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This page will. in part, cover both the justification of the strategy and critical engagement with the solution.

Rosen (2010) theorises that student engagement with digital technology is a run-on from the youth’s attractions to video games, and that this will translate to a positive learning outcome. Rosen goes on to suggest that if there were no academic or holistic gains evident, it was not that fault of the student, but the fault of the educator, as there are “many outdated teachers working in ineffective learning environments” and that the delivery of content by these educators was not engaging and of a poor quality. Rosen concludes that schools must be more responsive to the possibilities afford by digital technologies, and that structures and policies must be adapted to work with this new era of technology.

Zheng (2014) identified that “not all laptop programmes provide sufficient technical support (such as routine laptop maintenance) and curricular support (such as activities that enable students to use laptops and the Internet in ways that support their learning), nor is there a consensus about what makes for sufficient technical and pedagogical supports".

Witney & Smallbone (2011) identify the common key issue with this 21st century technology; inadequate teacher support for those who are new to the technology.

The combination of effectively using the VIT Professional Teaching Standards and using laptops and wiki’s as learning tools could allow for an innovating solution to the issue of the disconnect between student perception of effective learning through technology and teacher perception of effective learning through technology.

Inan and Lowther (2010) have developed a teacher laptop integration model that research has shown to be important in teacher laptop integration into classroom instruction. These variables are shown in Figure 1 and elaborated on in Table 1.  

Figure 1
TABLE 1.

Variables

Description

Overall

support for school technology

Teachers’

perception of support from administration, peers, students, parents, and community for laptops integration

Technical support

Teachers’ perception on adequacy of technical support, availability of resources, and assistance with laptops

Professional development

Teachers’ perception on adequacy and amount of professional development and training opportunities provided in the school regarding laptop integration into classroom instruction

Teacher readiness

Teachers’ perception of their capabilities and skills required to integrate laptops into classroom instruction

Teacher beliefs

Teachers’ perception of laptops’ influence on student learning and achievement and impact on classroom instruction and learning activities

Laptop integration

Teachers’ self-rating of frequency of laptop integration in their instruction

As shown in Figure 1, Teacher perceptions of a laptops influence on learning influences the teachers use (and integration) as equally as Teacher readiness. Using this model and the VIT Professional Teaching Standard 2.6, which is the use of effective teaching strategies to integrate ICT into learning and teaching programs to make content relevant and meaningful, a strategy can be formed. Providing proper support for technology, technical support, and professional development on wikis can lead to teacher readiness with wikis, and when Standard 2.6 is considered, a teacher could introduce this effective teaching platform (McLoughlin & Lee, 2007). In fact, (LAPTOPS IN CLASSROOM k-12) found that this model, when effectively implemented, can overcome teacher beliefs that are counter-productive and negative toward ICT integration (k-12 again). Overall support for technology in school and professional development significantly influence teacher beliefs to a pro-ICT integration opinion (Inan Lowther, 2010).

Application of this model & integration of appropriate VIT Professional Teaching Standards (2.6, 3.4, 3.5, 4.6) will, in this authors opinion, result in a reversal of the negative implications of poor technological teacher training and ICT integration and integration. It is abundantly clear that if teachers are provided support from academic facilities, provided technological support and development there is an increase in student engagement, involvement, academic performance, and a significant impact on student learning experience (Lawson and Comber, 1999. Sandholtz and Reily, 2004. Lei and Zhao, 2008. Inana & Lowther, 2010, McLoughlin & Lee, 2007).

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