PLANNING AN INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ACTIVITY
INTRODUCTION
The contemporary world is considered to be a global community wherein people are bound by modernization, technology, global markets and global lifestyles. Today, human relations, communication and information transfer can occur in a matter of seconds and in immense proportions through the click of a mouse in the computer and with a matter of Internet connection. The World Wide Web has become the venue of numerous interpersonal relations and a source of extensive amount of information from all parts of the globe. Consequently, computers, laptops, cell phones and other digital gadgets have become the primary means of communication between people from any location in the world.
The modern world relies heavily on Information and Communication Technology (ICT) for storage, manipulation, retrieval and transfer of information and knowledge. Hence, ICT is increasingly used in various aspects of social living – in politics, government, research, medicine, law, public service and in education. The use of ICT in the academe has gained prominence over the years as students become exposed to technology through different ICT-related lessons and classroom activities that help them become more adept with digital trends and more prepared with adult living in the modern world.
A PLAN FOR AN INFORMATION AND COMMUNICATION TECHNOLOGY ACTIVITY IN TEACHING PRIMARY SCHOOL MODERN LANGUAGES SUBJECT
The Information and Communication Technology Activity is to be conducted in a Modern Languages class for a group of twenty-three P6 students. The title of the ICT activity is “Feeling Yes, Feeling No” which is centered on educating children about the safety of the Internet. The topic of the activity is deemed relevant as many students today resort to the Internet for leisure, entertainment and research. and (2000) reported that primary school students today are increasingly attracted to exploit the Internet as a resource of a wide array of information for academic purposes. The World Wide Web offers contents and search engines that are specifically tailored to suit children’s needs such as the Yahooligans! and Ask Jeeves for Kids websites. The Internet and information and communication technology in general, extend the children’s experiences with concepts, ideas and texts beyond the boundaries of the printed media. It provides them broad access to electronic sources of knowledge and information which may include CD-ROMs and websites. The children can also obtain electronic information and convert them into personal presentations through word processing and other software ( 2007). However, there is a growing concern for government officials, educators, and public authorities on the dangers that the Internet can render to children. Most Internet contents are heterogeneous and do not have ethical or governmental guidelines. There is difficulty in distinguishing between credible online contents and sources and those that are detrimental (‘’ 2006, ). While the Internet gives children extensive opportunities for learning and socialization because of its various contents, it also has the potential to open the eyes of the children to pornography, violence, predators, commercialism and hate sites (‘’ 2005, ).
In light of the abovementioned facts, the Internet, which is one component of information and communication technology, provides both benefits and risks to young users. Thus, it is rational to conclude that teaching children about internet safety can enhance their knowledge on the advantages and disadvantages of the Internet, and guide their future online experiences. In response to this notion, the activity entitled “Feeling Yes, Feeling No” would use ICT in explaining to children the rules on internet safety. Using ICT would provide the children with interesting activities that would encourage participation and motivation as compared to the traditional method of lecture discussions on Internet safety which children may find dull and boring. The “Feeling Yes, Feeling No” activity will utilize two components of information and communication technology – the Internet and a computer. The activity will require two children websites namely and for the children to analyze and then the preparation of a PowerPoint presentation about what they learned from the activity. The sole material needed for the activity is a set of computers with internet connection and PowerPoint software. The objectives of the activity revolve around three types of skills namely ICT skills; cognitive skills of reading, language, creativity and observation; and interpersonal skills. First, the activity aims to provide students with online opportunities that would teach them personal safety in using the Internet. The children would navigate the two websites and freely obtain information from the contents. The websites contain games, activities and kiddie information regarding Internet threats and how to deal with them. Through the freedom given to the students to explore the websites, they would learn Internet safety on their own pace. They can also practice their computer navigation and operation skills such as dragging, clicking, searching, pasting, creating animations and so on. Second, the children would be assisted in improving their observational, creative, reading and language skills. They would be required to read the information presented in the websites, analyze what the pictures and games portray, explain the topic of Internet safety in their own words, and prepare a PowerPoint presentation about their general learning on the activity. Finally, the activity aspires to develop the collaborative ability of the students as they would be required to work in teams ( 2006).
The “Feeling Yes, Feeling No” activity is facilitated into three phases: the orientation, actual activity, and preparation of PowerPoint presentation. The teacher would start the activity with an orientation. The orientation phase would require the teacher to introduce the theme of the activity which is Internet safety ( 2006). The introductory part can include basic discussions such as the Children’s Online Privacy Protection Act or COPPA which obliges websites to present their policies on user privacy within the website; obtain parental consent before asking for a child’s personal details like name, phone number, address and social security number; and outlaws any effort to require more personal information than what is appropriate in order for a child to play online games or join in interactive activities ( 2005). The purpose of the orientation phase is to put the topic of Internet safety into context and to make the students understand that the Internet can pose certain types of risks to any user – adult and young children alike. The second phase is the actual activity. The children would be divided into groups of three and would be assigned with one computer for each member of the team. It is important that the members of each team sit next to each other for the discussion. The teacher would then instruct the students to go to the website first to play the animation. The animation portrays five characters each representing a possible Internet environment threat. The teacher would advise the students to pay attention and listen attentively to what the characters are saying and discuss within their team on ways to deal with the threats communicated by the characters. Afterwards, the students are instructed to visit the Walt Disney online website and watch the same animation. The teacher should advise the students to constantly discuss within themselves on what the animation wishes to convey and what they can do in the situation. When the children are done watching the animations in the websites, they would be instructed to play the game called “Which Wiggly Wig is Which?” at the website which is about one character that describes certain types of threatening situations on the Internet, poses questions as to the causes of these situations, and asks the children to point to the character causing the situation. The game would gauge the children’s understanding of the topic. It is important that the teacher consistently encourages teamwork and collective problem-solving throughout the activity. The last phase of the activity would require the children to conceptualize their PowerPoint presentation relative to contents and general learning of their group. They can also be encouraged to search the web for pictures to incorporate in their slides and make the presentation more engaging for the children. The teacher should advise the students to divide the work on the presentation. Someone can work on the contents while others can handle the pictures. After the presentations are done, each of the team is required to orally present to the class what their group has accomplished ( 2006).
The entire activity is successful for four reasons: it imparts to children the possible risks that they can come face to face with on their online activities, provides them with the opportunity to navigate the Internet and PowerPoint application while having fun at the same time, gives them the chance to use their ICT skills and learning through a personalized presentation, and enhances their ability to cooperate and relate with others. One student said that she enjoyed the games because they encouraged her to think. Another expressed that he is now more aware of Internet dangers and threats and has come to realize that an innocent keying of search words on websites can lead him to diverse amount and quality of information that can impact his life one way or another. According to and (2000) the World Wide Web operating over the Internet is probably the most rapidly growing information service in human history. It has the capability to reach a very significant proportion of the world's population across various locations in the globe with its extensive and convenient contents and as it merges with television and telephones. While the Internet carries a massive impact on existing representations and transfer of information, it also encourages heterogeneity of users. Anyone can virtually access the Internet; professionals, adults, teenagers, young children and so on. As long as someone has the knowledge in turning the computer on and typing in the keyboard, every possible information regarding the entire world is available to him. Furthermore, the heterogeneity of the Internet encourages anonymity. Pedophiles, criminals, aggressive marketers and other influential elements in society can connect online and talk with people without revealing their real identities or any concealed interest. Thus, Internet safety is a crucial focus of many societal debates. The major emphasis is on the children as they are considered more vulnerable to online threats with their limited ability to distinguish less credible online contents and even online abuse (). The “Feeling Yes, Feeling No” activity somehow augments the government’s efforts to spare the younger generation from the dangers of the World Wide Web. The two websites used in the activity opened the eyes of the students on the various risks of the Internet in a non-threatening way as they are represented by games and fun activities. The activity also tested the student’s ability to use their skills in computers, online searching and interactive games. Most of the students are adept at computer applications such as MS Word, Ms PowerPoint and the Internet as most of them have their own computers and Internet connection at home. The activity provides a venue for the students to practice any skills that they have regarding analyzing online information, obtaining information from websites and using this information as basis for personal learning. Some of the students even manipulated the PowerPoint presentation by using audio files and animated pictures. The performance of the students runs parallel to what the (2005) reveals that ICT increases the quality and range of students’ work output in school. Primary students who are exposed to information and communication technology in the classroom are more creative and able in utilizing information and ideas derived from Internet searches such as pictures and sounds. There are many students who can present their output in any classroom activity or assignment using a broader range of digital applications such as multimedia presentations, digital videos and animations, and sometimes all these elements combined. The continuous adoption of an ICT-inspired curriculum also enhances the student’s imaginative mind. Most primary school students have gained deeper understanding and willingness to assimilate online information into their academic outputs by representing the information in their own words. This is primarily due to the richness and accessibility of Internet contents that make children focus more on learning as sources are available at hand. Furthermore, most students use digital still and video cameras to communicate their ideas, intensify the impact and extent of academic work and performance, and gain insights into the power of technological applications. Finally, the activity strengthens the capacity of the students to relate well and communicate with others. They are required to work in a team of three and although they all have their own computer to work on, the activity requires them to discuss their ideas relative to the message of the games; the possible ways to answer the queries and challenges posed by the games; the coherence, theme and contents of their presentation, and the division of labor in preparing the presentation. The team approach enables the students to share ideas, collectively formulate solutions and generate one cohesive response to the situation asked by the activity due to the pooling of effort and intellect of the individual members. They can utilize these skills in further learning and in their adult lives. and (2000) claims that information and communication technology promotes independence as well as cooperation as children learn to create from their own perspectives and ideas or through interaction with other children whether online or face to face. They further explained that teamwork and division of labour entail interaction in order for the individuals to understand the fact that different tasks and accomplishments are parts of a whole wherein each individual has some degree of contribution. Wholeness in the human social realm has its essence in interaction and the ability to participate in interactions connotes productive and meaningful social existence (). Generally, the activity focuses on enriching the practical and theoretical learning aspects of children as it teaches them the dangers of the Internet using online games and computer software. The children in the class all disclosed that they are frequent Internet users and they are not really aware that the Internet hosts some detrimental elements that can cause them trouble. The activity is therefore helpful in explaining to them the potential of abuse, commercialism, violence and anti-social behaviors that they can learn from the Internet. This enlightenment can help them in their future online activities by giving the necessary guidelines in healthy internet experience even without adult or parental oversight and intervention. Since most of the children are skilled in handling computer applications, their ICT skills can be further enhanced by continuously exposing them to online activities, children website analysis and presentations using different forms of digital operations.
The ICT activity is also contributory to the enhancement of the Modern Languages program in primary schools. Modern Languages is a very important aspect of British curriculum which is concerned with teaching students literacy in other languages. Survey statistics show that two in three British people or about 62 percent are not capable of speaking and understanding a language other than their mother tongue which is English. This is critical compared to the 44 percent of other European Union citizens who cannot speak other languages and one percent in Luxembourg. The abovementioned statistics has gained United Kingdom a reputation for being the most language-ignorant in the world. Some students expressed that boring lessons and rigid standards are the primary reasons for their lack of interest in learning foreign languages. The British government is concerned with this problem and has consistently promoted a national strategy on the advantages of learning foreign languages. Thus, schools throughout the United Kingdom are encourage to incorporate a Modern Languages program in their curriculum and to utilize the best means of making learning engaging and encouraging ( 2006). According to the (2007) information and communication technology is increasingly used in teaching Modern Languages courses. Teaching this course in primary schools makes use of foreign websites to expose the students to the different cultures and languages of the world. Many activities in this course are centered on teaching foreign language through online shopping at foreign websites, teaching the currencies of other nations and orienting the students on the culture and history of other nations. Furthermore, the Internet is a very useful communication tool. It enables people from various locations in the world to interact with each other, share ideas, transfer knowledge and communicate experiences through email, chat, discussion groups, online communities, online partnerships and blog sites. The significance of the Internet in teaching languages is immeasurable due to the vast opportunity that it provides for learning languages through meaningful communication with other races, ethnicities and citizens of the world. The Internet is a convenient way to relate personal and national history, global trends and global lifestyles ( 2007). The “Feeling Yes, Feeling No” activity does not utilize any foreign websites with contents written in foreign languages to teach the students modern languages. It does not directly tackle the language literacy of the students who participated in the activity. Its approach is more on educating them on the extensive possibilities that the Internet can make available for them. All the students in the class are email users and chatters in some way. Through their learning from the two websites their awareness on internet safety is enhanced and therefore can make them more responsible email users and chatters. They would now be able to distinguish a threat in every Internet experience that they encounter. They can be instrumental in sharing this knowledge to others through blogs, chatrooms and interactive discussions. Since blogs, chatrooms and online discussions are virtually accessible to anyone; the ideas shared by the students can spread to other parts of the globe and can help other children. The essence of the activity is to enrich the students’ knowledge on the benefits and threats of the Internet as one of the most prevalent communication and social relations medium of the modern world.
REFERENCES
0 comments:
Post a Comment