In contemporary classrooms children are learning more by doing, than by rote and repetition as compared to traditional classrooms. Although constructivism and cognitive learning theories which is called discovery learning were developed in those days by Piaget, Dewey, and Bruner, (Gordon and Browne, 2007, pp. 144-146), long before the massive influx of ICT into the classroom which is now prevalent; teachers back then were more into the ‘chalk and talk’ which only required recalling information, this therefore limits learners thinking skills. Of course direct instruction has its place, but research reveals that discovery learning enables learners to become self-regulate learners- reflecting on their aptitude and performance, (Noor-Ul-Amin, n.d, p. 3). Therefore, with the advent of ICT mediated instruction children can actively engage with the tools. Therefore, discovery learning has relevance to ICT mediated instruction for it allows students to be constructors of knowledge, develops high order thinking skills, and encourages collaborative learning.
          The relevance of discovery learning to ICT mediated instruction allows learners to become knowledge constructors. Discovery learning is not just for learners to do things with their hands, but also to use their ability to manipulate the information cognitively to solve problems. Hence students have to apply the knowledge. Papert, (1987), purports that learners when they are engaged with the tool then they are able to think and make decisions, thus learners are able to construct their own knowledge having experienced using the tool.
         In addition, discovery learning to ITC mediate instruction, allows students to engage in activities using ITC tools which assists them in developing high order thinking skills. As students use tools as the search engine, word processor, software and the internet for example, students high order thinking skills will be developed for these tools allow for them to ask questions, observe, use information for solution, and construct their own ideas, Therefore, discovery learning in ITC mediated instruction should propel students to build on their knowledge as they engage in active learning, (Trinity College Dublin, 2015).  
        Furthermore, the relevance of discovery learning to ITC mediated instruction is that it encourages collaborative learning. The theorist Vygosky believed that hilren learns from their socialisation within tier environment, (Gordon and Browne, 2007). Therefore as students engage in the learning using wikis, blogs, emails, and Blackboard collaborate for example, they are interacting with their peers and teacher, sharing ideas, giving an relieving feedback from colleagues and teacher, and they develop social skills, (EDTK 2030, 2015, Unit 5, .142). Also as students collaborate their zone of proximal development is realised as they work together on completing task, for they support each other rather than having to complete the entire amount on their own, (Gordon and Browne, 2007 & Trinity College Dublin, 2015).

Lesson: Science
Topic: Food and Energy
Link to ICT incorporated Lesson: (Together Count Programs, 2015)
http://www.togethercounts.com/at-school/lesson-plans/food-and-energy-0

 Objective:
       Learners are required to inquire about foods and drinks that supply the body with energy, also students are to use the internet to research the answer to three questions posed by clicking on the link: http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/downloads/calreqtips.pdf
 In this lesson discovery learning is evident as the teacher posses the questions for students to solve problems; hence the teacher serves as the facilitator to students’ learning. (Trinity School, 2015).

​



Photo courtesy: http://cliparts.co/clipart/2418658
           

       Moreover, in executing this lesson, the children at the introduction will participate by dancing ( a great link of what they are about to learn and engaging them with what they already know to get them to understand), following they will gain knowledge as they listen to the facts told to them about energy (calories).As the lesson progress the teacher keeps asking questions to stimulate students’ thinking and showing them materials that require them to use,which further engage students’ participation as they proceed in selecting the correct item(s).
       Additionally, at the end of the lesson the students are to go online at this link: link: http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/downloads/calreqtips.pdf and answer some questions using a printed form that is also provided. In this part of the lesson discovery learning is evident for students have use information provided to find solutions, (ECFS 2030, 2015, Unit 5, p. 139).

My Assessment Method of the Lesson:
        Based on the advice of Quellmalz and Kozma (2003 as cited in EDTK 2030, 2015 Unit 5, p. 148), I would assess this lesson on knowledge and application to test students’ ability to inquire about their calories using the ICT tool (internet), their ability to checking information to insure its accuracy and  recall essential facts.
        Finally, one area were learners have the opportunity to problem solve is by the teacher posing three questions and students have to follow the link on the internet and research the document to find the answer and record it on handout activity sheet.
This lesson will let student draw new connection every time they eat something they can apply what they have learned and be conscious of their health.


References
EDTK 2030. (2015). Information and Communication Technologies in Education. Unit 5, pp. 139-142.
Gordon, A.M., & Browne, K. W. (2007).  Beginnings and beyond. Foundations in early childhood education, (7th ed). Thomson Delmar Learning, pp. 144-146, 150

Noor-Ul-Amin, S. (n.d). An effective use of ICT for lducation and Learning by drawing on worldwide knowledge, research, and experience: ICT as a change agent for education. Research Scholar Department of Education, University Of Kashmir, p. 3. Retrieved from: http://www.nyu.edu/classes/keefer/waoe/amins.pdf

 Papert. S. (1987). Computer riticism vs. technocentric thinking, 16 (1), pp. 22-30. American Educational Research Association Stable. Retrieve from:http://www.jstor.org.library.open.uwi.edu/stable/pdf/1174251.pdf?acceptTC=true

Trinity School Dublin. (2015). ICT in education. Unit 2 learning theories. Retrieve from:
http://www.tcd.ie/Education/ICT/unit02/explanation04.htm

Together Count Program. (2015). Grade: 3-5 good and energy
Retrieved from: http://www.togethercounts.com/at-school/lesson-plans/food-and-energy-0