Planning for Instruction

Planning for Instruction

Planning for Instruction is so essential that it alone can determine the success or failure of a lesson. This essay offers insights into how instructions can be used to instill creativity and critical thinking in learners. It also highlights challenges for integrating technology in secondary classroom and solutions to those challenges

Strategies such as the use of creative instructional methods and the use of technology have proven effective in supporting student creativity and critical thinking. A teacher can model creativity and critical thinking in the way he delivers instructions (Kayacan, 2019). For example, a teacher can say, “I there are two ways to introduce this concept. I will show you 1; then you come up with the other. “Adding technology in classroom instruction in a transformative way results in greater creativity and critical thinking in students. Project-based technology-enabled assignments forgive student’s ability to connect to their real work and come up with innovative solutions.

Challenges for using technology in the secondary class include students getting distracted and lack of adequate technological support. These days, almost all students use technological devices for playing games, social media, and instant messaging. Thus, when such devices are introduced in the classroom, students may use them for other purposes rather than classwork (Johnson, Jacovina, Russell & Soto, 2016).   For example, students can become interested in checking status and post updates. Teachers of today do not have optimal access to ICT support and infrastructure. Secondary schools lack extended ICT support from technical experts, and most schools have limited access to infrastructures such as software and computer labs..

Possibilities for meeting the challenges include teachers minimizing distractions and increasing support for technology use in the classroom. In ensuring that students don’t get distracted, teachers can make classroom technology integration deep and engage in eliminating the potential for distractions. School leadership can increase support for technology use by hiring information technology and educational technology professionals and by purchasing the relevant technological materials. For example, the professionals can assist teachers in integrating technology in the classroom while the materials can increase teacher and student proficiency in technology use in the school.

References

Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. Adaptive Educational Technologies for Literacy Instruction, 13–30.doi: 10.4324/9781315647500-2.

Kayacan, K. (2019). Supported with self-regulated learning strategies on students’ self-directed learning readiness and their attitudes towards science experiments. European Journal of Educational Research, 8(1). doi: 10.12973/eu-jer.8.1.313.