Assessment Anxiety

I have published my assessment and loaded the address up and am feeling quite sick. The referencing drove me crazy and I am not sure about anything. I checked out David's draft and as his is so different to mine I was left wondering if I am even in the same course!  I read several of the emails and that made me feel less confident, I have gone over the word limit. I was going to change the essay around but eventually decided that if nothing else it was an honest reflection of me and my styles of learning and communicating (although I left out the swearing especially with regard to referencing). I am sure I will learn alot from the feedback once assessed and use this in future assignments. It has been a very long time since studying at this level.  I would like to acknowledge David Jones' blog; it looks very professional and maybe something to aspire to; he was also very helpful with the referencing (I used his to check mine). I really enjoyed visiting other students blogs and some really resonated with me including those of Sarah's, Debra's and Bianca's just to name  a few. With this task out of the way I will concentrate on Ricki's pedagogy as well as pack for a ten day hike of Cradle mountain, hopefully I will return refreshed and ready to catch up on what I have missed whilst away.  Cheers

Assignment One Conclusion of Reflections.

A Reflection of Learning through use of Technology.

Being thrown in the deep end is an apt description for my learning journey through the first few weeks of this course. I read the assessment brief before starting and didn't quite understand the terminology and had to look up what a wiki was. I was excited about the content though, and ploughed on, figuring I would cross that bridge when I came to it. It seemed far enough away then. Having completed what was required of me through the course content; created a blog, contributed to wiki's, participated in forums, designed frameworks, read readings and extended myself further than I thought was possible, I feel I am able to reflect on my learning experience. Whilst I may not be swimming yet, I feel as though I at least have my head above water.


After familiarising myself with the basic outline of the course, my first task was to create a blog and use it to reflect on my learning through the course. After initial hesitation the blog was fun and a little addictive. Reflection in the blog allowed and encouraged me to consider more than what was offered in the course work. Checking out other students’ blogs was informative and interesting. Even though we reflected on the same course work our interpretations were varied and our personalities were reflected in the design of the blog and its content. It was fun – although time consuming and frustrating - creating the avatar and exploring the multiple applications available on the net. I felt unsure about following others blogs and commenting but also nervous about people visiting mine. I missed some opportunities here by not participating as fully as I might have with other student’s blogs and the discussion forums. This is a lesson for me in recognising different learners and different dimensions of learning as described by Mazzano and Pickering (1997 pp4-5). People’s perceptions and values affect their learning and engagement in various activities as well. Some people embraced both communication styles wholeheartedly, others hesitantly and others maybe not at all. This, I assume, is also reflected in traditional classroom but maybe more obvious as the teacher can identify and apply different strategies.

Next task was to profile myself into a wiki space and then check other students profiles and select one or two that resonated with me, and then pair up to work on another wiki collaboration. Whilst simple enough in itself, it raised a few questions. What do I want to share? How will others perceive the information I post? What of my family – do I include them and what of their privacy? What if no-one wants to be my partner? What if I can't relate to anyone? Do I choose someone I know? These are real concerns and raise ethical and legal issues which require addressing, especially when using technologies as highlighted in `Smart copying the official guide to copyright issues for Australian schools and Tafe’ (2008). These issues were again highlighted in sharing in a blog context; it seems like such a personalised space, just you and the computer. People who use social sites like Facebook may be used to putting quite personal or intimate details in a semi public space forgetting that some spaces are open for the world to see and comment (Boyd & Ellison 2007). The issues of legality and ethics were again raised in use of statistics and authenticity of material on the net. After all anyone can post anything onto the net, so how do we ascertain what is true or authentic and what is not?

The wiki contributions were frustrating, not because of the content but because of the failure of the system to allow me to post my contributions. As a novice computer learner – a digital immigrant – (Prensky 2001) I was not sure if it was something I was doing or something wrong with the system. Another worthwhile learning experience as I had to decide whether to give in to my frustrations, seek help or move onto the next task. I sought help and moved on, whereas in the past I might have given up in frustration and quit the computer for awhile or reverted to pen and paper. In applying this learning to the classroom I realised that it is really no different from any learning situation, often times when students can’t `get it’ they give up, get frustrated but don’t necessarily have the ability or opportunity to move on.  eLearning may be able to resolve some of those frustrations for a student as they can seek help from a group, seek help from the course facilitator, from cyberspace or go back and have another go later (Kearsley & Shneiderman 1998). These strategies are not generally available in the traditional classroom.  Salman Khan (2005) designed what became a worldwide free web based learning resource based on the ideas that students could learn at their own pace, move backwards and forwards through the material and that was fun and engaging; true higher order thinking and encapsulating the essence of learning engagement theory in relating, creating and donating (Kearsley & Shneiderman 1998). This modeled a type of eLearning and teaching that can actively be used in any classroom situation.

I moved on from simple wiki contributions to a more complex analysis of mobile phones in classrooms using a scaffolding tool, namely De Bono’s hats.  Having used the PMI tool previously for wiki learning theories I found De Bono’s hats to be an excellent way of not only organising my thoughts but extending them beyond the immediate. It was interesting and informative to read other students contributions to this wiki and compare and contrast them with my own. The SWOT analysis was also another effective tool but more useful I feel as a collaborative tool and therefore suitable for group work to extend and refine ideas. Wiki spaces and the use of these scaffolding tools, encourage group work and participation, culminating in a synthesis of ideas and thoughts, where we can learn from each other. The challenge for a teacher using them in a class is to ensure everyone gets to contribute. One of the issues with eLearning is lack of contribution by a student and this maybe for various reasons, shyness, and unfamiliarity, not having done the work or other reasons. With wiki spaces this can be monitored and the facilitator might explore with the student the reasons for lack of contribution. The ultimate challenge is to combine all the elements of good pedagogy with sound elearning principles to make the learning experience authentic.


Underpinning the wiki’s and blog reflections was the exploration of learning styles and multiple intelligences (Felder & Solomon). Working out what sort of learner I am was an interesting and fun exercise however it has serious implications when managing the learning of a class. It also made me reflect on what sort of teaching style I might develop and how this would affect the students I may have. eLearning may cater for the different styles as it can be self paced, suit a variety of learners and is an arena for expression of creativity (Fasso 2011). It can be interactive, collaborative or individual therefore catering to a wide variety of learners. I related quite well to Prensky’s (2001) digital immigrants/natives concepts with myself being the immigrant and my son the native.  While not convinced totally by Prensky's (2001) arguments, school children today have greater access to technology than previous generations and don’t view it as an add on. The implications for this means that modern day teachers need to be familiar and comfortable with using technology to enhance learning as the “technology provides an electronic learning mileux that fosters the kind of creativity and communication needed to nourish engagement” (Kearsley& Shneiderman 1998).

The exercise in designing my own framework was huge and taxing. I knew what I wanted to do but not how, nor had I developed enough skills to present it in a way I liked. I wanted to revert to my old tried and true methods, my default mode. I recognised that the learning was not embedded and that I needed to go through the process to create the framework I wanted. Discussing the framework with others led me from one idea to another and eventually creating one that reflected my take on eLearning framework design.  I recognised that most of my previous learning was underpinned by the behaviourist model (Skinner in Learning Theories) and this course has an underlying constructionist model. The  constructivism theory states that learners construct their own reality (Jonasson, 1991, cited in Mergel, 1998) however it took me awhile to realise this as I was rallying against `not being told what exactly to do.’ The structured framework and the use of scaffolding enabled me to work through this with Wendy Fasso’s (2011) design becoming the basis for my own.  I felt at times there wasn’t any feedback so I was unsure of the path I was on (was I on the `right’ path?) This was challenging however I wasn’t engaging enough with the forums or blogs where I might have got feedback that would have been useful: again another lesson to be applied to a future classroom.

Eventually it dawned on me that the course was structured using Blooms Taxonomy (1956) starting out with simple tasks and moving onto more complex tasks. The three domains of Blooms Taxonomy were activated; I have more knowledge, skills and a different attitude to eLearning thanks to the experiences involved in the course so far. Learning engagement theory (Kearsley& Shneiderman 1998) which states that the learner needs to be engaged in a meaningful and worthwhile way was also apparent. Whilst I did feel I had been thrown in the deep end, I also felt excited and keen to master the activities; I was engaged and intrinsically motivated as Kearsley& Shneiderman (1998) suggests that engaging with the learning rather than interacting with the activity was sound basis for ICT learning.

 

The lessons I will take with me on my journey are;

       Be aware of and cater to the variety of learners and the multiple intelligences within a classroom of students. To use eLearning to excite students and extend.

       Understand and model sound ethical, legal and moral practice in relation to ICT.

       Develop and apply models and theories of learning, especially Learning engagement theory and Blooms Taxonomy to substantiate sound practice.

       Utilize tools of like SWOT analysis, PMI and Ranking tool to extend and organise thinking within the ICT framework. To promote collaboration and peer support.

       Underscore and check all design with the TPACK Framework (Mishra & Koehler 2006) to ensure and develop a sound and authentic collaborative learning experience.

In conclusion then even though I thought I was drowning at times, I have moved through some of the stages from understanding to creating and am proud of my achievements. I have my head above water and am looking for which way to swim next.












Reference List

Boyd, D. M. & Ellison, N. B. (2007) Social Network Sites: Definition, History, and Scholarship. Retrieved 3/10/2011 from Wiley online Library DOI: 10.1111/j.1083-6101.2007.00393.x

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Retrieved 14^th March 2011 from Bloom's Taxonomy of Learning Domains in http://nwlink.com/donclark/hrd/bloom.html

Fasso, W. (2011). Bloomʼs revised taxonomy / Learning engagement planning framework (p. 2). Rockhampton, QLD,

Australia. Retrieved 14^th March 2011 from http://moodle.cqu.edu.au/file.php/17135/Bloom_s_planning_sheet.doc.

Fasso, W. (2011) Tpack by Wendy Fasso on Prezi Retrieved 2^nd March 2011 from http://prezi.com/9uubz6gsgek-/tpack/

Felder, R & Soloman B, A. Learning Styles Retrieved 2^nd March 2011 from http:/engr.ncsu.edu/learningstyles/ilsweb.html

Khan, S. (2011) Lets use video to reinvent education Retrieved 2^nd March 2011 from http://ted.com/

Mazzano, R. J., & Pickering, D. J., (1997). Dimensions of Learning. (2^nd Ed). Colorado, McREL.

Mergel, B. (1998) Instructional design and Learning theory Retrieved on 14^th March 2011 from http:usask.ca/education/coursework/802papers/mergel/brenda.htm

Mishra, P., & Koehler, M. J. (2008). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge  Retrieved March 14, 2011, from http://site,aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf  

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001

Smart copying the official guide to copyright issues for Australian schools and Tafe’. 2008. Retrieved 10^th March 2011 from http://www.smartcopying.edu.au/scw/go/pid/946

Skinner, B. F., Behaviouralist theories Retrieved 2^nd March 2011 from http://learning-theories.com/categories/behaviouralist-theories

SWOT analysis of using blogs in Teaching

I have completed the analysis but feel I feel it is more descriptive than analytical. I need more practice at SWOTTING! I have posted it as a picture because I used a framework borrowed from www.businessballs.com/swotanalysisfreetemplate.htm.  which was a good guide. The analysis was interesting to me, especially the weaknesses as it is so easy to forget that the world can view and respond to the writings; and even though school projects are probably not on the `must see' list for most, we all live in a small community really and must remember to maintain professional standards and codes of conduct to ensure the safety of ourselves, our students and the communities within which we work. A lesson as teachers we will need to impart to our students; maybe as a project when we begin using the technologies in our classrooms!

My eLearning framework

After much deliberating and discussion and theorising and the rest of it I finally came up with a draft that I can relate to and encompasses some of the elements required. My husband (thankfully) spoke about what they used at his work to move people along a continuum - an interdependency curve - and I felt this related well to Bloom revised taxonomy. I also borrowed heavily from Wendy's framework as I could easily understand it and felt it was readily accessible as a tool within which you could design  learning course work and refer and assess where students (or yourself) were at any one time, and also be used to plot/plan an event. I think I would add a second page to my own framework with further actions; a sort of work sheet where I could `fill in the boxes' when actually creating/designing a body of work/lesson plan.

The Learning engagement theory was a little more challenging and whilst getting the underlying principle that you need to engage students to motivate them to learn, applying that within a framework was difficult. I felt the relate, create and donate components of the theory fitted with the higher order learning of Blooms. The increase in knowledge (on the right hand side of the framework) does not quite sum up the overall learning that one does when engaging in any experiential activity as we grow and expand and develop etc but I thought the word `knowledge' might apply better than any other word I could think, of as it can be applied to all aspects of the framework. As we increase our knowledge in one area, we apply it, we share it and (if lucky) retain it and use it to build on other knowledge. I also think we move up and down the slide as we take on new things and have to start again in some ways and work our way up again to be able to create and donate.

It seems to me to also fit with `Maslow's hierarchy of needs - especially the last few categories  - and even as a guide to human behaviour in some ways in that as we evolve we move from the simpler concepts of knowing stuff to more complex systems in helping and assisting communities. I haven't  really explored this fully (as you can tell) but it seems to me that people like Salman Khan are at the top end of the scale donating what they know and have created to wider communities for the benefit of most.

http://www.businessballs.com/maslow.htm
http://www.khanacademy.org/

Some thoughts - not really sure where they fit!

A few points about elearning;

• much learning can be done through collaboration and sharing of ideas
• it is easy to see the benefits; self paced, access at any time and in a variety of places; interesting; variety; innovative etc
• potential for a one classroom
• it is difficult to know how to assist some people to move up Blooms revised taxonomy
• The five dimensions of learning impact greatly - especailly Attitudes and Perceptions and Habits of Mind
• some people don't engage in the forums or discussions either because they are hesitant in sharing their ideas for fear of failure/shyness/or a wait and see attitude and as a teacher you mau not know the underlying reason
• others don't share because they haven't done the work or don't want to share because they feel others may `steal' their ideas (this maybe very important if you are planning to make money from your idea)

E learning design framework

I am finding this exercise quite confronting as I am really not sure what to do that is `innovative' and expresses my frame work. I have tried several designs on paper, each not capturing what I want. I like the concept idea of a tree and that we grow as we go through the stages ( and Blooms sorta suggests this) but can't quite get the ideas to marry the structure. I have thought of stairs and rainbows with the same problems. I keep coming back to the grid especially if it is to be a working document. I have tried using a task approach where I used a content topic and tried to build from there and found that not much easier. I was slightly relieved to listen to Wendy's talk as it is to be expected that we feel challenged. So I am leaving it for the time being and focusing on the next task maybe some inspiring will occur!

So worth considering : Salman Khan educating for a one world

This is amazing so worth looking at and maybe using in the classroom or for your own kids.

http://www.khanacademy.org/


http://www.wimp.com/reinventeducation/

Interesting aside from the movie Men in Black

I was viewing wimp and came across this snippet of the movie Men in Black (Sony Pictures). I find it quite interesting and and amusing as I try to become slightly competent in a technological learning centre!

http://www.wimp.com/describeshumanity/

We have watched a TED presentation through our course work and I have watched more previously to this course as it has some very interesting speakers. I found this one today and part of it sums up how I feel both as a learner in this course (What is the right way, what will get me the best mark in the old sense of the learning world?) and for what I see in my own kids and in the classroom when I help. None of us want to be wrong; we don't want to fail, we don't want to see our kids struggle, to go through the process; we want to protect them from harm (all harm) some times to their detriment. I thought it was well worth watching.


http://www.wimp.com/learnmistakes/

The above point was brought home to me through my daughters work.

My daughter in grade 3 (very into doing the `right' thing) was given a task to write a descriptive narrative about a place- she chose the classroom, was very diligent and wrote a beautiful explanation of what happened in the classroom. When told by her teacher (whom she adores) that it wasn't what was asked for she was very upset and couldn't get it. She was almost in tears and wanted me to fix it for her either by getting the teacher to change her mind or by telling her what to write. As a parent I was very tempted to fix it for her; help her in any way I could; however out of respect for the teacher I resisted and instead discussed with her how she might change it, what could she think of that was descriptive etc. She woke me at 6am this morning to finish her new draft to take to the teacher today. She skipped all the way to class. I could have easily, willingly and naively taken that away from her.

Cisco's essay: Bogus statistics

I could hardly believe it when I read this; not only have I had these stats quoted to me on numerous occassions I have also used them myself without ever checking their authenticity. It sort of embarrasses me to say this as usually I think that I am quite questioning of stats and their sources and validity but obviously not as questioning as I thought! Good and timely reminder!

Ho Ho Ho it is off to work I go!

Learning theories Behaviouralist.

Points about Behaviouralist theory

My daughter `behaving' for the camera

Pluses

·         Based on scientific objective & measurable research

·         Been around for a long time

·         Used to train animals effectively

·         Possible good for routine tasks (like times tables, how to try your shoes)

·         Used widely in the general community (like sticker charts/reward charts for kids) Some would argue they achieve good results with these methods

·         Greatly influenced education practices (? Is this neutral)

·         Easily understood by the general pop (and applied)

     May explain phobias and aversions to certain things, which can become deeply ingraiined into our brain we can not recall the original incident but respond in a particular manner anyway

·         Explains addictive behaviours to a great extent (however ignoring the initial/intrinsic factors involved in same)

Minuses

·         One theory fits all people ignoring personality, individuality, self and ego

·         Treats humans as animals suggesting that given the `right’ stimuli/reward/punishment we will perform in a predictable manner

·         I wonder how effective it is in that once the reward is removed is the learning embedded?

·         Does it allow the learner to apply the learning to other behaviours or situations? i.e. problem solving, experimenting, association, free thinking, creating etc

·         Dependant on ensuring the reward/reinforcement/punishment is desired (or not) by those within whom the behaviour is to be changed.

·         Encourages conformist behaviour (but is this desirable or not?)

Interesting

·         Does social behaviour also work on this theory in that groups include/exclude members based on behaviours? (For example Grade 9 girls can exclude members for not wearing the `right’ clothes or for a slip of tongue) Maybe when the majority of the class behaves this way and are rewarded does this put pressure on those not conforming.

·         Maybe it is a major aspect of parenting

·         May help to explain why people revert to a `default’ mode when confronted in that they can/may revert to childhood responses/behaviours in stressful times as these are embedded in our limbic system (Dr Wendy MacIntosh, RN, PhD 2006)

·         Heavily used in the gaming industry in that the gamer moves up a level, evolves etc and gaming can be quite addictive

How engaging is enagement theory?

How can one not engage with engagement theory? Being a little `old school' it is a little hard to imagine applying it in a class room setting (or do I mean challenging and requiring imagination but rewarding!).

• the three areas are easy to relate to
• in one of my childrens' class they correct each others work and are much harder than the teacher and less soft about delivering the news that it was wrong!
• I have been involved with students in a supportive role who have been `failing' traditional school and have seen some of these students `excel' at school based apprentiships. I have also seen students who were given the opportunity who were barely motivated to learn and take up the opportunity or convert this learning into work upon leaving school . The question I guess is what would motivate these students to learn? Is it the systems fail the student or the student fail the system? Again; not one theory fit all! I wonder that if by the time the student gets to high school they have established their own pattern of learning; one which maybe difficult to shift.
• I think I have to stop thinking of a computer as an advanced word processor and the phone as an old fashioned phone (this course has defiantly engaged me, I am thinking of getting an iphone) and even though the tasks were at times frustrating it was joyous when I persevered and achieved an aspect of one.
• I am having trouble with the assignment concept for that very reason; it is not an assignment in the `old fashioned' sense of the word but a reflection of my learning with academic referencing. Sounds easy but `oh no' way harder than finding the appropriate texts and summising the info and presenting it!
• This seems to me more like learning through experience and that learning somehow becomes more imbedded. Most of us only need to burn our fingers once to know the fire is hot!

Instructinal Design & Learning theory

It was a pleasure to read this article/summation by Brenda Mergel (1998) whilst watching my son at hockey practice. It was refreshing to read the comparisons of the different theories and how they underpin learning. It also gave me some insight in the design of this course in the constructivism theory. Some of the things that occurred to me whilst reading included the following:

• I expect that learning theory is evolving just like the human race is evolving and that maybe we are evolving quicker than previous generations
• Each theory has built on the previous theory and that all learning has aspects of the others I like the analogies with the atom.
• I wonder at the influence of our preferred learning style impact on our resistance or embracing/relating to a particular style
• I also wonder about the culture/society in which we grow up in and its impact on our learning. Some cultures and social groups have very defined learning styles/theories and emphasis on learning. And what we take with us into future (formal) learning endeavours. Do those students who have grown up with a predominantly constructivism theory underpinning their learning have less resistance to engaging in creative learning?  Does constructive theory explain the learning achieved by some of our great thinkers who never completed formal training? (some who achieved great things without finishing school)
• There is also social pressure to conform to the rules of a social group and how does this influence learning?
• I agree with the statement that a particular theory may be best suited to a particular environment. For example behaviourist theory might best underpin learning activities that can/should only be done in a particular way. It is easier too, to have a behaviouralist theory as from a personal point of view it requires little actual thinking, reflection, synthesis or application of learning; because you know if you do X you will get Y. Funnily enough it is not as rewarding!
• I question how `embedded' learning can be with constructivism theory underpinning. Rote learning times tables sticks however stuff you learn from experience can also stick. Maybe for some of us `older' learners some ideas are too nebulous; too hard to get hold off and get your head around!
• I can relate to the eclectic design of learning and the need for a teacher to be able to apply the different learning theories to design different learning strategies for different students. To first understand the differing needs, styles and capabilities of the individual students and then apply to the students . Understanding your own preferred learning and I guess teaching style is also essential.
• The discussion forums also fit in the constructivism theory and interesting at students approach to using the forums. Some like me are hesitant, others prolific and I guess maybe some non users but follow. I wonder if this relates to our preferred learning styles and underpinning theories.
• I love the idea of an anchor and can identify the need for it and how it is incorporated in this course. Also using Blooms taxonomy moving from simple tasks to more complex. However to me the tasks weren't so simple (but still engaging) as I couldn't distinguish between what were errors I was making with the technology and what were issues with the technology itself. However the tasks were well scaffolding and there was always assistance through the forums.

De Bono's hats and mobile phones

I decided to put some of my ideas (not references or edited) about the mobiles and deBono hats here and choose a few pertinent points to enter into the wiki.

De Bono's Hats

Negative Hat  (judgment: What is wrong, why won't it work, Is this safe. can this be done?)

Cost involved (may require sponsorship) I am really only talking about its use in developing countries

Limited use of phone technology itself

Lack of student access to phones

Potential for misuse, distraction

Students may know more than teacher (maybe threatening for some)

Safe although loss of technology; lack of satellite connections etc may be an issue

Yes given enough resources

Mobile phones are generally accepted by parents except in circumstances where kids run up huge bills; use it to take `risky’ photos and use in bullying and harassment. So safe guards and protocols and maybe the ethics of use is also part of the usage. The phones techs might be used for students to explore these issues.

Addicted to phones? Addicted to technology.

Lack of experience `hands on'

Process Hat (Where are we now? What is next? Where have we been?, What sort of thinking is needed?)

Creative Hat ( What new ideas are possible with this? What is my suggestion for success? Can I create something new?)

Students to be participants in creating their own learning experiences guided by the teacher

Students in all/any country to have access to learning sites in any and all countries

May help to raise the standard of living in third world countries as documented when women are educated they have less children and this contributes to better standard of living of the ones they have. Also they are more likely to (be able to) engage in paid work again raising the standard of living. KIVA org being indicative of the later

Applied in our classrooms it adds to the enjoyment of learning; which increases the likelihood of learning. Enhances what teachers are already doing. Potential to engage students who are not inclined to learn in traditional ways.

I am not sure I personally can but I think collaboratively many new things can be created like I guess networking via the phones with students in others countries – maybe for culture and geography. Imagine the perspective a student might get if `sitting in’ a class in Arnhem land if studying indigenous cultures.

I feel nervous and excited. It is challenging but worthwhile. I also think it is inevitable and either `get on board or get left behind’.

I like that it has the potential to give access to education to young people who have no or limited access now.

I like that it challenges the way we think; I like that it pushes some of us into 21^st century learning which may keep us young in mind!

I like that big companies are doing `some good’ with some of their profits but I guess it will benefit them in the long run when these students can’t live without their phone!

I guess there isn’t much I don’t like; the potential for harm in adopting shoddy practices but that already occurs within all societies anyway.

Positive Hat (What are the good points? Why can this be successful? Why is this a good thing?)

Access to education by students who previously have limited or no access

Collaborative process between gov/ed bodies and companies

Because people love to learn

Young people will learn – it is a matter of what they learn and if educators can engage them in class rooms and broaden their outlook we may eventually truly have `many nations – one world’ (bit idealistic I know) But David Attenborough once said educating the women of the world was the only way he could see that we might be able to save our planet!

People love to help

Success is catching

Students are engaging with the technology and achieving results and achievement build self confidence and moves us on to achieve again or more

White Hat Objective (What information do I have? What are the facts? What information do I need?

What do I want to KNOW?)

Limited! Anecdotal from reading

Studies by (fill in the blank)

The facts are still small in their infancy

Need more info about projects that have worked successfully. Report in Courier mail (January I think) about some QLD high schools using mobile phones for some of their subjects

Personally I need to know more about using a mobile phone for more than telling time and as a telephone!

 Intuitive Hat (How di I feel about this? What so I like about the idea? What don't I like about the idea?)

At the beginning, emergent phase

Developing the technologies to their full potential

Developing the teachers to their full potential as well; an ongoing process for both

In denial, mostly banning phone use in school; considering we think of them primarily as a telephone rather than a multi purpose Devise

Broader; raising to the challenge; shift in focus to blurring the traditional boundary between learner and teacher

Collaborative; innovative; familiarisation of staff with technology as a teaching tool but need access to resources

Mind Mapping

We use mind mapping a lot at home anyway but usually with a pen and paper. The kids use it to work out what they are taking on holidays or camps etc. I decided to give the online free one a go and it wasn't as easy or creative or as quick as doing it by hand. I had difficulty in loading it into the blog (eventually worked out you had to save it as a jpeg) taking me quite awhile whilst I was supposed to be doing other things! However it was fun and maybe I would get better at it and maybe if you had a few kids working on a project it would be fun. I suppose you could use Vyer instead or I am sure there are many more. As a brain storming activity (does anyone still use that term?) you could use a mind map to get thoughts and ideas down and then organise them into areas like de Bono's thinking hats. I wonder if you could get students to use mind mapping to work out the ethical and issues associated with mobile phone use in the class room; coming up with a set of boundaries that suited both themselves and the rest of the school community (including parents). Then maybe use power point to communicate and then present to parents and school community. They could send it to their parents via the phone!

Vyer

I have just completed creating a room in Vyer and it is rather amazing. As my family and friends live all over the country and overseas, and we are planning a trek over cradle mountain (start the same day as the first assignment is due) and this would have been a perfect tool within which to work. I didn't even know it existed and even if I did I might not have bothered to use it; however after having a play it was fun and I can see I will be a regular user if only I can convince my digital immigrant friends to use it as well. Creating and exploring this as well as creating the avatar have been fun if a little frustrating at times. So a small reflection is that even though the technology side of things has been challenging it has also caused me to stretch and reflect on a whole new way of doing and unlike Pavlov's dog the reward only came after problems solving, perseverance and creativity. Yeh

Digital dinosaurs; Is it really so?

It was refreshing to read these articles by Anoush et al and Rose-Marie Thrupp as it articulated some of the concerns about digital learning that seem obvious via experience, whilst still maintaining that all of us need to embrace and integrate digital learning into our practice. It therefore gives hope to those of us who are heavily digital immigrants in that it is something we can learn and incorporate into our practice where able.

It is a little daunting to recognise that digital technology adds yet another `diversity' as it is already complex for a classroom teacher to assimulate the personalities (learning styles, backgrounds etc) and organise and deliver teaching that is engaging, personal and meeting the needs of each child (maybe 25 or 30) only to have them move on again the following year and have to start all over with another group of children. Obviously digital technology as a learning tool provides a learning curve for all of us (some of us have steeper ones than others!) and there are many factors which will influence a child's engagement with it just as there are many factors which influnce a childs engagement with current teaching practices.  To be continued .....

Digital Natives/digital immigrants

DIGITAL NATIVES OR DIGITAL IMMIGRANTS

Oh how I can relate since starting this course I am a true immigrant whilst my kids (aged 8 & 9) whiz around the computer and my husband is also an immigrant but much more keen to be integrated into this country. The article by Prensky (2001) suggesting that learners are either digital natives or digital immigrants made me think about how I might be as a teacher using technologies considering that I have been fairly resistant preferring to stick with what I know as it is sooo much easier! How does that apply I wonder, when I would expect students to learn new stuff.

Using digital games to learn sounds like playing but like we all know children learn best through play (adults too maybe) and my 9 year old (and his friends) does know all the Pokemon names, moves, evolutions and so on and I never have to encourage him to play however homework is another matter. However homework where he has to conduct experiments no problems or actually do something other than sit and write he is fine.

It is also interesting our accent (mine is very thick) my son takes over when I am trying to do something on the computer (or wii or DS) because he gets so frustrated watching me bumble my way around. I also want to take over from him when he is doing a task that he is fumbling around on.

However technology is not used much in our primary school - the kids have computer time and that's about it. I wonder where it will head?

There is a gap though as we know from those who promote play based/experiential learning `hands on' experience teaches us is many ways and the experience cannot be replicated by the digitalised world. Making, doing, problem solving and experimenting can be done on the computer/games but not with all our senses stimulated. (reference) And the experience embedded into our being. Even though my son and his mates love playing DS and all other manner of games they also love playing outside; making stuff up and narrating their own stories and creating challenges and then solving them often to much laughter.

ENGAGE OR RAGE

I think it is a little narrow minded to classify students into the three groups (say I with limited experience and no research) Those students who are a `pleasure to teach' can also be highly involved in the digital world and some of those who are a 'night mare' to teach may have lots of learning difficulties and not be at all engaged in anything, and then there are those students who come from homes that are totally unsupportive of learning in any form - those students for whom getting to school itself is a major achievement. Also there is the issue of too many children/not enough teachers to engage all students all the time; how does a teacher cater to the individual needs of 25 or 30 students all of whom come from varying backgrounds? I have seen remarkable results from `drop out' high school kids who couldn't barely read flourish in a less formal school environment (High School's Flexi learning centre). So maybe technology and digital age is one way to engage some children but there are other issues at stake here as well.

The general assumption/assertion that primary aged kids (or younger) are computer savvy in having multiple email addresss' connecting with their friends etc seems odd to me and I have no personal experience of it. My children would much rather have their friends play with them and the more the merrier. Also many of the kids disengaging in my experience do not have the computer/digital technologies at home; often coming from homes that cannot afford the technologies.

Creating a blog

Well today has been fun, created an avatar (and I thought those things only came in blue); made a wiki profile which is in the wrong spot and I'm not sure how to shift it and now created a blog and it has only taken me the best part of a day inbetween running around and doing `mum' type stuff!Legendary! When I thought this course would be challenging I wasn't really expecting it to be of this variety (the `do your head in variety'). Tomorrow I will get onto doing some actual work. Cheers Mary-Anne