How do I embed a subject I already teach in ?. A taxing question at best I feel.
Our work force of the future needs to understand the real use of technology. We should be strengthening the use of technology; Empowering the learners understanding of the benefits of technology.
Providing choice for the learner and personalized by the learner for their delivery. We need to be positive about the benefits of technology and how it is actually used. How are we influenced and how we can benefit the community we live in.
Being creative and innovative. Computing should support other disciplines.Partnering technology is a good thing and I try to involve my learners in understanding that technology is meant to be an enabler.
Curiosity creativity collaboration, critical thinking, working practically, evaluating. These skills don't change.
The skills and knowledge and attributes of the IT sector are at the forefront of my teaching and displayed in my learners.
Aims and outcomes - are focused to be 'I can do this' or 'I can share this experience', 'differentiated skills for life'.
Using technology we can deliver at pace and be challenging. Learners are promoted to be as good as they can, and use ICT across the curriculum to benefit all of their learning. Learners learn more as their appreciation and understanding of ICT tools grows,
Whilst this was said in 2004 it is still rather relevant in my opinion as to what we can and cannot, or think we cannot, do with technology an dhow it supports teaching and learning.
Key areas of my practice that I would like to review and comment on as a result of what Greeno et al. had to say:
Pedagogy cycle :
Learners bring experience (Socio-cultural theory Vygotsky 1978), and this blends and shapes their learning journey.
Learners of the 21st century and post 2010 have been bombarded by technology and believe they understand and are capable and some would say experienced users of technology. This could not be further from the truth, whilst you may see this as a generalized statement I make a point. Learners in the main 'Consume' the technology they use and rarely stop to think how or why it works the way it does.
I asked my control systems learner 'How would you explain what a robot does and how would you go about building one?" There was little response even though they are an every day occurrence in films and toys etc.
I then posed the question 'What if i could show you or even better you could learn how to build one in 2 hours ?". The response was " really ? could we ? is that possible ?"
What they did not realize was they had been learning to do this throughout the weeks and months before.
Using a robot can really illustrate the concept called a 'DO While - Loop' in programming. A loop continues around and around until a condition is met. What better example is there but to demonstrate this by using a robot to spin around and around until it hits something. Both visually stimulating and rewarding learners then begin to approach the task completely differently asking "How can we stop this happening ?,.... hold on didn't we use a distance sensor a few weeks ago ! ?".
So what just happened above; Learners assess themselves and came up with a set of knowledge previously learned and associated it to fixing a core problem for them.
In the consumption of technology the ipad and tablets along with iphones and smart phones are symbols of a poor use of technology in classrooms. Learners tend to spend hours texting, taking a selfie or even using facebook, twitter or even instagram to name but a few. What really should be happening is "How does that touch screen work ?, Why don't you see if you can crowd source something, twitter an opinion and see what comes back, use online blogs to get a real world view of what is really happening with technology.
I use an application for discussions and discovery called Padlet (Padlet.com), its web based and can be used collaboratively if so desired. The screen shot below shows how each learner has contributed to the question "name or research some input and output sensors"
This can be used with Smart phones, tablet, normal desktop PC and laptops. This uses the vehicle of consumption into actual usage of a device feared for its distraction rather than a positive use in the classroom. This extend the use of technology not making it boring, but a vehicle for delivery and expression of the learners research and knowledge.
Using phones to poll responses can be a instant winner.
Here the learner enters the code against the answer they think is correct to the website or phone number. The graph is drawn dynamically as responses come in making this a fun and completely anonymous action. This also yet again use technology in a creative way.
Constructivist Learning Theory
Surely you can see that Padlet and Phone polls completely satisfy what we ask here of the constructivist.
So did I change my teaching method ? did I change my materials or did I change how I assessed the learners ?.
Or was it something else ?.
I look forward to your response.
Referances :
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm
https://wiki.inf.ed.ac.uk/twiki/pub/ECHOES/ICT/ict_pedagogy_summary.pdf
http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_2013.pdf
Our work force of the future needs to understand the real use of technology. We should be strengthening the use of technology; Empowering the learners understanding of the benefits of technology.
Providing choice for the learner and personalized by the learner for their delivery. We need to be positive about the benefits of technology and how it is actually used. How are we influenced and how we can benefit the community we live in.
Being creative and innovative. Computing should support other disciplines.Partnering technology is a good thing and I try to involve my learners in understanding that technology is meant to be an enabler.
Curiosity creativity collaboration, critical thinking, working practically, evaluating. These skills don't change.
The skills and knowledge and attributes of the IT sector are at the forefront of my teaching and displayed in my learners.
Aims and outcomes - are focused to be 'I can do this' or 'I can share this experience', 'differentiated skills for life'.
Using technology we can deliver at pace and be challenging. Learners are promoted to be as good as they can, and use ICT across the curriculum to benefit all of their learning. Learners learn more as their appreciation and understanding of ICT tools grows,
Whilst this was said in 2004 it is still rather relevant in my opinion as to what we can and cannot, or think we cannot, do with technology an dhow it supports teaching and learning.
Key areas of my practice that I would like to review and comment on as a result of what Greeno et al. had to say:
- Pedagogy - 'the art of teaching, leading to knowledge transfer.'
- Teaching Materials
- Pupil self assessment
Pedagogy cycle :
Learners bring experience (Socio-cultural theory Vygotsky 1978), and this blends and shapes their learning journey.
Learners of the 21st century and post 2010 have been bombarded by technology and believe they understand and are capable and some would say experienced users of technology. This could not be further from the truth, whilst you may see this as a generalized statement I make a point. Learners in the main 'Consume' the technology they use and rarely stop to think how or why it works the way it does.
I asked my control systems learner 'How would you explain what a robot does and how would you go about building one?" There was little response even though they are an every day occurrence in films and toys etc.
I then posed the question 'What if i could show you or even better you could learn how to build one in 2 hours ?". The response was " really ? could we ? is that possible ?"
What they did not realize was they had been learning to do this throughout the weeks and months before.
Using a robot can really illustrate the concept called a 'DO While - Loop' in programming. A loop continues around and around until a condition is met. What better example is there but to demonstrate this by using a robot to spin around and around until it hits something. Both visually stimulating and rewarding learners then begin to approach the task completely differently asking "How can we stop this happening ?,.... hold on didn't we use a distance sensor a few weeks ago ! ?".
So what just happened above; Learners assess themselves and came up with a set of knowledge previously learned and associated it to fixing a core problem for them.
In the consumption of technology the ipad and tablets along with iphones and smart phones are symbols of a poor use of technology in classrooms. Learners tend to spend hours texting, taking a selfie or even using facebook, twitter or even instagram to name but a few. What really should be happening is "How does that touch screen work ?, Why don't you see if you can crowd source something, twitter an opinion and see what comes back, use online blogs to get a real world view of what is really happening with technology.
I use an application for discussions and discovery called Padlet (Padlet.com), its web based and can be used collaboratively if so desired. The screen shot below shows how each learner has contributed to the question "name or research some input and output sensors"
This can be used with Smart phones, tablet, normal desktop PC and laptops. This uses the vehicle of consumption into actual usage of a device feared for its distraction rather than a positive use in the classroom. This extend the use of technology not making it boring, but a vehicle for delivery and expression of the learners research and knowledge.
Using phones to poll responses can be a instant winner.
Here the learner enters the code against the answer they think is correct to the website or phone number. The graph is drawn dynamically as responses come in making this a fun and completely anonymous action. This also yet again use technology in a creative way.
Constructivist Learning Theory
- When assigning tasks to the students, use cognitive terminology such as "classify," "analyze," "predict," and "create."
- Build off and use student responses when making "on-the-spot" decisions about teacher behaviors, instructional strategies, activities, and content to be taught.
- Search out students' understanding and prior experiences about a concept before teaching it to them.
- Encourage communication between the teacher and the students and also between the students.
- Encourage student critical thinking and inquiry by asking them thoughtful, open-ended questions, and encourage them to ask questions to each other.
Surely you can see that Padlet and Phone polls completely satisfy what we ask here of the constructivist.
So did I change my teaching method ? did I change my materials or did I change how I assessed the learners ?.
Or was it something else ?.
I look forward to your response.
Referances :
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm
https://wiki.inf.ed.ac.uk/twiki/pub/ECHOES/ICT/ict_pedagogy_summary.pdf
http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_2013.pdf
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