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This activity facilitates the construction of an internal representation of the concept of perfect squares that may serve as the basis for learning the
symbolic representation
.
This activity provides the translations between enactive, iconic, and symbolic representations that are necessary for learning abstract concepts.
This allows the students to practice interpreting the graphs, tables and charts as they are presented and also helps to lighten the cognitive load and serve to
organize each student’s understanding of a concept as the external representation embodies the concept to be learned.
5.4 What are the benefits for teachers and students
This section describes the benefits of using ICT in the teaching and learning process for both teachers and students. There is a need for classification of
the importance of ICT to the content, didactic methods of the subject including the consequences of an increased ICT integration on the
organization for teaching. The rapid technological development has caused the knowledge to be no longer the experience that occurs once to an
individual in hisher lifetime, but an asset that must be updated continuously. In this case teachers should not be considered as the only source of learning
resources, but they should be looked as facilitators of the learning process.
5.41 Teachers’ Benefits
True enough, any change requires knowledge, pressure and support, but here, in addition, one must keep in mind that the teacher professional
development in using ICT as a pedagogical tool, is equally of crucial importance. As technology improves and unfolds in the context of classroom
life, the teacher must identify with the learners the proper inquiry questions, or Internet resources. The structure of a learning activity, the way it is
embodied into the student’s experience is more important than the features of the technology itself. The outcome, unanticipated by many concerned
with ICT and education, lies in the fact that with the advanced technology, the teacher is called to act pedagogically, not technically. It is important that
teachers see a clear relation between the use of ICT and the learning curriculum. Expected effects of ICT on learning are closely correlated with
the teachers’ and learners’ abilities to use them. Maddux, Johnson, Willis 1997 distinguished two types of computer uses in education. First type
applications are those in which technology is sued to teach the same thing as before, but here the tool makes it easier, quicker, and more efficient; second
type applications are new and provide better ways of teaching with the
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support of technology, and of other professional educators. The proper use of technology in teaching and learning, support teachers in engaging in
advanced pedagogies instead of remaining transmitters of information. Teachers being facilitators of the learning in the technology environment,
have the following benefits:
Teachers’ can make more apparent, the need for longer blocks of time to study one particular subject matter or integrated subject matters
Teachers can be able to develop learning activities and projects that involve more than one subject matter at a time easily, quickly, and
effectively.
Teachers’ are supported in organizing cooperative work groups, and multiple parallel classroom activities.
They can be able to apply current instructional principles, research, and appropriate assessment practices
They can create effective computer-based presentations as well as multimedia documents to support instruction
They can search internet for resources
They can integrate ICT tools into students learning activities across the curriculum
It helps to keep teachers up-to-date as far as educational technology is concern.
In assuming their new roles, teachers are expected to upgrade their knowledge and acquire new skills so that, they can take full advantage
of the technology to enhance student learning.
5.42 Students’ Benefits
