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 21st 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
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