The tools in the box are only as good as the tool using them?

In this modern age of digital technology, the options available to teachers, with regards to resources are becoming increasingly abundant. The diversity that can be incorporated into lessons, to suit many learning styles should assist in ensuring sessions are refreshing and invigorating. If learners are attentive and involved in sessions, you would certainly expect there to be a better chance of knowledge being retained, than if the individuals are less engaged through boredom and lack of inspiration. Classroom management, problem solving and learner motivation are essential skills of which without, any teacher would struggle to achieve any success on behalf of the learner.

According to Arlends (1994), class management is one of the main challenges faced by teachers and it is a basic condition of the learning process as well as being a very complex one (Arlends, 1994). Arlends (1994) further suggests that an element of classroom management can be prepared prior to the sessions or ‘the planning stage’ of teaching, but the outcome still depends mainly on the unpredictability of classroom interaction.

Moss (2009 ) recommends that teachers of the 21^st Century have a much different role than teachers of previous times, mainly due to advances in technology. She argues that due to the fact there have been so many changes in education, means students look to teachers for guidance. Moss (2009 ) believes that in order to offer this guidance teachers need to be reflective practitioners. Moss (2009 ) suggests that if teachers reflect upon their practice then honest evaluations and constructive learning can take place.

It is also worth noting that some teachers may not feel confident and therefore competent at using technology within their classrooms. Lipsett (2008) reported, on recent research collected and collated by The National Federation of Educational Research (NFER), that a sizeable minority of teachers felt they lacked the necessary skills to exploit the technology available to them. A third of teachers surveyed said lack of resources and poor reliability discouraged them and limited their use of ICT in schools. However the NFER said when compared to research conducted in 2004, the findings suggest that teacher competence in using ICT has improved overall. Using the latest resources and learning techniques certainly does not guarantee a successful session. Although more sessions are becoming learner centric, teachers still need to oversee and act as facilitators to maximise success both in sessions and overall achievements.

References

Arlends, R. (1994). Learning to Teach (3rd ed.). New York: McGraw-Hill.

Lipsett, A. (2008). A Third of Teachers Struggle with Technology. [Online] [Available]. http://www.guardian.co.uk/education/2008/jan/28/schools.uk

[2 January 2010]Moss, L (2009 ).The Role of the Reflective Teacher in the 21^st Century. [Online] [Available]. http://www.ehow.com/about_5399340_role-reflective-teacher-st-century.html [ 2 January 2010]