EDUC56600 Reflective Blog

Assignment 1

[cyber-safety-blog]

[pastawifenat]

SO true!

[pastawifenat]

Cyber Safety

No Technology blog would be complete without acknowledging the numerous risks associated with the internet and our children. Technology and internet access has been such a blessing, that we have jumped on the 'band-wagon' was it were to provide numerous opportunities for our students to use it. However, there are significant disadvantages to this technology and automatic access to everything and anything. Such disadvantages include cyber-bullying, pornography etc. 

So how can we make sure that students are prepared to enter this technological world, and how do we keep them safe? This is a question which schools and parents alike struggle to answer. In assistance, the government has released several websites and resources. One of which is the 'Digital Citizenship' program - www.digitalcitizenship.nsw.edu.au/. 

Digital citizenship involves the student realising that they are a part of an online world. This program uses a game interface to teach students about the basic 'do's' and 'don'ts' of internet usage. Currently at my school we use the Budd:e Primary program to educate students on keeping safe. 

These are great programs, and are a perfect resource for teachers and parents to use. It gives you ideas and situations that you might not have even thought about. I would encourage teachers and parents to go through their programs either with the kids or before the kids, as you can then assist them with the finer details. 

These programs are not enough though. We should't assume that just because we got the kids to go through this program once, they will stay safe. Firstly, these programs and/or teacher initiated lessons need to be incorporated in all levels of schooling, building on previous knowledge and being age appropriate. This article on Cyber safety being mandatory in schools has been recently published - http://www.abc.net.au/news/2014-08-23/cyber-safety-should-be-mandatory-subject-in-school-expert-says/5691216

Parents and teachers should also take time to discuss these issues with kids. They need to establish understanding and discover the emotion that accompanies the issues. Opening up dialogue about these issues will also allow students/kids to feel comfortable in talking to parents/teachers about the issues if and when they do arise in their lives or others. I believe that just like any other issue, society needs to be aware that open communication with the younger generation about such important and dangerous situations is essential. 

[xxxdollxxx]

[pastawifenat]

Parents and teachers play an essential role in educating kids on keeping safe on the internet. 

[pastawifenat]

TPACK

The TPACK model has been designed to explain the way a teacher uses their available knowledge to integrate technology into their everyday teaching practices. The three main knowledge domains as identified by this model are; Content (referred to as CK), Pedagogy (PK) and Technology (TK).

The philosophy of TPACK has been widely known in educational circles for quite some time, however this specific term or abbreviation 'TPACK' was introduced and explained by Mishra & Koehler, 2006 in their research entitled Technological pedagogical content knowledge: A framework for teacher knowledge.

This framework uses the main knowledge domains and explains that there are essential relationships or overlaps between them which are also important to recognise. These include Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Here is an oversimplified description of each. For more details read Mishra & Koehler.

Pedagogical Content Knowledge (PCK) refers to the teaching tactics a teacher would use to teach a specific piece of content. This aspect incorporates the 'nuts and bolts' of teaching like curriculum, assessment etc.

Technological Content Knowledge (TCK) refers to the recognition that it is important to know how to teach as well as knowing a particular subject's content.

Technological Pedagogical Knowledge (TPK) is the knowledge teachers have regarding the use of technology within their lessons. This includes the behaviour management needed to monitor students with technology as well as recognising the limitations technology can sometimes have.

Technological Pedagogical Content Knowledge (TPACK) therefore refers to the overlapping of all of the previous elements in order to teach successfully. It involves an understanding of the unique relationship that occurs between teachers, their knowledge, the content, technology and the students. 

The TPACK model aims to explain how each of these elements have a role to play together as well as individually. It explains how teachers can incorporate technology into their existing pedagogy and content activities to ensure a practical and useful way of integrating technology in the classroom. It is used often used in research studies that look at teachers use of technology in the classroom. 

                        Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.

[pastawifenat]

TPACK

[weareteachers]

From http://thespecialeditor.blogspot.com/2014/07/differentiation-what-it-is-and-what-it.html?spref=fb

[pastawifenat]

Differentiated Instruction

As noted by Tomlinson & Allan (2000), differentiation in the classroom is allowing students to move at their own pace through content, it includes flexible teaching with the teacher guiding where necessary, and it also involves providing different levels of assessment achievements. This almost self-guided learning is becoming an important part of education in the 21st century, with experts such as Sugata Mitra suggesting that SOLE's (Self organised learning environments) are critical for our future. Differentiated programming also expects a high level of involvement from students with the teacher providing different ways of obtaining the content knowledge.

Some teachers react negatively to the thought of differentiation, thinking that this means that they need to prepare numerous lesson plans for different students and that it should occur all of the time. This is not the case, but as a result of this misconception, differentiation is unfortunately not utilised effectively. I believe that technology can assist teachers to differentiate and elevate the pressure they feel towards this.

The first way that technology can achieve this is by providing a different/visual teaching strategy which will engage students. We know that students do not all learn the same, so by incorporating different media and teaching strategies to targeted individuals we can play to their learning strengths. Without variation, teachers can overlook various students and cause a lack of motivation. For this generation and the ones to follow, technology is a big source of motivation, so teachers should utilise this resource! 

Secondly, technology assists teachers in providing a student-orientated learning environment. When students are actively engaged with technology they have access to various information sources and can plan, prepare and deliver a variety of levelled assessments. The Internet is a great (somewhat dangerous) source of information, with various learning pathways available for students to engage in. With the choices available, once again teachers will find that students are motivated to complete their chosen tasks and misbehaviour is decreased.

Thirdly, there are numerous technological programs/software with intelligent computing systems which can change the learning sequence an individual is working on automatically due to the previous answers given. These programs are invaluable to teachers, as it provides automatic differentiation, without the hard work! While the scope of these programs are often limited, it is a great way to start for teachers who want to start incorporating both technology and differentiated instruction into their classroom.(See previous blogs from additional information regarding this).

Technology can definitely assist teachers in providing differentiation within their classrooms, but I understand that like any other teaching tool if it is not utilised effectively, it will not benefit the students. It is therefore really important for teachers to be constantly researching the best ways and making evaluations on their teaching to ensure that they are creating the best lessons for their students.

Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD. 

[ka-implementations]

If you’ve explored our Coach and Classroom Resources or read our blog in the past, you may remember Silvestre (“Silver”) Arcos, an award-winning math teacher who uses Khan Academy to personalize his instruction at KIPP: Washington Heights Middle School. This week, Silver shared his blended...

[pastawifenat]

Blended Learning and it's importance for our future! Tech-enabled!

[pastawifenat]

Blended Learning

21st Century Learning has already been discussed in this blog numerous times because of it's importance to modern day teaching. The term 21st Century Learning refers to this philosophical movement away from teacher-instructed learning and the focus on specific skills students can use to obtain knowledge through independent discovery and personal reflection (Dede, 2009, p. 3).

Information communication technologies (ICT) are effective tools educators can utilise within classrooms to effectively teach content and these essential 21st Century learning skills to students. In 2010 the Australian Educational Review published “Building Innovation: Learning with Technologies”, which stated that an essential part of building 21st Century schools involved providing “student-centred teaching and learning approaches that include technologies” (Moyle, p.4). The benefit of integrating ICT for educators in relation to student learning has been widely confirmed. Therefore, it is not a question whether or not teachers need to integrate technology, but how they use ICT to create learning experiences rich in 21st century skills.

Many teachers shy away from forms of ICT due to what they perceive as 'play' or 'waste of time' or 'too complex'. Some teachers are also worried that their previous methods of teaching (pedagogy) will be replaced solely with technology. But this is not at all the case! Technologies should be integrated into everyday pedagogy such as modelling, questioning, collaborative learning etc. This integration or blending of technology can be termed Blended Learning. The combination of various pedagogical techniques combined with technology only leads to an enhancement of learning. Therefore Blended Learning (BL) aims to provide the 'best of both worlds' so to speak. It is up to the teacher's expertise to choose a mixture of pedagogical techniques that will motivate students and assist them in acquiring success. 

Various ways that technology can be used to motivate and enhance student learning has also been previously discussed, however I would like to reiterate the use of Web-based learning tools as a important part of Blended Learning.  Web-based learning environments provide students with real-life resources and experiences otherwise unavailable to schools. The use of this Blog in my learning experience for my subject Information Technology and Learning, is a great example of a Blended Learning approach. Through this medium I can communicate with and have access to a community or network from which I can initiate my own learning and be supported by others. 

With a rapidly changing educational purpose, teachers need to be aware of the various technological tools and devices available for use within their classroom. They should not be scared of these new technologies, as students will benefit from a Blended Learning approach where ICT can be integrated with everyday pedagogical techniques and tools. 

[pastawifenat]

Learning Environment Attributes III

Continuing on from previous blogs, this entry aims to discuss the qualities of Information and Communication Technologies (ICT) and the teacher benefits in relation to the learner.

Working collaboratively with others is an essential life skill that teachers endeavor to foster in students. Two essential 21st Century learning skills; cooperation and communication require students to collaborate with others respectfully and communicate using technologies for a range of purposes. Providing opportunities for students to develop these skills is a therefore a perfect way to prepare them for an unknown future. ICT can be used effectively to assist students cooperating with others not only inside the immediate classroom but also within the global classroom. With software available that allows various classrooms worldwide to connect, learners can be engaged and develop dialogue with others in different countries and cultures. Social media such as YouTube, Twitter etc can also be utlised for learning projects where opinions and knowledge is shared between learners. While social media promises more engagement and connection with a community, teachers need to remain mindful of the anti-social tendencies they can promote. It is therefore essential that teachers remain confident in their pedagogical knowledge and abilities to guide students through these ICT possibilities and not get caught up in the discouragement associated with losing the ‘expert knowledge’ they have been previously associated the profession with. 

  As mentioned previously, ICT and the accompanying software allows for teachers to tailor individual students learning goals and programs. I personally appreciate the convenient and effective methods that ‘intelligent tutoring systems’ use to create differentiation in my classroom. This works especially well for those students who really struggle or have special needs. Normally the teacher would prepare their own separate worksheets/materials for these students or pair them with an learning aide if one is available, which sometimes creates a certain type of stigma for the child involved or self-esteem complications. With this type of tutoring system they can be engaged with a device and/or software just like all the other students but working at a pace and level with which they can find success.

This idea can go further, with various devices now assisting students who are physically handicapped. This technology is often referred to as “ assistive technology” and now relies heavily on wireless technology. These “assistive technologies” can  help people with speech, voice and hearing disorders communicate with others and participate effectively in their daily lives. This means that they too can engage in ‘everyday’ learning, and assimilate more readily into the mainstream classroom. ICT really has such wonderful and inclusive applications!

[pastawifenat]

Learning Environment Attributes II

Digital technology or Information and Communication technology (ICT) is a remarkable tool for all teachers to use. These applications and devices save time for teachers and allow students to take control of their own learning. ICT software and Web 2.0 applications provide a highly interactive platform for learning. Growing up in an information age with visual entertainment constantly available, students have short attention spans, and are not easily amused by sitting and listening to a teacher’s talk and chalk teaching practices. Not only are these processes highly interactive, but they use a medium that students engage with recreationally, thus providing motivation to continually utilise. This element of ‘fun’ provides a high level of engagement, with students sometimes barely recognising the educational process they are involved in. Some applications of this technology have rewards and incentives (eg. certificates, card swaps, avatar upgrades) that encourage the students to complete tasks not only at school but at home also. This provides additional opportunities for students to be engaged in learning and develops critical independent learning initiative.

 This interactive and visual medium coupled with the corresponding incentives increase student productivity, even when the tasks are repetitive and seen as mundane. For example, some students in my current Year 4 class use rote learning spelling online games or simply type them on the computer each night instead of writing them down in their homework book. For these students, this repetitive task was dreary and parents fought each night with them to complete the homework. By simply adding an interactive and technological approach to the same task these students are more likely to complete their homework voluntarily each night!

  Additional benefits to such technologies and software include individual scaffolding abilities, allowing students to work at their own level and pace. For example, I currently use a software program that works with mathematical concepts and then changes the problems individual students receive depending on their ability to answer previous questions. This system is so successful, as it not only allows the student to non-consciously create their own learning program but it also allows for a high level of teacher direction; in that the teacher can assign specific tasks. Furthermore, results can be compiled and used as a type of formative assessment from which teachers can tailor their instructional/demonstrational teaching segments. Supporting each individual student means that these software programs can also provide extension opportunities for students who have gained the expected knowledge/skills. These opportunities usually involve problem solving activities where high order thinking skills such as applying, analysing and synthesising are developed. Opportunities that many teachers struggle to provide students in a classroom with a diverse range of abilities present.  

 It is no wonder why so many teachers are turning to interactive, multimedia software and various technological devices to assist them in providing a range of opportunities for students!

[explore-blog]

Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge.

Henry Miller on reading and what’s wrong with our model of education (via explore-blog)

[pastawifenat]

Teachers are bombarded with information and new technologies, new applications and new strategies making it difficult to know on what basis to make decisions about the use of ICT in their classrooms

  Newhouse, C. P. (2002). The Impact of ICT on Teaching and Learning.

[pastawifenat]

Learning Environment Attributes I

21st Century learning as expressed previously can be clearly addressed by teachers through the appropriate and selective use of ICT in the classroom.

Teachers aiming to create authentic learning experiences need to use this readily available and invaluable resource, especially now that the government is trying to supply individual students with the resources.

The NISS framework by Paul outlines the very uses of digital technologies in relation to the concept of 21st Century teaching and learning.  Investigate reality - Technology with access to the internet provides teachers and students with immediate and constantly updated information sources. As students take charge of their own learning they are able to find the answers to their questions independently without having to rely on the teachers knowledge; knowledge which may be limited in particular fields of study. New Apps and Software aim to create an 'Augmented Reality' where students can engage in real-life situations. These simulations not only provide students with opportunities to use their knowledge, they are able to digitally manipulate situations to see reactions and results in order to build skills and explore their reality.

Build knowledge - Not all students learn the same or are able to apply thier knowledge in the same ways. Digital technology provides a platform off which students can share and expand their knowledge. Tools such as Podcasts/YouTube provide a different learning experience where students are able to engage with the knowledge in audio/visual formats. Also as explained, when students use ICT as tools to investigate topics, they are able to immediately answer questions that they encounter by simply using the internet. This in turn allows them to build on their knowledge at their rate, developing broader and deeper knowledge.

Promote active learning - With technology students are more active participants in their own learning, they are able to engage with the facts and hone in certain skills. They are not limited to just listening, reading and staying with the rest of the class. Certain features of technology allow students to work and complete tasks at their own pace, ensuring knowledge is solidified before advancement. Students are also able to create and engage in tasks which are relevant and involve everyday situations which they control and are interested in.

Authentic assessment - Authentic assessment occurs when teachers obtain data about student learning over numerous activities and tasks. Technology is a great tool for teachers to use to gain this type of student data. Technology not only supports teachers gathering this information, but it assists students in applying their knowledge in specific ways to demonstrate their understanding instead of being marked from one   isolated task.

[pastawifenat]

Students actively engaged in an assessment which requires them to investigate reality and build on their knowledge and skills. Using ICT to create a supportive learning environment is not only exciting, it's essential in the 21st Century!

[pastawifenat]

How do the General Capabilities of the Australian Curriculum prepare students for life in the 21st Century.

This is a very good question, one that cannot be answered without an understanding of the changing focus essential for education in the 21st Century. Upon entering the 21st Century, educators have realised that fundamental lifetime skills have been transformed as; globalisation, shifting economies and technological advances have occurred (Australian Curriulum, 2012, p. 6).  These underlying general skills are not new to educators, however, “how these skills are learned and practiced in everyday life in the 21st century is rapidly shifting” (Trilling & Fadel, 2009, p. xxiv).

These skills are not content specific, but rather building blocks for creating informed citizens participating in an uncertain and changing future. In a statement on the ACRA website ( http://www.acara.edu.au/curriculum/general_capabilities.html) these capabilities, identified by the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA) in 2008, are designed to ensure that students "become successful learners, confident and creative individuals, and active and informed citizens." But how do they do aim to do this?

Let us take a look at the General Capabilities as expressed by the National Australian Curriculum. The General Capabilities of the Australian National Curriculum are; literacy, numeracy, ICT, creative and critical thinking, personal and social capability, ethical understanding and intercultural understanding. 

The aspects of literacy, numeracy, creative and critical thinking specifically relate to the aspect of personal development and learning as important attributes to acquire for life in the 21st Century. Students will be required to not only retain knowledge but be able to critically think, analyse and creatively problem solve in new situations. The ideal is that teachers will infuse these seemingly content specific skills across the curriculum, providing students with opportunities to practise using these skills with the hope of 'automatising' them for the students' future needs. 

The benefit of integrating Information and Communication Technology (ICT) capabilities into the curriculum for educators in relation to student learning has been widely confirmed. Therefore, it is not a question whether or not teachers need to integrate technology, but how they use ICT to create learning experiences rich in 21st century skills (Angeli & Valanides, 2009, p. 154). ICT is not only a critical pedagogical tool in which teachers can impart knowledge, it also creates learning environments which provide students with real-life resources and experiences. These vastly different digital environments are typical of everyday situations students will need to face in future employment opportunities. 

The next capabilities described as personal, social, ethical and intercultural understandings are almost self-explanatory in their focus on setting up students for life in the 21st Century. Barriers of time and location have been overcome by technological advances and international trading is now essential. This global economy means that businesses rely heavily on international relations and politics. Therefore an essential part of preparing students for their future employment involves providing them with the skills necessary to work with and appreciate different cultures. These capabilities also prepare students to work independently as well as in group/team situations, relating back to the essential 21st Century skill of communication. Building students ability to communicate with, appreciate and understand differences in the global world will indeed prepare them for their employment opportunities in the 21st Century. 

Regardless of the issue surrounding whether or not teachers implement the general capabilities into their teaching practices, the underlying philosophy on which they were created points us to the clear conclusion that they do indeed assist students for life in the 21st Century. 

Reference List:

Angeli, Charoula, & Valanides, Nicos. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK. Computers & Education, 52(1), 154-168. doi: http://dx.doi.org/10.1016/j.compedu.2008.07.006

Australian Curriulum, Assessment and Reporting Authority (2012). The Shape of the Australian Curriculum Version 3. 1-26. Retrieved from Acara website: http://www.acara.edu.au/verve/_resources/The_Shape_of_the_Australian_Curriculum_V3.pdf

General Capabilities. (2013).   Retrieved 8 April 2013, from http://www.acara.edu.au/curriculum/general_capabilities.html

Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times: Wiley.