The Benefits of Integrating ICTs into Reading Programmes Reposting

Note:This is a republication of a previous post which was not opening.

I hear and I forget, I see and I remember, I do and I understand (Confucius, 551BC – 479BC)
The above quotation from the Chinese philosopher, Confucius over 2000 years ago, is still applicable to teaching and learning today. Constructivist theory holds that learners need to create their own understanding of information, based on their individual experiences. We all learn best by doing or actively participating in the learning task. One may argue that individuals have different learning styles and I do agree. However, there are different modes of doing, therefore, whatever the reader’s predominant learning style; ICTs can make it less onerous on educators in providing authentic and motivating learning tasks for him/her.
Meaningfully incorporating ICTs into our reading programmes should provide our students with opportunities to become more self directed and confident learners. More specifically, ICTs can be used to scaffold activities to suit the readiness of our struggling readers. Careful planning will also afford us the opportunity to design projects and programmes that cater not only to the needs of individual learners but will also take advantage of the learning synergies that can be realised through collaboration and group work.