Week 5 - Engaging with the T through the P

The key message I got from today’s classes was the fact that whatever our pedagogy, we as ICT Certificate holders (hopefully Licence or Advance Licence holders by that stage) should be engaging our students through a range of ICTs embedded in their learning material. When doing this, I’ll always be thinking about the headings under the productive pedagogy umbrella; intellectual quality, connectedness, recognition of difference, and supportive classroom environment.

Productive pedagogies encompass intellectual quality, connectedness, supportive classroom environments with teacher consideration of recognition for diversities and difference. Digital pedagogies involve using technologies to enhance the way we teach and the way student’s learn. Technologies need to be aligned with the pedagogy and teachers need to have clear goals to enable students to be able to achieve their learning outcomes.

Using a mixture of productive and digital pedagogies will be how my classroom will be shaped. Our 10 minute video provides evidence of how these pedagogies can work simultaneously to achieve learning outcomes. The student’s intellectual quality, connectedness and collaboration relating to the mathematics content area in a supportive classroom environment demonstrated how technologies can be used to enhance learning in the case of digital pedagogy.

When constructing the script for our video, I blended the Essential Learnings for mathematics with concepts from QSA’s Essential Learning ICT framework together with a constructivist approach to inquiry based learning. My aim is to tell a “digital story” whilst working out a mathematical problem in which ICTs are embedded to assist the student to solve this issue. I’m happy with the script...but am not surprised at the fact that we have hit a snag at the technological end of transferring the video file into Windows Movie-Maker. Jasmine has been assigned this task and is having major difficulties (hence the title of this week's blog!). Jason came to the rescue today by introducing us to some animation software that can be easily imported into Movie-Maker. So after a few hours trying out different software, I found xtranormal the most user-friendly so went with that.

I was surprised at how easy the online tutorial for Go!Animate was, however I couldn’t find how to add text to a scene after it had been created when I tried to do this myself. Xtranormal is very user friendly, and we are happy with the way it is turning out. The script I have written has a two-teacher dialogue. There is a teacher with a ‘mentor’ teacher who talks from a theoretical and research background perspective. The teacher is presenting her conversation from a pedagogical viewpoint.

Jasmine has gone home to film her son using some of the apps on her iPhone....we’ll see how it all works out.

References:

Xtranormal (n.d.). Retrieved from http://www.xtranormal.com/

Go!Animate (2011). Retrieved from http://goanimate.com/

Week 4 - P for Pedagogy

This week I am outlining different types of instructional models that we as teachers can chose to use in our classrooms. The readings also look at the theories behind behaviourism, cognitivism and constructivism. Although we've heard these terms a thousand times before, these readings clarify them very succinctly and are easy to read. Further on I have listed examples of how the TPACK model can look in the classroom when placed in a real-world context.

I started compiling my ePortfolio this week. Yesterday I spent 2 hours setting out the framework and I'm really happy with how it looks (credit to the template really....). I figure that it won't become the monster it has the tendency to be if I have an outline that I can hyperlink examples to on a weekly basis relevant to my practicum experiences.

On my prac on Tuesday I used the interactive white board for the first time - yeah! I enjoyed the different colours you can use and I'm still fascinated by how engaged the children are with it. And yes I was slapped in the face with reality when I had 7 yr olds showing me how to use it! What I've realised from having kids myself is that kids don't have the fear us adults have of trying new things. I'm scared to click on buttons, they know that they can only learn by clicking on buttons and are non-hesitant to whatever outcome is derived. I like to learn from my students - and don't they love to teach!!!

This week we discussed the different pedagogies. Behaviourism relates to ideas from Skinner who believes learners are guided by behaviour. Instruction relating to a behaviourism approach aims at eliciting a direct response from a targeted stimulus.

Cognitivism: Basis itself on the principles that learners use prerequisite knowledge to facilitate the structuring, organising and sequencing of knowledge in a structured ordered manner. Teachers of a cognitivism belief teach in a very organised, efficient and effective manner.

Constructivism: Believes that students themselves need to learn and teachers need to construct their pedagogy in order to ensure students are involved in the learning ‘process’, not just the end result of learning. Students therefore are constructing their own knowledge through a range of worldly experiences and knowledge embedded into a variety of learning experiences. It is highly important to note here that knowledge needs to be de-constructed before it can be constructed accurately. The lists of embedded theorists and theories will assist understanding these theories to a deeper level. One way of demonstrating teaching using the TPACK model is as follows:

(C = Content, P = Pedagogy, T = Technical)

SOSE (C):  The effects of the Japan earthquake

Constructivist strategies/models (P) – Real world authentic problem based learning through collaborative experiences

Media (T) – Web-searching, Virtual chat, Video-conferencing, Blogging

Digital pedagogy

A new way of working and learning with ICT is to facilitate quality learning experiences for 21^st century learners and to do this we need to focus on TPCK. It supports and transforms teaching and learning to actively construct and apply rich learning in purposeful and meaningful ways.

Personalised approaches, connected curriculum, assessment and reporting: changing pedagogy, are all examples of students moving towards a more constructivist approach to learning.

How do we help students in the classroom? We need to transform our classrooms into a creative learning spaces. Ways in which we can transform our classrooms is to: talk, build, create, collaborate, use colour, student-centred, connect with learners around the world through ePals. Students should be encouraged to connect individually, to plan collaborative class projects using podomatic, ning, wikispaces, eblogger, skype and facebook (examples).

I liked Jason’s quote:  “The more a teacher teaches, the less of an opportunity the students have to learn.”  Jason continued by saying that having a personal relationship with the learners that we know will facilitate a greater level of learning.

Professional practice

We need to identify curriculum goals: This involves us demonstrating how we’ve used ICT to assist us in teaching this unit plan/unit plan. Student’s learning: How has the use of ICT improved their LEARNING (not my teaching)? Research how our tool enhances student learning (research the tool and justify it in my ePortfolio). As a teacher we need to consider how students can communicate to their teacher, parents and other students. Students can go beyond blogging and could go into Voicethread and video recording. They might prepare what they are going to communicate before they communicate.

Teachers need to consider what other resources do they have at home? There are other approaches to overcoming ICT access. Is gender an issue that I need to manage? Are the boys more dominant?

Technology can enhance learning by providing opportunities for shy or hesitant writers to engage with tools such as an online discussion in which they are more likely to engage. Students should be encouraged to use a range of ICT resources and decide which one is best for a particular situation – discuss pros and cons of each.

Ways that students can store, organize and retrieve include advanced Google searches and Diigo which can bookmark collections of websites. Ideas that I as a teacher could use ICT to access and manage information about student learning include using Google books to record gradebooks or online report cards that can go home to parents. A comment bank could go home to parents. Keep track of spelling words and do a spreadsheet in Google as to how many they got right. Voicethread could be used to compare, and note improvements in oral retells of a story. It is evident that there are a range of technologies to enhance student learning.

The Horizon report:

In a nutshell, the Horizon Report (The New Media Consortium, 2010) discusses the new technologies that are going to be impacting upon our teaching and learning. It outlines the technologies and the timeframes that they are likely to be implemented in. Technologies include cloud computing, collaborative environments, game based and mobile device learning. A very interesting and practical report. I particularly liked the links to further resources which are practical for ideas for the classroom.

References:

The New Media Consortium (2010). Horizon report. K-12 edition. Retrieved from http://www.nmc.org/pdf/2010-Horizon-Report-K12.pdf

Instructional Design Knowledge Base. (2002) Select instructional models/theories to develop instructional prototypes. Retrieved from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

Week 3 - Technology in the classroom

Speaking to Amanda today and her Year 2 GEMS was an amazing experience. I couldn't help but think how fortunate those children were to be in the classroom of a teacher who has the knowledge and more so willingness to adapt and involve herself so openly with ICTs.  After a year with Amanda, those children (and their parents) will not only have the knowledge and confidence to use a range of tools on the internet, Amanda has taught them how to do so safely. Seeing practices like this encourage me to adopt the same philosophy in my classroom.

What hold many teachers back or accelerates us forwards is (in my opinion) our attitude and willingness to learn. I don't believe we are ever in a position where we know enough. My principle aim in my classrooms is to enable my students to become confident users of ICT. This is the biggest hurdle to overcome I believe.

Our assignment is taking on more specific direction this week after clarifying with Jason what is required and running our ideas past him. Jasmine and I have spent 4hrs to date working on it, so it's great to have this direction in place.

I am looking forward to learning about augmented reality and some fun animation programs that I can use interactively with children in the classroom. Of course I'm still always thinking about what games or lessons I can design that incorporate the game philosophy of leveled success combined with the curriculum - no ideas spring to mind yet.

Week 2: What is technological pedagogical content knowledge?

The statement from Koeler & Mishra (2009) about teachers earning their degrees in an age when technology was not what it is today is in my opinion the reason why the use of ICTs is limited in the majority of classroom. Teachers need to develop confidence using ICT in order to integrate technologies with pedagogy, knowledge and content teaching and learning practices hence developing TPACK.

The TPACK Framework therefore put simply is (Koeler & Mishra, 2009):

 

1. Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.

2. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. Pedagogical content knowledge (PCK) "is the notion of the transformation of the subject matter for teaching".

3. Technological content knowledge (TCK) is an understanding of the manner in which technology and content influence and constrain one another. Technological knowledge is "certain ways of thinking about and working with technology can apply to all technology tools and resources."

4.  TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways.

Digital Natives, Digital Immigrants 

Prensky (2001) notes that teachers today need an understanding of both legacy and future content to bridge gaps and make learning relevant to the newer generation of digital natives.

The benefit to teachers of knowing about the TPACK framework is the benefits of using technologies in their classroom practices. Technologies create more flexible learning practices, provide ways for diversities to be catered for whilst still being involved in stimulating learning experiences. Technology doesn't need to dictate the domain they are working in, it merely facilitates the learning to a greater domains than students would otherwise have the opportunity to reach. Understanding how technologies can be leveraged will benefit all end-users.

eLearning activities (Henderson, 2008) are highly successful at engaging student's in learning practices, such as role plays, debates and soap operas.

A Study of ICT-associated identities of primary-aged learners

Learning now takes place in an ‘an electronically mediated environment’ (Samoriski as cited in Thrupp, 2008).” This paper by Thrupp (2008) explores how teachers understanding of the diverse range of ICT tools that your students are interested in provides a benchmark of resources available for which lessons that will ensure these are utilised can be planned. This is the most important underlying message of the article.

Generation Cut and Paste

I couldn’t agreed with Beverley Head’s (2008) comment that “children have to be shown how to use, synthesise, process, incorporate and retain information whatever its source” more. There is no argument that students know how to locate and retrieve information, but this is not education as argued by Head (2008). What is important for teachers using ICTs in the classroom is to develop solid knowledge and skill in applications that involve creating, analysing or transforming information. This takes learning to a higher cognitive level.

Adolescent digital gamers and implications for classrooms

Knowing who your student’s are and where they are coming from is pivotal to a teacher. Teachers need to be aware of what educational benefits electronic games do provide so they can expand upon this level of interest in classroom practices in order to keep this type of student engaged.

 

References:
Head, B. (2008). Generation cut and paste. Retrieved from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html Henderson, L. (2008).

Adolescent digital gamers and implications for classrooms. Retrieved from

Henderson, M. (2008). Engaging eLearning strategies: Role plays, debates and soap operas. Retrieved from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary issues in technology and teacher education, 9(1), 60-70. Retrieved from http://www.editlib.org/f/29544

Prensky, M. (2001). Digital natives, digital immigrants. Retreived from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html

Thrupp, R. (2008). A study of ICT-associated identities of primary-aged learners. Retrieved from http://www.zagami.info/4001EPS/Readings/Entries/2011/3/7_Week_2.html