My first Lesson using ICTs.

Well I gave my first ICTs lesson for this practicum a couple of days ago. It went really well. The IWB held its interactivity for the entire lesson which was something I was very pleased with. My mentor told it the IWB has habit of losing its interactivity. When I look at the SAMR Model I think my lesson would lay within the Substitution and Augmentation rungs of the ladder: the lower rungs of the ladder. It was a maths lesson on simple addition with Year One. I used a Smart Notebook activity I had designed, using the Disney ‘Frozen’ theme. The students were very engaged which was a real bonus. My mentor gave me very positive feedback. She was interested in how I used the ‘infinite cloner’ function to make virtual counters on the IWB. She suggested I add a ‘group of ten’ so that the resource could be used with more advanced students.

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SAMR Ladder

SAMR Ladder.

While visiting other blogs I came across a very useful one by Alana Cullen. In her blog, Alana Cullen, wrote that the SAMR model was introduced and highly recommended to all teachers looking to use effective information and communication technologies. SAMR stands for: Substitution, Augumentation, Modification and Redefinition. Aim of the SAMR model is to: engage in deep learning and authentic contexts. Like the RAT model (Replacement, Amplification, Transformation) the SAMR can be used as a tool to evaluate the effectiveness of ICT’s used in the classroom.

I think I will have a go at using this model during practicum to see if it is an effective tool when planning to use ICTs in the classroom. Hopefully it will be!

The following link that Alana Cullen gave to the SAMR ladder. It is an interactive graphic with videos, articles and research that can be easily used by teachers planning for rich ICT learning sessions. The ladder guides the teacher through the SAMR model offering reflective tools and questions designed by Dr. Ruben R. Puentedura, Ph.D.

Practicum Year 1 History Lessons!

The unit planning activity involved in Assignment 2 has in the end been of great use for my practicum. My mentor has begun a history unit with the Year 1 class on the history of toys and she told me today that she wants me to do some lessons on, ‘ICTs: Then and Now.’ This is more or less the unit that I planned or in Assignment 2. How coincidental is that! I am to incorporate ICTs such as blogging, Facebook, Skype, into the lessons, and have students compare them to ways of communicating from the past. Lucky I kept that old telephone the kids used to play with. Finding someone to Skype or Facebook video chat with during one of the lessons will be interesting. Who would like to join us? I need to get someone tolink up with so the students can see ow this type of ICT operates. I have seen video conferencing used in my last practicum but did not actually participate in that lesson, let alone organise and teach the lesson. At worse I can rope a relative into connecting to the class for a quick little video chat. I think it will be good!

Lack of ICTs in my Classroom!

Well today I began my practicum. As all other EDC3100 students I met my class and mentor teacher. I am lucky as I have met with her before. I have a Year One class. The students seem very good and my mentor teacher seems to be very supportive.  Her timetable and program do seem to be rather fixed due to the set-up of the school and its policies. The classroom does have an interactive whiteboard which is displayed on a TV touch screem. The IWB’s interactivity frequently is lost and then the teacher or student has to use the computer keyboard and mouse which is some distance from the IWB. There are a set of iPads which I have no experience with. I thought I was at a disadvantage, but then I read Maree Constantinou’s blog, ‘It’s Gonna Be a Hard Drive!’ Poor Maree! I thought my practicum was going to be a tricky one as my classroom has an IWB which loses its interactivity on a frequent basis, there are no PCs, there is a set of iPad which I have never used.

Maree wrote in her blog that she is ‘going to make mistakes, yes it is going to be hard, but I will get there – it won’t be for lack of trying!’ I think I also all into this frame of mind!

In her blog Maree cites a blog post about schools which deliberately choose not to have ICTs in the classrooms. The schools have a controversial pedagogical approach. The post is about a controversial teaching pedagogy known as ‘The Waldorf method’ which is nearly a century old, and does not allow computers or any other type of technology or ICT into the school, instead only includes resources such as pens, paper and knitting needles.   One parent from a school which follows this pedagogy wrote: “I fundamentally reject the notion you need technology aids in grammar school, the idea that an app on an iPad can better teach my kids to read or do arithmetic, that’s ridiculous.”

I found the blog interesting. How can a schoolactively discourage something which is so important for its students’ futures?

Table of Theories. How do they apply to Practicum.

Hello Everyone,

Below is my attempt at filling in the table of Theories. I found it challenging but a very useful activity.

The table

Theory Purpose Application to Assignment 3/Professional Experience
CLEM Model Help understand how to learn about a new ICT and how to use it to enhance student learning. If there are any new ICTs you need to use it might help your explorations.

Hence might be useful as a part of the planning process for Part B.

TPACK framework Hint: The K in TPACK stands for knowledge. TPACK says something about the type of knowledge required for ????

To identify 7 different types of knowledge that combine to provide the knowledge that you need in order to effectively use ICT to amplify and transform student learning.

The better your TPACK, the better your use of ICT to amplify and transform student learning will be.

Making sure the ICTs I use match the pedagogies and content of the lessons I will be teaching.

Make more effective use of appropriate ICTs.

Backwards design To design unit plans starting with student outcomes and objectives.. To choose ICTs and activities that will help to achieve outcomes and objectives.
SAMR Model The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.

While one might argue over whether an activity can be defined as one level or another, the important concept to grasp here is the level of student engagement. One might well measure progression along these levels by looking at who is asking the important questions.  As one moves along the continuum, computer technology becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning.

To try to include activities/lessons that are at the Redifinition Level. An example is: A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product.  Teams are expected to contact outside sources for information.
TIP Model The Technology Integration Planning (TIP) model is a model, developed by Roblyer (2006), and adapted by Finger, et al (2007). It describes 5 phases:

1. Determine relative advantage

2. Decide on objectives and assessments

3. Design integration strategies

4. Prepare the instructional environment

5. Revise integration strategies

If the integration of ICT is not being used to enhance the learning experience in some way, but is merely a substitution for existing techniques, then opportunities to improve the learning experience are lost. It is also important for teachers making a change to integrate ICT that they see its benefits.

Application to Ass 3 is to use the 5 phases outlined.

The 5Es To help teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom. Incorporate the 5Es  (Engage, Explore, Explain, Elaborate and Evaluate) into activities and lessons
WALT & WILF WALT: to help students understand lesson objectives.

WILF: to help students develop criteria they can use to complete tasks

WALT: to help students understand lesson objectives.

WILF: to help students develop criteria they can use to complete tasks

Connectivism Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena.

This theory is a a tool to be used in the learning process for instruction or curriculum rather than a standalone learning theory

Learning is a knowledge creation process…not only knowledge consumption. Learning tools and design methodologies should seek to capitalize on this trait of learning. a tool to be used in the learning process for instruction or curriculum rather than a standalone learning theory
Bloom’s taxonomy To give educators a framework whereby activities, questioning is used to increase levels of thinking, leading to deep thinking. Bloom’s taxonomy presents six levels, beginning with knowledge at the lowest, then progressing through comprehension, application, analysis, synthesis and evaluation; later revised to remembering, understanding, applying, analyzing, evaluating and creating. To use Bloom’s Digital Taxonomy.
Postman’s 5 things To find the 5 ideas useful in thinking about the effects of technology on religious faith.

1. All technological change is a trade-off.

2. The advantages and disadvantages of new technologies are never distributed evenly among the population.

3. Embedded in every technology there is a powerful idea, sometimes two or three powerful ideas.

4. Technological change is not additive; it is ecological.

5. Media tend to become mythic

Ensure all students have a fair share/access to ICTs in the classroom.
Toolbelt theory/TEST framework How to give every student the tools they need for success Help students optimize their performance using tech. Teachers need to prepare the students to learn how to use the tools in the present day and also teach them how to use the new tools. Importance of teaching these tools to the students so they are capable of implementing in the future.