Week 7 & 8

Week 7 & 8 Reflection

Discussions held in relation to different teaching and learning scenarios posed some challenging yet insightful responses.  How will education look in the next five to ten years and further?  Who and what will be the dominant factor to what is considered important for student learning?  How will these new systems be enforced and monitored?  What will be the role of teachers?  At this point, our answers can only be based on assumption.  What we do know is, we need to be flexible and proactive as well as critically reflect on what we believe will be most beneficial for generations to come.  I would imagine that no-one in the 1800’s could ever have imagined communicating in the ways we do today? 

[Image 1]                                                [Image 2]

First ‘box’ telephone (1876)                        Mobile Phone (2010)

It is now coming to the end of our ICT 4001Eps Learning Adventure 1.  Looking back at the journey I sometimes wonder if I know more or less than when I started.  I suppose that it is all a matter of perspective.  Once you start uncovering some of the new emerging technologies you then speculate just how little you do know.  One thing is for sure – technologies are here to stay and it is going to take continue research and reflection on how these technologies will be best utilised and integrated into our own lives as well as the lives of the students we are entrusted with to guide into an uncertain future.  The benefits of being a member of professional associations promoting and implementing new ways of teaching and learning are undisputable.  You simply cannot research and learn every new pedagogy and tool.  With the collaborative efforts of these associations, we can all contribute and receive, which reminds me of the old saying ‘many hands make light work’ (Heywood, J. n.d.)

Teaching and Learning as we have known it since the mid 1800’s is definitely transforming.  There is still a long way to go before every teacher is implementing new tools and appropriate pedagogies to the best advantage for themselves and their students.  It will be a life-long learning journey. 

References

Heywood, J. (n.d.)  Retrieved April 20, 2011 from http://thinkexist.com/quotes/john_heywood/

Image 1 Box Telephone.  Retrieved April 20, 2011 from http://www.google.com.au/imgres?imgurl=http://www.fcc.gov/cgb/kidszone/images/bellphone.jpg&imgrefurl=http://www.fcc.gov/cgb/kidszone/history_telephone.html&usg=__Tlx2WvYY-696Bwa3Pe5H-l9J2is=&h=296&w=412&sz=92&hl=en&start=0&zoom=1&tbnid=pcEEmGx3UxKfPM:&tbnh=143&tbnw=184&ei=Bv2wTdLTFI2ougPI0PyQBw&prev=/images%3Fq%3Dbox%2Btelephone%2B1876%26hl%3Den%26biw%3D1362%26bih%3D569%26gbv%3D2%26tbm%3Disch&itbs=1&iact=rc&dur=160&page=1&ndsp=22&ved=1t:429,r:0,s:0&tx=63&ty=102

Image 2 Mobile Telephone.  Retrieved April 20, 2011 from http://www.google.com.au/imgres?imgurl=http://www.mobilephonereviews.org/uploads/Image/Sony%2520Ericsson%2520Idou%2520Touchscreen%2520Mobile%2520Phone.jpg&imgrefurl=http://www.mobilephonereviews.org/sony-ericsson/sony-ericsson-idou-camera-mobile-phone/&usg=__ahI5Afd-QMN5Z0WjFKIsqz4ylgk=&h=341&w=438&sz=79&hl=en&start=84&zoom=1&tbnid=2upMZC_RkSApfM:&tbnh=123&tbnw=158&ei=kf2wTcCzFIb4sAOfm_HvCw&prev=/images%3Fq%3Dtouch%2Bscreen%2Bmobile%2Btelephone%26hl%3Den%26biw%3D1362%26bih%3D569%26gbv%3D2%26tbm%3Disch0%2C1529&itbs=1&biw=1362&bih=569&iact=rc&dur=182&page=5&ndsp=24&ved=1t:429,r:0,s:84&tx=110&ty=68

Week 6

Week 6 Reflection

After discussions regarding the Learning Adventure 1, I realised that my understanding of all the different pedagogies and approaches needed to be deepened.  A deeper level or research which should lead to a deeper level of understanding should assist me for future applications. 

The efforts of our group assessment are starting to take shape nicely.  We have selected a curriculum area, changed the curriculum area and re-changed the curriculum area.  The only aspect that we had all agreed upon was the technological tool.  As for the pedagogy, as mentioned above, I needed to conduct some more intensive research on the most effective pedagogy for the intended learning purpose.  I think I have fallen victim to what is described as the “Technocentric” approach.   This is something that I will need to be very careful about in my future planning.

How Exemplary Computer-Using Teachers Differ From Other Teachers: Implications for Realising the Potential of Computers in Schools.

This study examines what conditions and implications result in ‘Exemplary Computer-Using Teachers’.   It was discovered that this type of teacher was not simply a typical teacher that enjoyed using computers.  Rather, a teacher that had significantly more rounded educational experiences than other teachers and had a passion and commitment for life-long learning.  The study also revealed that exemplary computer using teachers place greater demands on resources and can face more problems than that of their counterparts.  The determination of the exemplary computer using teacher was assumed by the outcomes of results such as; frequent use of computer software for activities that involve higher order thinking (such as interpreting data, reasoning, writing, solving concrete, complex, real-world problems, and conducting scientific investigations).  To bring paradigm change in our education system will require motivated individuals, money and provision of professional staff development.

“Let’s GO!”

References

Becker, H.J. (2000). How exemplary computer-using teachers differ from other teachers:Implications for realizing the potential of computers in schools. Contemporary Issues inTechnology and Teacher Education [Online serial], 1(2), 274-293. (Originally published in Journal of Research on Computing in Education, 26(3), 291-321.)

Week 5

Week 5 Reflection

This week a decision was need to be made in relation to balance.  With the overwhelming load of commitments to personal/family life, health, work and university study, something had to give.  This week it was university study.  I decided not to attend the lecture and tutorial based on my state of health.  I am sure there was an abundance of exciting new concepts and practices delivered.  I will catch up with everything from the other blogs and discussion board – thanks team!

TPACK

Technology, Pedagogy and Content Knowledge.

It is becoming more obvious that planning for student learning can be somewhat challenging.

Planning should incorporate the full spectrum of curriculum, appropriate pedagogy and incorporate technologies suitable for the learning outcomes.  The use of powerful technologies will of course enhance student engagement and learning but will not accomplish the holistic learning achievements with the primary focus being technologies.  TPACK requires a unique blend of the correct curriculum (content) with the correct pedagogical method enhanced with powerful technology tools.  As you can see by the diagram presented by Harris and Hoffer (2009), it is the seamless balance and integration of all three aspects.

Harris and Hoffer (2009) also identify that the majority of teachers that want to incorporate educational technologies into curriculum-based teaching and learning start with selecting the digital tools and tools first.  This method is referred to as “Technocentric” learning where the focus is upon the use of technologies being used, more than the individual students who are using them in an endeavour to learn.  Rather the reverse must be adopted.  We must strategically guide students to think, create, critically analyse and reflect along their learning path.

 What I believe must be established is balance and cohesiveness!

References

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA:  Retrieved April 6, 2011 from http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf

Week 4

Week 4 Reflection

Time is certainly racing.  So much is being uncovered.  Twitter, Facebook, Skype, Sim City, Wordle, Sketch-up, Google Maps, Quest Atlantis, Augmented Reality, Smart Grid, Zooburst,  Layar, Cloud Computing, and much more.  Group assessment is drawing near.  Who am I?  What am I supposed to be doing?  How much do I know?  Arrgh….  I need help.  Please let’s keep the discussion board and Bloggs active with suggestions and assistance.

The Horizon Report.

With the rapid growth of digital tools becoming available, the Horizon Report points out the valid fact that digital literacy is less about the tools and more about the thinking.   We know that students of today are different.  They see the world differently, interact differently and act differently.  Why then are schools still using practices and materials that were developed many years ago?  The report supports the need of a shift to more student centered approaches where learners should have the opportunity to create their learning in more informal educational settings.  It is suggested that we will see changes to our classrooms in the near future that include cloud computing and collaborative environments.   Next would be game-based learning, which has demonstrated an effectiveness for learning, not just entertainment.  Games that involve interdisciplinary problem-solving have shown to develop a wide range of skills.  Further to playing games would be to create them.  This incorporates designing and developing.   ‘Good game design involves research, creative thinking, the ability to envision both problems and solutions, and many other learning skills’.  Educationally speaking, we will probably not see such environments as augmented reality and flexible displays for a few years – what a shame!  Lastly, mobile devices.  The emergence of mobile/portable devices within the last few years are astounding, and are creating great interest within the realms of education.  Dominant arguments regarding potential miss-use is being overshadowed by the projected cost savings and potential learning capabilities these devices have.  All in all, education is slowly changing and will drastically change within the next few years.  Let’s get on board and share our experiences.

References

The 2010 Horizon Report: K-12 Edition.  The New Media Consortium.  Retrieved March 31, 2011 from http://www.nmc.org/pdf/2010-Horizon-Report-K12.pdf

Week 3

Week 3 Reflection

OMG – the 2 Gems were amazing.  What a delightful sight to see these young children interacting via Skype.  Their blog is amazing and provides endless opportunities for student, teacher and parent interaction.  What a fantastic way of seeing progress in a child’s learning.  This is most definitely something I would love to encourage and implement. 

Google – I don’t think I will ever stop uncovering its many hidden features.  First I just used it as a search engine, next I found Google Sites, which was a lot easier than other software programs.  Now, the benefits of Google Reader, Google Groups and Google Documents – thanks Google.  If only I had known about these applications when I first started Uni, it would have made collaborative group work so much easier.  If schools don’t have their own online system, then I think this would be great a great tool for students to use for their group work.

While reflecting upon these new ways of teaching and learning it is becoming more evident that new forms of literacy need to be included.  I find myself gradually learning the language of SMS and micro blogging.  This then reminds me that the high concentration of social networking that occurs in a students’ world, will be greatly immersed in the SMS language.  According to research conducted by Dr. Nanagh Kemp of University of Tasmania, the evolution of “SMS” or ‘textese’ is inherently coupled to a strong grasp of phonetics and grammar.  SMS language does not always obey or follow standard grammar.  Additionally, language academies do not recognise it and the words used are not usually found in common dictionaries.  Therefore genre and multi-literacy styles certainly need addressing.  Students will need to be able to apply the correct genre style and delivery method to suit the specific application. 

References

Google  (n.d.)  Retrieved April 18, 2011 from http://www.google.com.au/intl/en/about.html

Kemp, N.  (n.d.)  Retrieved April 18, 2011 from  http://en.wikipedia.org/wiki/SMS_language

Week 2

Week 2 Reflection

Wow!!  After catching up on the weekly readings, I am now wondering just how much of a Digital Immigrant I am?  I thought I may have been actively trying to keep up, but I feel that I now know less than I ever did – possibly even have a physically different brain (Prensky, 2001).  The statement given by Presnky says it all “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.”  On the flip side, I am excited to delve into the depths of new technologies and pedagogies to enhance creative learning adventures for this new generation we are entrusted with.

Readings

It is certainly important that we as teachers implement the TPACK framework to be effective in integrating technology into the classroom.  It allows us as educators to review how we incorporate technologies from simply being “add-ons” to being “creatively designed or structured” integrations, specific to classroom contexts.  Being able to successfully implement this will not guarantee student engagement.  Prensky (2009) suggests that engagement is multifaceted and one core aspect is allowing students to make frequent and meaningful decisions throughout their learning activities.  In doing this, Head (2008) implies that we cannot allow our students to simply cut-and-paste.  But rather, Children need to transform content.  Unfortunately it appears that we are not appropriately educating them how to do this.

What seems a little scary to me is learning through gaming.  I am sure there will be lots of benefits.  As I have found through the 4001Eps discussion board, there are mixed views on the implications and side effect vs benefits and outcomes.  I am still at the point of it being a tool that I need to further investigate and reflect upon.   What will be best for my students?  Am I still holding some biased experiences and judgements?

References

Head, B. (2008).  Generation Cut and Paste. APN Education Media, Sydney.

 Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Presnky, M. (2001) Digital Native, Digital Immigrants: On the Horizon. NCB University Press, Vol. 9 No. 5.

Week 1

Week 1 & 2 Reflection

Unfortunately, much to my disappointment, I did not have an enrolment to 4001 Eps during week 1 of Uni.  Through an amazing opportunity I was able to confirm my placement and join my fellow ICT-ites in Week 2.  I feel blessed to be part of this group and excited about exploring cutting edge technologies and pedagogies that will bring an educational revolution.  Although I may have missed the Lecture and Tutorial, I thank my fellow team members for their contributions on their blogs to help fill in the gaps.

I confess, I find my knowledge base somewhat limited, but I am eagerly awaiting my journey throughout this course.  The ultimate will be reflecting on the progress we have all made and the contributions we will have to offer as we go forward into our new careers. “Enjoy the Journey”.

Week 1 Readings

ICTs for Learning – Practical Ideas for Teachers Years P-3 and 4-9 offer some interesting insights into Life Long Learning, Productive Pedagogies and Cross-curricular Priorities.   The activities offered provide a bouncing board for teachers to explore and expand their own ideas on how to integrate ICT’s into everyday planning while providing opportunities for students to be a;

• Knowledgeable person with deep understanding

• Complex thinker

• Active investigator

• Responsive creator

• Effective communicator

• Participant in an interdependent world

• Reflective and self-directed learner

(The State of Queensland (Department of Education) 2003, p.4).

Smart Classrooms Professional Development Framework outlines the requirements to attain an ICT Certificate, Digital Pedagogy Licence and Digital Pedagogy Licence Advanced in Queensland. 

Here’s to an exciting discovery of new ways of thinking, learning and educating.

References

The State of Queensland,  Department of Education, 2003.  ICTs for Learning – Years P-3 Practical Ideas for Teachers.  Education  Queensland, Brisbane.