The recommended order that I would suggest you read mmy blogs in the order 1-6. Also it may be more useful to use the tabs on the side (see right --->) rather than scrolling.
Cheers enoy the read
Wednesday, May 22, 2013
References
1. The current trends of ICT
a)The Director-General of Education Queensland - From Transforminglearning with ICT reading
b)English Online. (2013). Generation Y - Their Attitudes Towards Work and Life. Retireved from http://www.english-online.at/news-articles/living/generation-y-their-attitudes-toward-life-and-work.htm
c)Australian Trade Commisson. (2013). Australia's Total Informations and Communications Technology (ICT) Spendings. [Image] (n.d.)Retireved from http://www.austrade.gov.au/Images/UserUploadedImages/2792/s4_pg47.JPG
d) Howell, J. (2012) Teaching with ICT. Victoria, Australia:Oxford University Press
2. WIKI's and collaborative learning
a)Cisco. (2012 June 22). Collaborative learning inside the classroom [Video file]. Retireved from http://www.youtube.com/watch?v=gaLzoc3MhG0
b) Maloy, R.W. Verock-O'Loughlin, R. Edwards, S. A. , Woolf, B.P. (2011) Tranforming learning with new technologies. Boston, Allyn and Bacon
3. Digital Storytelling
a)Prezi inc. (2013) Retrieved from http://prezi.com
b)Libby, S. (2013). Antagonist vs. Protagonist [image]. Retrieved from http://prezi.com/ypwqogyuibfk/untitled-prezi/?kw=view-ypwqogyuibfk&rc=ref-39659501
c) Campbell, C. (2013). Digital Storytelling Week 9 [Video] Retrieved from EDUC1049, University of Queensland, Blackboard online: https://learn.uq.edu.au/
4. Assessment using ICT
a) Sally Sutton, Warner College of Natural Resources, teaching the class on the geosciences of natural gas.[Image](n.d.) Retrieved from http://www.news.colostate.edu/Release/6115
b) Libby, S. (2013). Asessment Map. Retireved from http://popplet.com/app/#/1036782
c) Cisco (2013) Rethinking Education Inside and Outside the Classroom [Video file]. Retrieved from http://www.youtube.com/watch?feature=player_embedded&v=ajUYEaSuxTY
5. Mobile learning
a) Wikipedia. (2013). M-learning. Retrieved from http://en.wikipedia.org/wiki/M-learning
b) Mathletics (2013) Retrieved from http://www.mathletics.com.au/
c) Knowledge Adventure, Inc (2011) Educational Games. Retrieved from http://www.knowledgeadventure.com/default.aspx
6. Social Constructivism
a) Yilmaz, K. (2008) Constructivism:Its theoretical underpinnings, variations and Implications for classroom Instruction. Unknown; unknown
b) Howell, J. (2012) Teaching with ICT pg 119 [Image file] Victoria, Australia:Oxford University Press
5. Mobile Learning
"The term m-learning or "mobile learning", has different meanings for different communities, that refer to a subset of e-learning, educational technology and distance education, that focuses on learning across contexts and learning with mobile devices. One definition of mobile learning is, "any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies." In other words, with the use of mobile devices, learners can learn anywhere and at any time." (Wikipedia, 2013)
Mobile learning allows many interactions between the teacher and student as well as student and student. Whilst many schools opposes mobile learning, it is one of the largest tools the teachers have for enhancing learning. Many parents and teachers would worry about distraction, misuse and other issues if these tools were allowed into a class, but there are solutions to these feared problems. There is software available for teachers that allows them to monitor and view all their students screens on devices such as laptops, and tablets, as well as this there are other software programs such as 'idea flight' which allow a pilot and passenger relationship between teacher and students. As the teachers may have the slides or a PowerPoint open on their page a student can be taking notes on their own individual copy, zoom in and view other sections completely independent of the teacher.
One of the other benefits of mobile learning is the amount of applications available for download on Iphones, androids and windows phones/tablets. For instance in a physics class, sound recording equipment may be short, so students can be encouraged to download software that allows them to record, and analysis sound for reverberation. I underwent that exact scenario in year 12 physics where the reverberation of a room had to be calculated at various points, so with 9 other students and our phones, in one recording we were able to gather the necessary data required, rather than have to repeat the experiment 10 times to get all the date needed.
Some teachers might be uncomfortable with such devices being used in class, and rightly so, it does open the door for students to be distracted, message and email each other, but with simple policies set in place and the devices being school 'controlled', in a sense, there should be no major issues.
The variety of apps out there allow for students to visually and mentally stimulate themselves in the form of games. educational games such as leapster for kids, and math-letics for older children are exceptionally good examples of games that boost a persons thinking and capacity for knowledge. These games can be set as homework by the teacher, students can enjoy and look forward to doing it without the begrudging attitude they give their normal homework. Its essentially like the teacher says 'go and play modern warfare 3 to learn about tactics the army might employ', what teenager is going to refuse (understandably students would have to have access to that game).
The last point I wish to discuss is a more negative one, and this is why I mentioned the device is controlled by the school in a sense, because with this wireless age a new realm has opened up for bullies. Cyberbllying is real and the symptoms are often harder to detect. If every student had a device then there is the chance cyber bullying can happen. It is thus recommended that students would be encouraged to seek the help of a trusted adult if anything is happening in regards to bullying of any sort and that monitoring the wireless communications (ie tracking school emails) may be an option. This may be considered an invasion of privacy but for the safety of the students and schools I believe that it is recommended, especially as even in everyday life we all get spammed with advertising and virus's, and by monitoring the system any 'junk'/misuse can be identified and dealt with..
If you would like to try your hand at mathletics, click on the below link to take you to mathletics.(please keep in mind you will have to register for the free 2week trial)
http://www.mathletics.com.au/ (Mathletics, 2013)
Heres another site that seperates various games by grade, subject, and age. Dont play for too long.
http://www.knowledgeadventure.com/default.aspx (Knowledge Adventure, Inc, 2011)
Have fun!
4. Assessment Using ICT
The world as we know it is changing! As hopefully you have read in a previous blog 'The Current Trends of IT' (if not I encourage you to read that first) our world is changing around us, the way we live, do business and function is changing with the introduction of IT and technology. Similarly our entire school system is changing as well. Teachers are facing an ever changing battle front in communication, teaching and most importantly assessment.
The traditional form of teaching involved the teacher having some lesson plan of which they would speak to students seated in rows, taking notes and remembering what the teacher would say. Usually following this either homework or an activity would be given out. Students were required to complete this and then return on the next day with questions on concepts that they didn't understand.
At the end of a term or semester students either had to then complete an assignment or an exam, one piece of assessment which would determine their overall grade and understanding of what was taught to them. The trouble with this teaching method is it is very hard to gauge a student's actually ability. Some students may excel in exams and not assignments, other may prosper in note taking and others in hands on activities, whilst other students might struggle with a concept and be left behind and others may excel in a concept and want to move on. All of these contrasting elements to the class leave the class divided and the teacher none the wiser to the divide. Why? That is because the teacher was unable to accurately tell which students struggled where and with what concept.
The new teaching method, also sometimes referred to as the flipped classroom model, is as its name suggests a flipped classroom. Students are potentially taught some basic concepts which can be studied at home to start, after which videos, online tutorials and other media on the Internet (set by the teacher) is to be viewed and understood all thanks to the availability of ICT. Miniature assessments are usually set (i.e. practice problems for various concepts) for students to practice online. The teacher with access to these assessment and results of students can see which students are falling behind, which are ahead and which are average. If the whole class falls behind on a concept the teacher can then choose to spend more time on it, and if the class understands it completely the teacher can quickly go through it or skip it entirely. Another benefit is that the student doesn't have to own up to falling behind, it is kept confidential and the teacher can pair students who are excelling with those struggling in a form of collaborative learning (see my other blog 'WIKI's and collaborative learning' for more) as students often understand a concept better coming from a person of the same mental level.
With this new form of assessment it also encourages more fun in the classroom, students attempt questions at home and can come back to class with different questions, say in science a student wonders what happens if a flower is put in liquid nitrogen, well then a teacher can plan an experiment for this and the class can have fun and the teacher is promoting a higher level of deep thought and understanding of a concept.
Below is a video of Salman Kahn and Kahn Academy's new advances hoping to change the way we think of traditional education.
(Cisco, 2013)
A flipped classroom is the new way of teaching. The popplet link below outlines some of the major differences between these two teaching types.
popplet link: http://popplet.com/app/#/1036782 (Libby, 2013)
The new method of teaching is not only beneficial for the students but also the teachers. Through this new form of teaching everyone learns, benefits and furthermore the fact that most of it is web-based means that is can be shared, forwarded, links and commented on by anyone allowing for further improvement. It is true then that our world is changing and faster than we would probably like to admit, but we are ready, with advances in technology there can only be advances in teaching, in assessment, in communication and in life. This is why I recommend that we as teachers, past, present and future rethink the way we think of education and change the way the tomorrows students think of the world.
The traditional form of teaching involved the teacher having some lesson plan of which they would speak to students seated in rows, taking notes and remembering what the teacher would say. Usually following this either homework or an activity would be given out. Students were required to complete this and then return on the next day with questions on concepts that they didn't understand.
At the end of a term or semester students either had to then complete an assignment or an exam, one piece of assessment which would determine their overall grade and understanding of what was taught to them. The trouble with this teaching method is it is very hard to gauge a student's actually ability. Some students may excel in exams and not assignments, other may prosper in note taking and others in hands on activities, whilst other students might struggle with a concept and be left behind and others may excel in a concept and want to move on. All of these contrasting elements to the class leave the class divided and the teacher none the wiser to the divide. Why? That is because the teacher was unable to accurately tell which students struggled where and with what concept.
Traditional teaching method
(Sally Sutton, Warner College of Natural Resources,
teaching the class on the geosciences of natural gas, n.d.)
teaching the class on the geosciences of natural gas, n.d.)
The new teaching method, also sometimes referred to as the flipped classroom model, is as its name suggests a flipped classroom. Students are potentially taught some basic concepts which can be studied at home to start, after which videos, online tutorials and other media on the Internet (set by the teacher) is to be viewed and understood all thanks to the availability of ICT. Miniature assessments are usually set (i.e. practice problems for various concepts) for students to practice online. The teacher with access to these assessment and results of students can see which students are falling behind, which are ahead and which are average. If the whole class falls behind on a concept the teacher can then choose to spend more time on it, and if the class understands it completely the teacher can quickly go through it or skip it entirely. Another benefit is that the student doesn't have to own up to falling behind, it is kept confidential and the teacher can pair students who are excelling with those struggling in a form of collaborative learning (see my other blog 'WIKI's and collaborative learning' for more) as students often understand a concept better coming from a person of the same mental level.
With this new form of assessment it also encourages more fun in the classroom, students attempt questions at home and can come back to class with different questions, say in science a student wonders what happens if a flower is put in liquid nitrogen, well then a teacher can plan an experiment for this and the class can have fun and the teacher is promoting a higher level of deep thought and understanding of a concept.
Below is a video of Salman Kahn and Kahn Academy's new advances hoping to change the way we think of traditional education.
(Cisco, 2013)
A flipped classroom is the new way of teaching. The popplet link below outlines some of the major differences between these two teaching types.
popplet link: http://popplet.com/app/#/1036782 (Libby, 2013)
The new method of teaching is not only beneficial for the students but also the teachers. Through this new form of teaching everyone learns, benefits and furthermore the fact that most of it is web-based means that is can be shared, forwarded, links and commented on by anyone allowing for further improvement. It is true then that our world is changing and faster than we would probably like to admit, but we are ready, with advances in technology there can only be advances in teaching, in assessment, in communication and in life. This is why I recommend that we as teachers, past, present and future rethink the way we think of education and change the way the tomorrows students think of the world.
3. Digital Storytelling
Digital storytelling is a brand new technique being introduced to classrooms everywhere. The idea of digital storytelling is to design, or create a themed story out of a variety of media such as sound, video and pictures. Often digital stories are used at functions or celebrations such as school graduations, a 21st birthday, sharing a school trip with people and in other more science based environments.
Digital storytelling is special in that it engages the students uniquely. The students if asked to create their own individual digital story are immediately engaged as they are creating something that they want to create, they are choosing the photos, sound and videos to use, they are putting it all together and are themselves enthused by it.
Other forms of digital story telling can happen throughout any subject such as drama, science, mathematics, and even sport. In drama, displaying pictures from Romeo and Juliet with text at the bottom helps students to visualise the scene in their minds, whereas in science a specific chemical process or setup procedure could be explained. In sport explaining the various subroutines of a throwing motion could be depicted by digital storytelling.
The most amazing thing with digital story telling is that it is so easy to begin and achieve. Students and teachers have access to a multitude of digital equipment such as cameras, video, web cams, mobile phones and microphones. Even the simplest Ipod today has sound recording capabilities.
Other than having access to the tools required for capturing the necessary media for a digital story, students have access also via their school to a varying range of websites specifically aimed at aiding the creation of a digital story. One of the most well-known of these is http://prezi.com. Students are able to embed, attach, or insert media of their liking to prezi into either a given template, a modified template (which they themselves have modified) or into a new template which they themselves designed. This not only show the teacher the students capabilities but also it allows the student to create the digital story in the exact way they want to with very little structuring.
Below is a prezi that I myself designed detailing differing points of an antagonist and the protagonist, or good guy and bad guy in almost any film or movie. Whilst this may not have any pictures it can easily be adapted to include pictures, sound and video.
(Libby 2013)
Some issues that may arise from digital story telling is generally based on the lack of structure, as in some students may require that extra bit of help and structuring to get them started, however if the teacher has clearly explained the task, what is expected and required of the students, then there should be very few problems.
Something I found when attempting digital storytelling as a student was that without a clear explanation and an example of what is expected form the students I was very lost. I had all these options of ways I could take my story; I could make a spaceman story, a story of my dog, a friend (really the same thing) my family, but which way should I take it? It became evident that I needed a theme for my story.
There are seven components that are required for a digital story:
1. A point of view
2. A dramatic question
3. Emotional content
4. Your voiced opinion
5. The power of sound
6. Economy
7. Pacing
(Campbell, 2013)
All of these are very important, but none quite as important as the theme. I believe that No.1 should in fact be a theme, chosen by the teacher, that the student must follow. (IE the theme of family, designing the story on family, or food: favourite foods, awful foods, strange foods) Having a theme narrows down the options of what a student can pick, making it relevant to the subject and easier for them in many respects.
Now every single one of those other points is just as important. The whole idea of a digital story is to portray a point of view(No.1), a story from a perspective but not just any perspective, your own specific perspective where your opinion is voice(No.4). The key point of having a dramatic question(No.2) engages the audience, and makes them think about the presentation being shown, this could however also be an underlying message within the story. The emotional content (No.3) is built up using the power of sound(No.5) and its many emotions that it creates (IE jaws music, or calming jazz). Economy(No.6) goes hand in hand with pacing (No.7) the presentation must move smoothly along without getting boring, but in saying that it also must not drag on. People enjoy short engaging presentations, the longer the presentation the more engaging it has to be or the attention of the audience will drift. Without any of these 7(now 8) points a digital story would become mind-numbingly boring. Teachers planning to use this in the classroom, please be warned, digital stories work better in higher grades where technological skills are somewhat advanced, and that there is a varying range of presentations that may be received and criteria to mark these forms of assessment, if used as assessment, may have to be very flexible.
Well if considering everything I have stated above, implemented it effectively and if guidelines are clearly set then I would most certainly use this form of media design in the classroom. Not only does it benefit the students in advancing their understanding of technology but it too deepens their imaginative thinking, which frankly I don't believe the schools of today offer in higher up grades. Where students are taught a structure, method and procedure and follow it to pass their given subject. This method of teaching I believe will not only engage s the students if used by the teacher, but deepen students abilities if also allowed to be used by the students.
Digital storytelling is special in that it engages the students uniquely. The students if asked to create their own individual digital story are immediately engaged as they are creating something that they want to create, they are choosing the photos, sound and videos to use, they are putting it all together and are themselves enthused by it.
Other forms of digital story telling can happen throughout any subject such as drama, science, mathematics, and even sport. In drama, displaying pictures from Romeo and Juliet with text at the bottom helps students to visualise the scene in their minds, whereas in science a specific chemical process or setup procedure could be explained. In sport explaining the various subroutines of a throwing motion could be depicted by digital storytelling.
The most amazing thing with digital story telling is that it is so easy to begin and achieve. Students and teachers have access to a multitude of digital equipment such as cameras, video, web cams, mobile phones and microphones. Even the simplest Ipod today has sound recording capabilities.
Other than having access to the tools required for capturing the necessary media for a digital story, students have access also via their school to a varying range of websites specifically aimed at aiding the creation of a digital story. One of the most well-known of these is http://prezi.com. Students are able to embed, attach, or insert media of their liking to prezi into either a given template, a modified template (which they themselves have modified) or into a new template which they themselves designed. This not only show the teacher the students capabilities but also it allows the student to create the digital story in the exact way they want to with very little structuring.
Below is a prezi that I myself designed detailing differing points of an antagonist and the protagonist, or good guy and bad guy in almost any film or movie. Whilst this may not have any pictures it can easily be adapted to include pictures, sound and video.
(Libby 2013)
Some issues that may arise from digital story telling is generally based on the lack of structure, as in some students may require that extra bit of help and structuring to get them started, however if the teacher has clearly explained the task, what is expected and required of the students, then there should be very few problems.
Something I found when attempting digital storytelling as a student was that without a clear explanation and an example of what is expected form the students I was very lost. I had all these options of ways I could take my story; I could make a spaceman story, a story of my dog, a friend (really the same thing) my family, but which way should I take it? It became evident that I needed a theme for my story.
There are seven components that are required for a digital story:
1. A point of view
2. A dramatic question
3. Emotional content
4. Your voiced opinion
5. The power of sound
6. Economy
7. Pacing
(Campbell, 2013)
All of these are very important, but none quite as important as the theme. I believe that No.1 should in fact be a theme, chosen by the teacher, that the student must follow. (IE the theme of family, designing the story on family, or food: favourite foods, awful foods, strange foods) Having a theme narrows down the options of what a student can pick, making it relevant to the subject and easier for them in many respects.
Now every single one of those other points is just as important. The whole idea of a digital story is to portray a point of view(No.1), a story from a perspective but not just any perspective, your own specific perspective where your opinion is voice(No.4). The key point of having a dramatic question(No.2) engages the audience, and makes them think about the presentation being shown, this could however also be an underlying message within the story. The emotional content (No.3) is built up using the power of sound(No.5) and its many emotions that it creates (IE jaws music, or calming jazz). Economy(No.6) goes hand in hand with pacing (No.7) the presentation must move smoothly along without getting boring, but in saying that it also must not drag on. People enjoy short engaging presentations, the longer the presentation the more engaging it has to be or the attention of the audience will drift. Without any of these 7(now 8) points a digital story would become mind-numbingly boring. Teachers planning to use this in the classroom, please be warned, digital stories work better in higher grades where technological skills are somewhat advanced, and that there is a varying range of presentations that may be received and criteria to mark these forms of assessment, if used as assessment, may have to be very flexible.
Well if considering everything I have stated above, implemented it effectively and if guidelines are clearly set then I would most certainly use this form of media design in the classroom. Not only does it benefit the students in advancing their understanding of technology but it too deepens their imaginative thinking, which frankly I don't believe the schools of today offer in higher up grades. Where students are taught a structure, method and procedure and follow it to pass their given subject. This method of teaching I believe will not only engage s the students if used by the teacher, but deepen students abilities if also allowed to be used by the students.
1.The Current Trends of ICT
ICT are at the core of learnign and teaching in the 21st century. Queensland's future depends on how successfully we intergrate ICT in the curriculum and daily learning and teaching( State of Queensland, 2002) - The Director-General of Education Queensland
In our
ever expanding world, one thing is highly noticeable. We are shifting ever more
toward a technologically advanced future where children, teenagers and adults
must be skilled in the use of a multitude of devices and software. In a recent
post from english-online.com, it outlines the emerging generation, Gen-Y and
Gen-Z in comparison to the Baby-Boomers and outlines the obvious difference:
"While baby boomers were influenced by the aftermath of World War II, television, rock and roll, the Vietnam War and the hippie movement, Generation Y has grown up with the Internet, globalization, mobile phones and Facebook." (English Online, 2013)
IT, whether
it is in the form or devices, software, programs, or websites, are spreading
rapidly into all areas of the world into areas like business, law, new
¤t affair, universities and most importantly schools. Schools
currently are in the midst of a paradigm shift where the traditional style of
teaching is being revolutionised by technology and its capabilities. Now more
than ever teachers, current or up and coming, should be integrating ICT into
the classroom. In 2008, The Melbourne Declaration on educational goals for
Young Australians set a national policy. This policy called the Digital
Education Revolution (DER) outline numerous ways the government would aid
in the integration of ICT into the classroom, in order to prepare students for
the future. One of the aims (National Secondary School Computer Fund) was to
provide the funding to achieve one computer per student from grades 9-12 by
2011 (Jennifer Howell, 2012). The government and a multitude of other organisations recognises the
currently shifting world toward IT and are making changes so that students are
ready to meet these expectations of being capable, competent and confident in
their use of such technology and programs.
Data of "Australia's Total Informations and Communications Technology (ICT) Spendings" (Picture, n.d.)
I myself have witnessed the
change within my final years of schooling, being a part of the last grade
without a laptop provided by the school, taught by a brand new syllabus that
prompted and expected a higher and deeper level of understanding technology and
also witnessing the variety of uses or programs and equipment such as
interactive white boards all in an effort to empower the future men and women
of society with the necessary skills required to be not only successful but to
excel in our ever advancing world.
The world as we know it is changing. ICT is everywhere, in your smart phone, in
a laptop, tablet or even an interactive whiteboard. Our world is evolving into
one where a person incapable of interacting with IT will be lost. It is thus imperative
that in following the trend of the world that teacher successfully integrate
ICT and it intricacies into the classroom for students.
6. Social Constructivism
Contructivism is a fairly new philosophy that opposes some of the more Western traditional theories. There are many pedagogy's used in teaching such as constructivism, cognitivism, and many more, but construcivism contrasts with many of these. Whereas most pedagogy's assume the students is an empty vessel awaiting knowledge to flow from the teachers mouth into the students mind, constructivism says that the student is able to learn but is themselves really responsible for making any connection.
For many people this would sound true, and that's because it is. However I am not saying that all other western learning is wrong and needs to be thrown away, in fact it is just as useful. Students learn in a variety of ways in numerous situations. A good teacher will teach with an aim of passing knowledge on, whereas a great teacher will teach the students with pedagogy's and WILL pass knowledge on (assuming they teach with multiple pedagogy's). Students tend to respond to many different teaching styles and it is the teachers role not only to regurgitate information to them but to explain, hone and get the information to 'stick' so that the student remembers and can apply it everywhere and anywhere. For example my English teacher did such a great job at teaching me Shakespeare and made me recite a certain part (I'm a kinaesthetic learner) that to this day I can remember it and some verses of a poem I also recited for an oral presentation. It is a great teacher like that that uses the way a student learns (because we can construct knowledge for ourselves) and teaches to that ability.
Kids, adults, and teenagers alike, are able to learn. Science says that we learn the most between the age of infancy to about 21(when the brain stops developing), so it becomes vitally important as teachers to allow students to create those pathways. We are naturally curious animals, we ask questions; "is the earth round?"; why does the sun move?"; "why is there a kickback when I fire a gun?". It is these tendencies that teachers need to use to allow students to create those path ways and construct knowledge for themselves.
Social Constructivism goes a step further; it says that we learn in group situations. Whether it is bouncing ideas off each other, a group assignment, or even just a class poll, the student sees and can discern knowledge for themselves and constructs a new sense of learning. Class polls are extremely helpful as well as discussion in groups afterwards. In PHYS1001 (a course I am studying) we get asked questions and take polls for the answers, we then are open to discuss our answers and most of the time they vary amongst people and as a group we can often come to a unanimous decision as to which is the right answer (usually through maths and formula, but sometimes reasoning) which changes my way of thinking or someone else's. Further more the concept is understood on a deeper level.
In Jennifer Howell's "Teaching with ICT" a simple table is used to show the implications of technology. A variation of this that I think would be most beneficial is if this was turned into a social activity, where students can communicate, message, help, aid and share knowledge and experiences with each other to boost their learning.
"Learners are intellectually generative individuals (with the capacity to pose questions, solve problems and construct theories and knowledge) rather than empty vessels waiting to be filled" - (Yilmaz, K 2008)
For many people this would sound true, and that's because it is. However I am not saying that all other western learning is wrong and needs to be thrown away, in fact it is just as useful. Students learn in a variety of ways in numerous situations. A good teacher will teach with an aim of passing knowledge on, whereas a great teacher will teach the students with pedagogy's and WILL pass knowledge on (assuming they teach with multiple pedagogy's). Students tend to respond to many different teaching styles and it is the teachers role not only to regurgitate information to them but to explain, hone and get the information to 'stick' so that the student remembers and can apply it everywhere and anywhere. For example my English teacher did such a great job at teaching me Shakespeare and made me recite a certain part (I'm a kinaesthetic learner) that to this day I can remember it and some verses of a poem I also recited for an oral presentation. It is a great teacher like that that uses the way a student learns (because we can construct knowledge for ourselves) and teaches to that ability.
Kids, adults, and teenagers alike, are able to learn. Science says that we learn the most between the age of infancy to about 21(when the brain stops developing), so it becomes vitally important as teachers to allow students to create those pathways. We are naturally curious animals, we ask questions; "is the earth round?"; why does the sun move?"; "why is there a kickback when I fire a gun?". It is these tendencies that teachers need to use to allow students to create those path ways and construct knowledge for themselves.
Social Constructivism goes a step further; it says that we learn in group situations. Whether it is bouncing ideas off each other, a group assignment, or even just a class poll, the student sees and can discern knowledge for themselves and constructs a new sense of learning. Class polls are extremely helpful as well as discussion in groups afterwards. In PHYS1001 (a course I am studying) we get asked questions and take polls for the answers, we then are open to discuss our answers and most of the time they vary amongst people and as a group we can often come to a unanimous decision as to which is the right answer (usually through maths and formula, but sometimes reasoning) which changes my way of thinking or someone else's. Further more the concept is understood on a deeper level.
In Jennifer Howell's "Teaching with ICT" a simple table is used to show the implications of technology. A variation of this that I think would be most beneficial is if this was turned into a social activity, where students can communicate, message, help, aid and share knowledge and experiences with each other to boost their learning.
Activities and their associated technologies (Howell, J. 2012)
It can easily be seen just how effective this table would be if used by any teacher. In my opinion not considering the option of social constructionism is one of the greatest and narrow minded mistakes a teacher can make. All students learn differently, each with their own talents, likes and dislikes, but each has a different learning style, one of which may be social social constructionism, which if not considered becomes an issue as the teacher has then hindered the students ability to learn. Hindering the ability of a student, or any person in general, to learn as a teacher defies logical and makes the teacher a hypocrite. Social constructionism, even though it is new, needs to be, like ICT, introduced into the learning environment and used effectively for the benefit of all students and teachers.
(Please play sound clip below)
2. WIKI's and Collaborative Learning
Most people with access to some form of media have heard of Wikipedia, Google,
yahoo answers and other such similar sites. The aim of these websites is to
provide a forum for a higher level of learning; where people can search for any
amount of information or any subject they wish. Similarly schools try to in
many ways provide a similar forum in the form of group assignments where
students can collaboratively learn from each other.
Wiki's, short for wiki spaces or Wikipedia, is a forum where knowledge is accumulated. Any person with internet access can access a variety of pages, view, search and comment on the knowledge displayed and in some cases if even add to or change the post.
On sites such as Yahoo answers any person with an account can ask a question to the community. For most questions, an answer is given by someone with the knowledge or previous experience to solve it or even deeper questions are asked, promoting higher level thinking and understanding.
For students this means that they are able to share idea, concepts, questions, issues and methods about solving the question. Any student can learn from these sites, it is just a matter of reading. As these sites are maintained externally to a school environment it is not teacher led, but if an internal discussion board were created in a learning environment students have the choice of asking generally to the public or to the teacher. Possibly the greatest about collaborative learning is that it is in fact peer led for the most part, students learning from students; where concepts are explained on a level of understanding equal to that of the other student.
Students do not reap all the benefits, in fact teachers benefit also. Teachers can view these internal discussion boards and questions prompted by the students. This allows the teacher to gain an understanding or where the students are at within their learning, what struggles students are having and make an effort in lessons to bridge these gaps not only answering the student’s questions or concerns but also improving their teaching.
Below is a video about collaborative learning and how it has affected students and teachers through a 'digital conversion' or implementing technology.
Learning colloboratively in the classroom (Cisco, 2012)
There are many benefits to collaborative learning but there are some draw backs. With the increase in the sophistication of technology some students have found a new realm for bullying. Cyber bullying is the newest form of school bullying. Usually where the victim is bullied through text messages, emails or other instant messages, it is very hard to detect and prevent this from happening if the victim is shy about speaking up about it. Thus for collaborative learning to be in any way beneficial in schools and learning environments a high level of care must be taken to prevent any such occurrence. Features on most websites include a 'report abuse' button, a blocking/booting system where people are barred by others from chats (be cautious because this can be used to bully) and simply an administrator, probably the most important feature, whom oversees any malicious behaviour.
Wiki's, short for wiki spaces or Wikipedia, is a forum where knowledge is accumulated. Any person with internet access can access a variety of pages, view, search and comment on the knowledge displayed and in some cases if even add to or change the post.
On sites such as Yahoo answers any person with an account can ask a question to the community. For most questions, an answer is given by someone with the knowledge or previous experience to solve it or even deeper questions are asked, promoting higher level thinking and understanding.
For students this means that they are able to share idea, concepts, questions, issues and methods about solving the question. Any student can learn from these sites, it is just a matter of reading. As these sites are maintained externally to a school environment it is not teacher led, but if an internal discussion board were created in a learning environment students have the choice of asking generally to the public or to the teacher. Possibly the greatest about collaborative learning is that it is in fact peer led for the most part, students learning from students; where concepts are explained on a level of understanding equal to that of the other student.
Students do not reap all the benefits, in fact teachers benefit also. Teachers can view these internal discussion boards and questions prompted by the students. This allows the teacher to gain an understanding or where the students are at within their learning, what struggles students are having and make an effort in lessons to bridge these gaps not only answering the student’s questions or concerns but also improving their teaching.
Below is a video about collaborative learning and how it has affected students and teachers through a 'digital conversion' or implementing technology.
Learning colloboratively in the classroom (Cisco, 2012)
There are many benefits to collaborative learning but there are some draw backs. With the increase in the sophistication of technology some students have found a new realm for bullying. Cyber bullying is the newest form of school bullying. Usually where the victim is bullied through text messages, emails or other instant messages, it is very hard to detect and prevent this from happening if the victim is shy about speaking up about it. Thus for collaborative learning to be in any way beneficial in schools and learning environments a high level of care must be taken to prevent any such occurrence. Features on most websites include a 'report abuse' button, a blocking/booting system where people are barred by others from chats (be cautious because this can be used to bully) and simply an administrator, probably the most important feature, whom oversees any malicious behaviour.
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