Technology -an integral role in my learning design, or just a fancy extra?

Reading through the three vignettes in week 3, has helped me to reflect upon my own use of ICTs during my practical block in a year four classroom. I felt inspired when reading about the e-learning that occurred in the prep/ year one classroom. I loved how this learning experience was so unique and showed how rich learning can be when ICTs play an integral role in the learning. Throughout my prac I was so excited when I saw this big interactive whiteboard in the classroom, as I had never seen one before. I have heard of all of the wonderful things that they can be used for, and was determined to use it as often as I could. In reality I did not have any training to use this great resource and therefore it was mostly used by me as a large tv screen, a tool mostly used for playing video and audio clips.

At the time I thought that this was great, I incorporated the online MyPlace resource as part of a unit on Indigenous culture and lifestyle. This resource was highly effective and the students were completely engaged –as they interacted with characters from the hardcopy ‘MyPlace book’ that we were reading in class, and watched clips that represented particular decades in time.

Now after reading these three vignettes, along with the first part of this week’s materials I able to see that whilst the use of ICTs was highly effective in this instance in terms of student engagement, it was not the great achievment that I originally though as I classified this as I can now see that the technology was not integral to the learning. I was merely using this resource as a means to present the information to the students in a different way. Could this learning have occurred without the use of the interactive whiteboard? I know that the answer to this question is yes and therefore this had made me aware of the fact that effective incorporation of digital technologies into the classroom involves more than just presenting information in different ways, rather it is more importantly about using them to achieve learning experiences that could not occur without ICTs, and that teach the students how to use these tools. This has reminded me of TPCK and that it is not just about incorporating technology into the classroom, rather it is learning how to use the tools effectively to support the teaching of specific content.

Unpacking TPCK

My understanding of TPCK, (standing for Technological, Pedagogical, Content Knowledge) is that it is a conceptual framework that has been built upon Shulman’s model of ‘pedagogical content knowledge’ (Mishra & Koehler, 2006).  Mishra and Koehler (2006, p. 1020) discuss the historical construction of teacher education, where the focus existed largely on the content knowledge. In more recent times the emphasis of pedagogical practice has emerged and almost taken away the importance of the content knowledge, thus separating the two as mutually exclusive types of knowledge. This is represented in the diagram below sourced from Mishra and Koehler (2006, p. 1020).

 

Shulman highlighted the fact that although you may have exceptional content knowledge in a specific KLA, that doesn’t mean you know how to teach it. Bringing together the content and pedagogical knowledge in the above diagram creates Shulman’s ‘sub group’ called pedagogical-content knowledge, which sees the two as working together, and the ‘how’ to teach content.

The TPCK framework has been developed by Mishra and Koegler (2006) as it is now recognised that quality teaching in this digital age requires not only knowledge of content and how to teach it, but also knowledge of technology, how it relates to content knowledge, and how it can be used to support teaching. Combining all of these three knowledge’s presents a new model, which represents how the three types of knowledge work together to support the teaching of technologically enhance lessons (Mishra & Koehler, 2006).

As highlighted in the model above there are now four subgroups that make up the model for the TPCK framework. The ‘PC’ as highlighted in Shulman’s model represents the pedagogical content knowledge. The ‘TP’ stands for technological-pedagogical knowledge, which represents how technology is used to support teaching. The ‘TC’ stand for technological-content knowledge which incorporates the knowledge of the actual technological tools, but also how they relate to the content knowledge. By effectively blending a selection of appropriate tools (TCK), with appropriate strategies and activities to teach technology enhanced lessons (TCK), the final subgroup (TPCK) is created, which represents the three types of knowledge that are required of teachers in the 21^st century (cbfigg, 2011).  

I believe that the biggest challenge for me in this course is learning about the different digital tools and how they can be use to support my pedagogy. I feel that I can confidently incorporate some digital tools into my classroom, however I have little knowledge of how they relate to the content, nor how they can be used to seamlessly support my pedagogy. I feel that at this stage I have only used them as a tool to present information in more colourful and different ways. My first step towards developing this technological pedagogical content knowledge is to develop the knowledge and the skills needed to effectively utilise a range of digital tools and I hope to achieve that in the next few weeks of this course.

Below I have incorporated two videos that helped me to understand what the TPCK model was about and how each of the knowledge’s works together to enhance teaching. I think that this reflects how I learn visually as I was able to process the information easier as I watched somebody explain and demonstrate the model in steps. The first video is titled ‘TPACK in 3 Minutes’ and shows how information is so readily available –by literally clicking a button. The second video explains TPACK through the use of an avatar a tool that I have used before but am hoping to learn more about in this course also.

cbfigg. (2011, Sep 4). Understanding TPACK [Video file]. Retrieved form http://www.youtube.com/watch?v=qyDU_3-AH2k&feature=related

Mishra, P. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-learning, http://e-courses.cqu.edu.au

roycekimmons. (2011, Mar 22). TPACK in 3 minutes [Video file]. Retrieved from http://www.youtube.com/watch?v=0wGpSaTzW58

Mobile phones and the classroom: reflections on the wiki

The following is in response to the mobile phone wiki completed online last week. This highly scaffolded activity required students to respond to the topic of mobile phones and whether or not they should have a place in the classroom. Characteristic of a ‘first timer’ I was slightly nervous, shy and apprehensive about sharing my personal thoughts and ideas. As a learner, I often feel this way particularly in face to face lectures –afraid to share speak my mind or contribute my ‘two cents’ because I am afraid that others will judge or fail to see value in what I have to say. Cue wiki, a cleverly scaffolded online space where my opinions were not presented as isolated ideas, rather a collaboration reflective of many different opinions and valuable suggestions.

I believe that a wiki scaffolded in such a way is highly effective as it allows for a wide range of perspectives to be incorporated into an informative space, a space where people can learn and expand upon their already existing knowledge or challenge their existing ideas. This type of ‘flexible thinking’ is something that I consider to be an important characteristic of a lifelong learner –the type of teacher/student/human being that I aspire to be; therefore I can definitely see the value in using a wiki within my own classroom. I think that this would be a great way for all students to share their thoughts and opinions without the concern of judgment or backlash from their peers. What amazing potential this could have to boost the confidence of students who may feel marginalised or silenced during regular classroom discussions. This would also  provide the teacher with the opportunity to actually see the thinking that is going on within the minds of all students including those who do not usually contribute.

Another major benefit previously outlined is the learning that can occur from participating in collaboration such as this. I think that as I student I often underestimate a valuable resource –my peers whose knowledge, skills, experiences, thoughts, and opinions form a colourful informative bank that I can use to deepen, alter and excel my own learning.

Below are the responses that I contributed to this wiki, however I have somehow disappeared off two sections which I contributed to.

	Katie Chaseling	Creativity: What new ideas are possible with this? What is my suggestion for success? Can I create something new?	-Limitless amounts of downloadable apps for IPHONES (many of them free) that can be used as educational resources. A great free app that I have seen is 'Planets' which would be great for studying earth and space sciences as it shows where all of the planets should be positioned in 3D (very engaging)! There are also many applications that could be used as a part of your behaviour management, with noise controllers etc. -Another great application (QuickOffice Pro) allows you to view,create, edit and email Microsoft WORD, EXCEL and POWERPOINT documents.
	Katie Chaseling	Feelings: How do I feel about this? What do I like about the idea? What don't I like about the idea?	I think that it is inevitable that students will bring mobile phones to school. Actually incorporating them into the learning process is a great idea and would be a better way for teachers to monitor their use whilst at school. However I wonder if it would create bigger problems, like disadvantage for students who don't wiki have the privilege of owning a phone.

Overall I found this experience highly valuable as I read others responses that both agreed with and challenged my own opinions. Whilst it is easy for me to discuss the benefits of such a space for learning, it would be naïve to not consider the possible downside of using a wiki in the classroom as personal opinions could lead to conflict between fellow users or form a ground for cyber bullying. I am led to wonder if it would be effective in a less controlled environment, and therefore I assume that such a space would need to be heavily monitored by the teacher. I do not think that this would deter me from using a wiki at all and I look forward to trying it out in my own classroom.

So after looking at this wiki in correlation with some course readings, I feel that the forum was reflective of a number of learning theories that I have been exploring throughout the weekly activities.

Deeply embedded within social constructivism this wiki encouraged students to negotiate ideas and findings within a community of peers (Snowman et al, 2009, p. 413). This theory supported by Lev Vygotsky and John Dewey acknowledges that the knowledge that is acquired through discussions with knowledgeable others –like that that occurred between peers on the wiki, is connected to our existing schemes, before gradually becoming internalised (Snowman, 2004, p. 341). Using an online space like the wiki participants were able to construct new understandings and a shared meaning from the information contributed by others.

I also believe that this forum reflected aspects of cognitive constructivism as participants in the wiki may have modified their already existing knowledge ‘schemes’ as they accommodated or assimilated new information that they considered to be relevant (Snowman et al., 2009). I know that I did as there were many points put forward that I had not previously considered including numerous negative points that explained some social, emotional and physical reasons that mobile phones should not be allowed in the classroom. I found that the more that I read the more I began to question my pre-existing ideas on this topic and therefore my learning began as I assimilated these new ideas and information into my schema.

I believe that connectivist learning theory was also evident as participants had to make connections between, and sort through the information that they were reading in order to gain an understanding of and make a decision on whether or not mobile phone technology should be used in the classroom. Siemens (2004) describes connectivism as a theory that considers learning as process that occurs within undefined environments –adverse to cognitive learning theories that believe that  knowledge is constructed purely within the learners mind. Participants in this wiki networked with others to find valuable sources of information about the topic that could be used to inform their opinions. Siemens (2004) discusses how connectivism –which recognises that “learning can reside outside of ourselves” requires the learner to make connections that are more important than our current state of knowing, meaning that what was considered as the correct answer today, may be wrong tomorrow.

Thank you for reading. Below are the references for the sources of information that I read to inform my reflections J

Lein, K. (n.d). Elearning pedagogy. Retrieved from http://elearningpedagogy.com/cognitivist.html

Siemens, G. (2004) Connectivism: a learning theory for the digital age.Retrieved from CQUniversity e-courses, FAHE11001 Managing e-learning, http://e-courses.cqu.edu.au

Snowman, L., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, D. (2009). Psychology applied to teaching (1^st ed.).Milton, QLD: John Wiley and Sons.

Engage me or Enrage me...

I found this article by Marc Prensky (2005) opened my eyes to exactly how important it is to be ready to teach the children of the future, who I’ll refer to here as ‘digital natives’. I agree with Prensky (2005) when he discusses the lack of engagement that often occurs within the classroom as I have witnessed first-hand –and I agree that this is often due to the way that things are taught.  The idea presented by Prensky (2005) of “yesterday’s education for tomorrow’s kids” just doesn’t sit right with me at all and I wholeheartedly agree that we need to do more as we move forward into a technological age where these ‘digital natives’ will make up a large percentage of the class.

How amazing is it that “kids will master systems ten times more complex that algebra, understand systems ten times more complex than the simple economics we require of them, and read far above their grade level- when the goals are worth it to them” (Prensky, 2005, p.3).

After reading this article I was left agreeing with the author and had this sense of “education is not fair”. But after discussing this with a fellow peer and reading this article again I felt that my opinions were challenged. I find it interesting that Prensky (2005) when discussing the children of ‘yesteryear’he refers to them as almost disadvantaged, saying that they don’t know what ‘real engagement’ is. I feel that this assumption implies that in order to be ‘engaged’ technology must be involved. Whilst I agree that technology is incredibly engaging, when I look back to my own schooling I remember numerous moments of engagement that came from sensory experiences, hands on activities or simply the teachings of a truly passionate educator. Do these moments really not exist anymore? I hope not.

So if technology really is the only way to engage students then the challenge exists for me, ‘a digital immigrant’ to find out how to use technology and teach the curriculum in ways that will truly engage this breed of ‘digital natives’.

How do I best learn?

Throughout my life I recall completing numerous questionnaires and quiz’s each attempting to tell me ‘what kind of learner I am’ or ‘how I will best learn’. Can 44 questions truly give me an accurate representation of this? Well I am going to give the Felder and Solomen learning style questionnaire a go.

Here are the results…

  

Results for: Katie Chaseling

ACT          X                                        REF
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      SEN                                      X            INT
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      VIS          X                                        VRB
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

      SEQ                          X                        GLO
           11  9   7   5   3   1   1   3   5   7   9   11
                              <-- -->

According to the Felder and Solomen ‘Index of learning styles’ I scored I have a moderate preference for active, intuitive and visual learning styles.  When I was taking the test I was a little sceptical as I felt that I had an equal preference for both answers in many of the questions. Looking back at the results however I would have to say I do believe that with some of the explanations for these learning styles.

So summarising some of my favourite points I will learn best when I try things out, study in groups, use concept maps, colour code notes, take the time to carefully read questions and digest information and take a ‘hands on’ approach. According to the learning style inventory, I find it hard to sit still in lectures…check, don’t like routine calculations and memorisation…check, and make careless mistakes on tests due to dislike of repetition and impatience…check.  I do truly identify, particularly with these points so maybe I should give these learning style tests a bit more credit.   

So how can I use this knowledge to support the learning styles of the students in my classroom?

After only completing two practical placements I have been able to witness firsthand the diversity of learning styles and preferences within the classroom and I do wholeheartedly believe that it is my job as a teacher to cater for these. Do I feel prepared and ready to do that? No probably not, but I guess that’s why I am here and ready to learn. I enjoyed reading the short excerpt by Felder and Solomen (n.d) about learning styles. I think that often I stress myself out thinking “how can I cater for the learning style of every student in the class at once?” This excerpt by Felder and Solomen (n.d) however put this into perspective for me as they state that it is far more important and beneficial to strive for a balance of instructional methods rather than trying to cater exclusively to the style of each student. I agree with this statement and realise that it is far more realistic, and in doing this I can see how this would improve students motivation and willingness to learn as they are taught partly in a manner that they prefer. The ‘balanced’ approach means that students will also be taught in ways that may not be their preference however are still important ways/styles of learning. I am keen to keep reading and learn more about how ICT’s can be used to support learning styles.

Katie Chaseling

I C it's Time for reflectionS

Hi there,

I feel that before I begin this journey into the  relatively unknown ‘to me’ world of technology, it is important for me to think back and reflect on ICT's and the role that they have played in my life up to this point. As a child of the 90's I feel that I was growing up in a time where technologies were beginning to emerge, but at a slow enough rate so that I was able to keep up with them. I was able to grasps the basics from a relatively young age as I occasionally ‘but effectively’ used MSN chat, email, computers and texting. Since then my biggest technological achievements have included the mastery of Myspace and Facebook. Impressive hey? :-s Oh and I should not forget CQU student portal and Moodle –which might I add initially brought me to the brink of frustration and almost convinced me that university was not the place for me. Two years later and I’m still here so I guess that there is truly nothing that can stand in the way of my learning but…ME!

Based upon that I am going to embrace this course with arms wide open and hope that it opens my eyes to a whole new world that I have previously shut my eyes to. I realise that choosing teaching as a profession in this day and age will require much more from me technology-wise than I can currently give. I am apprehensive about the challenges that I may face along this journey, but excited to discover new things that will ultimately make me far more relatable to and equipped to teach not only the children of today but tomorrow also.

Here it goes

Well here I go, first attempt at blogging and I'm not even sure that this will work. Here's hoping.