My Final Culminating Statement

(image thanks to this flickrer)

My understanding and appreciation towards integrating learning technologies in the classroom has developed and progressed immensely over this semester. As I look back on past blogs and remember the incredible things that were demonstrated and taught, I can honestly say that this subject has considerably changed how I view myself as a pre-service teacher.

I have amazed myself at what I have learnt and produced over this semester, such as making my own podcast, digital stories, and blogs. I will not waste what I have learnt this semester, as I will continue to immerse myself in learning teaching technologies and document it in the form of an e-portfolio. Mason et al (2004) define e-portfolios as ‘self-selected multimedia presentation of student work that offers a rich and textured view of a student's learning and development’. Not only will it be something to be shown to future employers, but it will be a great sense of pride and accomplishment for myself.

During my Prac at Botany Public School, I was fortunate enough to incorporate learning technologies in the classroom, in the form using the interactive whiteboard (see blog post ‘Time to Teach’ and 'Second Week at Botany Public') It was during this experience that I realized how important constructionist learning was (see blog post ‘Children Constructing their own Learning’). Papert and Harel (1991) describe constructionism in its’ simplest form as “the idea of learning-by-making”. I discovered that greater and more enriched learning took place when students actually constructed and built their own learning, rather than me simply trying to ‘instruct’ them through it using the interactive whiteboard.

In the last half of this semester during tutorials, we began looking at ethical issues, such as cyber-safety and cyber-bullying. This is such a serious issue, and we as pre-service teachers need to be aware of the negative implications of integrating technology into our classrooms. (see blogpost ‘Fighting a lost battle?’) Sharples et al (2008) state that schools have a role in educating children how to use the internet safely and responsibly, and I believe that as technology advances, this role is to become much more important. After all, what is the point in teaching using technology, when students are placed at risk?

This subject has both enlightened me, and inspired me to incorporate learning technologies in the classroom, in a constructivist approach. I aim for my classroom, no matter what the technological divide, to have a balance in using traditional and technological teaching methods, but more importantly, to engage students in a myriad of opportunities to create, construct and build their own learning.

References:

Mason, R., Pegler, C.,& Weller, M. (2004). E-portfolios: an assessment tool for online courses [electronic version]. British Journal of Educational Technology, Vol 35 No 6.

Sharples, M., Graber, R., Harrison, C., & Logan, K. (2008). E-Safety and Web 2.0. Retrieved on June 14, 2010 from the UTS Online Website: https://online.uts.edu.au/courses/1/012233/content/_584164_1/web2_esafety.pdf?bsession=39913759&bsession_str=session_id=39913759,user_id_pk1=244235,user_id_sos_id_pk2=1,one_time_token=
Papert, S., & Harel I. (1991). Situating Contructionism. Retrieved April 22, 2010 from the Papert Website: http://www.papert.org/articles/SituatingConstructionism.html.

The New Days.

fighting a lost battle?

image from this flickrer

Article: E-safety and Web 2.0 - Web 2.0 technologies for learning at Key Stages 3 and 4
Mike Sharples, Rebecca Graber, Colin Harrison and Kit Logan

Wow, just when you think teaching/learning technologies and Web2.0 tools are amazing, the darker side rears its ugly head. Cyber-safety and cyber-bullying are INCREDIBLY important topics, ones that ABSOLUTELY MUST be thoroughly explained to students. This excerpt from the article above highlights the role a teacher must play in keeping children away from danger:

Schools can have a role in educating children to use the new internet safely and responsibly. Teachers can help children to appreciate when they cross the line from normal and acceptable Web 2.0 activity, which may include posting some personal details online, to abnormal and risky behaviour. Currently, most children are prevented from engaging in any social activity on the web at school. While this may remove the immediate danger to children and protect the school or local authority against lawsuits, it may also store up further problems for society at large. Now that most children have home access, safe behaviours are essential, but a strongly protected online environment at school may not provide the opportunity to learn these.

While on prac, and during my work at a before/after school centre, I witness verbal and physical forms of bullying every day. It saddens me to think that once more and more technology is introduced into our schools, cyber-bullying will become much more apparent. I believe that it is absolutely vital to teach our children social skills and how to interact fairly in group work/play situations - THEN and only then, introduce technology into the picture. If our children grow up to be anti-social beings, ones that have no idea how to cooperate fairly in teams, then what is the point of adding another thing that teachers must fight against - tackle the underlying issue first.

But then again, are we really fighting a battle that has already been lost? Many children nowadays have severe anti-social qualities, and alot have computers in their bedrooms. If we do all we can as teachers to educate about online safety and cyber bullying, is that enough? I think parents more so than teachers need to first be educated about the risks of allowing their children to surf the net unsupervised.

Martine, in her blog, provides a checklist of information that parents/and additionally teachers can use when discussing and implementing internet safety:

- keep the computer in a family room, NOT in a bedroom
- understand parenting controls on your internet browser and how to block websites and emails - find softwares that can be used to help protect your child
- dont allow your child to submit personal information on line without your permission
- encourage them to show you and tell you about anything that makes them uncomfortable when surfing the internet
- familiarise yourself and talk to your child about who they contact on-line

For more information, the article linked above provides statistics and easy to read information about these issues. All in all, a very thought provoking issue!

Content+Pedagogy+Technology

image from tpck.org

Sadly, it was our last Professional Experience 3 tutorial last Monday. One of the first things our lecturer gave us to do, was to fill in a 'TPACK' survey. Now, what exactly is TPACK?

TPACK is: 'Technological Pedagogical Content Knowledge'. It attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.

Although I believe I respond well to visual imagery, and consider myself a visual learner, I absolutely can't stand diagrams like the one above! Especially with all that jargon! Anyway, I do get the point, and agree that is important for teachers to combine their knowledge about children, their knowledge about the content of work and their knowledge about technology. This brings about well rounded learning, and so all teachers and pre-service teachers should consider this diagram when planning to teach with technology.

UPDATE: take a look at my lovely friend Vanessa's vodcast about Tpack!

Papert's Opinion.

thanks to this flickrer for the big blue apple lego.

Seymour Papert is the inventor of the Logo Computer Language the first and most important effort to give children control over new technology. He has written many articles regarding the issue of the importance of technology in schools. In his article, "Technology in schools: To support the system or render it obsolete", Papert comments on the idea of whether schools can simply 'introduce' technology into their classrooms, or whether schools need to 'change completely' to accommodate for true technology-enhanced learning. He states:

"And as long as schools confine the technology to simply improving what they are doing rather than really changing the system, nothing very significant will happen".

Sorry Seymour, I disagree.
Maybe I am just being put off by everyones need to introduce every little bit of technology into schools, but really - no, I don't think changing the entire system is necessary! Sure, technology is advancing at a rapid rate, but honestly, children do not need to have it thrown in their faces every second of the day. For example, I really don't like the idea of people wanting to introduce the iPad to read stories. JUST GET A REAL BOOK!

I understand and appreciate Papert's viewpoint, and although I am not against technology in schools, I truely believe there needs to be a balance. Too much technology can be over stimulating, resulting in student misbehaviour, or simply a lack of physical activity.

When I become a practicing teacher, of course, I will definately use and appreciate technology in my classroom. But I will make sure there is a balance. All in all, in my opinion, technology should be used to 'improve' the current system, not to 'change' it completely.

catching up on some blogs.

images by morgan
(my prac classroom)

The issue of advancing technology and the question of whether to include it all in the classroom, is difficult for me to respond to. Like alot of other people, I was fortunate enough to have a smartboard in my prac classroom. But did it add to learning? I am not quite sure. Of course, it was great fun to use, but was it purely novelty? I have been reading Liam's blog, and he asks:

"...are smart boards enhancing learning or detracting from? Are they drawing the classes’ attention away from the lesson at hand with loud noises, distracting behaviours and an incessant need to break the ‘keep your hands to yourself’ rule. Are smart boards the new class clown?"

These questions NEED to be asked. In my class, smartboards were definately distracting. I constantly needed to reinforce 'no hands on the smartboard screen or touching the smartboard pen" etc. It became frustrating. But then again, there were times where it was just so much fun, the kids loved it, and wanted to be involved. Do you think though, that in a few years, this novelty will wear out?

I'm not sure about bringing EVERY little bit of technology into our schools. I really don't think it is necessary to have Ipods, Ipads, and Iphones in the classroom! Seriously, there needs to be a balance. Maybe I'm just getting a little sick of all this technology!

found: an excellent interactive guided reading website!

Everyone, meet Roy.
This tale tells the story of a unique zebra who has lost his herd! Help Roy find his herd!

This website, is both beautiful and actually laugh out loud funny. I sat one night, flicking through the interactive pages of this story, laughing at the witty jokes and illustrations.

This is ultimately a 'guided reading' activity site for Early Stage 1 - Stage 1. It contains a 9 part adventure series based around Roy the Singing Zebra. The site also contains lesson plans, online activities and games for students, songs and many printables! It even documents how to adjust your lesson if you do not have a smart-board!

Go and take a look at the lovely website here.