Pedagogical Beliefs and ICT Integration (i.e. Ertmer and Brown)

The articles written by Ertmer (2005) and Brown (2005) both suggest that ICT’s need to be used as an aid within the classroom to promote successful learning. There needs to be sufficient training provided so that teachers are able to use various forms of technology confidently and effectively, as opposed to using them in ways which do not hold any significance to the students. It is important that teachers do not rely on technology solely as learning aids, but rather incorporate them in, and use them in conjunction with other materials, such as books. In saying this, it is also important that teachers do not ignore the ever-changing and growing technologies available to them. Technology is not going to ‘disappear’, so it is logical that teachers find a balance, and use technology to engage and motivate their students where possible.

During my one week classroom immersion last year I observed that my classroom teacher was hesitant to use the technology available. The IWB was used, but not as effectively as it could have been, for example, the only time it was used during the first two days was to take and record the roll!! We do not want to see teachers over-using technology, and bombarding students with ICT’s, but a complete lack of acknowledgement of the technology available is denying students opportunities and possibilities to take their learning to a new and higher level.

It is also important that teachers know and understand that ‘technology’ is not just computers and IWB’s, it is digital cameras, ipods, TV’s – the list goes on and on. Technology takes on a whole range of digital media, and it is essential that a balance is found within teaching pedagogy in order to incorporate and integrate these technologies effectively.

I personally believe that the integration of ICT’s in our classrooms is a positive!! We can not ignore the world around us, so why not use current technology in meaningful ways to promote learning?

Click HERE to watch a YouTube video on how ICT’s have been successfully integrated at school level.

REFERENCES:

Brown, M. (2005). The growth of enterprise pedagogy: How ICT policy is infected by neo-liberalism. Australian Educational Computing, 20(2), 16-22.

Digital Camera Image [Image] (2009). Retrieved April 6, from huddyjamboscomputing.wordpress.com/2009/01/

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research & Development, 53(4), 25-39.

ipod Iamge [Image] (n.d.). Retrieved April 6, from bindapple.com/what-is-the-purpose-of-the-ipod/

Laptop Image [Image] (2009). Retrieved April 6, from angwitch.globalteacher.org.au/page/2/

Learning Design (i.e. LAMS)

Learning Designs are an effective way for teachers to share and reuse information across multiple learning areas. According to Cameron (2009), McAndrew (2002) states that “to be really useful, sharing of good pedagogy should be undertaken in a holistic way: there should be full transference of the learning design with detailed information about intended outcomes, modelling of the learning experience and the context of implementation.” In other words, for the sharing and reusing of Learning Designs to be successful, teachers need to provide all the information, and quite possibly what worked and what was unsuccessful within the context of the lesson.

While I agree that Learning Designs are useful tools for teachers in respect to sharing information and lesson ideas, I was not completely sold. I found the Learning Design to be somewhat boring and uninspiring. I also agree that they cater for different learning styles, and lessons can be modified from a student’s perspective, making it easy to scaffold students learning, which is beneficial to the teacher and students alike. Perhaps further exploration of Learning Designs would change my opinion, but what I have seen of them to date did not motivate me to use them.

CLICK ON THE PICTURE ABOVE TO VISIT THE LAMS FOUNDATION WEBSITE

QUESTIONS:

1 .Which learning style/s does this ICT support?

This ICT supports most learning styles, but is probably most beneficial to students who like to work independently and at their own pace. LAMS can be used for group work, but given the nature of the available functions (such as being able to see which stage students are at in the task) in lends itself towards individual work.

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

This ICT could be implemented successfully as a cognitive tool within the learning envirnoment when assessing students knowledge/understanding of a topic. Due to the fact that it lends itself to more individual work, assessment can take place easily.

3. How is this ICT enabling the development of creativity?

From what I have seen to date, this ICT doesn’t really enable students to be all that creative. There is an expected outcome so the students aren’t really able to explore creatively using LAMS. If there is a task at the end which requires them to move away from the program and produce something which outlines their understanding of the topic then the children can be encouraged to be creative, but if the end of the task does not require any further work then creativity is limited.

REFERENCES:

Cameron, L. (2009). Planner Tools – Sharing and Reusing Good Practice. Teaching English with Technology – Special Issue on LAMS and Learning Design, 1(9), 40-49. Retrieved April 1, 2010, from http://www.iatefl.org.pl/call/j_article4_35.pdf

Cartoon [Image] (2001). Retrieved April 5, 2010, from www.funnytimes.com/cartoons_tag_result.php?ta…

Social Constructivism

Click on the icon above to watch a video on Constructivism.

As stated by Brewer & Daane (2002), according to Kamii (1985), Constructivism can be defined as “the theory according to which each child builds his own knowledge from inside, through his own mental activity, in interaction with the environment.” Furthermore, being a Constructivist teacher is taking what children already know about a topic and providing them with opportunities to build upon that knowledge through active investigation, problem solving, reasoning, questioning and communicating.

In order for Constructivism to be truly present within a classroom, the teacher needs to allow the student to be actively involved in the learning process. They need to be given the opportunity to make their own decisions, negotiate rules, and find solutions. As stated by Brewer & Daane (2002) students need to be encouraged to “think for themselves” and be “responsible for much of their own learning.”

I agree with this theory of learning because it makes perfect sense that children will learn best when given opportunities to explore things in their own, unique way. So much of my primary schooling was spent being told ‘what’ things were, and ‘why’ they were that way … there was never enough opportunity to go and investigate for ourselves in order to find a solution. Had I been presented with and given ample opportunities to build on my own prior knowledge in a Constructivist way, perhaps a lot of things would have made a lot more sense to me a lot earlier on in my schooling.

Click on the icon above to play online Maths games

QUESTIONS:

1. Which learning style/s does this ICT support?

This ICT supports most learning styles, due to the fact that it is hands on and includes lots of visual and auditory stimulation for the students. There are a variety of different games which the children can play which will help them to construct their own understandings and knowledge about topics they have explored in a variety of different subjects.

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

This ICT could be implemented successfully as a free time activity, or it could be structured into the lesson and the students could take turns at spending time playing the online games of their choice. Allowing the children to play the games which appeal to them (within the subject area) will enhance their learning and supports a Constructivist approach of enabling the students to be active participants in their own learning.

3. How is this ICT enabling the development of creativity?

This ICT doesn’t really enable students to explore their own creative side as there is an intended outcome which needs to be achieved. This does not mean that the activity is limited in creative options or avenues – perhaps the children might be interested in creating their own maths game, for example, after playing some of the online games.

REFERENCES:

Brewer, J., & Daane, C.J. (2002). Translating constructivist theory into practice in primary-grade mathematics. Education Vol 123(2), 416-422.

PrimaryGames Icon [Image] (n.d.) Retrieved April 7, 2010, from http://www.primarygames.com/math.htm

YouTube Icon [Image] (n.d.) Retrieved April 7, 2010,  from www.makeuseof.com/…/

ICT as a Cognitive Tool (i.e. WebQuests)

Dodge (1997) defines WebQuests as “an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet.” Dodge (1997) also states that there are two types of WebQuests – short term WebQuests (usually between one and three lessons in length) and longer term WebQuests which will generally take between one week and one month to complete. McKenzie (2000) states that “students should spend their time researching important questions, questions which require original thought.” WebQuests which have been created with this in mind will be the most beneficial to students because they are required to actually think about what they are doing as opposed to just writing down the answer straight from the information provided. The ultimate goal of a WebQuest is that students will have gained a greater understanding of a topic through researching, analysing, questioning, answering and collaborating.

 I believe that WebQuests are a fantastic way for children to begin to use research skills in order to gain information on, and an understanding of, a given topic. WebQuests which are well constructed will allow the students to perform a range of tasks, including searching the World Wide Web to access and analyse information, answer questions and formulate opinions. WebQuests lend themselves towards group work which helps students to gain the skills needed to work with a partner or a group toward a common goal.

 During my one week classroom immersion last year, I witnessed students in a year three class completing a short term WebQuest. The WebQuest required the students to research a topic, collect information, answer questions and give a presentation of their findings. The WebQuest motivated the students as it was a hands-on, practical task. The students felt ownership over what they were doing because they were “finding” the information themselves, as opposed to it being given to them.

Click HERE to view a WebQuest

QUESTIONS:

1. Which learning style/s does this ICT support?

This ICT supports most learning styles, but is probably most beneficial to hands on and visual learners. Due to the fact that WebQuests are generally completed in pairs or small groups, most students will be motivated despite their individual learning style.

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

This ICT could be implemented successfully after already spending some time on a topic. This will ensure the students have some knowledge of what they are doing, as opposed to going in ‘blind.’ If the WebQuest is introduced in the second or third lesson on a topic, motivation has already been established, and the students will be much more eager to find out more about the topic. Short term WebQuests could also be used for “homework” as it is a fun and interesting way for children to learn.

3. How is this ICT enabling the development of creativity?

This ICT doesn’t really enable students to explore their own creative side as there is an intended outcome already set in place; although if the WebQuest included some kind of presentation at the end, this would allow the students to interpret and express what they have learnt in their own individual and creative way. The presentation make take the form of creating a poster with the relevant facts/information on it; or they may be required to re-tell a story so dressing up and acting may be a way of expressing creativity. Aside from this, WebQuests do not really lend themselves to enabling students to develop and explore their creative sides.

REFERENCES

Dodge, B. (1997). Some thoughts about WebQuests. Retrieved April 3, 2010, from http://webquest.sdsu.edu/about_webquests.html

McKenzie, J. (2000). The question is the answer. Retrieved April 3, 2010, from http://questioning.org/module/module1.html

Digital Natives Debate

Prensky (2001) draws on some extremely relevant points in his article “Digital Natives, Digital Immigrants.” He discusses the idea that “Digital Natives” are those who have grown up surrounded by new and advancing technologies such as computers, video games, ipods and mobile phones. At the other end of the spectrum are the “Digital Immigrants” – those who were born before 1980 and who have ‘immigrated’ into the era of new technologies. Prensky raises some important issues about how Digital Immigrant teachers need to be taught how to use and take advantage of the technology their students (Digital Natives) are growing up with.

I agree with Prensky whole-heartedly – it is essential that teachers who are not of the digital age embrace the technology which has been presented and use it as an educational tool rather than ignoring it and persisting with outdated teaching methods. Sufficient Government funding and training needs to be provided in order for this to become a reality, but older teachers first need to open their minds to the learning potential technology can, will and does provide. I believe that at the end of the day, it is the actual teaching which matters as opposed to the materials being used, but in order for teachers to engage students on a daily basis, and present them with tasks which are both meaningful and relevant, they need to use a variety of different teaching methods aided by as many different forms of technology (both ‘old’ and new) as possible.

Click on the ‘Digital Natives Vs Digital Immigrants’ link below to view an ‘Inspiration Mind Map’ of the information presented in Prensky’s article. This is an effective way teachers can use new technology to present information to students.

 Digital Natives Vs Digital Immigrants

QUESTIONS:

1. Which learning style/s does this ICT support?

The Inspiration software caters for a wide range of learning styles, but mainly those who learn visually. Information can be presented and arranged in a way which is both fun and interesting, and pictures can be added to make the document more aesthetically pleasing.

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

The Inspiration Mind Map can be used as a good cognitive tool within the learning environment in a number of different ways, for example:

-          The teacher can use it to present important information from an article or document which is relevant to the unit of work.

-          The students can use the program as a class when brainstorming a new topic.

-          The program can be used individually, in pairs or in small groups for research tasks, and the information can then be presented to the rest of the class in a clear and easy to understand format.

3. How is this ICT enabling the development of creativity?

The Inspiration Mind Map enables students to be somewhat creative through the array of different pictures etc. which can be added to make it colourful and aesthetically pleasing. I would not say that it allows students to create a completely individual piece of work, but it is a good program for brainstorming activities and allows new and important information to be presented in a way which is clear, concise and easy to understand.

REFERENCES:

Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon, 9(5), 1-6.

ICT Current Trends (i.e. IWB’s)

After completing a six week ‘Information Technology for Teaching and Learning’ course at University, it has become evident to me that the place technology holds in the classroom today is ever-changing and growing. Gone are the days of blackboards and slide-projectors and photocopied transparencies!! These days, teachers are faced with Interactive Whiteboards (IWB’s), plasma TV’s, ipods and laptops – just to name some of the latest advances in technology being implemented at school level!!

During a one week classroom immersion last year, I was surprised at how advanced primary school classrooms have become – after all, it had been 13 years since I was a student in one!! Each classroom was fitted with an IWB, and three computers, and the upper-primary classrooms (years 5 and 6) also had plasma televisions. There were laptops available to the students, and a computer lab fitted with 30 brand new, flat screen computers!! 13 years ago we had one computer per classroom, and (as a school) shared a 28inch TV with a VCR which was located in the library!!

The world around us is continuously changing and becoming increasingly more technologically advanced, so it is only logical that our primary school classrooms keep up with the current trends of the day. Possibly the biggest ‘trend’ to hit our classrooms in more recent years is the Interactive Whiteboard (IWB). This device enables teachers to take teaching and learning to a new level of interactivity. The possibilities, opportunities and potential for learning that IWB’s offer are almost endless, and cater to the variety of different learning styles.

In saying this, IWB’s have created an enormous amount of discussion, debate and conflict since their introduction to primary school classrooms. Much of this discussion, debate and conflict surrounds both the use and the significance of IWB’s in our classrooms. It is clear that we haven’t quite got it right when it comes to effectively using IWB’s as an educational tool, but as they say, “practice makes perfect!” There appears to be a severe lack of teaching involved when it comes to ICT in general, and subsequently, there is a perception that the learning potential of IWB’s is not being fulfilled, and therefore they are a waste of time and money.

The real issue is finding a balance – a happy medium if you like – where IWB’s are used as a tool which enhances and promotes successful learning among students. Teachers who are more ‘up-to-date’ with technology focus on using them too much and ignore other important learning materials such as books; and other teachers use them so rarely that their presence in the classroom is almost insignificant. Teachers need to be open minded about the use of various technologies – namely IWB’s – and make a conscious effort to integrate and use them in conjunction with their already existing pedagogy if their students are to succeed within the classroom and beyond.

I personally believe that IWB’s are an asset to both teaching and learning, providing they are used effectively and in conjunction with other learning materials. It is naïve and narrow minded to think that technology is going to disappear!! It is constantly changing and becoming more advanced, so rather than fighting (or ignoring) it, I believe teachers (of all ages) should embrace it and begin to think of ways which they can use new technologies to enthuse, motivate and engage their students and promote learning within the classroom.

Furthermore, I believe teachers need to remind themselves that at the core of all learning is quality teaching – regardless of what technologies are or are not used. I strongly agree with Kent (2008) when he stated that: “It is the quality of the teacher that has the greatest influence on student learning. The difference between high quality and poor quality teaching with an IWB (Interactive Whiteboard) is not the ICT (Information and Communication Technology) or the technical competency of the teacher. It is not the brand of IWB being used. It is the quality of the underlying teaching.”

REFERENCES:

Kent, P. (2008). Interactive whiteboards: A practical guide for primary teachers. Melbourne: Macmillan Teacher Resources

Interactive whiteboard [Image] (2009). Retrieved April 1, 2010, from http://images.google.com.au/imgres?imgurl=http://www.capozzoli.co.uk/resources/14252/assets/whiteboard.jpg&imgrefurl=http://www.capozzoli.co.uk/index.cfm%3Ffa%3DcontentNews.newsDetails%26newsID%3D83551%26from%3Darchive&usg=__XpHPMRqcew0FY9Y24LRbEsk7iSM=&h=241&w=300&sz=12&hl=en&start=71&um=1&itbs=1&tbnid=qpYkgj6zTNL9dM:&tbnh=93&tbnw=116&prev=/images%3Fq%3Dinteractive%2Bwhiteboard%2Bpictures%26start%3D54%26um%3D1%26hl%3Den%26sa%3DN%26ndsp%3D18%26tbs%3Disch:1