Learning Activities in TLED10:

2.2 Critique a learning plan sent to you (TLED10)

This critique is based on a lesson created for students in grades 7 and 8 to help them improve their
listening and speaking abilities. By and large, the lesson's content and abilities are acceptable for the
targeted pupils since they deal with common real-world issues. Thus, students get involved and motivated
when they collaborate in pairs or groups to assist one another in learning. Additionally, ESL students are
motivated to enhance their listening and speaking abilities.

This lesson covers the majority of the lesson planning phases, beginning with setting broad and specific
goals, presenting the subject, structuring learning, and concluding with student performance assessment.
The instructor begins the strategy with a broad objective (help the students when they shop for their
groceries). Then he establishes broad goals (understand shopping terms) and particular goals (solve
comprehension questions, speak using the learnt expressions).

The "Introduction" phase begins with the instructor introducing the lesson to the students by assessing
their past knowledge by inquiring about the language they use when shopping. In the "Development"
phase, he supplements their past knowledge by demonstrating some more phrases that were highlighted
during the listening dialogue. During the "Practice" phase, the instructor checks the pupils'
comprehension by asking them certain comprehension questions. The final "Evaluation" step divides
students into groups and assigns each group a conversational scenario that may occur in the market. The
students participate in a role-playing session in which they act out these talks, while the instructor
watches and provides comments. To reinforce learning, students are given homework (forming a similar
discourse). Finally, the instructor evaluates students' receptive and productive abilities (i.e. listening –
speaking) using his or her own criteria.

Teaching Strategies

The teacher delivers this lesson using the Teacher-Directed technique. To begin, he chose a subject. He
then defined both the broad and particular goals. Following that, he chose an appropriate example.
Finally, students are provided with an oral task that allows them to practice the expressions heard
throughout the listening dialogue. This last phase connects the lesson to the Communicative Language
Teaching Approach, which places a premium on communication in the process of language acquisition.
Students in this session acquire the language via (a) interlanguage communication, (b) genuine and
meaningful communication, and (c) a concentration on fluency. This manner, individuals may get the
desired degree of communication ability.

The teacher has based this lesson on two concepts: "Situated Learning," which involves students
pretending they are shopping at a market, and "Social Learning," which involves students working in
pairs and groups. Both concepts are based on the work of Russian cognitive psychologist Vygotsky, who
thinks that abilities are acquired via social interaction amongst pupils (Slavin 2009).

Lesson Plan Examination

To commence, the lesson's theme and content are motivating for students since they address both
receptive and productive abilities that are exercised in social interaction scenarios. Second, goals
represent the subject matter's substance, the conduct that students will exhibit, and the circumstances in
which students will exhibit the behavior, but they do not reflect the criteria for student achievement.

Thirdly, the instructor builds on the student's pre-requisite language knowledge in order to incorporate it
into the lesson. Fourth, evaluation methodologies are inadequate, since the instructor relies only on
comprehension questions to measure students' listening abilities and on personal observation to assess
students' speaking abilities.

Fifth, although the instructor employs a number of ways and strategies to help his pupils improve their
listening and speaking abilities, the majority of them are teacher-directed and follow the PPP model of
Presentation, Practice, and Production.

Sixth, the exercises are insufficient and do not demonstrate higher order thinking abilities since they
emphasize developing direct verbal expressions rather than creative ones.

Seventh, the time provided for each phase is not specified in the lesson plan, which may jeopardize the
attainment of learning objectives.

Eighth, the learning objectives are confined to responding to a few comprehension questions and speaking
in a role play scenario. These outcomes contribute to the development of listening and speaking language
abilities but do not contribute to the development of critical thinking, a crucial cognitive talent.

2.3 Write the given sample (TLED 10) as a baseline of information, try to “enrich it”
Suggested Modifications

By modifying the techniques and methods used in this session, you may create a more conducive learning
environment. For instance, the instructor might use a student-centered teaching and learning strategy such
as adopting (TBLT), which is deemed an acceptable teaching technique for this session. According to
Nunan (2004), "Task-Based Language Teaching is based on the concept that language may be acquired
by pupils performing tasks and learning to speak in the target language through interaction." In this
circumstance, activities assist learners in meaningfully practicing language input (hearing) and output
(speaking) in a social environment (group work).

The instructor might provide a pre-task assignment in which students arrange their shopping chat. Then
he assigns them the primary duty of viewing a film on shopping in order to assess the language used in
the video and collectively debate the good and bad elements (think pair share). Following that, the
instructor watches and assists students throughout the post-task phase of training, during which they
practice the language they heard and discussed earlier. Finally, each group performs their talk for
recording and evaluation by instructors and students using checklists and rubrics to help students improve
their self-assessment abilities.

In this lesson, cooperative learning tactics may be employed successfully. "Cooperative learning practices
are intended to motivate students to collaborate and assist one another in achieving shared objectives."
(2005) (Jacobson) As a result, students may work in groups, use their own resources, and simultaneously
build higher order thinking skills and improve their listening and speaking abilities.

To summarize, using a TBLT technique in conjunction with Cooperative Learning Strategies would result
in a significant shift in the way this topic is taught and learned. As a result, it will assist students in
achieving authentic results that will be evaluated in a manner that emphasizes both the process and
product of learning.

2.4 Write a reflective essay re- “The benefits of productivity software applications” for the
enhancement of the 21st Century skills
Our educational system is undergoing a significant transformation. We are surrounded by warning
signals. Cell phone messaging among third-graders. Children in kindergarten are more adept at using an
iPod Touch than most of us are. Teenagers with a large following on the Internet, such as those who
maintain a personal blog or YouTube channel.
The students of the new millennium we met in the first decade aren't the same as the ones we met in the
twenty-first century. It's no longer enough for these pupils to sit during class and see movies or graphics,
play an Internet multiplication game, or even take turns at an interactive whiteboard.
The new generation of learners in the 21st century is highly social and seek immediate access to fresh
information. But that's not all; they're also capable of a new kind of learning. Teachers and administrators
must rethink the use of technology in the classroom in light of today's kids' access to the whole world at
their fingertips.
More than just the basic curriculum is required for today's students to excel at both secondary and
postsecondary institutions, as well as in employment. Students will need to be able to think critically,
communicate effectively, and collaborate in order to succeed in the 21st century, according to the
Partnership for 21st Century Skills, a nationwide group that advocates for the education of all students in
these skills.
We've found that studying the four C's in a technology-rich setting is essential to their successful
application in the modern world and business. Two things must be done in this environment: We must
give kids greater control over technology and we must trust them with more advanced technology usage.
Technology mastery can no longer be defined by a single software package, nor can it be limited to pupils
having less resources than the instructor. When it comes to reaching their full potential, students need
access to a wide range of cutting-edge technical resources and activities that encourage critical thinking,
collaboration, and creativity in the face of challenges. For K-12 students, the National Educational
Technology Standards (NETS) for Students, developed by the International Society for Technology in
Education (ISTE), concentrate on the four C's: content, communication, collaboration, and creativity. As
an example, we've discovered that even our youngest 21st-century learners are capable of making digital
storybooks, art, presentations, and videos.

VII. Assignment
A. Choose any related study of ICT and critique in terms of the format given below.
Title: Research on the Academic Performance of Saudi University Students Who Use ICTs to Enhance
Their Learning
Author: Jurkowski, J.M (2018) ICT Adoption Impact on Students’ Academic Perfromance,
https://www.hindawi.com/journals/edri/2018/1240197/
Objectives/Problems: In this study, the researcher hopes to achieve the following research goals:
a) Assess the degree to which colleges have embraced information and communications technology
(a) To determine the link between the use of ICT in the classroom and the academic performance of
university students
The influence of ICT adoption on universities in general, and on student performance in particular, will
be examined
Used Methods: The methodology for this research was developed in accordance with the processes
advised by Basri and Suliman, who advocated for data gathering using quantitative approaches and
instruments such as questionnaires. Data gathering using questionnaires permits objective investigation of
the study's hypotheses. The researcher may easily quantify the results by entering the closed ended
questionnaire's statistical findings into a data analysis program. Another reason for using quantitative
measures in an empirical study such as this one is that the necessary use of quantitative instruments or
software in the form of columns and tables would benefit the research analysis by supplementing and
extending it. Additionally, statistical data analysis is verified and accurate since it is free of personal bias
and demonstrates an impartial study analysis.
Findings: Analytical approaches, such as questionnaires, were used to develop the study's methodology,
which was based on Basri and Suliman's recommendations. Hypotheses may be tested objectively by
collecting data using a questionnaire. A data analysis program makes it simple for the researcher to input
the statistical findings from the closed-ended questionnaire. For empirical studies like this one, requiring
participants to utilize quantitative tools or software in the form of columns or tables may be an effective
way to augment and expand the research analysis. The statistical analysis is also verified and accurate
since it is free of personal prejudice and proof of an impartial investigation.
Recommendations and Conclusions: The outcomes of this research will be valuable to the university
administration and other parties engaged in the development of ICT policy for higher education. As a
reference point, this research shows how students who are interested in a university course decide
whether or not to enroll depending on the amount of ICT application at that institution. Other researchers
who want to continue studying this problem may use this work as a jumping-off point, too.

A number of the world's most recent inventions have been made possible by advances in information and
communication technology (ICT). Since it has lately established platforms and chances that have aided
some degree the acquisition of information, it is especially relevant in the sphere of education. It is
interesting to note that students see ICT as a necessary part of their education in this research. ICT is
highly valued by the respondents, and each one believes that they should have the necessary devices to
more closely integrate ICT into their daily lives, based on the findings of the questionnaire

Many pupils don't have smartphones or laptop computers, according to the research. The expense of
electronics and internet connection are to blame. Using ICT platforms on a daily basis is tough since
public servers are sluggish and expensive. Smart phones and laptops are very essential for accessing ICT
facilities as well as searching for information on the internet. More than half of students have social
media accounts, according to a new research. The majority of university students use ICT for purposes
other than academics, as shown by this. In addition to looking for information on the internet, many
college students utilize ICT to stay in touch with family and friends. Students' academic results benefit
greatly as a result, which helps to understand why. The same pupils may often utilize ICT to enable
conversations and comments from professors, seniors, and other students on academic subjects. Improved
study and research abilities need this sort of contact.

According to the findings of this research, students with better GPAs show more interest in information
and communications technology (ICT). This is most likely due to the fact that using ICT effectively
requires at least a minimum level of education. As a result, pupils with higher IQs are more inclined to
use information and communication technology (ICT). As a result of the focus required by ICT,
individuals are better able to accept and use the new technology. Students in the social sciences were
found to be the most likely to use ICT, according to this survey. ICT is a crucial influence in the
regulation of social interactions since most of their courses are social networking-based. Because social
sciences bring people together, and because of social networking, individuals can communicate with each
other no matter where they are in the world.

Researchers found that ICT was increasingly being used to locate study-related material, which is
fascinating. With more than two-thirds of undergraduates use computers at least twice each day, it is clear
that ICT adoption is widespread within this demographic. ICT has a significant impact on student
academic achievement; thus, complete support is needed for students' use of ICT. According to this
survey, the majority of students who use ICT for academic reasons also use social media, which takes up
a significant amount of time for them. The results of Sánchez et al. [17] are consistent with this. These
students should exercise caution to strike a balance between the beneficial use of ICTs and conventional
social networking [17]. For women, the research found a high correlation between their use of ICT and
the gender gap. As a result, the research suggests that female students are better competent than male
students to communicate more quickly using mobile devices. Women are more likely than men to use
social networking sites like Facebook and Twitter. ICT has also made it feasible for female students to
engage in activities that they were previously unable to perform owing to Saudi society's prohibitions on
females.

Study participants who chose IT as a major were not found to use ICT. This may be due to the fact that all
students who study in IT are constantly in touch with or work in an ICT environment. As a result, they
don't think of ICT as a tool but rather as a class. Students that study in information technology are well-
versed in the latest technological advancements. However, a few may encounter difficulties owing to the
subject's intricacy when viewed from an academic viewpoint. They utilize it on daily basis. Non-IT
students, on the other hand, rely more on ICT to stay in touch with their family, friends, and professors
through social networks. Consequently, this data suggests that a university student's choice of course may
not impact their use of technology only for academic objectives. There should be a research done to find
out how students who are not studying ICT as a subject perceive and act. In order to complete their
graduation projects or homework, students who aren't majoring in information technology (IT) utilize ICT
to do their research. The genuine worth and applicability of ICT should also be communicated to all
pupils. As a result, the library has been superseded by ICT, such as internet search engines, at many
higher education institutions. In the event that students are unable to locate relevant material in the
library, they turn to the internet for help.

Another factor to examine, according to this research, is the viewpoint of university teachers. Surveys
must be conducted on university faculty and administrators to demonstrate the value of ICT in university
education. Lecturers who have an impact on students' academic success may benefit greatly from the use
of ICT in the preparation of classroom teaching.
If you want to understand the importance of ICT in higher education, you need to get everyone involved
in ICT. All stakeholders should participate in a follow-up study and comprehend the ICT components
pertinent to their individual functional units or departments, according to this research. Because of the
study's limitations in terms of time, geography, and physical environment, it was unable to examine other
variables, such as how students use information and communications technology (ICT) to build their
careers, the role of ICT in campus–industry connect programs, and field training. Further research is
needed in order to study all of these topics.