This course has provided me the opportunity to explore a range of digital pedagogies and consider their application for enhancing learning experiences in the 21st century. Contemporary students have complex needs that traditional pedagogies are unable to accommodate. As Chloe Towns’ blog argues, information, rather than agriculture and natural resources, has become the most valued commodity on the world stage. To meet this shift, Heath (2001) proposes, current teaching practice needs be a multi-disciplinary approach with a strong focus on 'diverse and distributed sites of knowledge production and equally diverse channels of its communication and distribution’.
Digital pedagogies reinforce this approach, supporting the portability of information in the use of technology such as blogs and podcasts. In line with advancements in technology I am able to enhance what, how and when students learn despite their location. In this way I can provide students with an invaluable set of mode 2 skills for success in tomorrows workplace.
In light of globalisation and the technological revolution ICT’s make schooling more relevant. Collegial discussions conclude that teaching with technology is an effortless solution as most students are already tech-junkies. Elearning, we have argued, is involving them in what they already know and love. In particular Natalie Arthur’s blog explains how this generation have spent their entire lives surrounded by technology to the point that they ‘think and process information fundamentally differently from their predecessors" Prensky (2001).
Whilst this attitude does not reflect marginalised segments of the community, Sugata Mitra’s Hole in the wall project showed us that regardless of location and socio-economic status, "if you let them and if they want to" kids can learn anything. The key is in being creative with the resources on hand. In my classroom I aim to champion the idea that just one computer with Internet access can provide significant learning opportunities.
Neatly aligned with this view is the premise that students must be “engaged in their work in order for effective learning to occur” Kearsley & Shneiderman (1998). The use of technology in the classroom is one way to facilitate this. Some robust discussion can be found on my blog surrounding application of this theory. The dramatic proliferation of ICT’s gear educators with an expansive toolbox for schooling students of the digital age. Due to the brevity of this report I am unable to draw on the entire list of elearning strategies I have considered through participation in this course. Following, rather, is a succinct summary of specific ideas on how I would apply ICT’s in the classroom
WIKIPedia for learning management. Modern teaching emphasises this type of inquiry learning. Taking a student centred approach is about facilitating learning rather than being the source of all knowledge. I would use this technology to guide students to the source of information and encourage self-directed discovery.
Skype for teleconferencing with real world professionals. Students to conduct an interview with a professional in the field of study. Pre-arrange an appointment and conduct an interview using questions prepared in advance. Information received used for class discussion.
Google Earth for problem solving. Using satellite view, students identify certain urban planning features of a locality, then consider what the area can tell them about the people that live there. Consider the impact of building an additional 50, 000 homes on the area and existing population?
Avatar’s for introductions. Programs like Voki provide access to avatars that are simple to create. Alice’s blog suggests that students could create an avatar to represent themselves. I like this idea and would suggest they create them at the beginning of the year as a get to know you exercise. Although the free software only allows limited characters, Scott posted a useful solution and example on the forum. His suggestion was to ‘record your own voice in the Voki environment as this gives you a whole minute of speech and the avatar will lip sync to your voice’. Voki’s are also a great hook for teachers introducing a topic or lesson plan.
YouTube for online communication. An innovative idea from Sara Cardine that I read about during this course was to use Youtube as a platform for debating. In this instance students record their introductions and opening arguments and then place them on you tube for their opposition to respond to. I like the concept of taking a fresh approach to an established routine, allowing students to explore the potential of the new media.
Email for developing digital literacy. Some examples include students emailing companies requesting information on their products or policies. Or using email to connect with students in other countries using epal to discover and learn about different cultures.
Blogs for encouraging discussion and interactivity. These web logs enable deeper discussion and understanding of content outside of the classroom. A useful tool to accompany a learning cycle alongside a unit of work.
Digital Storytelling for publishing and self-expression. Students are able to create media rich stories using the following:
Audio: enhance both factual projects and artistic presentations with access to royalty free music from websites such as Incompetech.
Flickr: As they say a picture speaks a thousand words. The system is well organised with an effective search engine for searching within categories, students can easily source suitable images to include in their stories.
Powerpoint & SlideShare: Students could use this technology to create a montage of images and sound for publishing a story.
The above examples support a learner centric approach to teaching; however there will be times when direct instruction is required. In this instance I would use a range of ICT’s to create dynamic presentations that will hold students attention.
Experimenting with such tools in the fast paced realm of technology has alerted me to the necessity of continuous acquisition. As Scott advised, ‘21st century teachers need to be committed to keeping up with educational technology’ in order to maintain relevance with their learners. The exposure to contemporary principles in engagement theory and the nuances of the knowledge economy has fast tracked my understanding of elearning. This course has signaled the start of a lifelong learning journey in the development of digital pedagogies for learning design in the knowledge economy.
References:
Heath, G, (2001). Teacher Education and the New Knowledge Environment, retrieved from http://www.aare.edu.au/01pap/hea01582.htm
Kearsley G, & Shneiderman B, (1998). Engagement Theory A framework for technology-based teaching and learning, retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Prensky, (2001). Digital Natives, Digital Immigrants, retrieved from www.marcprensky.com/.../Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Wednesday, April 21, 2010
Monday, April 12, 2010
Friday, April 9, 2010
Digital storytelling not a bore
Professor Peter Sullivan from Monash University, (2010) has said that "mathematics had to be made relevant to young people in terms of their future careers, with many finding it boring, repetitive and not requiring them to think very hard- it has to be more interesting"
retrieved from http://www.adelaidenow.com.au/news/division-over-math-curriculum/story-e6freo8c-1111117752638
This week we have looked at digital storytelling a pedagogic approach to jazz up boring parts of the curriculum.Following is a rough draft of a lesson plan:
Students in lower primary could be asked to create digital story based on the Very Hungry Caterpillar. Initially, the caterpillar in the story is small. Provide each group of students eight caterpillars of various sizes showing the inches of one of the caterpillars. Have the students work together to measure the caterpillars and then match the caterpillar to the correct index card. Walk around the room and check each groups responses. When finished have groups of students place take a digital photo of materials from this activity. Import JPEG images into a photo editing program. Create a PowerPoint, incorporating digital photos. On slideshare add your voice recording with each image. Add music if you want to. Save as a wmv movie. Upload to the net, download to your iPod or MP4 player.
Any thoughts? Suggestions?
Image and Reference: http://www.teachingheart.net/veryhungrycaterpillar.html
Message Stick
Hi All
(I am back on board after a week or so of taking care of a sick child), I have just watched David Vadiveloo on Message Stick, bringing his Community Prophets project to the remote North Qld community of Aurukun. My first thoughts were that after completing our teaching training many of us will spend some time teaching in remote or rural schools. And although not all these schools will be indigenous, the techniques used in this clip could be applied to any classroom with disengaged students. David emphasised the primary point that a story comes from within you whilst explaining that the technology and equipment was secondary, a tool only for the telling. In this way he was celebrating the students individual voices and culture. David described the story telling process by acting out with the students the key elements of a narrative structure, appealing to their kinaesthetic learning needs. He scaffolded learning by beginning with simple animation to show how moving image worked. Brainstorming activities were conducted to generate and establish ideas. Responses to student input included continuous positive reinforcement helping build confidence and pride in their work. An added benefit of the projects was the positive results in reducing behavioural problems. A very useful pedagogical approach for teachers struggling with engaging their students.
http://www.abc.net.au/tv/messagestick/stories/s2496801.htm.
(I am back on board after a week or so of taking care of a sick child), I have just watched David Vadiveloo on Message Stick, bringing his Community Prophets project to the remote North Qld community of Aurukun. My first thoughts were that after completing our teaching training many of us will spend some time teaching in remote or rural schools. And although not all these schools will be indigenous, the techniques used in this clip could be applied to any classroom with disengaged students. David emphasised the primary point that a story comes from within you whilst explaining that the technology and equipment was secondary, a tool only for the telling. In this way he was celebrating the students individual voices and culture. David described the story telling process by acting out with the students the key elements of a narrative structure, appealing to their kinaesthetic learning needs. He scaffolded learning by beginning with simple animation to show how moving image worked. Brainstorming activities were conducted to generate and establish ideas. Responses to student input included continuous positive reinforcement helping build confidence and pride in their work. An added benefit of the projects was the positive results in reducing behavioural problems. A very useful pedagogical approach for teachers struggling with engaging their students.
http://www.abc.net.au/tv/messagestick/stories/s2496801.htm.
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