Week 10 - Classroom technologies and collaboration
The skill of collaboration enables individuals to have the ability to develop deeper knowledge. To be successful within the 21st century learning environment students need to demonstrate and learn these skills (Sing, Wei-Ying, Hyo-Jeong & Horn Mun, 2011).
When used correctly ICT can become a catalyst for collaborative learning in the classroom (Sing, 2011).
The process of ICT can allow for:
The role of the teacher is to find appropriate ICT materials which cause to be a catalyst for collaboration. This blog is an example of collaborative learning used through a distance education subject.
References:
Sing, C. C., Wei-Ying, L., Hyo-Jeong, S., & Horn Mun, C. (2011). Advancing Collaborative Learning with ICT: Conception, Cases and Design. Singapore: Ministry of Education, Singapore.
When used correctly ICT can become a catalyst for collaborative learning in the classroom (Sing, 2011).
The process of ICT can allow for:
- Communication: People can communicate face to face or by distance
- Measurable results: Students can create an external product such as a report
- Saving of progress: Students can refer back to old projects
- Inform: Students can have the correct information at a click of a button (Sing, 2011)
The role of the teacher is to find appropriate ICT materials which cause to be a catalyst for collaboration. This blog is an example of collaborative learning used through a distance education subject.
References:
Sing, C. C., Wei-Ying, L., Hyo-Jeong, S., & Horn Mun, C. (2011). Advancing Collaborative Learning with ICT: Conception, Cases and Design. Singapore: Ministry of Education, Singapore.
Week 9 - Planning lessons with Technology
TPACK is a framework which outlines three domains that teachers should draw upon during the planning and implimentation of their lessons (Roblyer & Doering, 2014, p.67). These domains include technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK) and are visually displayed as shown below:
When reflecting on my practice I would place myself inbetween TK and PK on the TPACK framework. These two knowledge areas would illistrate more of my strengths coming from more of a greater knowledge around technology and my own pedagogical viewpoint.
References:
Roblyer, M., Doering A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson
When reflecting on my practice I would place myself inbetween TK and PK on the TPACK framework. These two knowledge areas would illistrate more of my strengths coming from more of a greater knowledge around technology and my own pedagogical viewpoint.
References:
Roblyer, M., Doering A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson
Week 8 - Classroom Technologies and ethical issues
Understanding the ethical issues that can be a result of the use of classroom technologies is vital when disclosing students to their own devices. Roblyer & Doering (2014) highlight the social, educational, cultural and ethical issues that can emerge from using technology in the classroom (p.24-25). The issues which I addressed as most concerning where how the misuse of ICT resources can alter the safety of students using those devices.
On top of multiple issues which we as teachers need to consider, technology implimentation in the classroom is still a leading discussion. There is still a subdivid in how ICT within the classroom should be taught: as teacher directed or student lead (Roblyer & Doering, 2014, p.27).
My view on ICT within the classroom is that their should be a mixture of teacher and student lead practices. Many students who are entering classrooms today have access to multiple devices at home, so they understand how to operate technology. When teaching a ICT lesson the teacher needs to be able to limit the students risk of harming themselves or others around them (ACARA, 2017).
References:
ACARA. (2017). Information and Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.
On top of multiple issues which we as teachers need to consider, technology implimentation in the classroom is still a leading discussion. There is still a subdivid in how ICT within the classroom should be taught: as teacher directed or student lead (Roblyer & Doering, 2014, p.27).
My view on ICT within the classroom is that their should be a mixture of teacher and student lead practices. Many students who are entering classrooms today have access to multiple devices at home, so they understand how to operate technology. When teaching a ICT lesson the teacher needs to be able to limit the students risk of harming themselves or others around them (ACARA, 2017).
References:
ACARA. (2017). Information and Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.
Week 7 - Web- based learning
Web-based learning is the ability to utilise tools and technologies in the classroom for students to enhance their learning. I have a strong belief that enabling web-based learning in the classroom will allow for all students to engage in successful learning. This is due to the interactive components, real life representation, videos and models. Students also have the opportunity to advance their ICT efficiency within an educational perspective not just a social perspective. As a developing teacher I understand that ICT does create many benefits within the classroom to enhance learning if the resource is selected appropriately.
Web- based resources:
References:
Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.
Web- based resources:
- Google Docs and Sheets
- Google Classroom
- Google Drive
- Herald Sun Kids News
- National Geographic Kids
- Weebly and Wix
- Youtube
- ABC Splash
- TED-ed
References:
Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.
Week 6 - The Internet and the classroom
Web 2.0 is a two way communication platform where students are able to read content and create content of their own. This type of technology is becoming increasingly popular all over the world due to its potential for educating and benefiting students. Within teaching Web 2.0 can help with educating students in teacher centred content, to engage students through interaction student- centred activities along with the collection of data to assess students learning. To postively evolve students performance technolgoy within the classroom must be developed and practiced. Some examples of Web 2.0 tools are Weebly, Quizlet, Skype, Padlet and Kahoot.
References
Hew, K.F., Cheung, W.S. (2013). Use of Web 2.0 Technologies in K-12 and Higher Education: The Search for Evidence-based Practice, Educational Research Review (2012), doi: http://dx.doi.org/10.1016/j.edurev.2012.08.001 http://dx.doi.org.ezproxy.csu.edu.au/10.1016/j.edurev.2012.08.001
References
Hew, K.F., Cheung, W.S. (2013). Use of Web 2.0 Technologies in K-12 and Higher Education: The Search for Evidence-based Practice, Educational Research Review (2012), doi: http://dx.doi.org/10.1016/j.edurev.2012.08.001 http://dx.doi.org.ezproxy.csu.edu.au/10.1016/j.edurev.2012.08.001
Week 5 - Technology in your discipline
Hardware is the physical ICT devices people use, such as; laptop, keyboard, mouse, iPad, iPhone etc. While software is the applications and webpages used on physical devices.
Being apart of the EC & P Bachelor of Education allows for discipline area to be everyone who enters my classroom. But using ICT in special education allows access to students who in the past where denied the ability to learn with support from ICT. Hardware such as iPads and iPhone's can become easy to move around the classroom to best suit the students needs. While software can again support the students needs though the ability to create text from speech, e.g. dragon, create graphical representations and easy to navigate websites (Roblyer & Doering, 2014, p.430).
Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.
Being apart of the EC & P Bachelor of Education allows for discipline area to be everyone who enters my classroom. But using ICT in special education allows access to students who in the past where denied the ability to learn with support from ICT. Hardware such as iPads and iPhone's can become easy to move around the classroom to best suit the students needs. While software can again support the students needs though the ability to create text from speech, e.g. dragon, create graphical representations and easy to navigate websites (Roblyer & Doering, 2014, p.430).
Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.
Week 4 - Teaching and learning with digital technologies
Connectivism is the social learning theory where networks of connections among people, processes, ideas and information are able to structure and facilitate continued new learning. The use of ICT is able to cater for the developments that are occurring with technology to foster growth with the ability to maintain connections (Duke, Harper, & Johnston, 2013). I believe the ability for students to learn and acquire new knowledge immediately is a resource which teachers need to cater for to get the most out of their students.
Constructivism is a learning theory which depicts that knowledge is constructed not transmitted (Robyler & Doering, 2014, p.50). Experiences and interactions with the environment are the key contributor in constructing student knowledge. By using ICT within the classroom, students are able to experience and interact with new found knowledge. It is vital that teachers are able to facilitate learning to allow for these types of learning environments.
References:
Duke, B., Harper, G. & Johnston, M. (2013). Connectivism as a Digital Age Learning Theory. The International HETL Review, Special Issue, 4 – 13.
Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.
Constructivism is a learning theory which depicts that knowledge is constructed not transmitted (Robyler & Doering, 2014, p.50). Experiences and interactions with the environment are the key contributor in constructing student knowledge. By using ICT within the classroom, students are able to experience and interact with new found knowledge. It is vital that teachers are able to facilitate learning to allow for these types of learning environments.
References:
Duke, B., Harper, G. & Johnston, M. (2013). Connectivism as a Digital Age Learning Theory. The International HETL Review, Special Issue, 4 – 13.
Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.
Week 3 - What are classroom technologies
I am studying Early Childhood and Primary so I wanted to find 2 programs which I could easily adapt into my classroom. These programs can be used in small groups or as a whole class when explaining the programs.
Daily Starters - https://www.scholastic.com/teachers/lesson-plans/teaching-content/daily-starters-grades-35-teachers-guide/
Scholastic has designed a program which aims at starting the day right. This program changes daily to broaden students knowledge in small groups through grammar, vocabulary and maths. Not only does this program run on the ability to educate students on aspects which are season, month and day specific it also allows for lesson extensions along with way to do it. There are teachable moments and fun facts to keep the students entertained.
PowToon - https://www.powtoon.com/home/?
PowToon is a program which is all about creating a movie or short animated clip. All students need to do is write a script and choose characters through the use of drag and drop tools. This program can easily become one fascinating tool for students as they can extend of a story which they are reading or have a character describe a project they have created in science class. This resource can become a paid resource but can also be used for free. There are also numerous YouTube clips which can support educators in how to use PowToon for beginners.
Daily Starters - https://www.scholastic.com/teachers/lesson-plans/teaching-content/daily-starters-grades-35-teachers-guide/
Scholastic has designed a program which aims at starting the day right. This program changes daily to broaden students knowledge in small groups through grammar, vocabulary and maths. Not only does this program run on the ability to educate students on aspects which are season, month and day specific it also allows for lesson extensions along with way to do it. There are teachable moments and fun facts to keep the students entertained.
PowToon - https://www.powtoon.com/home/?
PowToon is a program which is all about creating a movie or short animated clip. All students need to do is write a script and choose characters through the use of drag and drop tools. This program can easily become one fascinating tool for students as they can extend of a story which they are reading or have a character describe a project they have created in science class. This resource can become a paid resource but can also be used for free. There are also numerous YouTube clips which can support educators in how to use PowToon for beginners.
Week 2 - Why do we include technology in the classroom?
Technology is continually becoming integrated within 21st century classrooms to become a learning tool. This type of learning tool is creating an environment where students are becoming engaged in their learning through different platforms to increase excitement and interest. I find that technology is a great way for students to collaborate with their peers through various platforms. The use of technology doesn’t stop at a student level either. Staff members have the ability to become immersed in learning through having access to people all over the world. Living in the 21st century means that things move along quite quickly, and teaching students the tools to guide positive behaviour's with technologies is a part of our role as a teacher. In reflecting on the technology free school at Silicon Valley (CNN, 2012, March 13) I can see how parents who are sending their children to the school want them to be able to live a life away from the bombardment of technology. There is also a myth that children will only be able to be creative and innovative away from the use of technology. In my personal experience within a classroom I have seen how technology can support students creativity, as they continue to amaze me in what they already know about technology. This also extends as students work together to figure out particular programs and the specifications of them. Teaching is a great way to challenge students with facilitating learning from what they know and what they can achieve. Through the introduction of technology students are growing in how they learn and how they share it. Technology can facilitate learning but it doesn’t take away from the teacher, as they are using technology as a tool for learning to gain a greater understanding from different peoples perspectives.
References
CNN. (2012, March 13). Silicon Valley School with No Computers [Video File]. Retrieved from https://www.youtube.com/watch?v=fUxLKik3zNA
Edutopia (2012, March 15). Singapore's 21st Century Teaching Strategies (Education Everywhere Series) [Video File]. Retrieved from http://www.youtube.com/watch?v=M_pIK7ghGw4
References
CNN. (2012, March 13). Silicon Valley School with No Computers [Video File]. Retrieved from https://www.youtube.com/watch?v=fUxLKik3zNA
Edutopia (2012, March 15). Singapore's 21st Century Teaching Strategies (Education Everywhere Series) [Video File]. Retrieved from http://www.youtube.com/watch?v=M_pIK7ghGw4
Week 1 - Technology and Teaching Standards
Punya Mishra introduced his speech with the quote 'internet to education is what the wheel of transportation or the application of steam power was during the industrial age'.
This is something I agree with completely. Even though at times technology can cause distractions and form complications within the classroom when being used incorrectly. Technology can create numerous opportunities in education as the wheel of transportation was during the industrial age. During the instructual age the wheel would of provided opportunity to become successful with efficiency when used correctly, similar to that of technology within the classroom.
There is no such thing as technology designed for education. Our job as educators is to repurpose the technology so it is customisd to meet the needs of our students within the classroom. A way to rethink technology allows us as educators to delve deeper, rethink and reframe the way we use technology within the classroom. I think this is vital educators are able to grasp that concept as we are apart of a forever changing world and we need to adapt for our students.
References:
Classes24H. (2013, May 30). Punya Mishra Keynote Speaker @ 21st Century Learning Conference Hong Kong 2012 [Video File]. Retrieved from https://www.youtube.com/watch?v=4TtBubdpzxE&feature=youtu.be
This is something I agree with completely. Even though at times technology can cause distractions and form complications within the classroom when being used incorrectly. Technology can create numerous opportunities in education as the wheel of transportation was during the industrial age. During the instructual age the wheel would of provided opportunity to become successful with efficiency when used correctly, similar to that of technology within the classroom.
There is no such thing as technology designed for education. Our job as educators is to repurpose the technology so it is customisd to meet the needs of our students within the classroom. A way to rethink technology allows us as educators to delve deeper, rethink and reframe the way we use technology within the classroom. I think this is vital educators are able to grasp that concept as we are apart of a forever changing world and we need to adapt for our students.
References:
Classes24H. (2013, May 30). Punya Mishra Keynote Speaker @ 21st Century Learning Conference Hong Kong 2012 [Video File]. Retrieved from https://www.youtube.com/watch?v=4TtBubdpzxE&feature=youtu.be