Reflective Synopsis
NOTE: Due to inability to link in my Prezi I have also provided the text form with links. Below is the transcript.
Knowledge prior unit
Prior to commencing this unit, I had basic knowledge on certain ICT tools, although I was unaware on how to implement them into a classroom setting. Classrooms are no longer the traditional teacher talks and student listens. These days, the 21st century classroom is all about being interactive with the use of ICTs. When I was in high school, I struggled a lot with achieving results and it wasn’t because of lack of trying it was because I learnt differently. If ICT tools were implemented while I was in high school I would have achieved better marks. Therefore, I believe digital pedagogy is a positive practice as it will engage all learners and provide inclusiveness.
Prior to commencing this unit, I had basic knowledge on certain ICT tools, although I was unaware on how to implement them into a classroom setting. Classrooms are no longer the traditional teacher talks and student listens. These days, the 21st century classroom is all about being interactive with the use of ICTs. When I was in high school, I struggled a lot with achieving results and it wasn’t because of lack of trying it was because I learnt differently. If ICT tools were implemented while I was in high school I would have achieved better marks. Therefore, I believe digital pedagogy is a positive practice as it will engage all learners and provide inclusiveness.
Learning Process
Throughout this course I have learnt that there are many digital tools that can be implemented into the classroom. I thought there were only a certain amount of tools, but after doing the blog reflections I realised there were a lot more out there. For me being able to learn about these tools, time management was a key factor as some tools required more time than others. For instance, I took a couple of hours on designing my Weebly website and exploring Prezi. Furthermore, I found the best way for me to learn about these wide array of tools was to give it a go and think how I would use it in my pedagogy. I also discovered in my week 3 reflection the nature of 21st learners, and how they will be more interactive with technology. Through my construction of learning, I received comments that referred to my post being engaging due to the inclusion of images, videos, PowerPoints and other digital tools. When exploring other blogs and commenting on them, I found myself learning from others. An example, was in Matt’s reflection 2.1 where he filled out the topic 2 table, and the examples he provided made it easy to understand but also provided ideas for myself.
Throughout this course I have learnt that there are many digital tools that can be implemented into the classroom. I thought there were only a certain amount of tools, but after doing the blog reflections I realised there were a lot more out there. For me being able to learn about these tools, time management was a key factor as some tools required more time than others. For instance, I took a couple of hours on designing my Weebly website and exploring Prezi. Furthermore, I found the best way for me to learn about these wide array of tools was to give it a go and think how I would use it in my pedagogy. I also discovered in my week 3 reflection the nature of 21st learners, and how they will be more interactive with technology. Through my construction of learning, I received comments that referred to my post being engaging due to the inclusion of images, videos, PowerPoints and other digital tools. When exploring other blogs and commenting on them, I found myself learning from others. An example, was in Matt’s reflection 2.1 where he filled out the topic 2 table, and the examples he provided made it easy to understand but also provided ideas for myself.
Development of knowledge
As a pre-serve teacher I’ll be preparing students for the world that doesn’t yet exist. The learners that I will be teaching are the generation referred to as “Z” (11-17 year olds) (Trowbridge, 2016). This generation want to be challenged throughout their learning, plus they want to collaborate with their peers. The students I will be teaching are always on either their phones, laptops, tablets, televisions or other devices. Therefore, these technologies need to be incorporated into the classroom to provide engagement and learning. In addition, there are six important skills that should be applied to the 21st century learners through pedagogy, which include problem solving, creativity, analytic thinking, collaboration, communication, and ethics, action and accountability (Crockett, 2016). In topic 1, Ken Robinson talks about creativity in 21st century learners and how it is just as important as literacy (Robinson, 2006). By developing my technical knowledge I’m able to understand the technology students will be using and help them prepare for their futures. In regards to pedagogy and tasks, it is required to have a pedagogy that works within the world of contemporary students. Generation Z learn from creating, experiencing real-life and hands-on activities, and connecting classroom experiences to the world (Trowbridge, 2016). In addition, my pedagogy needs to consider the different learning types which include visual, auditory, read and write, kinaesthetic (Teach.com, 2017). Key theories I’ve learnt to consider in my pedagogy to engage learners are behaviourism, constructivism and cognitivism (Davey, 2017). These theories will be widely used in my classroom as it not only provides feedback on behaviour but also how knowledge is actively constructed, plus structured within social contexts.
As a pre-serve teacher I’ll be preparing students for the world that doesn’t yet exist. The learners that I will be teaching are the generation referred to as “Z” (11-17 year olds) (Trowbridge, 2016). This generation want to be challenged throughout their learning, plus they want to collaborate with their peers. The students I will be teaching are always on either their phones, laptops, tablets, televisions or other devices. Therefore, these technologies need to be incorporated into the classroom to provide engagement and learning. In addition, there are six important skills that should be applied to the 21st century learners through pedagogy, which include problem solving, creativity, analytic thinking, collaboration, communication, and ethics, action and accountability (Crockett, 2016). In topic 1, Ken Robinson talks about creativity in 21st century learners and how it is just as important as literacy (Robinson, 2006). By developing my technical knowledge I’m able to understand the technology students will be using and help them prepare for their futures. In regards to pedagogy and tasks, it is required to have a pedagogy that works within the world of contemporary students. Generation Z learn from creating, experiencing real-life and hands-on activities, and connecting classroom experiences to the world (Trowbridge, 2016). In addition, my pedagogy needs to consider the different learning types which include visual, auditory, read and write, kinaesthetic (Teach.com, 2017). Key theories I’ve learnt to consider in my pedagogy to engage learners are behaviourism, constructivism and cognitivism (Davey, 2017). These theories will be widely used in my classroom as it not only provides feedback on behaviour but also how knowledge is actively constructed, plus structured within social contexts.
Technical Skills
Throughout weeks 1 to 5 I was continuing developing technical skills to improve my pedagogy and also my blog post. In my first reflection, I learnt how to embed a YouTube video by copying and pasting the embedded code provided by YouTube. The week 4 reflection included multiple technical skills which included linking to websites throughout text, embedding videos, uploading a document and embedded a podcast through Vocaroo. Additionally, I also learnt how to link to not only my blogs but to other people’s blogs. It is evident through my reflections the process of learning as it started off as a single video and progressed throughout. From experience these technical skills don’t require much time to understand and implement.
Throughout weeks 1 to 5 I was continuing developing technical skills to improve my pedagogy and also my blog post. In my first reflection, I learnt how to embed a YouTube video by copying and pasting the embedded code provided by YouTube. The week 4 reflection included multiple technical skills which included linking to websites throughout text, embedding videos, uploading a document and embedded a podcast through Vocaroo. Additionally, I also learnt how to link to not only my blogs but to other people’s blogs. It is evident through my reflections the process of learning as it started off as a single video and progressed throughout. From experience these technical skills don’t require much time to understand and implement.
Key Digital Pedagogy
The students that I will be teaching require different strategies of teaching to provide greater engagement during class. The key aspects of digital pedagogy include the following aspects; don’t teach in an ICT lesson rather be a facilitator, let them explore the ICTs, refer to the practical application of what they are learning with ICTs, give them the power to learn and make decisions, unleash the fun as it inspires creativity and develops innovation ideas throughout all curriculum areas, and lastly use ICTs everywhere possible (Justin, 2013). In regards to the SAMR model and Blooms Taxonomy, a productive pedagogy will consider the use of technology for learning in each stage. As a teacher, if ICTs are presented in the classroom I would be explaining the task requirements and providing an example, then allowing the students to start exploring by using the ICT tool. By doing this my digital pedagogy will provide a rich, diverse and flexible learning for all types of learners.
The students that I will be teaching require different strategies of teaching to provide greater engagement during class. The key aspects of digital pedagogy include the following aspects; don’t teach in an ICT lesson rather be a facilitator, let them explore the ICTs, refer to the practical application of what they are learning with ICTs, give them the power to learn and make decisions, unleash the fun as it inspires creativity and develops innovation ideas throughout all curriculum areas, and lastly use ICTs everywhere possible (Justin, 2013). In regards to the SAMR model and Blooms Taxonomy, a productive pedagogy will consider the use of technology for learning in each stage. As a teacher, if ICTs are presented in the classroom I would be explaining the task requirements and providing an example, then allowing the students to start exploring by using the ICT tool. By doing this my digital pedagogy will provide a rich, diverse and flexible learning for all types of learners.
SAMR Model
My understanding of the progression from substitution to redefinition is determined by the impact of learning, and in my curriculum areas there are multiple ways in which this model can be used. In my curriculum areas the SAMR model will be used to transform classroom experiences as well as being effective with technology. The use of the SAMR model in my classroom would include the opportunity to explore, get students and myself out of a singular mindset, expecting more from students, learn from others (students and teachers) and being flexible. An example of the use of the SAMR model in a science class is provided in my embedded task 2. The ultimate goal that I want to achieve with the different uses of technology, will be the category of transformation. In relation to pedagogy, Technological Pedagogical Content Knowledge (TPACK) will be a strategy used in classes as it is more than adding technology to traditional pedagogy (Teaching Teachers for the Future, 2017). As discussed in my previous reflections and embedded tasks, the use of ICTs has the ability to reach all levels of the SAMR model and Bloom’s Taxonomy.
My understanding of the progression from substitution to redefinition is determined by the impact of learning, and in my curriculum areas there are multiple ways in which this model can be used. In my curriculum areas the SAMR model will be used to transform classroom experiences as well as being effective with technology. The use of the SAMR model in my classroom would include the opportunity to explore, get students and myself out of a singular mindset, expecting more from students, learn from others (students and teachers) and being flexible. An example of the use of the SAMR model in a science class is provided in my embedded task 2. The ultimate goal that I want to achieve with the different uses of technology, will be the category of transformation. In relation to pedagogy, Technological Pedagogical Content Knowledge (TPACK) will be a strategy used in classes as it is more than adding technology to traditional pedagogy (Teaching Teachers for the Future, 2017). As discussed in my previous reflections and embedded tasks, the use of ICTs has the ability to reach all levels of the SAMR model and Bloom’s Taxonomy.
Legal, Safe and Ethical Practice
The legal, safety and ethical side of ICTs should be considered in all forms of technology and media sources. In each embedded task, there is a constant relation to copyright, cybersaftey and privacy settings as these are key factors that need to be consider when using technology in the classroom. In my classes, it will be assured that students are taught about cybersaftey, copyright and privacy settings, and what happens if technology is misused. Supporting my strategy of teaching the students about the effects of technology comes from the Australian Curriculum general capabilities of ICT (Australian Curriculum and Assessment Reporting Authority [ACARA], 2016). As it focusses on recognising what copyright is, security practices and protocols, and identification of the impacts on society.
The legal, safety and ethical side of ICTs should be considered in all forms of technology and media sources. In each embedded task, there is a constant relation to copyright, cybersaftey and privacy settings as these are key factors that need to be consider when using technology in the classroom. In my classes, it will be assured that students are taught about cybersaftey, copyright and privacy settings, and what happens if technology is misused. Supporting my strategy of teaching the students about the effects of technology comes from the Australian Curriculum general capabilities of ICT (Australian Curriculum and Assessment Reporting Authority [ACARA], 2016). As it focusses on recognising what copyright is, security practices and protocols, and identification of the impacts on society.
Professional Learning
From interacting in multiple blogs I found I was learning from others, and an example of learning was when Rhi’s embedded task 3 discussed costing issues which I never thought of. Additionally, in Samantha’s embedded task 3 I learnt more about Powtoons and how interactive they can be with students. I found that constantly reading and commenting on blogs made my learning easier and it also brought up new ideas for me to implement into my own pedagogy. Along with commenting in weekly reflections and embedded tasks, the forums were great for sharing resources with others. In my week 1 blog reflection I found a HPE video with teachers using ICTs, therefore I uploaded it to our Tea Room forum so everyone else could see and learn. From student’s comments in my blogs, I believed I helped out a few students as well, for example in my embedded task 3 Shannon Rasmussen commented about me addressing the privacy settings of PowerPoint which they didn’t know about. Throughout the past 5 weeks I found online interaction was a big factor to my learning and others.
From interacting in multiple blogs I found I was learning from others, and an example of learning was when Rhi’s embedded task 3 discussed costing issues which I never thought of. Additionally, in Samantha’s embedded task 3 I learnt more about Powtoons and how interactive they can be with students. I found that constantly reading and commenting on blogs made my learning easier and it also brought up new ideas for me to implement into my own pedagogy. Along with commenting in weekly reflections and embedded tasks, the forums were great for sharing resources with others. In my week 1 blog reflection I found a HPE video with teachers using ICTs, therefore I uploaded it to our Tea Room forum so everyone else could see and learn. From student’s comments in my blogs, I believed I helped out a few students as well, for example in my embedded task 3 Shannon Rasmussen commented about me addressing the privacy settings of PowerPoint which they didn’t know about. Throughout the past 5 weeks I found online interaction was a big factor to my learning and others.
Conclusion
In conclusion, I believe from my learning of ICT tools and the use of them in the classroom has made me more aware of the capabilities of the 21st century learners that I will be teaching. Additionally, from exploration of ICT tools and how they work, I’m able to apply Blooms Taxonomy and the SAMR model to create a digital pedagogy that will be suitable for generation ‘Z’. After reflecting on ICT tools throughout the past 5 weeks and before becoming a teacher, it has greatly impacted my learning and has prepared me for future teaching.
References
Australian Curriculum and Assessment Reporting Authority [ACARA]. (2016). Information and communication technology (ICT) capability, key ideas. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/key-ideas
Crockett, L. (2016, August 2). The critical 21st century skills every student needs and why. Global Digital Citizen Foundation. Retrieved from https://globaldigitalcitizen.org/21st-century-skills-every-student-needs
Davey, K. (2017, February 3). Summaries of learning theories and models. Retrieved from https://www.learning-theories.com/
Justin. (2013, October 12). 6 tips I learned in ICT class [Blog post]. Retrieved from http://www.planetsherston.com/blog/article/6_tips_I_learned_in_ICT_class_(by_the_teacher_they_love_to_call_%E2%80%98Mogbot%E2%80%99)
Robinson, K. (2006, February). Do schools kill creativity? [Video file]. Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en
Teaching Teachers for the Future. (2017). Technological pedagogical content knowledge (TPACK). Australian Government Department of Education. Retrieved from http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html
Teach.com. (2017). Learning styles: all students are created equally (and differently). Retrieved from https://teach.com/what/teachers-teach/learning-styles/
Trowbridge, T. (2016, October 26). Gen Z in the classroom: creating the future [Blog post]. Retrieved from https://blogs.adobe.com/conversations/2016/10/gen-z-in-the-classroom-creating-the-future.html
In conclusion, I believe from my learning of ICT tools and the use of them in the classroom has made me more aware of the capabilities of the 21st century learners that I will be teaching. Additionally, from exploration of ICT tools and how they work, I’m able to apply Blooms Taxonomy and the SAMR model to create a digital pedagogy that will be suitable for generation ‘Z’. After reflecting on ICT tools throughout the past 5 weeks and before becoming a teacher, it has greatly impacted my learning and has prepared me for future teaching.
References
Australian Curriculum and Assessment Reporting Authority [ACARA]. (2016). Information and communication technology (ICT) capability, key ideas. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/key-ideas
Crockett, L. (2016, August 2). The critical 21st century skills every student needs and why. Global Digital Citizen Foundation. Retrieved from https://globaldigitalcitizen.org/21st-century-skills-every-student-needs
Davey, K. (2017, February 3). Summaries of learning theories and models. Retrieved from https://www.learning-theories.com/
Justin. (2013, October 12). 6 tips I learned in ICT class [Blog post]. Retrieved from http://www.planetsherston.com/blog/article/6_tips_I_learned_in_ICT_class_(by_the_teacher_they_love_to_call_%E2%80%98Mogbot%E2%80%99)
Robinson, K. (2006, February). Do schools kill creativity? [Video file]. Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en
Teaching Teachers for the Future. (2017). Technological pedagogical content knowledge (TPACK). Australian Government Department of Education. Retrieved from http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html
Teach.com. (2017). Learning styles: all students are created equally (and differently). Retrieved from https://teach.com/what/teachers-teach/learning-styles/
Trowbridge, T. (2016, October 26). Gen Z in the classroom: creating the future [Blog post]. Retrieved from https://blogs.adobe.com/conversations/2016/10/gen-z-in-the-classroom-creating-the-future.html