The quality learning environment aspect of the QTM is also divided up into 6 elements. These elements are: - Explicit quality criteria - Engagement - High expectations - Social support - Students’ self regulation - Student direction Like the elements seen in the intellectual quality aspect of the QTM, ICT also has the ability to positively impact the elements above. Teacher’s are easily able to give explicit quality criteria for ICT tasks, an example task being the hypothetical website task talked about in a previous post or a video of some sort. The teacher can the specify what content needs to be covered, how long it must be (etc.) for students to receive top marks. Students can also be deeply engaged whilst using ICT if they are given the support they need to reduce any possibly anxiety they may have towards technology. High expectations can be given to students, just as they can with any other work that they may complete without technology and they may take ‘risks’ using technology with minimal consequences due to the miracle function (undo). During certain ICT tasks students are easily able to help other students and should be encouraged to do so. The two elements that ICT really has the ability to impact positively in this aspect is student’s self-regulation and student direction. When using technology in the classroom, it is essential that students are disciplined and use it for the purpose that the teacher intended. There are various screen viewing software’s available that can assist in monitoring students, but there is also a unique opportunity for students to self regulate their own behaviour and do the right thing. Students can also have a huge amount of self-direction with ICT tasks whilst also having explicit quality criteria and high expectations depending on the type of task.
Justin Hunter