Placement and Collaboration

 

     This week saw the development of a student lead organisation via Google Groups. This development came about through the inability as university student to gain access to the Learning Place whilst on our practicum. The idea behind the development of the group was to allow the student body to share experiences and resources for our placement and through to our internship in fourth year. At this stage I have had 48 student members join in the first few days and the sharing of ideas and resources has begun. There were many questions from students regarding Google Groups and how they worked which left me thinking that even now we are not educating teachers on the technological tools that are available for use to use in the classroom.

    All these questions from students reminded me of the Digital Natives work by Marc Prensky (2001) where I had previously stated that the education system had changed and that the work of Prensky was dated.  His work may seem dated in relation to the connections of the education system, but it seems through the experience of establishing this Google Group that it is still an issue of the teacher not being aware of the technological changes that are occurring and the effect it has on there students and their positions as teachers. It is part of the TPACK model without the technological knowledge we are still back in the 1980’s and 1990’s when Shulman developed his Pedagogical Content Knowledge model.

     I have used this week to further implement the use of different Google Applications into my university studies. Through the use of Google Documents I am now conducting group assignment work in Science and have been able to commence a trial of using a website from my Professional Experience. The website was received somewhat apprehensively by my supervising teacher who does not use many forms of ICT in the classroom. Even though my supervising teacher does not use much technology she is still open to learn and is now looking at the possibility of me running a Professional Development session for her and several other teachers on website construction and blogging and how to implement them in the classroom.

The use of Twitter & Google Docs In the Classroom

        

The concept of using programs such as Twitter in the classroom was one that I had not given mush thought. The ability of social networking as a teaching tool seems fraught with the dangers of cyber bullying. The concept that Twitter is a community of learners was foreign to me as I have always saw Twitter as a "social networking" celebrity application. David Parry, Professor of Emerging Media at the University of Texas used Twitter within his classes, and stated that “The first thing I noticed when the class started using Twitter was how conversations continued inside and outside of class,”(2008) This concept of using Twitter in a primary setting, would allow for students to collaborate, comment, discuss and develop a greater understanding on a set topic.

        Google Docs has revolutionized the way in which my university studies now occur. As there is a large percentage of group work within the degree Google Docs has allowed me to share and discuss assignment in real time. When combined with other applications such as Skype the level of collaboration is a fantastic example of how effective it would be in the Primary School setting. Students would be able to complete group assignments at home and teachers would be able to work on planning in a more collaborative manner

ICT and Digital Students Reading

       This week reading raised some interesting points. Koehler, M. J., & Mishra, P. (2009) discussion on Technological Pedagogical Content Knowledge shows how the social factors can influence the relationship between teaching and technology and how “at the heart of good teaching are three core components: content, pedagogy, and technology, plus the relationships among and between them.” Koehler, M. J., & Mishra, P. (2009) It is this relationship between the three that forms the bases if the TPACK model.

     Marc Prensky’s paper titled Digital Natives, Digital Immigrants (2001) seemed somewhat dated as there were some points that I tend to disagree with but in 2001 I would have been comfortable with his views. Prensky stated that “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.” (Prensky. M, 2001. pg.1) Today with the introduction the Smart School Program and the ICT Certificate schools are making a greater effort in having a system that matches the changing student body. The teachers are now having to develop their pedagogy in relation to the integration of technology to match the “Digital Natives” of tomorrow.

            Michael Henderson raises an interest point that “The nature of the task is more important than the technology itself.” (Henderson, M. 2008)  Henderson expands on this to further explain that the core task must be the focus and the technology should assist in the engagement of the task and that the students ability to make meaningful decisions in learning activities will assist in engaging in the tasks  

           Through out the readings this week there was a common theme of the impact social use of ICT is having on students and how the dependence of ICT’s in the home have influenced schooling. Research by Thrupp (2008), discusses how the social use of ICT had influence the students ability to use ICT”s to engage in their learning.

 

            An interesting application was the use of Google Moderator. The application uses crowdscouring to rank user submitted answers. This application was used in the 2008 US presidential elections to poll voters on key issues. The application can be used within the classroom for things such as reading assignments, set-up a page for questions about the reading material or to have students anonymously submit questions on parts they did not understand. 

            A major emphasis in the lectures was on the Professional Values of the ICT Certificate. The main points raised were regarding the selection of resources and the ability to operate safely, legally and ethically. Further discussion was also conducted on the TPACK model

            The lectures continue the examination of the Professional Values of the ICT Certificate and how we can best model these practices with students and the development of Professional Knowledge that best benefits students. This week we conducted a live webcast with a lower primary class called the “Gems”. It was fascinating to see how the students had embraced the technology and included it in their schooling on a regular basis. There teacher was a great model for the TPACK frame work modeling the use of technology to enhance and engage the students and their learning.