Unit 1 Evidence of Reflection: Locally Digital Technologies Observation
In this school, digital technologies used to support a variety of teaching and learning activities. It is used for exploration and mainly as a formative assessment. Some of them used effectively throughout the lesson. However, even effective digital technology can be less effective if it is used in a monotone way. Based on Triple E Framework, to measure the effectiveness of the integration of digital technology there are three components we need to consider: engagement, enhancement, and extension.
From the observation, I saw some key features related to the enhancement. The use of digital technology helps students to focus on the task given. From the observation, I was not able to see if they focus on the learning objectives, but it can be seen that the students are focus to work on their tasks. Then, using technology as an exploration part also motivate students to begin the learning process. In the enhancement components, I observed that digital technology helps students to demonstrate a more sophisticated understanding. It can be seen from their answer and how they were able to use multiple representatives for one concept. Then, it also helps them to understand the material easier. To help students have a conceptual understanding there are 3 things teachers need to provide: exploration, discussion, and practice. The exploration and practice part can be supported by the technology I have observed. In the extension component, some of the digital technology is useful and related to students’ real life. However, mostly, it has nothing to do with everyday life.
From the observation, I learned the good practice and also the not-so-good ones so that I can apply them for my teaching. What I will implement is to let students explore the concept themselves using digital technology. It makes them more motivated to understand the material. It also an effective scaffolding if it is followed by a structured class discussion. Then the use of digital technology for practice and assessment also is very helpful. However, I take note of the amount of practice done on the platform. Even with different forms of input, using the same platform to ask students doing practice repetitively made students bored and lose their focus on the task given. I think it will be more effective if teachers mix the method. Not only asking students to answer questions in the same platform over and over again, but the method can also be mixed with discussion or group work.
