New+Age+Teaching+and+Learning+Environment


 * Addressing Issues of Inequality in Access to ClassroomTechnology (Written by** **Alfred Mounde)**

In the last few years, teaching has been characterized by a teachers standing in front of the class, armed with a piece of chalk and a duster probably on the left hand as they teach learners who are supposed to take in whatever the teacher says. This is no more as there are newer methods of teaching using technology. Teaching is no longer a one-person show. The learners are now involved actively in the learning process. The role of the teacher has changed from teaching to facilitating. A typical, 21st century class features students who create and interact with materials inside and outside of the classroom. Biology students can be given a chance to download a game like Cure the Bunny and study the internal organs of an animal instead of buying and dissecting one. They can play the role of a vet, too in trying to save the life of the bunny! . This not only saves time, but also generates the desire to learn more. The learning experience thus becomes exciting and engaging.



Exploring this topic is exciting because the teachers’ sphere of operation has gone beyond the four corners of the class to the global village. This means that the latest methods of teaching are available to the teacher through collaboration with other teachers. In addition, teachers can use online tools like Voicethread to teach learners. The learners can comment on the presentation as well as the teacher. A teacher of English can post a voice thread of an analysis of a poem and ask the learners to contribute further. For instance the students can comment on aspects of style employed by the writer. All the students in the class can comment at any time before or after the class. This saves time and makes the learners want to hear what the teacher’s comment is as well as their fellow students’. The use of internet tools for creating and sharing knowledge makes new age teaching a reality. The chemistry teacher does not have to perform dangerous experiments but students can access videos featuring such experiments. It therefore makes sense for the teacher to teach using games and simulation.[|http://voicethread.com/about/features/#feature-integration]

New age teaching involves re-energizing the students to do what is necessary in order to learn. The teacher has to create an enabling environment for teaching and learning. It is not enough to have the tools and technology; it takes creativity on the part of the teacher to make delivery of material possible. The 21st century learner is well-versed with new technology and it is up to the teacher to make sure the technology is exploited by the learner to gain knowledge. Blogs, wikis, voice threads, podcasts, prezis, and other web 2.0 tools are absolutely necessary for the learner and teacher.

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Visual and audio input gadgets are also important, instance, Elmo (a document camera) comes in handy when presenting material to a class. A student’s work, like an essay, can be projected using this tool. Instant corrections can be suggested. A wireless voice amplifier like BoomVox is necessary for the teacher to use if the class includes a learner with hearing problems. Project-based learning is an integral part of the 21st century learning and teaching environment. Learners can make use of the internet to search for material on a given project. A history teacher can assign learners to find information about historical figures in a certain country. They can use Google search or yahoo or any other search engine to get these materials. Perhaps the learners can go ahead and create a miniature museum out of this research. It makes learning a lively experience. For instance, Kenyan students can learn the life history of Jomo Kenyatta and then create a miniature museum complete with fake letters he wrote in prison. The English language teacher will take advantage of this research and teach students how to write a biography. So there will be inter-disciplinary collaboration.

//picture courtesy of utwente.nl//

These and much more exciting opportunities are available, but to a limited extent. There is a great disparity between urban and rural schools as well as developing and developed countries. It is obvious that the developed world is much more endowed with resources that help schools equip themselves with the latest in instructional technologies. However, technology tools are just that-tools. It takes the creativity of the teacher to impart knowledge ([].). Ertmer (1999) explains that “teachers need opportunities to observe //models// of integrated technology use, to //reflect// on and discuss their evolving ideas with mentors and peers, and to //collaborate// with others on meaningful projects as they try out their new ideas about teaching and learning with technology” (p. 54). An attempt has to be made by the teachers to ensure that the teaching and learning environment is absolutely conducive for meaningful teaching/learning experiences to take place. Governments and the private sector need to take affirmative action to help raise technological standards in financially-challenged areas to break any disparity in academic achievement across regions. **References** Earle, R. S. (1998). Instructional design and teacher planning: Reflections and perspectives. In R. M. Branch & M. A. Fitzgerald (Eds.), //Educational Media and Technology// //Yearbook// (Volume 23, pp. 29–41). Englewood, CO: Libraries

Ertmer, P. (1999). Addressing first- and second-order barriers to change: Strategies for technology implementation. //Educational// //Technology Research and Development, 47//(4), 47–61. **Links** [] [].