Integration of ICT brings satisfaction of lessons.

             

              ICT can be explained as “anything which allows us to obtain information, to correspond with each other, or to have an outcome on the atmosphere using electronic or digital paraphernalia” (Siraj-Blatchford & Siraj-Blatchford, 2003, p. 4) and practitioners must understand and make excellent use of ICT to support children’s learning, to communicate with others, and for their personal learning (Mitchell & Cubey, 2003).

            With this note I have tried to incorporate and integrate as many tools as possible in a block period science lesson. I prepared a science lesson on the topic “Parts of a flower” of class V.  I started with the revision of previous lesson and then check the prior knowledge of the topic.

            I showed the real flower in the class and explained about the various colours and parts which actually a flower consist of. And then introduce each part by plucking out and wrote the names on the board. After having written the names of parts of a flower, I showed the class with the diagram of the complete flower to explain and discuss further. I felt the lesson was in fact short; however I took two periods in explaining and completing the task or activities.

            The activities include watching a video lesson, and comprehend what has been learned from the video and discuss in pair label the different parts of a flower on a given worksheet. This class of teaching was observed as part of my professional development and provided the comments pictures.

            I could make a sense that through integration of various tools and devices actually make the class lively and worth learning. The participating children in the class were found very active and involved throughout wilt enthusiasm. I feel good after teaching this very lesson. I came to know why ICT integration makes our work easier and helps children to learn faster and finally become contended.