CULTURAL CHANGE NEEDED TO EXPLOIT ICT IN SCHOOLS
DR ALISON ELLIOTT, INFORMATION AGE 16/4/2004
This is an interesting article highlighting Dr Elliott’s frustration at perceived missed opportunities of Australian schools to comprehensively integrate ICT in the daily teaching regime of Australian school practices. The main point in this article for me was that there is no real reason for this not to happen. Although some schools have had early success in implementing ICT programmes in their schools as Ryde East- close to my home. It is the conservatism of the schools to look beyond and over older teaching methods by recognizing that students no longer learn in the same way that the 150 year old model suggests. Australian schools are well resourced and the teachers well trained. Dr Elliott argues that teaching should move more into the facilitation of learning rather than transmitters of knowledge, (although she does acknowledge that this will always be an element in the classroom teaching practice).Parents are now relying on the internet and web pages to communicate with the school about events and administrative matters; they are now expecting to be able to communicate on line to stay in touch with teachers with regards to their child’s schooling.
DIGITAL NATIVES AND DIGITAL IMMIGRANTS
MARC PRENSKY
As a digital immigrant I though it a valid point in comparing teaching the digital natives using old technology with teaching children who speak a foreign language in a language they do not understand. It would be pointless. Marc point quite rightly that teachers should study the next generation and see how they communicate and learn and style their methods of teaching or information gathering and dissemination to the student’s way of thinking. Involving the students in their learning and model methods in the classroom in order to present a subject in ways in which children gather other information. Eg the
Pokomon phenomenon is a good example. We need a total rethink on how teachers present their lessons in the classroom by using the tools and methods that digital natives use in their everyday life to network gossip and stay in tuned with the world around them. Then and only then can the education system seem relevant to the students and keep them interested and focused on learning..
Monday, June 4, 2007
Sunday, June 3, 2007
Wednesday, May 30, 2007
How to...
Uploading a BBC game.
This is a little tricky. What Idid was down load a picture that represents the game and then on the same post inserta hyerlink to the game,then post.
Inspiration...
Need to exportedto a GIF file or JPEG file and then upload a image.
This is a little tricky. What Idid was down load a picture that represents the game and then on the same post inserta hyerlink to the game,then post.
Inspiration...
Need to exportedto a GIF file or JPEG file and then upload a image.
ICT material
Course outline and associated Texts
Important Notice
This Unit Outline provides students enrolled in the unit with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts.
Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.
Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5
Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning
Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6
Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning
Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7
Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes
Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.
Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.
27/2/07
§ Introduction to the unit
§ Re-thinking the role of ICT in education
§ ICT as a cognitive tool
§ Group task – digital immigrants vs digital natives reading & online forum
§ Inspiration as a cognitive tool and graphic organiser
Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636
Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc
2.
6/03/07
§ Learning environments that support effective use of ICTs
§ Constructivism and its key elements
§ Using Inspiration to represent active and collaborative learning
§ Online discussion
§ Creating a blog in Blogger 2.0
§ Exporting an Inspiration file into a blog.
§ Piaget, Vygotsky, Bruner and constructivism
Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf
Student’s own readings for assessment item 1.
3.
20/03/07
1 hour Workshop
§ Blogging & Web 2.0
§ Self paced and directed learning working with blogs
Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
4.
27/03/07
§ Blogging & Web 2.0
§ Gardner’s Multiple Intelligence Theory
§ Hattie, Glasser and student motivation
§ Enriching your blog to cater for learning styles in an online active learning environment
§ Self paced and directed learning
Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html
5.
8/05/07
§ E-learning and learning styles
§ Higher order learning & Blooms Taxonomy
§ Catering for learning styles in an online active learning environment
§ Importing graphics, video clips and hyperlinks into your blog
§ Creativity and Bloom’s taxonomy
Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm
The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/
6.
15/05/07
§ Wikis and collaborative learning
§ Exploring the role of Wikis in e-learning
§ Contributing to a Wiki
Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices
Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
22/5/07
§ WebQuests as an example of Problem Based learning – the good the bad and the ugly
§ Creating a short term WebQuest
Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html
McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html
29/5/07
§ Assessments in ICT learning experiences
§ Exploring authentic assessment options in ICT
§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.
§ Creating a rubric to assess the learning outcomes within your WebQuest
Rubistar http://rubistar.4teachers.org/index.php
Teach-nology
http://teachnology.com/web_tools/rubrics/general
Exam 5th of June 2007
This Unit Outline provides students enrolled in the unit with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts.
Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.
Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5
Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning
Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6
Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning
Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7
Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes
Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.
Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.
27/2/07
§ Introduction to the unit
§ Re-thinking the role of ICT in education
§ ICT as a cognitive tool
§ Group task – digital immigrants vs digital natives reading & online forum
§ Inspiration as a cognitive tool and graphic organiser
Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636
Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc
2.
6/03/07
§ Learning environments that support effective use of ICTs
§ Constructivism and its key elements
§ Using Inspiration to represent active and collaborative learning
§ Online discussion
§ Creating a blog in Blogger 2.0
§ Exporting an Inspiration file into a blog.
§ Piaget, Vygotsky, Bruner and constructivism
Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf
Student’s own readings for assessment item 1.
3.
20/03/07
1 hour Workshop
§ Blogging & Web 2.0
§ Self paced and directed learning working with blogs
Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1
4.
27/03/07
§ Blogging & Web 2.0
§ Gardner’s Multiple Intelligence Theory
§ Hattie, Glasser and student motivation
§ Enriching your blog to cater for learning styles in an online active learning environment
§ Self paced and directed learning
Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html
5.
8/05/07
§ E-learning and learning styles
§ Higher order learning & Blooms Taxonomy
§ Catering for learning styles in an online active learning environment
§ Importing graphics, video clips and hyperlinks into your blog
§ Creativity and Bloom’s taxonomy
Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm
The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/
6.
15/05/07
§ Wikis and collaborative learning
§ Exploring the role of Wikis in e-learning
§ Contributing to a Wiki
Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices
Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html
22/5/07
§ WebQuests as an example of Problem Based learning – the good the bad and the ugly
§ Creating a short term WebQuest
Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html
McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html
29/5/07
§ Assessments in ICT learning experiences
§ Exploring authentic assessment options in ICT
§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.
§ Creating a rubric to assess the learning outcomes within your WebQuest
Rubistar http://rubistar.4teachers.org/index.php
Teach-nology
http://teachnology.com/web_tools/rubrics/general
Exam 5th of June 2007
Tuesday, May 22, 2007
A good wiki should contain......
A good wiki should contain hyperlinks, a tool that links information throughout the document and with other subject/topic documents.
It should be collaborative in that interested parties can add their knowledge to the subject.
A wiki ideally should be managed in that the font and page layout are uniform. Navigating the wiki shoiuld be a simple and fast process.
Hyperlinks and content lists in a prominant position on the title page would be useful.
A wiki is a tool where information can be stored for others to use.
It should be collaborative in that interested parties can add their knowledge to the subject.
A wiki ideally should be managed in that the font and page layout are uniform. Navigating the wiki shoiuld be a simple and fast process.
Hyperlinks and content lists in a prominant position on the title page would be useful.
A wiki is a tool where information can be stored for others to use.
Tuesday, May 15, 2007
ED4123-Assignment 2- Games as an Educational Tool
click on picture to start game.BBC- games – History- Mummy Maker (2007)
Games can be useful teaching tools for the student. In order to progress to the next stage students need to answer questions or identify objects or move around a map. If the game is relevant to the subject matter it can be useful to help students remember certain facts. This game from the BBC educational website is effective in that it requires the student to recall facts and study a scene in order to carry out the task. They are also fun and different and will appeal to the linguistic, spatial, musical, logical/mathematical and bodily-kinaesthetic capabilities within the group (Bochner, Duchesne and Krause, 2003, p 201).
Thursday, May 10, 2007
ED 4123- Assignment 2 - History Video Clips
click on picture to start game.
Video clips are a great tool in assisting with learning for a history student. They attend to the spatial and linguistic intelligence of the students (Bochner, Duchesne and Krause, 2003, p 201.) If presented in context to the topic, the clip can enhance a students understanding of the events or personality (Gardiner, 2003 p 10). The clip should be selected not just for its instructional value (although this is paramount) but for its ability to grab the students attention. I have chosen this clip on Ancient Greece because it is informative, fast, with modern graphics (anima) and seems to approach the topic on a level that the target audience would relate to.
Video clips are a great tool in assisting with learning for a history student. They attend to the spatial and linguistic intelligence of the students (Bochner, Duchesne and Krause, 2003, p 201.) If presented in context to the topic, the clip can enhance a students understanding of the events or personality (Gardiner, 2003 p 10). The clip should be selected not just for its instructional value (although this is paramount) but for its ability to grab the students attention. I have chosen this clip on Ancient Greece because it is informative, fast, with modern graphics (anima) and seems to approach the topic on a level that the target audience would relate to.
ED 4123 - Assignment - History Audio Clips
http://www.otrcat.com/churchill.htm
An audio message can relay so much more to the history student than the mere reading of the words can. By appealing to the linguistic and musical intelligences of the students, it allows a glimpse of the passion of the orator and breathes new life into otherwise merely quoted words. (Bochner, Duchesne and Krause, 2003. p 201) The sound bite I have chosen is of Winston Churchill. His speeches to the British people during WWII helped assure and inspire the British people and the “bulldog” spirit is evident in this speech. (Churchill W, S., 1942) Audio clips can set the tone of a lesson. A teacher can introduce a lesson on WWII with American dance music. The teacher could contrast this carefree music with sound bites of air raid sirens or rapid gunfire to highlight the way things were in the war and how quickly everything could change
ED4123- Assignment 2-History Graphic Organiser
A graphic organiser such as a mind map assists the student in organising material and making sense of the facts. Tuning in to the logical/mathematical, linguistic and spatial intelligences of the student group (Bochner, Duchesne and Krause, 2003, p 201), a mind map such as the one I have prepared, sets out simply and logically the important events and people in the life and times of Tiberius Gracchus. Some passages of history can be complicated, so maps such as these can help present information in a linear of organised fashion. This tool is also effective for essay planning or for just simply to get a good overview of what can be an avalanche of information.
Tuesday, May 8, 2007
ED4123- Assignment 2- Pictures Make History Real
Pictures are a simple way to illustrate a point. Showing photographs of an area or event helps the student put various facts into perspective and stimulate the spatial and visual intelligence and of the student group, (Bochner, Duchesne and Krause, 2003,p 201). It is easier to remember information when it is associated with an idea so photographs help do this simply and easily. I have chosen my personal holiday snaps of historic sights and buildings to bring history to the group. I have seen these places and therefore would present them to the students as evidence of a particular event or place in history.
References
Churchill W,S., 1942 http://www.otrcat.com/churchill.htm, retrieved 17/05/2007
Bochner, S., Duchesne, S., And Krause, K. (2003) Educational Psychology for Learning and Teaching. Sydney: Macquarie.
Gardiner, H., (2003) MI After Ttwenty Years, Scientific America http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf retrieved 15/07/2007
BBC- games – History- Mummy Maker (2007) http://www.bbc.co.uk/history/interactive/games/ retrieved 15/05/2007
Bochner, S., Duchesne, S., And Krause, K. (2003) Educational Psychology for Learning and Teaching. Sydney: Macquarie.
Gardiner, H., (2003) MI After Ttwenty Years, Scientific America http://pzweb.harvard.edu/PIs/HG_MI_after_20_years.pdf retrieved 15/07/2007
BBC- games – History- Mummy Maker (2007) http://www.bbc.co.uk/history/interactive/games/ retrieved 15/05/2007
What learning styles do you think would be best suited to an online learning environment
I think out od the 9 learning styles I would assume that visual interpersonal and logical would be the learning intelligences that I would use. I would have thought that all of the intelligences could be condusive to on line learning how ever I as the instructor do noyt possess all of the intelligences
AIM: To answer this question as a collaborative group using the links below...
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Multiple intelligencesfrom Offspring
AIM: To answer this question as a collaborative group using the links below...
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman
Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
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Google gadgets for your webpage- just for fun
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Tuesday, April 3, 2007
ED4124- Assesment Task 1-5
ED4124: Piaget: Assessment Task One
Jean Piaget (1896-1980) was a Swiss biologist who rose to prominence with his theories on Social Constructivism. Piaget was interested in how the individual child constructed their learning. Piaget proposed that children’s cognitive performance was directly linked to their cognitive development. (Bochner, Duchesne and Krause, 2003; Silverton, 1999) He suggested that there were three factors in the internal cognitive process of a child; Assimilation- existing schemes are adjusted to fit a new set of circumstances; (Bochner, Duchesne and Krause, 2003. Pg 54) Accommodation- new scheme’s are created to make sense of new information: Equilibration- seeking to restore balance in what is known and new information that the child receives: (Bochner, Duchesne and Krause, 2003. Pg 55) Disequilibartion- new information received by the child seems to contradict what the child knows and expects. (Bochner, Duchesne and Krause, 2003. Pg 55) He believed that even as the internal processes continue children pass through four separate stages of cognitive development. These cognitive stages, called the Sensorimotor (birth to 2 years); Preoperational thought (2 to 6/7 years); Concrete operational (6/7 to 11/12 years) and Formal operational (11/12 to adult)( Bochner, Duchesne and Krause, 2003; Silverton, 1999) needed to be mastered sequentially, similar to climbing stairs. Reflecting on all of this, the stage theory would be guide to educators as to what a student’s developmental stage is, and plan accordingly. Putting in place strategies such peer collaboration would help the more developmentally challenged students to understand a concept better. An educator should remember to listen to the children and observe them as they learn. Implementing ICT programmes in the classroom would allow a child to progress at their own pace and level. (Bochner, Duchesne and Krause, 2003. Pg 59) Simulations could take the role of peers to help make concepts easily mastered. Today’s technology savvy children would already have schemes in place for computers and ipods etc. they would be learning in an environment they know and expect. Complete equilibration! Despite the criticism of Piaget’s theories, his ideas are still valid in some classroom situations and have proven to be useful in the instruction of developmentally challenged students.
References
Bochner, S., Duchesne, S., And Krause, K. (2003) Educational Psychology for Learning and Teaching.
http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/Piaget.htm. retrieved 10/03/07.
http://www.thomsonlearning.com.au/higher/education/krause/2e/Krause2eWeblinks_ch02.pdf
ED 4124 VYGOTSKY: ASSESSMENT TASK TWO
Lev Vygotsky (1896- 1934) was another Social Constructivist who was born in
References
Bochner, S., Duchesne, S., And Krause,K. (2003) Educational Psychology for Learning and Teaching.
http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm
http://www.thomsonlearning.com.au/higher/education/krause/2e/Krause2eWeblinks_ch02.pdf
ED4124: Bruner- Assessment Task Three
Jerome S, Bruner (1915- ) an American Psychologist who first put forward the notion of “Discovery Learning.” ((Bochner, Duchesne and Krause, 2003; Smith, 2002) this is an active process where the learner constructs new ideas based on their current and past knowledge. Peeks a Boo study 2.18 (Bochner, Duchesne and Krause, 2003. ) The Learner then selects and transforms this knowledge and constructs ideas and makes meaning using then cognitive process. (Bochner, Duchesne and Krause, 2003.) Generally he found that people remember what they believe is useful and significant but do not remembers facts for their own sake. (Bochner, Duchesne and Krause, 2003.) Bruner proposes that are three components in the cognitive process; Enactive skills; Iconic skills: and Symbolic skills. Like Piagets stages theory Bruner concluded that each person needed to master each of these concepts. Bruner believed that students should build on their knowledge and not simply be taught facts. (Bochner, Duchesne and Krause, 2003.) Teachers should provide meaningful dialogue and be ready to guide where necessary. Bruner developed the concept of a “Spiral Curriculum” where the structure is easily grasped by the students, for instance simple to complex; general to detailed concepts are presented.(Smith,1999)Upon reflection it would seem that this theory would be useful across all of the age groups and in all disciplines. Although not a means in itself, the idea of discovery learning would compliment most classroom situations. A successful teacher in discovery learning would use Socratic learning with the students to draw out their ideas and concepts; provide students with the right tools study materials and activities that would correspond and then enhance their cognitive abilities. For instance history-drawing, viewing and researching an historical period would make that information more meaningful to the student therefore more inclined to be retained. In maths a similar process can be used by thinking up a similar problem; look at how others might solve it; research the theory behind the problem, putting the random numbers into perspective. A spiral curriculum would be handy in these instances.
References
Bochner, S., Duchesne, S., And Krause,K. (2003) Educational Psychology for Learning and Teaching.
http://www.infed.org/thinkers/bruner.htm
http://hsc.csu.edu.au/pro_dev/teaching_online/how_we_learn/constructivism.html
William Glasser (1925 -) and American Psychologist who developed the Control/Choice Theory. (Bochner, Duchesne and Krause, 2003. Pg 387) Glasser Deemed it was perhaps more appropriate to prevent bad behavior in the classroom than correct bad behavior. (Bochner, Duchesne and Krause, 2003. Pg 387) He came to this conclusion when developing a program for delinquent girls in a school in
References
Bochner, S., Duchesne, S., and Krause, K. (2003) Educational Psychology for Learning and Teaching.
ED4124: John Hattie: Assessment Task Five
John Hattie is currently a Professor of Education at
- Can identify essential representation of their subject
- Guide learning through interaction
- Monitor learning and provide feedback
- Attend to effective attributes
- Influence studies outcomes
It was the strengths and weaknesses that the teachers displayed in each of these areas that provided for the difference (Hattie 2003).
Hattie is also concerned in ways with which evidence is interpreted and used within education. At the ACER Conference 2005, He determines that learning outcomes must have achievement progression; he states the necessity of an accountability system where the “locus on the student learning and the focus is on teachers teaching” (Hattie, 2005) based on evidence from the classroom where clear targets have been set. Interpretation must be based on evidence that is relevant and current to the classroom. Evidence is not based on numbers, assessment literacy and national ability tests (Hattie, 2005).
There is much here to supplement a teachers existing pedagogy. A teacher can reflect on the five factors of an excellent teacher and see areas where there is necessary change or enhancement. Educators and administrators need to collect relevant and current data to underpin effectiveness; otherwise the outcomes will not be representative of the group. Educators need to be vigilant and to maintain their levels of expertise, and to determine intentions and success criteria for their students, so that they know what they are measuring. If a teacher includes these things into their existing pedagogy they will be on their way to being an excellent teacher who uses evidence to support and enhance their teaching.
References
Hattie, J. (2005) What is the Nature of Evidence that Makes a difference to Learning? For the ACER Conference 2005. http://www.acer.edu.au/workshops/documents/HattieSlides.pdf retrieved 30/03/07.
Hattie, J. (2003) Teachers make a difference. What is the research evidence? https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_hattie.pdf
Thursday, March 15, 2007
ED4236- Assessment One- Classroom Scenario
Why Bother? Why bother that the room is messy? Why bother that the students are not interested? Why bother that the students are obtuse? Why bother at all!!!
Because, these students are worth bothering about! These students deserve my best efforts; these students need guidance, love and experience. St Mark quotes Jesus as saying “Let the children come to me…because the kingdom of God belongs to such as these.” (Mark 13.14-15.) These students are Gods children and that’s why I bother
I came to teaching later in life. After 20 years raising a family and working in the finance and telecommunications industries, I came to realize that my other vocation (besides motherhood) was teaching. I have my uncle Father John Whitty to thank for this. After many heated discussions with friends and family about the “real” benefits of history and geography offer modern students, Uncle John always supported me with the idea that there is no such thing as useless information, just ineffective instruction on how to make it relevant to all situations. A similar idea was put forward in the movie “Mr Holland’s Opus” (Herek and Duncan, 1995) were the Principle says to Holland that it not good enough just to transmit information but the students also need a compass. For a look at the movie click on this linkMr Holland's Opus - Trailers - Movies - Virgin Media
Skills transfer is something I am passionate about and had been rather successful at.
I hoped to be that compass, using the experience that I have gained in life to show the students that history and other subjects are relevant. The same critical analysis skills used to find out the relationship between Augustus and Tiberius are useful in the classical realm but also in financial analysis which present the ability to compose clear and succinct reports to management. Beside all of this, history is helpful in being able to make judgments on who we are as a communities and as and how we can find our way forward. Costa and Kallick (2000) also state in their idea of "Habits of Mind" that an important part of successful teaching is creating an atmosphere where studnets can enquire and create, I hope to help make this happen.
Senator Edward Kennedy once said whilst giving the eulogy at his Brother Bobby’s funeral,
“Some men see things as they are and say why. I dream things that never were and say why not."(Kennedy, 1968). For full transcript of the speech click on the link http://americanrhetoric.com/speeches/ekennedytributetorfk.html
Although he was not referring to education specifically, but to society in general, I am of the opinion that education has so much to do with society that I saw room for me and change in the education system, so I accepted the challenge.
Another inspiration for me was a James Clavell’s (1924 -1994) movie called “To Sir with Love” (Clavell, 1967) it starred Sidney Poitier and Lulu (a popular singer in the sixties and seventies).I first saw this movie when I was fourteen years old. I was student at a convent school and I had been lucky enough to have been taught history by a most excellent teacher called Mr McCall. He had left wing sympathies and couched everything with a leftist bias, Even the battle of Thermopile was given a leftist tome (the few banding together will never be defeated!) That aside he was passionate about his subject and encouraged us to seek relevance in this world and to know our worth as individuals. Sidney Poitiers character in the movie was challenged by how these rather disengaged group of working class children could be made to see their worth and that an education was not just about learning “stuff”, but was by using what they know to make a place for themselves. He managed this despite the indifference of his teaching colleagues and resistance from the students themselves. He faced challenges and did despair, he started with the idea that he was just filling in time until a better job came along. When he realized how important being a teacher was he concentrated on his students and he did make a difference in the end. I would like to think Mr McCall had made a difference in me.
Let us now return to my listless students. They are not having such a good time of it .The day outside is wet. I remember when my children were little and it rained, they got very bored and listless at being cooped up all day. A little trip to the corner store was a logistical effort, but it did break the monotony of the day. I think children like to have options. They might not go outside to play but would like to know the option was opened to them if they needed it. The same is relevant for my rebellious students. Lethargy also comes into play here. It is important to remember that this group of students falls in to stage 5 of Erickson’s Theory of Psychological Development (Bochner, Duchesne and Krause 2003). For brevity, it is basically the belief that the period from adolescence to the age of twenty is tumultuous emotionally and the child is characterized by rebellion .Erickson calls this role identification and that the students are finding their way ( Bochner, Duchesne and Krause,2003. pg 81); they are becoming aware of their role in family and community and social groups. So it is to be expected that there would be some kind of “discussion” with regards to tidying up the mess and getting down to work.
It probably would have been easier emotionally to not ask the students to clean up. However it is important to make the point that they have to be responsible for their surroundings and to ensure that the learning environment is pleasant for all. Wet weather and the feeling of entrapment perhaps promoted the negative feelings amongst this quasi mutinous group. I understood that. They day had been hard and long for me as well. I need to be careful that my negative experience of the day does not transmit to the students. Perhaps this is what partly fuelled their near rebellion but the learning environment needed to be made safe and tidy and clean.
We finally got the room tidy and students started to work. Why they were not interested in the work? I think lethargy comes into play here, more sitting down after an afternoon of being cooped up.! Nevertheless discipline is an important trait in any occupation. It is important that we as a group remain on track with the syllabus. I must still keep endeavouring to create a " creative space " for the students (Costa and Callick, 2000). That having been said the students whether they realize it or not have a program that needs to be followed and we need not to fall behind. It is important to me that these students are prepared in the best possible manner and by the best means available at the time. A sentiment also shared by Mr Holland (Herek and Duncan 1995). Perhaps I could have used another method to engage the class with the work. A subject relevant DVD, or a research and May have given them a diversion. Am I giving them silent reading tasks because I want peace or not properly prepared for the extra? All of these questions need to be asked before I could remedy the situation for next time. What I must never do however is stop learning. I must still keep endeavouring to create a " creative space " for the students the I will continue to watch and “read “ my students. They are their own set of working instructions. Many people and events have inspired me to be at teacher not the least my children. There was a popular song in the eighties called the “Greatest Love of All” (Masser and Creed , 1986) the first line of the song was “I believe the children are our are future, Teach them well and let them lead the way” Fo full lyrics see link Whitney Houston Online : Lyrics - Greatest Love Of All. I think this is so true. If we stop reading the signs in the classroom and accept that students have something to offer, and marry that with what they need to know they will never be in a position to be able to make those significant life choices. A teacher has to bother and never stop bothering because the children are not there for our benefit and egos, indeed we must be there for their benefit.
References
Mark 13. 14-15. (1992). Good News Bible, Sydney.
Bochner, S., Duchesne,S. and Krause,K.L. (2003) Educational Psychology for Learning and Teaching. Sydney:Thomson.
Kennedy, E. (1968) Edward M. Kennedy: A Tribute to Senator Robert F. Kennedy. Retrieved 20/03/2007, from http://americanrhetoric.com/speeches/ekennedytributetorfk.html
Clavell, J. (Director and Writer). (1967). To Sir with Love[ Motion Picture]. United Kingdom: Columbia Pictures
Costa, A. and Callick,B.(2000) "Discovering and Exploring". Book 1 of Habits of Mind: A Developmental Series. ASCD: Alexandria.
Herek, S. (Director), and Duncan, S.D. (Writer). (1995) Mr Holland's Opus [ Motion Picture]United States:MGM
Masser, M.(Writer) and Creed ,L.(Writer) and Houston, W. (Performer). (1986) The Greatest Love of All [Song] United States:Arista Records
Because, these students are worth bothering about! These students deserve my best efforts; these students need guidance, love and experience. St Mark quotes Jesus as saying “Let the children come to me…because the kingdom of God belongs to such as these.” (Mark 13.14-15.) These students are Gods children and that’s why I bother
I came to teaching later in life. After 20 years raising a family and working in the finance and telecommunications industries, I came to realize that my other vocation (besides motherhood) was teaching. I have my uncle Father John Whitty to thank for this. After many heated discussions with friends and family about the “real” benefits of history and geography offer modern students, Uncle John always supported me with the idea that there is no such thing as useless information, just ineffective instruction on how to make it relevant to all situations. A similar idea was put forward in the movie “Mr Holland’s Opus” (Herek and Duncan, 1995) were the Principle says to Holland that it not good enough just to transmit information but the students also need a compass. For a look at the movie click on this linkMr Holland's Opus - Trailers - Movies - Virgin Media
Skills transfer is something I am passionate about and had been rather successful at.
I hoped to be that compass, using the experience that I have gained in life to show the students that history and other subjects are relevant. The same critical analysis skills used to find out the relationship between Augustus and Tiberius are useful in the classical realm but also in financial analysis which present the ability to compose clear and succinct reports to management. Beside all of this, history is helpful in being able to make judgments on who we are as a communities and as and how we can find our way forward. Costa and Kallick (2000) also state in their idea of "Habits of Mind" that an important part of successful teaching is creating an atmosphere where studnets can enquire and create, I hope to help make this happen.
Senator Edward Kennedy once said whilst giving the eulogy at his Brother Bobby’s funeral,
“Some men see things as they are and say why. I dream things that never were and say why not."(Kennedy, 1968). For full transcript of the speech click on the link http://americanrhetoric.com/speeches/ekennedytributetorfk.html
Although he was not referring to education specifically, but to society in general, I am of the opinion that education has so much to do with society that I saw room for me and change in the education system, so I accepted the challenge.
Another inspiration for me was a James Clavell’s (1924 -1994) movie called “To Sir with Love” (Clavell, 1967) it starred Sidney Poitier and Lulu (a popular singer in the sixties and seventies).I first saw this movie when I was fourteen years old. I was student at a convent school and I had been lucky enough to have been taught history by a most excellent teacher called Mr McCall. He had left wing sympathies and couched everything with a leftist bias, Even the battle of Thermopile was given a leftist tome (the few banding together will never be defeated!) That aside he was passionate about his subject and encouraged us to seek relevance in this world and to know our worth as individuals. Sidney Poitiers character in the movie was challenged by how these rather disengaged group of working class children could be made to see their worth and that an education was not just about learning “stuff”, but was by using what they know to make a place for themselves. He managed this despite the indifference of his teaching colleagues and resistance from the students themselves. He faced challenges and did despair, he started with the idea that he was just filling in time until a better job came along. When he realized how important being a teacher was he concentrated on his students and he did make a difference in the end. I would like to think Mr McCall had made a difference in me.
Let us now return to my listless students. They are not having such a good time of it .The day outside is wet. I remember when my children were little and it rained, they got very bored and listless at being cooped up all day. A little trip to the corner store was a logistical effort, but it did break the monotony of the day. I think children like to have options. They might not go outside to play but would like to know the option was opened to them if they needed it. The same is relevant for my rebellious students. Lethargy also comes into play here. It is important to remember that this group of students falls in to stage 5 of Erickson’s Theory of Psychological Development (Bochner, Duchesne and Krause 2003). For brevity, it is basically the belief that the period from adolescence to the age of twenty is tumultuous emotionally and the child is characterized by rebellion .Erickson calls this role identification and that the students are finding their way ( Bochner, Duchesne and Krause,2003. pg 81); they are becoming aware of their role in family and community and social groups. So it is to be expected that there would be some kind of “discussion” with regards to tidying up the mess and getting down to work.
It probably would have been easier emotionally to not ask the students to clean up. However it is important to make the point that they have to be responsible for their surroundings and to ensure that the learning environment is pleasant for all. Wet weather and the feeling of entrapment perhaps promoted the negative feelings amongst this quasi mutinous group. I understood that. They day had been hard and long for me as well. I need to be careful that my negative experience of the day does not transmit to the students. Perhaps this is what partly fuelled their near rebellion but the learning environment needed to be made safe and tidy and clean.
We finally got the room tidy and students started to work. Why they were not interested in the work? I think lethargy comes into play here, more sitting down after an afternoon of being cooped up.! Nevertheless discipline is an important trait in any occupation. It is important that we as a group remain on track with the syllabus. I must still keep endeavouring to create a " creative space " for the students (Costa and Callick, 2000). That having been said the students whether they realize it or not have a program that needs to be followed and we need not to fall behind. It is important to me that these students are prepared in the best possible manner and by the best means available at the time. A sentiment also shared by Mr Holland (Herek and Duncan 1995). Perhaps I could have used another method to engage the class with the work. A subject relevant DVD, or a research and May have given them a diversion. Am I giving them silent reading tasks because I want peace or not properly prepared for the extra? All of these questions need to be asked before I could remedy the situation for next time. What I must never do however is stop learning. I must still keep endeavouring to create a " creative space " for the students the I will continue to watch and “read “ my students. They are their own set of working instructions. Many people and events have inspired me to be at teacher not the least my children. There was a popular song in the eighties called the “Greatest Love of All” (Masser and Creed , 1986) the first line of the song was “I believe the children are our are future, Teach them well and let them lead the way” Fo full lyrics see link Whitney Houston Online : Lyrics - Greatest Love Of All. I think this is so true. If we stop reading the signs in the classroom and accept that students have something to offer, and marry that with what they need to know they will never be in a position to be able to make those significant life choices. A teacher has to bother and never stop bothering because the children are not there for our benefit and egos, indeed we must be there for their benefit.
References
Mark 13. 14-15. (1992). Good News Bible, Sydney.
Bochner, S., Duchesne,S. and Krause,K.L. (2003) Educational Psychology for Learning and Teaching. Sydney:Thomson.
Kennedy, E. (1968) Edward M. Kennedy: A Tribute to Senator Robert F. Kennedy. Retrieved 20/03/2007, from http://americanrhetoric.com/speeches/ekennedytributetorfk.html
Clavell, J. (Director and Writer). (1967). To Sir with Love[ Motion Picture]. United Kingdom: Columbia Pictures
Costa, A. and Callick,B.(2000) "Discovering and Exploring". Book 1 of Habits of Mind: A Developmental Series. ASCD: Alexandria.
Herek, S. (Director), and Duncan, S.D. (Writer). (1995) Mr Holland's Opus [ Motion Picture]United States:MGM
Masser, M.(Writer) and Creed ,L.(Writer) and Houston, W. (Performer). (1986) The Greatest Love of All [Song] United States:Arista Records
Monday, March 12, 2007
ED4134 Reflections on Rowe,H. (1996) Personal Computing : A Source of Powerful Cognitive Tools.
In this article, Helga looks at the adaptation of computers as a cognitive and
It found interesting her assertion that there are two types of tools. Those that work for us e.g computers and those that work with us e.g. pencil. Tools will not produce learning as student is required to think to learn. However they can assist students to think and learn effectively. They will extend the brain capacity of students by being a storage space for information learned or found being able to be retrieved quickly. Computer programs assist in helping the student to develop cognitive and
ED4134 Reflection on Prensky,M.(2001) Digital Natives, Digital Immigrants
I thought this artical a little harsh on we baby boomers who are technologically neglected. The bias of Prensky is obvious towards technology and technology savvy operators ( he is a computer games designer) . He does however make a few valid points, the major one being that we should be teaching students in a "language " that they can understand and feel comfortable with.As a overtly obvoius digital immigrant I though it a valid point in comparing teaching the digital natives using old technology with teaching children who speak a foreign language in a language they do not understand. It would be pointless. Marc points out quite rightly that teachers should study the next generation and see how they communicate and learn and style their methods of teaching or information gathering and dissemination to the student’s way of thinking. Involving the students in their learning and model methods in the classroom in order to present a subject in ways in which children gather other information. Eg the Pokomon phenomenon is a good example. We need a total rethink on how teachers present their lessons in the classroom by using the tools and methods that digital natives use in their everyday life to network gossip and stay in tuned with the world around them. Then and only then can the education system seem relevant to the students and keep them interested and focused on learning...
ED4134 Reflection on Elliot, A (2004). Cultural change needed to exploit ICT in Classrooms
Monday, March 5, 2007
I am on line and ready to blog
This is my first blog. I am going to be a digitally competent teacher of ancient studies. It will be an exciting exercise presenting ancient women to the modern students using this technology.
I have always had a love of the ancient world. It started with a fascination of Egypt and has continued on to a love affair with Byzantium. My family and I are keen travellers and yes ,we do visit ruins. Fortunately my family also have an interest in the past and we enjoy experiencing the past together, whenever time and budget allows. This is a photo of Stonehenge that my son took when we were in Engand at the time of the London bombings. We managed to escape to the countyside and ponder the ancient stories of Britain amid the chaos of the modern world. I would suspect nothing much has changed!!!!!
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