Why ICT's Are Used In The Classroom
Differentiated Learning Programs to Support Varied Styles and Academic Levels
As Gardner's Multiple Intelligences Theory has taught us; each child has a different learning style (Gardner & Moran, 2006) and therefore a one-size-fits-all approach to teaching will result in some children missing the objective of the school lesson and falling behind academically from their fellow classmates (Gregory & Chapman, 2012). Similarly to this, conventional methods of teaching, such as through textbooks, will only assist and work to the learning styles of a particular group of children.
ICT’s allow for the delivery of information to be catered towards the individual learning needs of each child which increases the likelihood that your child will understand the mathematical concept being taught.
ICT’s can also be designed for varying academic levels so if your child is struggling with a particular mathematical concept they can spend longer on that concept and also attempt to learn the concept through different methods, internet based mathematical websites or through interactive whiteboard activities.
Particular ICT’s also allow me, as the teacher, to track your child’s progress in relation to the mathematical concepts and activities completed to ensure that each child is being appropriately challenged and that they are engaged in the work.
What does this look like in the classroom?
When a new mathematical concept is being taught your child can complete a self-assessment quiz which determines their current knowledge and skill level so that follow up lessons and activities can be designed for each child based on their individual learning style and academic level.
ICT’s can also be used to allow the students understanding a certain mathematics concept to go ahead of other members of the class and allow me to provide further assistance to the students having difficulty comprehending mathematical concepts.
