb.com/search/300_1302360/1/300_1302360/cite
11 year old pupils using laptop computers, 5 de ESO, Ikastola Zurriola, San
Sebastian, Guipuzcoa, Basque Country, Spain. [Photo]. Retrieved from
Encyclopdia Britannica ImageQuest.
http://quest.eb.com/search/164_3265862/1/164_3265862/cite