Reflecting on my journey

ICT literacy is for me is similar to learning a new language that isn’t based on any European structure, like Chinese. New methods of presenting information that do not relate to any previous knowledge make learning difficult and therefore less motivating to continue with. Learning ICT’s as a digital immigrant is akin to a student in a classroom with a learning disability that needs sensitive and guided instruction and well considered scaffolding of the task. The many setbacks and frustrations I attribute to a lack of technology knowledge for example in the sourcing of information. This reflects the lack of success for an adult student, which in turn reduces the intrinsic motivation toward learning and contributes to a continued downslide
By being able to critically reflect on how the learning process feels and how it is documented helps me understand how students may find learning difficult (in any KLA). The unknowns, such as technical skills, search requirements and processes, can be supported along the way to help students find the exploration of a new subject engaging, progressive and motivating. By using ICT’s in the classroom my own learning has been scaffolded by using and incorporating technical skills with content higher order thinking skills are being utilised. The use of these new forms of finding, using and presenting information sufficient scaffolding, students’ abilities to think in new and original ways are being promoted through the use of ICT’s in schools. Lifelong learning is also implicit in students learning through the use of ICT’s, as learning needs to be self motivated and directed to achieve the skills needed in the 21st century. Pedagogy used to implement ICT’s into the classroom environment needs to consider new approaches that guide and facilitate the learner. ICT skills and knowledge is manifested by the students’ application of technology intertwined with content, pathways to reach that content and connectedness to the real world.