Sunday, August 21, 2011
About to start....
Well it is finally here - my final pracs start tomorrow and although the nerves have already set in, I am as organised as I can be. I have class lists and term overviews and have idenified what I will be teaching. My lesson plans for tomorrow are done and I am as prepared as I can be - well, at least it appears that way on paper. It is all very real now - and in my usual self-doubting manner, feel as though I know nothing! Every time I think I have a handle on things, something new is exposed and overwhelms me all over again. I guess that is the nature of teaching where flexibility and lifelong learning are key. I am sure once I start, I will be fine but it is just the anticipation of starting. Although I have continued to visit the school for day visits, so much changes from one week to the next, that it is hard to see any continuity within the learning. I am looking forward to doing the block and experiencing a more holistic view of the teaching and learning process. It is hard to believe that in 12 weeks time, I will have finished all the requirments of my degree. The 11th day of the 11th month in the 11th year - a date I will never forget. For now though, I need to concentrate on one day at a time and get through the first couple of weeks.
Friday, July 15, 2011
Another twist and turn
Well, after my little bit of frustrating news last week, I received another phone call from the Uni this week. They have decided they will make an exception and allow me to do 4 weeks of the 10 week prac before the upcoming holidays and 6 weeks after. They absolutely made my day until panic set in! I still have 4 courses to complete and these will need to be done whilst I am also doing the 4 week stint of prac. Pressure is on. But I'm up for the challenge - I think it is worth it if I get to finish this year and have a chance at employment at my prac school. So, it will head down, bum up for the next 16 weeks - can't believe that is all I have left of my degree.......
Wednesday, July 6, 2011
Another Curve Ball
Just when I thought I had the rest of my degree organised, Uni has thrown a curve ball and changed everything. I am unable to complete my prac placements (EPL 4 and 5) in school term 4 and will have to do EPL 5 in term one of next year. The reason for this is that the Uni has concerns that due to early finishing from certain year levels, there will not be enough opportunity to teach in the final term. I am a little frustrated that I won't have the opportunity to finish this year and begin employment at the start of next year, however I am trusting in my belief that everything happens for a reason. Instead of letting this get me down, I am going to continue to put 100 percent into everything I do and become the best teacher I can possibly be. Although the extra time and effort I put in at my placement school has not been recognised by the Uni or QCT, it certainly doesn't go unnoticed by the school and I benefit unmeasurably. There is so much to learn about not only the actual lesson delivery but the goings on at a school in general and I will take every opportunity made available to me.
Wednesday, June 15, 2011
One term to go.....
After sitting my Statistics exam on friday, term 1 2011 was officially over. Three whole weeks off - something I haven't had in 12 months as the transition from terms to pracs has been continuous. I have been hanging out for this all term, yet now that it is here I find myself a little 'lost'. I am so used to filling my days with readings and assessment preparation that this free time seems a bit odd. I have caught up with some friends, completed some scrapbooking pages, prepared some cake decorations and gave the house the clean it has so desperately been needing. Thankfully, tomorrow, I am going in to Tannum High for the day because I honestly do not know what I would do with myself. Now, some may see this relief as strange, but I like to think of it more as a high level of committment. Going into the schools is what keeps it real and helps me focus on the reason I am on this journey.
The next step is to ensure that my courses for next term are all organised which is proving a little harder than I thought. I have had my planner mapped since the start of the year but unfortunately one of the term 2 subjects doesn't start until September which means that it will not be complete until well into my internship. My intention was to have all of my subjects completed so that I could begin my final prac with a clean slate allowing me to concentrate on giving my best performance whilst teaching. Some phone calls will need to be made to see what my options are .......... I am sure all will be fine ....... and if this is the only problem I have, I am very thankful.
The next step is to ensure that my courses for next term are all organised which is proving a little harder than I thought. I have had my planner mapped since the start of the year but unfortunately one of the term 2 subjects doesn't start until September which means that it will not be complete until well into my internship. My intention was to have all of my subjects completed so that I could begin my final prac with a clean slate allowing me to concentrate on giving my best performance whilst teaching. Some phone calls will need to be made to see what my options are .......... I am sure all will be fine ....... and if this is the only problem I have, I am very thankful.
Sunday, May 15, 2011
Getting there......
It is becoming more and more obvious to me just how close the end of my degree is getting. I now have one assignment and one exam left for this term before heading into my final term of actual subjects. Being able to see the light at the end of the tunnel is definitely affecting how I look at my current assessments. I am much more aware of creating resources, lesson plans etc that are going to be useful once I start in the actual classroom. Although sometimes a little more time consuming, my efforts have been rewarded with high marks and hopefully I will also reap the benefits of my planning in the classroom.
I am already starting to think about getting my professional Portfolio together which is really exciting but scary at the same time. Finishing the degree will certainly be a great feeling but it also means saying goodbye to all that familiarity and walking into a world that is still somewhat unknown. For now, though, I will continue to enjoy the journey!
I am already starting to think about getting my professional Portfolio together which is really exciting but scary at the same time. Finishing the degree will certainly be a great feeling but it also means saying goodbye to all that familiarity and walking into a world that is still somewhat unknown. For now, though, I will continue to enjoy the journey!
Saturday, April 23, 2011
Time goes by.......
I thought it was time to update my blog and start using it as a way of reflecting on my journey. I am now in my final year of this course, having fast tracked the course by picking up extra courses at different times. It is hard to believe that this is my last year before I join the big world of teaching. It has been a very busy year already with the completion of term 3, then straight into a 5 week block of prac teaching and the commencement of term 1 the very next week.
During my pracs and assessments, I am noticing that a lot of the learning is beginning to come together beautifully and are preparing me for the various needs within a classroom. The tools that we learnt about during E-Learning have been invaluable and I am continuing to immerse myself in new technologies so that I am more equipped to provide engaging lessons for my students.
There is so much to learn and I think that is one of the things that enjoy the most - the fact that there is always something new around the corner.
During my pracs and assessments, I am noticing that a lot of the learning is beginning to come together beautifully and are preparing me for the various needs within a classroom. The tools that we learnt about during E-Learning have been invaluable and I am continuing to immerse myself in new technologies so that I am more equipped to provide engaging lessons for my students.
There is so much to learn and I think that is one of the things that enjoy the most - the fact that there is always something new around the corner.
Thursday, August 26, 2010
Reflective Synopsis
This synopsis will examine and discuss my personal views on specific technology based education tools that I have researched throughout the course thus far. It will also recognise ways in which these ICT tools can help to enhance learning and promote appropriate pedagogical teaching strategies.
To begin, it is necessary to define the two key factors in this statement - ICT and Pedagogy. ICT stands for Information and Communication Technologies and incorporates any digital tool and their corresponding applications. Pedagogy, as described on our Moodle site, is simply, the Art of Teaching. So, in an effort to draw the two together, ICT Pedagogy could be described as the way in which digital tools will be used to enhance learning in the classroom and beyond. According to George Siemens (the founder of the Connectivism theory), 'Technology has radically changed the way in which people today learn' (2005). It makes sense then, as a future Learning Manager, that I understand, acknowledge and adopt practices that will allow effective learning to take place.
Before starting this course, I considered myself to be what Prensky (2001) describes as a ‘digital immigrant’. I certainly wasn’t computer illiterate and could definitely say that I have always supported my needs when it came to Information Technology. This course, however, has opened my eyes up to a whole new world. Over the last few weeks, I have had the opportunity to explore, investigate and review a number of different digital tools. One of the outcomes of this course is to ‘understand continuing learning with interactive technologies’ (CQU, 2010) and what better way to do this than to explore the tools ourselves. It became blatantly obvious that learning in the 21st century is very different from when I was at school, having finished year 12 in 1991. Today’s students have spent their entire lives surrounded by technology and are all ‘native speakers of the digital language of computers, video games and the internet’ (Prensky, 2001).
The Engagement Theory constructed by Kearsley and Schneiderman (1999) was designed to be a conceptual framework for technology-based learning and teaching. The framework consists of 3 components, Relate, Create, and Donate, which emphasise team effort and keeps learning purposeful and authentic. I believe this is a very appropriate framework to use within a secondary school context where students like to see the immediate results of their work in a real life context.
So which technologies should I use and which ones will give me the best results in the classroom? Of all of the tools that I discovered, experienced and used, there were a few that I can definitely see myself using in future lessons. The first part of my E-Learning Journey started with the creation of my first ever (but certainly not last) Blog which I named My Digital Education Journey (I also have one for another subject called Middle Phase Pedagogy). I couldn’t believe that it was so easy and honestly thought that you would have to pay for tools such as this. It was interesting to notice, when looking at the work of my peers, how different all of the Blogs looked. You could really sense the different personalities with the ability to personalise the Blog to suit not only your needs, but personal tastes. I can see that they would be a very valuable tool in the classroom giving students the opportunity to take ownership of their learning whilst offering different modes of educational communication. Killen (2003, p. 208) discusses how important it is to ‘encourage students to reflect on their experiences and share them with others’. An individual Blog that is accessible to an outside audience of their peers (adopting the 'donate' component of The Engagement Theory) is a perfect way to encourage collaborative constructivist learning where students are encouraged to build on their knowledge by reading and commenting on the reflections of others. I know that having this form of interaction with my own peers throughout the last few weeks has allowed me get a deeper understanding of the topics and tools we have covered.
The next application I used was a WIKI which I set up through Wikispaces and named Mrs Williams. At first, I was a little hesitant about the use of them in the classroom with concerns about the safety, privacy and ethical requirements in relation to my students. However, after doing some research and online discussion with peers, I discovered that in order to submit or edit a WIKI, you must first gain membership from the co-ordinator of the site. This would ensure, in a classroom setting, that the only members would be the students of that particular class – minimising any outside risk of unnecessary or inappropriate behaviour with regards to Netiquette. The ability to track comments and entries may also discourage that inappropriate behaviour. Having used a WIKI in another course that I am studying this term, I find that they can be an effective compilation of resources – available any time day or night. This fits perfectly with the 'relate' component of the Engagement Theory by encouraging team effort in the form of communication, planning, management and social skills (Kearsley and Schneiderman, 1999). Some of my peers have indicated that they would prefer the use of a website over a WIKI. After creating my own website (and another one for a local market seller), I came to the conclusion that although I like both, I can definitely see the advantages of allowing students to have input into what is on their class WIKI. On any website, the only person that can add or edit information is the creator, which, while displaying information to students, doesn’t allow for the same scope of peer and collaborative learning. Both tools, however, embrace Kearsley and Schneidermans (1999) fundamental idea that 'students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks'.
I believe the tools that I have discussed so far form a direct platform on which we can place or display information for learning. It is what we put on these platforms that can be of more importance when it comes to how the students actually learn. There are so many tools out there on the World Wide Web that there is no way we will ever master them all. So, instead, I am going to discuss three that I will definitely be using in my classrooms. The first of these is the search engine Google. Siemens stated, when discussing connectivism, that 'it is no longer possible to know everything, that it is more important to identify how and where to find knowledge than it is to know'.(2005) How often, when unsure of something, do we say ‘Just Google it’? Google has become part of our everyday language and requires knowledge of certain skills to use it effectively. It is quite often the first place that students will go when embarking on research for assessments or points of interest. I even know of a teacher who keeps a 'Google Book' in the classroom and whenever a student poses a question that stumps her, they write it in the book. This provides a challenge for both the teacher and the students to see who can find the answer to the 'Google question'. While we must acknowledge and advise students on the importance of reliability, appropriateness and effective use of time, Google could certainly be described as the encyclopaedia of choice for 21st century learners - allowing them to access and gain information easily.
The next two tools allow for the use of creativity when preparing lessons or learning activities. Photostory and Interactive Powerpoints are tools that, after using for the first time as a result of this course, I know will definitely become a valuable addition to my repertoire of teaching strategies. Photostory allows the user to make a movie out of still photos together with the option to add text, audio (music or voiceover) and special effects. The ability to personalise the presentation to suit the audience makes this an effective and engaging tool for showcasing student work to the class, school or parent-teacher-student conferences. I have used this tool to display practical performances in a year 8/9 Home Economics class and it was very successful. It gave the students an opportunity to reflect on their own work and that of their peers, and built a sense of pride within individuals and the group regarding what they had created. A Photostory would be a perfect alternative for students when having to provide evidence of practical activities, such as cooking and sewing, in Process Journals.
The Interactive Powerpoints were a new concept for me. I have created and used many Powerpoint presentations in my lessons, but the interactivity component is fantastic. Not only does it allow for ease of flow when using in a classroom situation, but can really take the students on an active educational journey. By using the links, students are able to extend, refine and structure their learning to suit their particular abilities, strengths or needs. Students can revisit information, skip to a more relevant section and be linked to additional learning on the web, all with the click of the mouse. Another effective way that these Interactive Powerpoints can be used is to make up a quiz for students to complete. It can be set up so that it will tell students of their progress and give them opportunities to revise work or simply challenge themselves. The addition of an extrinsic motivator such as a printable certificate at the end will help to promote perseverance and persistence by offering a reward upon completion. Both of these tools would allow students to experience an effective 'create' component within The Engagement Theory framework by using them as an alternative production and presentation structure for assessment work.
Again, the ability to access these presentations in and out of the classroom will allow for different learning types, abilities and time constraints held by students.
My experiences throughout this course have confirmed, for me personally, a Queensland Studies Authority view that ‘ICTs can be integrated in a variety of ways within and across all key learning areas to support thinking, learning, collaboration and communication’ (2007). If we are going to provide an education that allows all students the opportunity to achieve success (Smith, Lynch and Knight, 2007), then it is obvious that ‘we need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us’ (Prensky, 2001). I am looking forward to integrating technology into my lesson planning as a way to appeal to and challenge the modern learner.
It is important that we, as Learning Managers, know the capabilities of the Information and Communication Technologies that we are going to incorporate and use it as a positive addition to our pedagogical approaches. Technology of any sort should not be used simply because the curriculum says to – it should be used to create more stimulating, and therefore more successful, learning environments. Whilst this course has allowed me to discover lots of new information and techniques, I have also come to realise through observation of some of my practical school experiences that technology must be used as a valuable tool to engage students and enhance learning. Technology on its own does not create learning – it is how it is applied that will make all the difference. According to Queensland Studies Authority, ‘students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations’ (2007) so it makes absolute sense for us to be incorporating them into our everyday lessons.
Marc Prensky (2005) makes it very clear that when teaching students, the most important thing is to engage them in their learning because without engagement, we are left with students who are unmotivated, unwilling and totally enraged!
I would like to finish with a quote once said by Benjamin Franklin that, for me personally, sums up beautifully how effective the use of ICTs in the classroom can be:
Thanks for taking the time to read my Synopsis.
Tonita
Appendix:
References
List of Peer Interaction
To begin, it is necessary to define the two key factors in this statement - ICT and Pedagogy. ICT stands for Information and Communication Technologies and incorporates any digital tool and their corresponding applications. Pedagogy, as described on our Moodle site, is simply, the Art of Teaching. So, in an effort to draw the two together, ICT Pedagogy could be described as the way in which digital tools will be used to enhance learning in the classroom and beyond. According to George Siemens (the founder of the Connectivism theory), 'Technology has radically changed the way in which people today learn' (2005). It makes sense then, as a future Learning Manager, that I understand, acknowledge and adopt practices that will allow effective learning to take place.
Before starting this course, I considered myself to be what Prensky (2001) describes as a ‘digital immigrant’. I certainly wasn’t computer illiterate and could definitely say that I have always supported my needs when it came to Information Technology. This course, however, has opened my eyes up to a whole new world. Over the last few weeks, I have had the opportunity to explore, investigate and review a number of different digital tools. One of the outcomes of this course is to ‘understand continuing learning with interactive technologies’ (CQU, 2010) and what better way to do this than to explore the tools ourselves. It became blatantly obvious that learning in the 21st century is very different from when I was at school, having finished year 12 in 1991. Today’s students have spent their entire lives surrounded by technology and are all ‘native speakers of the digital language of computers, video games and the internet’ (Prensky, 2001).
The Engagement Theory constructed by Kearsley and Schneiderman (1999) was designed to be a conceptual framework for technology-based learning and teaching. The framework consists of 3 components, Relate, Create, and Donate, which emphasise team effort and keeps learning purposeful and authentic. I believe this is a very appropriate framework to use within a secondary school context where students like to see the immediate results of their work in a real life context.
So which technologies should I use and which ones will give me the best results in the classroom? Of all of the tools that I discovered, experienced and used, there were a few that I can definitely see myself using in future lessons. The first part of my E-Learning Journey started with the creation of my first ever (but certainly not last) Blog which I named My Digital Education Journey (I also have one for another subject called Middle Phase Pedagogy). I couldn’t believe that it was so easy and honestly thought that you would have to pay for tools such as this. It was interesting to notice, when looking at the work of my peers, how different all of the Blogs looked. You could really sense the different personalities with the ability to personalise the Blog to suit not only your needs, but personal tastes. I can see that they would be a very valuable tool in the classroom giving students the opportunity to take ownership of their learning whilst offering different modes of educational communication. Killen (2003, p. 208) discusses how important it is to ‘encourage students to reflect on their experiences and share them with others’. An individual Blog that is accessible to an outside audience of their peers (adopting the 'donate' component of The Engagement Theory) is a perfect way to encourage collaborative constructivist learning where students are encouraged to build on their knowledge by reading and commenting on the reflections of others. I know that having this form of interaction with my own peers throughout the last few weeks has allowed me get a deeper understanding of the topics and tools we have covered.
The next application I used was a WIKI which I set up through Wikispaces and named Mrs Williams. At first, I was a little hesitant about the use of them in the classroom with concerns about the safety, privacy and ethical requirements in relation to my students. However, after doing some research and online discussion with peers, I discovered that in order to submit or edit a WIKI, you must first gain membership from the co-ordinator of the site. This would ensure, in a classroom setting, that the only members would be the students of that particular class – minimising any outside risk of unnecessary or inappropriate behaviour with regards to Netiquette. The ability to track comments and entries may also discourage that inappropriate behaviour. Having used a WIKI in another course that I am studying this term, I find that they can be an effective compilation of resources – available any time day or night. This fits perfectly with the 'relate' component of the Engagement Theory by encouraging team effort in the form of communication, planning, management and social skills (Kearsley and Schneiderman, 1999). Some of my peers have indicated that they would prefer the use of a website over a WIKI. After creating my own website (and another one for a local market seller), I came to the conclusion that although I like both, I can definitely see the advantages of allowing students to have input into what is on their class WIKI. On any website, the only person that can add or edit information is the creator, which, while displaying information to students, doesn’t allow for the same scope of peer and collaborative learning. Both tools, however, embrace Kearsley and Schneidermans (1999) fundamental idea that 'students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks'.
I believe the tools that I have discussed so far form a direct platform on which we can place or display information for learning. It is what we put on these platforms that can be of more importance when it comes to how the students actually learn. There are so many tools out there on the World Wide Web that there is no way we will ever master them all. So, instead, I am going to discuss three that I will definitely be using in my classrooms. The first of these is the search engine Google. Siemens stated, when discussing connectivism, that 'it is no longer possible to know everything, that it is more important to identify how and where to find knowledge than it is to know'.(2005) How often, when unsure of something, do we say ‘Just Google it’? Google has become part of our everyday language and requires knowledge of certain skills to use it effectively. It is quite often the first place that students will go when embarking on research for assessments or points of interest. I even know of a teacher who keeps a 'Google Book' in the classroom and whenever a student poses a question that stumps her, they write it in the book. This provides a challenge for both the teacher and the students to see who can find the answer to the 'Google question'. While we must acknowledge and advise students on the importance of reliability, appropriateness and effective use of time, Google could certainly be described as the encyclopaedia of choice for 21st century learners - allowing them to access and gain information easily.
The next two tools allow for the use of creativity when preparing lessons or learning activities. Photostory and Interactive Powerpoints are tools that, after using for the first time as a result of this course, I know will definitely become a valuable addition to my repertoire of teaching strategies. Photostory allows the user to make a movie out of still photos together with the option to add text, audio (music or voiceover) and special effects. The ability to personalise the presentation to suit the audience makes this an effective and engaging tool for showcasing student work to the class, school or parent-teacher-student conferences. I have used this tool to display practical performances in a year 8/9 Home Economics class and it was very successful. It gave the students an opportunity to reflect on their own work and that of their peers, and built a sense of pride within individuals and the group regarding what they had created. A Photostory would be a perfect alternative for students when having to provide evidence of practical activities, such as cooking and sewing, in Process Journals.
The Interactive Powerpoints were a new concept for me. I have created and used many Powerpoint presentations in my lessons, but the interactivity component is fantastic. Not only does it allow for ease of flow when using in a classroom situation, but can really take the students on an active educational journey. By using the links, students are able to extend, refine and structure their learning to suit their particular abilities, strengths or needs. Students can revisit information, skip to a more relevant section and be linked to additional learning on the web, all with the click of the mouse. Another effective way that these Interactive Powerpoints can be used is to make up a quiz for students to complete. It can be set up so that it will tell students of their progress and give them opportunities to revise work or simply challenge themselves. The addition of an extrinsic motivator such as a printable certificate at the end will help to promote perseverance and persistence by offering a reward upon completion. Both of these tools would allow students to experience an effective 'create' component within The Engagement Theory framework by using them as an alternative production and presentation structure for assessment work.
Again, the ability to access these presentations in and out of the classroom will allow for different learning types, abilities and time constraints held by students.
My experiences throughout this course have confirmed, for me personally, a Queensland Studies Authority view that ‘ICTs can be integrated in a variety of ways within and across all key learning areas to support thinking, learning, collaboration and communication’ (2007). If we are going to provide an education that allows all students the opportunity to achieve success (Smith, Lynch and Knight, 2007), then it is obvious that ‘we need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us’ (Prensky, 2001). I am looking forward to integrating technology into my lesson planning as a way to appeal to and challenge the modern learner.
It is important that we, as Learning Managers, know the capabilities of the Information and Communication Technologies that we are going to incorporate and use it as a positive addition to our pedagogical approaches. Technology of any sort should not be used simply because the curriculum says to – it should be used to create more stimulating, and therefore more successful, learning environments. Whilst this course has allowed me to discover lots of new information and techniques, I have also come to realise through observation of some of my practical school experiences that technology must be used as a valuable tool to engage students and enhance learning. Technology on its own does not create learning – it is how it is applied that will make all the difference. According to Queensland Studies Authority, ‘students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations’ (2007) so it makes absolute sense for us to be incorporating them into our everyday lessons.
Marc Prensky (2005) makes it very clear that when teaching students, the most important thing is to engage them in their learning because without engagement, we are left with students who are unmotivated, unwilling and totally enraged!
I would like to finish with a quote once said by Benjamin Franklin that, for me personally, sums up beautifully how effective the use of ICTs in the classroom can be:
Tell me, and I’ll forget,
Show me, and I might remember,
Involve me, and I’ll understand!
Tonita
Appendix:
References
List of Peer Interaction
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