#QualityLearningEnvironment

[itstimetomakeadifferenceblo-blog]

Six elements make up a Quality learning environment (QLE), seen in figure 1.

How is a QLE achieved using digital technology in the classroom for different key learning areas (KLA’s)? Using the Australian Curriculum (2016), students develop an Information and Communication Technology (ICT) capability as they learn to use ICT successfully and properly. My classroom will ensure students utilise ICT to gather, generate and talk about information and ideas, to answer problems and work collaboratively at school and home. I’ll scaffold lessons so the students know what they’re doing; using explicit criteria students can ask ���we are learning to…” and “we are learning this because…” The expectations set for the lessons will be high and achievable but also differentiated for the learners- modified tasks for specific students. To keep students engaged, the topics will interest and relate to my students and I’ll use routines. Social support is a great tool in the classroom when using ICT; the need for partners and working together in small group activities is greater when students have different learning abilities. Ivers (2003), “planning for the use of technology within the classroom requires just as much attention as planning to use other tools in the classroom”. Teachers using ICT are encouraged to plan and use it to benefit the students. ICT can help satisfy the requirements for the QTM because the technology assists the lesson being purposeful, the ability and needs of students is recognised and the need to assess, reflect and evaluate the learning has been considered prior to the lesson. Teachers often believe behavioural issues occur if students use digital technologies, it’s the 21st century! The need for technology in the classroom is at its highest! Students NEED to be encouraged to use technology effectively, through self-regulating set tasks. Encourage students to have self-control, know how much time they have… Let them be in charge of themselves (differentiated for each student for self-regulation; time self-regulation, progress self-regulation and goal self-regulation). This ensures students are continually ‘on task’ during integration of technology within a lesson. ICT CAN be student directed, allowing the student to choose what to write, the teacher can control the learning by managing several activities which include ‘must do’, ‘should do’ and ‘could do’ tasks, allowing the class to engage in high quality teaching and learning in an equal learning environment.

 Australian Curriculum, Assessment and Reporting Authority. (2016). The Australian Curriculum: General Capabilities: Information Technology Communication capability. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction

Ivers, K.S. (2003). A Teacher’s Guide to Using Technology in the Classroom. California. Libraries Unlimited

[cristielouise-blog]

Quality Learning Environment

The definition of Quality is “an essential or distinctive characteristic, property, or attribute” (Dictionary.com)

A Quality Learning Environment is about Pedagogy and creating a classroom in which both the teachers and students complete productive work in and a focused environment centred around learning. This included setting high standards and expectations while encouraging positive environments that promote good bonds between the teachers and students.

Thus meaning, students have access to a fair and equal environment for learning within NSW classroom.