Here, in this blog we mentioned some teaching methods when using educational apps in classrooms.
Although, before many years and primary school settings have made it is essential to integrate educational apps within a classroom setting, generally less attention has been placed on integrating the technology in teaching ways. This can be a type of communal process between teacher and student and which happen within learning settings.
Though, there is much impact and foster for including new apps into education, there is also much indications to suggest that smoothly providing technology tool and/or a wide range of electronic devices for teachers and schools is not actually sufficient to imply. There is an abundant averment (and more perception within the commercial sector) to recommend that what is of next importance currently to enhance more suitable illustrations of learning and teaching practices within the classrooms.
Many pedagogic practices are relevant to developmental theories that have changed teaching practices for some time. That is why; the next question emerges whether these pedagogic practices are suitable in the situation of educational mobile technologies.
Hereunder some important pedagogy methods have been recommended:
1. Training and practice- Studies conducted in south Asia advice that teachers apply a traditional whole class teaching approach depends on “Training and practice” they know it works and how to apply it as well. Unluckily even though, well organized educational teaching is found to result in students exhibiting high levels of strains and panic behaviour.
Educational scholars contend strongly for teachers to abandon the use of “training and practice” for technology relevant instruction with young children in education. However, there is strong proof to recommend that technology resolved instruction can be effective in some parts of mathematical practices in education, there are also hundred and thousands of longitudinal studies which suggest that beginning success are not exist long term.
2. Individualistic study- It is suggested that while an important part of learning comes from teaching-of good teaching with good teachers- a prime measure comes from study, from reviewing the wheel and figuring out for the individual.
Even though, this concept is based on two prime assumptions: that the educational app is appropriate for development and secondly, children require time to investigate and undergo trial and error.
Unluckily, unreliable proof suggests that apps are implemented into classroom sometimes as a “good thing” that will encourage students to get interested with some literacy and mathematical activity without putting much attention as to how the apps suits in with current teaching practices.
3. Navigated correlation- This approach suggests that when the integration of new technologies in education can be advantageous, the responsibility of the teacher is prime in enhancing a suitable learning environment. This is generally provided through communication. Adults’ responsibility increases in actively corroborative and enhancing the children’s alliance with the technology, this concept expands this. Adults should work hard additionally with the lines of perspective of the successful result. Still, this type of can be determined one step ahead, another backward, there is the anticipated risk that the teacher, or more talent companion, can simply be found to concentrate mostly on what children should know instead of expanding, celebrating or assisting to build up learning to greater extent.
A prime issue using the navigated correlation approach, as experts, has generally warned that when we provide children assistance and guidance, we motivate them to rely on others to understand what and how to think, so that undermining the capability to think for themselves.
4. Conversation and involvement- By enlarging the concept of navigated correlation, the communication and collaboration example points to the more productive interaction between children and adults. The role of collaboration is more important in providing opportunities for the co-construction of potential solutions in the learning processes where both the more experienced expert and the child can learn to parallel one another where they are actively in jointly developing new knowledge.
Although, the development of information and alliance on its does not effectively happen, when teachers just bring children together. Rather, teachers usually need to “manage collaborative interactions if there is no successful learning achieved”
This is especially appropriate to young generation of the 21st century that is just as knowledgeable, if not improved, then their peers in learning environments. However, there is no recent study regarding use of communication and collaboration in teaching practices at the time young generation applying modern learning educational apps.
Although it would seem that implementing new educational apps in classrooms is not difficult in the 21st century, rather making proper use of the technology using suitable teaching practice to improve learning of young children is more vital. However, honourable teachers strongly suggest against the use of “training and practice” teaching practices, this kind of practice still needs to be exercised. Further, it would seem that individualistic learning has its advantages; it is transparent that adults’ involvement and collaboration in students’ learning can be found to be more effective.
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