Pedagogical Beliefs & ICT Intergration

As  technology is growing rapidly in the world we live in, the generations that are going to be effected by these changes are the Z generation and the future generations to come. These generations are and will be the students in schools, it is therefore important to continue to implement ICT integration while considering the pedagogical beliefs that comes with such a change to the teaching role in schools (Brown 2005).

The article by Peggy Ertmer (2005), is discusses the importance of considering the changes that may occur due to ICT integration. Ertmer (2005) compared of the effect of a classroom that had a high-level or a low-level of technology and found that the teaching where high-levels were present was more of a constructivist centred and student-centred environment. The low-levels of technology usually resulted in a teacher-centred learning environment, where students are not actively involved and consist of students listening and teachers talking (Ertmer 2005).

Another issue of ICT integration other than the facility and availability of the technology, is the interference of different pedagogical beliefs. Ertmer's (2005) study list ways to integrate and change the beliefs in order to have successful ICT integration. One of these ICT support suggestion is to have technology tools, introduced gradually, beginning with those that support teachers’ current practices and expanding to those that support higher level goals (Ertmer 2005 p.35).  Another point I think would useful for such integration is to have ongoing technical and pedagogical support as teachers develop confidence and competence with the technological tools, as well as the new instructional strategies required to implement a different set of pedagogical beliefs (Ertmer 2005 p.35). 

From my point of view as part of the Z generation, I believe it is important to have ICT integration as long as pedagogical beliefs are considered and not disadvantaged in any way. There are many ICTs that are used for their educational value, some ICTs that are most popular in schools are IWBs, Webquests, videos and YouTube clips, online games and activities and music devices such as CD players. These new and growing technologies are a great way to extend the curriculum, using devices that are and will be the centre of these students lives.
These two articles give important insights to the world of teaching and how ICT integration will effect what is being taught and how that is done.

Here is a simple layout of a Graphic Organiser:

This graphic organiser has been done on a computer and is most suitable for visual learners, as you can see its all about what can be seen, and not what can be heard or done. Graphic organisers can include pictures, writing and all sorts of colour that relates to the purpose of the diagram, which is useful for students who have a visual learning style. Students can put their thoughts about a topic in a graphic organiser in a fashion that the teacher and themselves can understand.  By doing this, they are using the graphic organiser as a cognitive tool, as they process information and begin to gain a deeper understanding about the topic. This ICT enables the development of creativity as students can use graphics instead of writing boxes, and basically make their graphic organiser their own, so they are able to understand the topic. Creating a graphic organiser can be a creative way find out more information, in order for each student to learn at their best.

References

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our     quest for technology integration? Educational Technology Research & Development, 53(4), 25-39.
Brown, M. (2005). The growth of enterprise pedagogy: How ICT policy is infected by neo-liberalism. Australian Educational Computing, 20(2), 16-22.

Mobile Learning

In today's day and age the world of technology is growing faster and larger, one particular area of ICT that is becoming more popular is Mobile Learning. Learning through devices that have mobility gives the option of learning personal information such as a contact number or gaining broader knowledge such as definitions of particular words. Today's children and students are part of the Z generation, they have grown up with the Internet and connected devices. Mobile learning is apart of their 'native' environment, from learning how to use the technology to using it to extend their own knowledge on purpose (Handal, 2011).

Mobile devices or specific smartphones can support learning through video and audio recordings, emails, calculators, surveys and quizzes. Smartphones are given the chance to broaden the users knowledge as well as its basic features of phone calls and SMS. Before mobile learning, educational technology was mainly restricted to computers, cameras and overhead projectors, the most popular being computers. Computers allow most of same technology that is found in smartphones, but the main factor that puts computers behind smartphones is the mobility of the device. Wherever you are at home, on the bus or walking on the street your mobile device is ready to help you learn, to gain information, personal or impersonal it can be done.

To me, 'mobile' means to be able to be transportable wherever I am, unlike a house phone or desktop computer or even a laptop a mobile device is a small convenient option to assist with daily problems. A mobile appeals to me through its easy access and reliability for wherever I go. If i leave the house without my mobile I feel apart of me is back at home, over the years it have become a security blanket for myself and many other people who fall under the Z or even Y generation. As i have smartphone i have been in many situations where I use it for learning purposes, other than gain personal information about contacts I have used it to quickly calculate mathematic problems, look up the spelling of different words and general internet purposes that I would use on my laptop. The difference about doing these things on my mobile to doing it on my laptop is that I can do this when I'm travelling or at university. It's easy to access out of my bag or my pocket rather than pulling out a heavy laptop and is generally quicker as I can skip the whole turning it on, waiting it to load, connect to the internet, as my mobile has already gone through this process.

 

Mobile learning is an educational technology that allows students to connect their personal life with their school life, instead of discouraging mobiles in the classroom, students are given tasks to complete on a device that fit perfectly in the palm of their hands. I wouldn't particularly encourage this in primary schools or the early years of high school as students at this age are not recommended to use mobile phones. However, using mobile learning in the senior years of high school could be beneficial for students to take interest in their learning. The problem that may arise is not all students will have smartphones so tasks need to be altered if this is the case, but in the coming years this will all change and most phone used will be considered 'smartphones'. Although we need to consider the school rules that are in place for mobile phones and make sure that these are still followed and altered with the help of the Principal if necessary.

 

The mobile apps available on such smartphones as iPhones, would benefit high school students, to be able to learn in their own time. Sitting on the bus to and from school, relaxing in their rooms and on the weekend, students can get educational value out of a device which was once thought to be just an object to call one another.



What a Mobile Device Can Offer



 

Pictures or graphics are suitable for visual learners, these students are able to manipulate and remember important areas of the picture displayed. In this case the text that is included will be most memorable for the students. Students can use their cognitive skills the gather information that is presented in the text, they can find out the meaning of the picture from a audience or authors perspective. In doing so, they are also using their creative skills as they have to come up with ideas or find a deeper meaning than what the picture conveys at first glance. Students learn to use techniques that are found in previous pictures to create their own 'story' from theirs or other's pictures.



References

Handal, B. (2011). Mobile Learning in Schools. PowerPoint presented at The University of Notre Dame Sydney ED4134 lecture.

Brown, S. (Producer), Cooper, D. (Cinematographer, Editor and Director). (2009). A 21^st Century Education: Educating the Mobile Generation [Internet Recording]. Pearson Foundation. Retrieved from http://www.newlearninginstitute.org/21stcenturyeducation/21st-century-learning/educating-the-mobile-generation.html

Social Constructivism

Social Constructivism is the theory of students gaining their own knowledge through an active approach in the classroom guided by the teacher. Kamii and Lewis (1990) is used in Brewer & Daane's Article Translating constructivist theory into practice in primary-grade mathematics, they say that students are not only apart of a discovery of information, but in a social discourse involving explanation, negotiation, sharing and evaluating (Brewer & Daane 2002, p.417). Within social constructivism students go on a journey with their peers and teacher explore their topic, whether it be mathematics or science & technology students can benefit from the social interaction of bouncing idea off each other to build a deeper knowledge about their topic.

In the article by Brewer & Daane (2002), the purpose was to find out from eight teachers who taught mathematics from Kindergarten to Year 3 about their beliefs on constructivism. These teachers worked together in the same school and created a program called The Explorers, which ran from Kindergarten to Year 3; this program hopes to promote constructivism for the students learning. The group of teachers all had similar views on constructivism in four areas. The last one related directly to the social side of constructivism, they said that social interaction was vital for a proper approach at constructivism. The sharing of information and feedback techniques were useful for the teachers, but also important for students to have the same interaction; this involves group discussion as well as using the 'think pair share' approach and pair/group tasks (Brewer & Daane 2002).

I think that this article is a great example of the effects of a program dedicated to constructivism, i liked how it highlighted the main themes found when discussing  the importance of using a constructivist approach. I personally am all for constructivism and its 'hands on' approach, a teaching world where teachers are handing out worksheet after worksheet is dying, these students in primary schools are still children and as children are probably the most active group of the population. Students respond by play, by introducing concepts to them in an interesting way; where they can enjoy, but also gain knowledge from the lesson.

Here is a link to a sound file as i couldn't upload the actual file to my blog, but this will take you to it!

 Area Sector and Arc Length of a circle Audio

The learning style that this ICT supports is auditory learners, they are able to make connections with listening to the person speaking on the sound file. Students are able to replay this ICT if they missed any important pieces of information so they are able to learn as much as possible.
This ICT is a good cognitive tool within the learning environment as sound files can deliver facts and information in the form of songs or spoken word.
The file could contain instructions for students to make sense of and follow. Students and teachers creativity is developed through coming up with new ideas for sound files and getting used to different ways making use of information.



References

Brewer, J., & Daane, C.J. (2002). Translating constructivist theory into practice in primary-grade mathematics, 123(2), 416-417.

ICT as a cognitive tool

WebQuests

What Should Be Included In a WebQuest



ICT can be used for entertainment, to create and display digital media and it can also be to teach, otherwise known as e-Learning. WebQuests are a way for teachers to create a series of lessons from 1 to 3 or a longer period focused on a unit of work which could last from a week to a month. Webquests allow students to feel independent from their teacher and peers, learning and developing their cognitive skills. Knowledge about their topic, but also the ICT that they are using is learnt by the student, by using the same or similar programs in more than one lesson will allow the students to have practise at ICT programs improving their skills at memory and problem-solving.

Bernie Dodge (1995). uses the reference of Marzano (1992) for discussing the types of skills that define WebQuests as a cognitive tool, in his web page Some Thoughts About WebQuests. The skills that are learnt and developed when using a WebQuest are ones that involve thinking; such as comparing, classifying, inducing, deducing, analysing errors, constructing support and analysing perspectives. Dodge highlights the importance of these cognitive skills for students for participate in WebQuests, he also underlies how WebQuests support the development of creativity for both teachers and students, through the imagination that is created by the teacher and is carried on by the students. This website is a good source for understanding the  cognitive side that goes into participating in WebQuests, it really shows how ICT can be used as a cognitive tool.

Bernie Dodge is the developer of WebQuests, his purpose for WebQuests were to make sure students can be actively involved in their learning environment; making learning engagement an enjoyable and independent experience.

Here is a website that focuses on online maths games for helping numeracy, which could be used in a Webquest:

Maths Games - Numeracy

Online games are made for all learning styles, visual, auditory and tactile, visual learners are given the chance to learn from moving and still graphics, diagrams and easy to understand written information, auditory learn best from the oral sounds in the games and tactile benefit from the 'doing' aspect of Online games.
Making sure that the online games consider the necessary types of development in relation to the topic in particular, cognitive skills, allows students to benefit from the game as a cognitive tool. Students creativity is developed as the games include different imaginative ways of teaching a topic.




References

Dodge, B. (1995). Some Thoughts About WebQuests. http://webquest.sdsu.edu/about_webquests.html


Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria VA: Association for Supervision and Curriculum Development.

Digital Natives Debate

The article by Prensky, M. (2001), Digital Natives, Digital Immigrants identifies and explains the difference between digital natives and digital immigrants; pointing out that it is the problem of digital immigrants teaching the natives. Prensky explains that digital natives have grown up to learn in a different way to digital immigrants, instead of picking up a book or dictionary for easy found knowledge; natives go right for the Internet. He discusses that the reason why students feel bored and disinterested in what is taught by the immigrants is because the natives are stimulated by technology, so this is therefore needs to be the centre of their learning.

Prensky underlies the importance of the immigrants (the teachers) talking and teaching in a language that is familiar to the natives (the students), it does mean going faster, less step-by step, more in parallel to the students learning styles (Prensky, M. 2001 p.4). Prensky puts forward the idea of using Legacy content and Future content as a way of teaching to the natives. Legacy being the traditional content including and reading, writing and logical thinking and Future being the digital and technological content including Interactive White Boards, Internet and YouTube videos (Prensky, M. 2001 p.4).


Personally, I agree with Prensky, M. (2001) and his article on Digital Natives, Digital Immigrants, unlike the world that our teachers have grown up in, the world that myself and my peers have been surrounded by technology from the word 'go'. As technology is forever expanding and changing, if a teacher is a digital immigrant, it should be for them to make that conscious effort to include technology into their teaching, having a better chance in connecting with their students. 

Technology in general, allows the digital natives to explore areas of learning that can not be done through writing on paper, students can learn through online lessons made up by their teacher or even another teacher, students or people in general learn new things every day through exploring technology.

Here is a video about Digital Natives vs Digital Immigrants:

The two types of learning style that would benefit from a video clip would be visual and auditory learners, students that are visual learners would benefit from videos visual appeal through moving objects or text. Students that are auditory learners would learn best through the oral of YouTube videos or other oral recordings, they would benefit from class discussion in working together on what happened in the video.Video clips, that are either from the Internet or personal videos allow people to gain knowledge from all over the world or from your own classroom. Technology allows us to stimulate our cognitive and creativity skills by making sense of the information being portrayed in videos, whether it is a song or clip from a movie, students manipulate the video to highlight the important points of information.



Reference used.

Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

ICT Current Trends

Interactive Whiteboards

The current trends for ICT in the classrooms would have to be Interactive Whiteboards or IWBs, standard PowerPoints and over head projectors are technologies of the past. Teachers are now able to include their students in the teaching and learning process in a interactive way. Students of today are growing up with technologies, which are also growing and changing themselves; it is therefore teachers duty to stay up-to-date with technology so students are kept interested in the classroom just as they are in the outside world.

I think that as the technology of IWBs is available for schools to use, it should be used properly for students to benefit from e-Learning, as students will feel empowered and independent in their learning. Teachers can create lessons and activities on IWBs with straight forward instructions for the class to be apart of and interact with their lessons.

Peter Kent's (2008). Interactive whiteboards: A practical guide for primary teachers, is a great book for primary school teachers to learn and be guided through practical ideas of using the best of a IWB. In chapter 1 and 4 Kent introduces and explains the significance of IWBs and e-Learning. Kent highlights that students live in an increasingly technology-centred world, and whether technology is significant at home or not students need to develop skills to prepare themselves for a future that will involve a forever growing technology world (Kent, P. 2008).

Another good resource for learning about IWBs is an article by Tolley, R.J. (ND). Notes on the use of IWBs in schools, this goes through the processes to get the most out of your IWB, from safety tips for you and your IWB to interactive programs and remote access. Students can benefit largely from IWBs if they are manipulated properly. Tolley speaks to his readers in a way that teachers who are not technology savvy, can still understand and make use of the tips and ideas provided.

I think it's important to consider all type of learners when working with IWBs and make sure everyone can learn at their best. Visual learners can benefit from IWBs as they can include graphics, diagrams, tables and can include colour to assist learning. Auditory learners would benefit from sound files that are added to the activities on the IWBs, that would include YouTube videos, songs and recordings of their teacher explaining a task or giving hints to choosing the correct answer. Tactile learners would learn best from being actively involved in using the IWBs, making sure these students are chosen to use the pen on the IWB and make tactile decisions during the learning process.

Programs that are used for IWBs allow teachers to create stimulative activities that enforce a cognitive learning experience. Teachers can make activities that build upon literacy and numerate skills, students are more likely to be cognitively and creatively stimulated if they feel apart of the lesson and enjoy the ICT aspects of the lesson.
Teachers also develop their creative skills by making new and different ways to teach a lesson through IWBs, using samples and then growing further to create an appropriate lesson for their students.

Here is a poll taken by teacher of how they felt about IWBs

Tech Learning Poll

References used.

Tolley, R.J. (ND). Notes on the use of IWBs in schools. Retrieved From: http://www.maximise-ict.co.uk/IWBs.pdf

Kent, P. (2008). Interactive whiteboards: A practical guide for primary teachers. Melbourne: Macmillan Teacher Resources.