With students being born with technology it can be difficult to still teach using a traditional method in

the classroom. Like you can present the story in a manila paper with kids but you always end up asking
hello may nakikinig pa ba simply because they are already bored and uninterested

The question is how can we improved teaching by integrating technology in the classroom?

To begin with pupils love games, in the study by Jann Plass (2015) about game-based learning showed
that using games in teaching can help increase student participation.

So my first Tip is to integrate technology into a gamified learning experience

(so teacher Rosalie how???)

used online educational platforms, learning management systems, online websites and many more
some of the example of this are

Execute this games into your class during motivation, review or the
application part, its up to you if saan nyo gusto ilagay

Since where talking about active participation and games my second tip is Interactive lecture technology
tool like what I have tell earlier about the pupil using a manila paper they will just sleep on you so to
upgrade your energy in teaching we need to utilize appropriate technology on our lesson.

If we want to present a lesson in a poetry it could be better if we put a poem into an interactive
participation this way the students will amaze about the poem and eventually put interest in reading it.

The example of energy tool that we can use are

Another is do you want your lesson to be childish?

Here are the following editing tools that might help you in your presentation

Sometimes when we find our class very enjoyable our pupil request to post it online which leads up to
my tip number 3

Go where your students are, build a social classroom online website/ social media and here are the
social media website that you can use in your class

All teachers wish to involved all of our pupils into our classroom discussion we believe in the education
for all and inclusivity and we also aspire the technology can do that for us however do we really cater
all? So tip number 4 is the use of assistive technology

To define_ assistive technology are technology tools build to help and assist all the learners with special
needs , some of the technology tools that we can use as assistive are;

To assist in your learning we can use this tools in your discussion or activity part, so that despite of the
assistive technology there still independent learning lets make our learners with special needs feel our
support in their learning inside the classroom learning is effective when everyone is accessible to use
technology,

I know its difficult but since were teachers fighters were expected to spend more time effort and fashion
to make sure that the generation of pupils are really ,learning
As what George Courus said Technology will not replace great teachers, but technology in the hands of
great teachers can be transformational

Mr. Santiago, uses the PowerPoint in a very restrictive way. He could ask the students
to spot the errors and correct them, even turning it into a speed-reading game between
groups. Another way to make learning more student-centred is to leave gaps and ask
students either individually, in pairs or in small groups, to complete the table. That way
the PowerPoint can be used as formative assessment, checking that students
understand the content being copied. It’s also important to make sure that everybody
can read the screen. You can do this by moving around the room – it’s easy to enlarge
text size if you find it’s too small for some of the students.

In the second example, Mrs Santos takes a more creative approach to using
technology, involving group work and active learning. Her role is to monitor the learning
and see which students have difficulties. Did you notice how her lesson moved forward
from the stimulus of the technology, and she made sure the students were all aware of
the key vocabulary? She could extend this by asking the learners to write a short
paragraph on the lifecycle of the frog.

Case Study 1

Mr Shabukali’s school has just installed digital projectors and all staff are being encouraged to use them
in their classes. Mr Shabukali is not very happy about this as he is not very experienced with using
technology, but decides that he will make a PowerPoint for his next English lesson. He is teaching the
past simple irregular verbs, so he makes a table with two columns – one for the infinitive and one for the
past tense – and copies it onto some PowerPoint slides.

In the classroom he puts on the PowerPoint and then tells his students to copy the table into their
notebooks in silence. It’s quite difficult for the students at the back to see the slide, but Mr Shabukali is a
very strict teacher and they are nervous about telling him so they say nothing.

While the students are copying the slides, the teacher sits at his desk looking at his laptop. He realises
that he has made two mistakes on the first slide: blow/blowed and hurt/hurted. He quickly moves onto
the next slide, although most of the students have not finished copying the first slide. But there’s
Magandang Hapon po, pasensya na po eto pa po isang need din po natin maipasa hanggang bukas po.
Yung inyong mga Form 4 po sa Bantay Basa, yung kinuha ko po dati icoconsolidate na po sa isang Form,
pakilagay po ang mga batang nasa antas padin po ng Pagkabigo ngayong 2nd quarter if may nag
improved na po ay hindi na po sila kasali dapat po ay tally sa SPARK Report po natin.

another mistake on the second slide (ring/runged). He quickly switches off the laptop and tells the
students to open their books and do the exercise on page 21.

Case Study 2

Mrs Bwalya works in the same school. She has a different approach to technology to her colleague and
wants to use it to get her students talking to each other. She chooses pictures that she has found online
showing the life cycle of a frog. She shows her students the pictures by connecting her phone to the
projector. Mrs Bwalya puts her students in groups of four and explains that the pictures have been
mixed up so that they’re in the wrong order. In their groups they have to reorganise the pictures and
then write down the life cycle.

As the students are working, Mrs Bwalya moves around the classroom, helping different groups of
students with any problems she can see that they are having. She is surprised to see that one of the
quickest students is a very quiet boy who doesn’t often take part in class activities. When all the groups
have finished, she asks his group to put the pictures into the right sequence. When the class has agreed
that this is correct, she brings different students to the board to check that all the students understand
and can spell the key vocabulary.