I almost sent the link earlier, and I'm glad I didn't! Just when you thought you'd heard the last from me..... I have one more thing I've learned about technology that I want to add.
After spending almost a whole day trying to fuse together three separate movies while getting frustrated to the point where I thought I would snap, my final movie is not anywhere near as good as I had planned.
So... my final 'learning experience' is that sometimes it's best to know your limits, and sometimes simpler is better!
Signing out....
Thursday, 21 April 2011
Wednesday, 13 April 2011
FINAL POST
This is (technically) my last post for ICT and Pedagogy. I wanted to write a summary of all the things that I have learned in the space of just seven weeks!
Firstly, I have to admit that my beliefs about technology have changed dramatically throughout this course. I now feel that technology is an exciting thing, and will look forward to seeing more advances in the future.
Secondly, I realise that technology is not going away, it's here to stay. We are going to rely on it more and more, and it will become more embedded in our lives (as we can already see by the number of internet-based businesses). Our students are going to be using it in their personal lives, to communicate with others, play games, and find out about things. If we want to engage our students in learning, we ourselves need to use it, and allow them to use it. We need to find ways to make learning relevant to their real lives, both now and in the future.
Third, simply teaching with a technological tool does not ensure successful learning. Teachers need to carefully consider where, how and when technology can be used to enhance the learning of the students. Sometimes it can hinder learning.
Finally, we need to keep actively learning about new technologies and how to use them, or we will quickly become left behind. We need to become part of professional associations and discussion groups so that we can share ideas and concerns, and continue to learn.
Over and Out!
Firstly, I have to admit that my beliefs about technology have changed dramatically throughout this course. I now feel that technology is an exciting thing, and will look forward to seeing more advances in the future.
Secondly, I realise that technology is not going away, it's here to stay. We are going to rely on it more and more, and it will become more embedded in our lives (as we can already see by the number of internet-based businesses). Our students are going to be using it in their personal lives, to communicate with others, play games, and find out about things. If we want to engage our students in learning, we ourselves need to use it, and allow them to use it. We need to find ways to make learning relevant to their real lives, both now and in the future.
Third, simply teaching with a technological tool does not ensure successful learning. Teachers need to carefully consider where, how and when technology can be used to enhance the learning of the students. Sometimes it can hinder learning.
Finally, we need to keep actively learning about new technologies and how to use them, or we will quickly become left behind. We need to become part of professional associations and discussion groups so that we can share ideas and concerns, and continue to learn.
Over and Out!
SHOULD THE COMPUTER TEACH THE STUDENT, OR....
Very interesting, reading Arthur Luehrmann's parable in 1980. Rather like the introduction of technological resources in schools today. Schools and teachers are starting to realise that technology can be an effective tool for students; you see those teachers who use technology in its most basic form, using it as a tool for instruction, but never allowing the students a chance to explore; and then you see those innovative ones who jump right in, learn all they can about the resource, plan how they can best use it in the classroom and then allow students to use it as well. Although technological use is more widespread now than Luehrmann witnessed in 1980, huge gaps still exist in teacher knowledge, beliefs and willingness to embrace technology.
Contemporary Issues in Technology and Teacher Education
, 2(3), 389-396.
Contemporary Issues in Technology and Teacher Education
, 2(3), 389-396.
Luehrmann, A. (2002). Should the computer teach the student, or vice-versa?
THE HORIZON REPORT
This report is an eye-opener, and possibly one of my favourite readings during this course. It really clearly discusses the current trends and challenges relating to ICT use for students; generally in educational and social contexts, but it also links to work environments which students will be a part of in the future.
I'm excited when looking at the wide range of technologies that are expected to be in use in education in the near future. I nearly laughed when I read that the 'long term' horizon was considered to be four or five years away - not what I would normally consider to be 'long term'. But then again, technology is being developed and changing so rapidly that it would be impossible to make even an educated guess about what technologies will be being introduced in the next twenty years.
When I've graduated, the Horizon Report is something that I will definitely continue to read. I won't have three hours a week of classes or a university lecturer to rely on to keep me up-to-date. It is going to be really important to stay on top of the new developments in technology as it will be very easy to fall behind in this area.
I'm excited when looking at the wide range of technologies that are expected to be in use in education in the near future. I nearly laughed when I read that the 'long term' horizon was considered to be four or five years away - not what I would normally consider to be 'long term'. But then again, technology is being developed and changing so rapidly that it would be impossible to make even an educated guess about what technologies will be being introduced in the next twenty years.
When I've graduated, the Horizon Report is something that I will definitely continue to read. I won't have three hours a week of classes or a university lecturer to rely on to keep me up-to-date. It is going to be really important to stay on top of the new developments in technology as it will be very easy to fall behind in this area.
COMPUTERS FOR DIVERSITY AND INCLUSION
I have found a link between this subject and another I am currently studying, "Developing an Inclusive Classroom". I have just completed an assignment on the needs of gifted and talented students within the classroom. I am only beginning to understand the depth of difference between the needs and abilities of students, however I can see the benefit of implementing programs which allow students to work at their own pace, and at a level that suits their needs.
Again a personal account, my younger son is in a year two classroom in a small school. He has reached level 28 in PM readers, and is working at a year 3/4 maths level (I am not biased - I also realise that like his mum, he is extremely uncoordinated in sports, and lacks in many social areas). While much is written about students with learning difficulties and disabilities, unfortunately many 'look over' students who are gifted, with the belief that these students are already able to learn. Having a son who is working at a level above the specific essential learnings for his grade in subjects, I applaud programs like Mathletics and Intrepica which allow all students to work at their own pace, and level of ability. I can't wait to explore Quest Atlantis and see whether this is possible through this program also.
Again a personal account, my younger son is in a year two classroom in a small school. He has reached level 28 in PM readers, and is working at a year 3/4 maths level (I am not biased - I also realise that like his mum, he is extremely uncoordinated in sports, and lacks in many social areas). While much is written about students with learning difficulties and disabilities, unfortunately many 'look over' students who are gifted, with the belief that these students are already able to learn. Having a son who is working at a level above the specific essential learnings for his grade in subjects, I applaud programs like Mathletics and Intrepica which allow all students to work at their own pace, and level of ability. I can't wait to explore Quest Atlantis and see whether this is possible through this program also.
PREPARING PD VIDEO
Over the last few weeks, I have become more excited about the idea of teaching using technology. This week, I feel like I've taken a huge step back.
The TPCK model clearly shows how teachers need to identify their content, pedagogical approach and the technology they are going to use to direct planning and beneficially affect student learning. In theory, this makes sense, and should be an easy operation.... or is it?
When we were planning our professional development video this week, we quickly and easily identified the content and pedagogical approach that we wanted to discuss. What let us down was trying to locate the software that we wanted. During the last few weeks, we have seen the amazing array of technological tools that are available, so we assumed this would be no mean feat. We were looking for a technological tool that could offer a different approach to measurement. Although we found many tools which would enable us to include the technology element, we found it difficult to find one which was accurate. Most that we tried showed very different results using the same distance.
Thank goodness for Jason, who suggested to try an iphone app which offers different virtual tools for measurement. I've realised this week that while we are at uni, we are exposed to the most up-to-date theories, practical applications and information. When we are no longer at uni, we need to continue to keep up-to-date with new research and advances. We need to be able to have access to others who have experience with different technological tools. Joining blogs, forums, and professional associations is going to be an important part of my ongoing learning and training as a teacher.
The TPCK model clearly shows how teachers need to identify their content, pedagogical approach and the technology they are going to use to direct planning and beneficially affect student learning. In theory, this makes sense, and should be an easy operation.... or is it?
When we were planning our professional development video this week, we quickly and easily identified the content and pedagogical approach that we wanted to discuss. What let us down was trying to locate the software that we wanted. During the last few weeks, we have seen the amazing array of technological tools that are available, so we assumed this would be no mean feat. We were looking for a technological tool that could offer a different approach to measurement. Although we found many tools which would enable us to include the technology element, we found it difficult to find one which was accurate. Most that we tried showed very different results using the same distance.
Thank goodness for Jason, who suggested to try an iphone app which offers different virtual tools for measurement. I've realised this week that while we are at uni, we are exposed to the most up-to-date theories, practical applications and information. When we are no longer at uni, we need to continue to keep up-to-date with new research and advances. We need to be able to have access to others who have experience with different technological tools. Joining blogs, forums, and professional associations is going to be an important part of my ongoing learning and training as a teacher.
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