Technology has permeated all the spheres of human life, including most of our educational undertakings. It is commonly construed that its non-use is tantamount to a regressive attitude towards the 21st century.
Mobile tablet devices and smartphones provide users with continuous and ubiquitous access to the Internet with the emphasis being on finding information efficiently and ensuring constant social presence with other people. It is the process of coming to know and being able to operate successfully within and across new and ever-changing contexts and learning spaces to deepen student learning.
Technology can provide the appropriate medium for teachers to nurture higher-level thinking in students, a key element of the 21stcentury skills for learners by means of carefully structured activities. Innovation in this domain is related mostly to hardware and software, the ability to apply acquired technological knowledge to perform specific tasks.
Teachers should maintain a constant rapport with parents. Collaboration and communication as effective strategies for parent involvement in schools, irrespective of whether the web-based platform is available or not to provide and receive feedback to and from parents. Monitoring children in doing their homework as well as communication, should enable a relationship of trust. The teacher will have the free hand to set a checklist for parents to report whether certain tasks, including problem-solving activities, have been completed by their children at home. Parents who do not possess similar level of technological competence will have the possibility to communicate by phone.
The role of the teacher is very prominent, as physics lessons are constructed through a multiple teaching and learning process so as to engage learners in developing or reviewing their prior knowledge during home tasks in the presence of their parents. In the multi-loop learning model, some of the tasks include elements of formative evaluation which allow the learners to be prepared for the acquisition of new concepts in class. The teacher, in turn, uses the feedback at the process level available from the home tasks (formative) and the comments submitted by parents to develop the interactive physics lessons for delivery in class. Additionally, the teacher selects out-of-school activities or tasks that learners have to be engaged in for the consolidation of the concepts learnt in class. Feedback obtained from these two levels (class and out-of-school activities) is again considered and infused into the development of subsequent lessons, including testing and reviewing of prior knowledge (home tasks).