Throughout this course, we have explored a range of different online programs designed to assist with teaching content, but more importantly engaging students to want to learn. It has been a very exciting learning curve for me- I love learning new programs and have hinted in previous posts about being a bit of a nerd when it comes to technology. I have had a genuine interest in the programs that we have explored.
In week one, we learnt about learning theories- Behaviourism, Cognitivism, Social Constructivism and Connectivism. The programs that we have explored can each be adapted to incorporate these learning theories. For example, the game I created in Powerpoint fits Behaviourism learners well; the use of concept maps is great for Cognitivism learners; this blog is a useful tool for Social Constructivism learners; and the creation of wikispaces and weeblys for Connectivism.
Throughout our journey, we have learnt about Bloom's Taxonomy and the SAMR model. I found that once introduced to the new programs, I began to explore the ways in which I could incorporate it into my teaching. In my thinking, I adapted parts of SAMR without consciously doing so- asking "how would I use this?" Once I understood SAMR, I was able to focus my thinking, with the goal of not just relying on substitution but on creating tasks that incorporated curriculum goals with engagement through augmentation, modification and redefinition.
I believe that an important additional consideration that needs to be included when planning to incorporate ICTs into teaching is "what is the final goal?" The trap that the use of SAMR can assist to redirect and avoid is using technology for technology's sake- the incorporation of technology should not just be because you have to, but rather that it is value adding to the content and to the engagement of students.
The questions of "can I be doing this better?", "are there other ways of engaging students to ensure they are all achieving their best?" should constantly be asked to ensure that you are achieving your curriculum goals through excellent engagement. These are important questions that can be motived from the use of SAMR and Bloom's Taxonomy.
While developing my skills in these programs, a key consideration was cyber-safety. While technology is great to incorporate, I had to keep asking the question of "how am I going to protect my students?", not only from clicking on the a website and finding adult content, but from identification on websites through photos, and cyber-bullying. Education Queensland have a great website with information for their teachers.
One of the programs that I explored further was Movie Maker to show a movie of photos that had been taken- an activity for prep students to recreate the book "The Very Hungry Caterpillar". I took into consideration the privacy of students pictures when developing this, and ensured that their faces were not identifiable.
In practical use, with the incorporation of programs such as Weeblys, I would use a base page for research projects that would give the students a list of websites that were "safe" to use.
As previously stated, the SAMR model has guided my thinking throughout the course to date. I am 100% behind the use of ICTs within my classroom with the underlying rule that they will be value adding and engaging students.
This course has taught me a lot- I have learnt about new technology and it has challenged my pre-conceived notions about incorporating ICTs with the classroom. If I was being honest, without this course I may have steered myself towards the "using technology for technology's sake" route, rather than develop ideas that allow for better engagement with students. With the use of SAMR, I have been able to channel my thoughts and ideas, and I believe to use the programs to further engage the students.
Now that I have spent a very small amount of time in a classroom, and done study in other subjects, I can better understand the importance of engagement on a number of fronts including behaviour management and achieving learning outcomes. I can see myself using the collaborative nature of the programs to increase engagement and interest, and to scaffold harder concepts through the use of different examples that meet the learning theories discussed above. Additionally, I believe that it is easier to take the time to offer feedback to individual students as I will not need to lug 30 books home each day, and it offers opportunities for other students to work together to provide opinions.
Overall, I believe that ICTs will be a great addition to my teaching repertoire.
Education Queensland (2012). Risk Management. Retrieved from http://education.qld.gov.au/web/schools/riskman.html
Newton, M. (2014). Melissa Newton ICT Blog. Retrieved from ictblog27.blogspot.com.au
Newton, M. (2014). Melissa Newton Wikispace. Retrieved from https://melissanewtoncqu.wikispaces.com/
Newton, M. (2014). Melissa Newton ICT 2014. Retrieved from ihttp://melissanewton.weebly.com
Schrock, K. (2014). Kathy Schrock's Guide to Everything. Retrieved from http://www.schrockguide.net/samr.html
Theory
In week one, we learnt about learning theories- Behaviourism, Cognitivism, Social Constructivism and Connectivism. The programs that we have explored can each be adapted to incorporate these learning theories. For example, the game I created in Powerpoint fits Behaviourism learners well; the use of concept maps is great for Cognitivism learners; this blog is a useful tool for Social Constructivism learners; and the creation of wikispaces and weeblys for Connectivism.
Throughout our journey, we have learnt about Bloom's Taxonomy and the SAMR model. I found that once introduced to the new programs, I began to explore the ways in which I could incorporate it into my teaching. In my thinking, I adapted parts of SAMR without consciously doing so- asking "how would I use this?" Once I understood SAMR, I was able to focus my thinking, with the goal of not just relying on substitution but on creating tasks that incorporated curriculum goals with engagement through augmentation, modification and redefinition.
I believe that an important additional consideration that needs to be included when planning to incorporate ICTs into teaching is "what is the final goal?" The trap that the use of SAMR can assist to redirect and avoid is using technology for technology's sake- the incorporation of technology should not just be because you have to, but rather that it is value adding to the content and to the engagement of students.
The questions of "can I be doing this better?", "are there other ways of engaging students to ensure they are all achieving their best?" should constantly be asked to ensure that you are achieving your curriculum goals through excellent engagement. These are important questions that can be motived from the use of SAMR and Bloom's Taxonomy.
(Source: Schrock, K. viewed from http://www.schrockguide.net/samr.html)
Cyber-Safety
While developing my skills in these programs, a key consideration was cyber-safety. While technology is great to incorporate, I had to keep asking the question of "how am I going to protect my students?", not only from clicking on the a website and finding adult content, but from identification on websites through photos, and cyber-bullying. Education Queensland have a great website with information for their teachers.
One of the programs that I explored further was Movie Maker to show a movie of photos that had been taken- an activity for prep students to recreate the book "The Very Hungry Caterpillar". I took into consideration the privacy of students pictures when developing this, and ensured that their faces were not identifiable.
In practical use, with the incorporation of programs such as Weeblys, I would use a base page for research projects that would give the students a list of websites that were "safe" to use.
Reflection and the Future
As previously stated, the SAMR model has guided my thinking throughout the course to date. I am 100% behind the use of ICTs within my classroom with the underlying rule that they will be value adding and engaging students.
This course has taught me a lot- I have learnt about new technology and it has challenged my pre-conceived notions about incorporating ICTs with the classroom. If I was being honest, without this course I may have steered myself towards the "using technology for technology's sake" route, rather than develop ideas that allow for better engagement with students. With the use of SAMR, I have been able to channel my thoughts and ideas, and I believe to use the programs to further engage the students.
Now that I have spent a very small amount of time in a classroom, and done study in other subjects, I can better understand the importance of engagement on a number of fronts including behaviour management and achieving learning outcomes. I can see myself using the collaborative nature of the programs to increase engagement and interest, and to scaffold harder concepts through the use of different examples that meet the learning theories discussed above. Additionally, I believe that it is easier to take the time to offer feedback to individual students as I will not need to lug 30 books home each day, and it offers opportunities for other students to work together to provide opinions.
Overall, I believe that ICTs will be a great addition to my teaching repertoire.
References
Education Queensland (2012). Risk Management. Retrieved from http://education.qld.gov.au/web/schools/riskman.html
Newton, M. (2014). Melissa Newton ICT Blog. Retrieved from ictblog27.blogspot.com.au
Newton, M. (2014). Melissa Newton Wikispace. Retrieved from https://melissanewtoncqu.wikispaces.com/
Newton, M. (2014). Melissa Newton ICT 2014. Retrieved from ihttp://melissanewton.weebly.com
Schrock, K. (2014). Kathy Schrock's Guide to Everything. Retrieved from http://www.schrockguide.net/samr.html
great blog...I love how you referenced yourself..lol
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