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Friday, 20 April 2018

Week 6




Digital Pedagogy: Reflective Synopsis


Digital Pedagogy





Digital technology has come a long way and in fact this advance in tech is one reason why I am pursuing a future career in teaching. This reflective synopsis will explore personal learnings implementing effective digital technology to create an engaging classroom. Although I am a self-proclaimed tech-nerd I have certainly learnt a lot! One of the things I have happily learnt is that my twenty years of graphic design and marketing abilities are not wasted and will assist me to create engaging content. Looking at the TPACK model “the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).” (n.p, Koehler M, 2012) If I can combine my technological know-how with pedagogical knowledge and content knowledge this will enable the creation of a solid lesson.




Image Source: http://tpack.org








Know the Students


Teaching today is dramatically different we have so much access to infinite amounts of information thanks to the Internet. Getting information is no longer the issue rather getting the right information.
Geography no longer forms a barrier to network and communication due to digital tools such as blogs, forums, web conferencing and messaging services such as SMS, Facebook and, Skype. Students communicate faster and use graphics such as emojis or often there is an expectation of instant gratification or response.





The biggest advantage tech provides a teacher is the ability to provide students with continual communication. Great communication resolves many issues that perturb a class environment such as confusion, frustration and, boredom.

Let's explore exactly who we are teaching? Gen Z! and soon Alpha. Gen Z is probably the most exciting generation we have ever had! They are informed, connected, caring, social and entrepreneurial. As a business/science/tech teacher; this generation is sure to teach me. I can't wait to learn with them! (Even if they do get a little distracted!)

Technology allows students to get involved. This is a real game changer. Engagement ensures that students are present, involved, and actively learning! Also, the teacher can interact with students and gauge how they are going too. These regular check-ins are not only crucial to ensuring subject comprehension but motivation as well. Real-time response is particularly important to students today who are used to social media and instant responses! Dr Willis further exemplifies engagement and the neurology of students with “video gaming principals as an effective way of motivating students.” (n.p. Willis J, 2013)

Implementing Technology






This course has introduced me to the SAMR model and how to implement it into Blooms taxonomy. Both of these models combined to assist in assessing whether the planned lesson engages students and promotes higher order thinking. Throughout this course what I have learnt the most is incredible ways to implement my technology skills to push the boundaries of teaching and create lessons which are interactive and engaging. This is truly exciting! The digital classroom if implemented correctly can allow access to students with various types of learning such as reading/writing, audio, visual and kinesthetic to actively engage in lessons. The aim of education is to create skills that students can transfer into their real world. Creating relevant context and a way for students to demonstrate these skills. This synopsis will explore what I have discovered to implement effective classroom technology using blogs, videos and presentation software using SAMR model.



Blogs – SAMR


As a future Biology teacher and Business teacher, I will definitely utilise a blog as a learning tool.

Redefinition:


Create a food web: Students will create their own food web, working in small groups could create a graphical food web using graphics programs such as Powerpoint or slide share. Upload the image to a post and blog what their ecosystem includes.
Then in the following weeks what would happen if a particular animal no longer existed?
Each student in the group can have a different animal to predict and post their thoughts on the resulting change if an animal was removed.
For example,
Week 1 predict what would happen to the ecosystem if a predator animal was removed.
Week 2 Removed a plant?
Week 3 remove an omnivore?
Each student in the group could have a different animal to predict their changes as a result of an animal removal. This blog will be available for the whole class to see and would paint an interesting picture of ecological changes over a few weeks.


Video


Videos open up an array of learning opportunities for students as it is really the ONLY media that can support students with all learning styles including visual, auditory, reading/writing and kinesthetic if implemented correctly.

image source: https://www.dreamstime.com/stock-image-smiling-female-student-sitting-chair-writing-notes-isolated-white-background-image33447011
Powerpoint theme source: https://www.free-power-point-templates.com/free-office-chair-powerpoint-template/
Audio: Modern theme song from iMovie


Presentations

Substitution:


I could use a presentation to substitute textbook information by placing copy and images on power slides and students can then transcribe this information in their books.😩

Augmentation:

I have added a youtube video about the digestive system in the presentation. Adding video to a presentation is fantastic to bring out another presenter or ideas.

Modification:

I have added a link to an interactive website called Innerbody - This is the most awesome website I have ever seen it really brings anatomy to life! http://www.innerbody.com/image/digeov.html

Within a classroom setting, there are many opportunities to ask students to present ideas or their own discoveries by researching this site. There is 2D and 3D version.
I can further expand this presentation to include other body systems such as muscular, nervous, skeletal, lymphatic, cardiovascular and more! The presentation that I have currently created is only really the beginning and wouldn't it be fantastic (once I finish the entire human anatomy as this is a huge project!) with all the human systems. This can allow students to explore at their pace the different systems so if students are really into anatomy they can learn as much as they like!
I have added a link so that students can post and share their learning thoughts about the digestive system on my website a real interactive learning experience! https://heidicounsellteach.weebly.com/science.html

Redefinition:



Now just imagine if students were able to create their own presentations using Prezi, I will use the AITSL National Professional Standards for teachers (n.p. 2004 Teaching Teachers for the Future) as the guide to demonstrate how this example of redefinition will transform the classroom experience.


I could get students to work in groups working on various systems and presenting their projects on my website https://heidicounsellteach.weebly.com/science.html

Of course, I would in a classroom setting change the privacy settings on the site as login access only for students to gain access to this information and see what other students have created and posted. This can allow for real conversation and growth of ideas! Just imagine a collection of several years of posting - the number of ideas, creations and stories that could develop as students post thoughts about each other's projects? This cross-classroom and cross-years postings can present students with more than just a classroom full of ideas.

Digital Literacy


Digital literacy is one’s ability to negotiate and implement ITC effectively to redefine the classroom experience. To demonstrate my personal literacy journey and proficiency I know I have the design know-how as I know how to create websites, forums and super engaging content. This course has assisted me in developing methods to implement these tools effectively in the classroom. To assist students to not only engage in the learning content that I am presenting them but to really push how they engage in a learning environment and effectively take charge of their own learning. Teaching is no longer “static” and reliant on the teacher saying things and students doing things. Teaching has really developed, and we have now moved to a new dimension where students are the facilitators and teachers are simply there to guide and “redefine the role of the learner as a contributor, collaborator, and leader in the learning culture.” (p.6 November, A. 2012) My goal as a teacher is to be the facilitator to enable students to grow, expand and not only just learn but really implement their learning to make it relatable and relevant. Through engaging in this course as a learner I have experienced how technology is a powerful collaborative tool to allow learners to learn from each other. Social media such as blogs and forums provide a fabulous landscape to achieve this. I also understand the impacts of the digital footprint and mindful of ensuring students are educated and how students and as a teacher ensure student safety and the implementation of these tools are legal by referencing sourced media.


References



1. Koehler M., (2012) TPACK Explained: http://tpack.org


2. Willis, J (2013). Video Game MODEL for Motivated Learning : Dr. Judy Willis at TEDxASB https://www.youtube.com/watch?v=i8TPRec6OCY&feature=youtu.be


3. ICT Innovation Fund Teaching Teachers for the Future. (2004) NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS ICT Elaborations or Graduate Teacher Standards http://acce.edu.au/sites/acce.edu.au/files/TTF%20-%20Graduate%20Teacher%20Standards%20-%20ICT%20Elaborations%20-%20200411.pdf


4. November, A. (2012). Who owns the learning? : Preparing students for success in the digital age. Retrieved from https://ebookcentral.proquest.com


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