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.