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Supporting this theory of learning, as mentioned under ‘Information and Communication Technology and Learning’, are secondary schools, such as Glen Waverley Secondary College:

Peck, D, date unknown, Professional Voice, Vol. 3, Issue 2: What is ‘powerful’ learning & what promotes it?, Australian Education Union, p. 40, < http://www.aeuvic.asn.au/professional/files/PV-V3i2-Ch4.pdf> [accessed on 29/05/2008]

The internet is “…a major boon to teachers and students because users can access information and media from all over the world almost instantly…” (Marsh, C, 2004, p. 216)

Learning has the potential to emerge from ICT as, depending on the creative method in which the teacher utilises it in the classroom, it can thoroughly engage its users. “By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities.” (Kearsley, G & Shneiderman, B, 1999) Stop-Motion Animation and Weblogging can both be utilised in the classroom and have a raised potential to positively engage students into the learning process as opposed to learning in the traditional style classroom – working with pen and paper taking notes. Both these technologies require students to use vast areas of knowledge to both operate the technologies and propose different ways in presenting and engaging with subject content. These tools can be harnessed in the classroom to provide positive learning outcomes for students; providing the content of the work can be relevantly tied to implementing these methods in the classroom. Both these forms of technology can be used as a means of reinforcing and clarifying learning and encouraging deep thinking as well as inviting students to incorporate different aspects of ICT into their education; as we are living in a ‘digital age’.

“The revolution has been a long time coming. With much talk about laptops and internet access for every child, the new federal government has pledged to bring education into the digital age. But computers are no more than tools, and the internet’s potential as a classroom resource depends on how it is used. It is curriculum development and teaching practices that will really make the digital revolution happen.” (Karena, C, 2008, p.34)

Young people now-a-days are turning to using computers for everything from the simple word processing activities to, listening to music, socialising with peers in both chat scenarios and virtual worlds and watching television – “Technology is eating into [television] viewer numbers because it not only offers other things to do and see, it offers a different way of viewing that’s fundamentally at odds with the traditional model” (Houston, M, 6/4/2008, p. 15). As teachers, we need to incorporate Information and Communication Technology, henceforth referred to as ICT, into the classroom in new and interesting ways, as our students, in most cases, already know how to do more with technology than we do. Software and technology can be used to “…encourage learners to discuss problems, share information and ideas, and reach group agreement.” (Becta, 2008) In addition to this, however, software and technology “…should not claim to teach anybody anything. It’s (sic) stated aim should be to support, enrich or aid learning.” (Becta, 2008) We need to be creative, interactive and educational in our approaches.

Education, I believe, is the key for students to enable themselves to achieve successes which will greatly benefit and enhance lives in today’s world. For a student to learn the knowledge and skills they need to be prepared in life, I, as a teacher, aim to create a positive learning environment, whilst incorporating ICT in my classroom. Students have a right to feel comfortable and supported in their learning environment and I plan to ensure that each of my students feel that their personal learning needs are met through supporting their learning endeavours using a variety of teaching strategies which accommodate a variety of learning styles.

As a teacher, it is my plan to support the learning process through a variety of processes. It has already been mentioned that I believe students need to feel comfortable and supported in order to learn, therefore, it is a fundamental step for me to develop a relationship with my students. Following this, students are made aware of my approachable and friendly manner and feel confident in my presence as a learning facilitator. Not only do students need their teacher to be supportive, however, they also require their learning environment to be a positive one. I believe that “Positive learning environments are ones that maximise learning for all students and foster their development as holistic human beings by considering intellectual, emotional, social and physical growth” (Groundwater-Smith, S. et al, 2003, p. 112)