Community Engagement
Week 2
View the original blog post here: http://blacksol.com.au/edcn-task-2/
Comment:
Hi
Tanya,
thank
you for sharing your insights! The topic is also significant to me as
I had an ADHD student in my EFL class in a Primary School and it was
sometimes very difficult to include him. I gave different approaches
a go but the respective student often struggled to focus and to pay
attention to the language learning content. Moreover, he was so
overactive that it resulted in a disturbance for other students.
For
my English teaching, I used the game-based online platform Kahoot!
(REF). Although Education Perfect and Kahoot! are not directly
comparable, both are digital learning tools that are content-wise
adjustable. Looking back, I realise now that the use of an online
learning platform like that did not only help me to increase the
overall motivation of the class but especially to stimulate the ADHD
student. Each time we used my quizzes for vocabulary acquisition
(students were asked to find matching vocabulary), he was very
engaged and even able to participate for a longer time span as he
wanted to reach a high score. In that sense, I can confirm game-based
learning platforms can help ADHD students to learn better.
David
suggested that Educational Perfect rather fosters a behavioural
approach since they focus on instant individual feedback (i.e. right
or wrong answers). However, in my opinion, it is also a tool for
formative assessment since the focus lies on the learning process and
on building on prior knowledge. Thus, it is also more constructivist.
It might be interesting to hear other opinions on that!
What
it wanted to add is that Graziano et al. (2019) promote a shift in
the usual learning cycle – from a teacher-centred to
student-centred approach – to increase students’ motivation.
Thereby, it is highlighted that teachers have to be aware of where
the motivation originated. It might be dangerous when motivation is
only extrinsic, e.g. the main aim is to be better or faster than
others. This could be the case if teachers use Kahoot! in a mere
behaviourist way. In contrast, the desired intrinsic motivation would
stem from students ‘overcoming obstacles, […] and reaching a
goal, perhaps after numerous attempts‘ (p. 160). I think that is
given by Education Perfect.
Furthermore,
I am totally with you when it comes to the fact that learning success
depends on the teachers’ ability to introduce and implement the
respective game-based learning platforms. It is not simply done by
confronting the students with a certain technology and to expect
miracles. To cater to the students’ individual needs it is most
important to offer the right guidance throughout the whole learning
processes. Technology can be a valuable tool but, as you put it in a
nutshell, you ‘can not replace the enthusiasm and spirit we bring
as a teacher to engage and educate our students‘!
References:
Graziano
Cecchinato, Romina Papa, & Laura Carlotta Foschi. (2019).
BRINGING GAME ELEMENTS TO THE CLASSROOM: THE ROLE OF CHALLENGE AND
TECHNOLOGY. Italian Journal of Educational Technology, 01 June
201.
Kahoot!
(2019). Retrieved from https://kahoot.com.
_________________________________________________________________________________
Week 4
View the original post here:
https://engl857apdigitalportfolio.wordpress.com/2019/09/04/week-6-representing-and-sharing-content-using-technology-using-tiki-toki/
https://engl857apdigitalportfolio.wordpress.com/2019/09/04/week-6-representing-and-sharing-content-using-technology-using-tiki-toki/
Comment:
Hi Adrian,
thanks for sharing your experience with the Tiki-Toki app!
First of all, I agree with you regarding the implementation of the framework developed by Anderson and Krathwohl (2001). It might be too complex to implement it into our everyday lesson planning, especially if we try to categorise everything precisely. And yet, as Bower summarises, it ‘reminds us that there is a wide range of knowledge types and cognitive processes that may need to be represented for learners and supported by teachers’ (2017, p. 116). This aligns with your approach of using it to rethink our teaching practices and to find appropriate technologies to bring (back) variety to our learning task designs.
Furthermore, after reading your review of Tiki-Toki, a regular use seems to be too burdensome. Additionally, I found out that although you can sign up for free, creating a teacher custom account costs 125 dollars a year (Tiki Toki Timeline Maker, 2019). It is questionable if it is worth to pay for additional features when Tiki Toki is not that well sophisticated.
However, it might be good to keep track of further developments. What is more, I would like to use it for building a bridge between the subjects of history and art as I think that is important to foster students‘ interdisciplinary learning. Following the example given by you, I would let students prepare a visualisation of art history in general or certain art periods and let them do their own research. As highlighted by you, this would involve different cognitive processes and knowledge dimensions, for example, a deeper understanding of different art movements and the respective art forms would be fostered.
All in all, I would use Tiki-Toki for certain activities where it especially might contribute to the students' motivation and learning process rather than implementing it on a regular basis.
References:
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Bower, M. (2017). Design of Technology-Enhanced Learning: Integrating research and practice. Bingley: Emerald Publishing Limited.
Tiki-Toki Timeline Maker (2019). Beautiful web-based timeline software. Retrieved from https://www.tiki-toki.com.
_________________________________________________________________________________
Week 6
View the original blog post here:
https://theremoteclassroom.home.blog/2019/10/06/web-2-0-tools-in-the-remote-classroom/
Comment:
On the other hand, your examples illustrate how educators should not be deterred from trying to implement technology because of that fact. The successful implementation of Web 2.0 technologies in the classroom as such can be a learning process for educators as well. Although there might be failures at the beginning, it will probably lead to even greater teaching and learning success if educators reflect on their practical experiences thoroughly. Thereby, it can help to consider research evidence concerning the use of Web 2.0 tools for teaching (ibid.).
In general, I agree with you that
we should not forget to help students to develop basic digital
literacy in the first place. Bower (2017) emphasises that educators
can not assume that all students have the necessary skills to use
digital tools, however, this is crucial to set optimal learning
conditions (p. 200 f.).
Furthermore, you referred to the issue that your indigenous students showed good collaboration skills outside the classroom while showing opposite behaviour during lessons. Even though the contexts are not directly comparable, I think that I can use your insights for my own future teaching practice. My former workplace was a school with a high proportion of refugee students. Due to language difficulties and traumatising experiences those students were very restrained and sensitive. Other students often did not know how to interact with them. If I try to imagine that those students would have to work collaboratively on a wiki this seems to be a difficult task.
That is why I really liked your approach to a learning environment in which students feel comfortable and safe and are encouraged to try new ways to collaborate which each other:
‚What happens when we draft?‘
‚We make mistakes‘!
Making students understand that it is normal to make mistakes is important to dismantle possible barriers. Moreover, you taught your students how to give feedback to each other and gave them thorough instructions on how to collaborate. And you also seem to have a positive attitude towards the use of Web 2.0 technologies, as Bower (2017) suggested educators should function as role models to motivate their students as well (p. 201). All this demonstrates how important it is to create the necessary preconditions and to offer guidance as an educator so that Web 2.0 tools can be capitalised fully for enhanced learning.
Lastly, I think a wiki is a good choice to facilitate your students’ knowledge building in a collaborative way (Bower, 2017, p. 167). Hsu et al. (2014) indicate that wikis are not only good tools but at the same time ‘artifacts of the co-constructed knowledge‘ that ‘make collaborative processes visible‘ for both, students and educators (p. 751). I am curious to know how the actual implementation of a wiki worked out for you!
References:
Bower, M. (2017). Design of technology-enhanced learning – Integrating research and practice. Bingley, UK: Emerald Publishing Group.
Hsu, Y. C., Ching, Y. H., & Grabowski, B. L. (2014). Web 2.0 applications and practices for learning through collaboration. In Handbook of Research on Educational Communications and Technology: Fourth Edition (pp. 747-758). Springer New York.
Comment:
Hi David,
you gave a really good overview of the actual situation regarding the use of mobile devices in the schools in NSW. Differing opinions can be quite confusing and you managed to shed light on that. After reading your post I have to say that I totally agree with you. A ban of mobile devices is a very radical move. If teachers are the ones who are accountable for the students learning success, they should have the possibility to try new ways or as you said to find ‘nuances’ necessary to enhance learning and adapt to the changing learner needs through M-Learning (Bower, 2017). Maybe we just need to establish some important ground rules, including the acknowledgement of limitations and possible issues (like equity issues and the danger of cognitive overload, as mentioned by you).
Surely the possibilities to use apps for teaching seem to be endless and, thus, sometimes too complex and overwhelming. Nevertheless, neither schools nor teachers should be scared to implement M-Learning in their teaching. Quite the contrary should be the case, to support this process, schools can design programs that ‘offer teachers practical teaching opportunities’ which can help to change ‘teacher beliefs and anxiety’ (Chiu & Churchill, 2016, p. 324).
Particularly the posts in our study unit demonstrate what can be achieved if teachers take a closer look at opportunities and issues, and reflect on those in a critical way. Teachers need not only to have the courage to try mobile learning out and to risk something, but they also need to invest energy and time if they want to effectively use mobile devices in their classes. Schools can ‘suggest how to reduce possible extra workload when integrating mobile devices in classrooms. For example, they can hire teacher assistants to help in-service teachers in the beginning stages when implementing plans of mobile device integration, which the teachers would feel more comfortable or confident’ (ibid).
Lastly, teachers should always be looking for the best teaching methods and resources, teaching involves a life long process of learning. Now there are only greater technical possibilities. As the case with any other medium, the relevant pros and cons of mobile devices and apps must be weighed. However, the question is not if but when and how the usage makes sense.
Moreover, I wonder how successfully such bans can be enforced. I can imagine that students still manage to secretly use their phones. Indeed, most people can hardly imagine their everyday life without such devices. Therefore, clear rules should be better than a ban, or not?
Stefanie
References
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Bingley, UK. Emerald Publishing Group.
Chiu, T., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327.
https://theremoteclassroom.home.blog/2019/10/06/web-2-0-tools-in-the-remote-classroom/
Comment:
Thanks
for sharing your experiences on using Web 2.0 tools for collaborative
learning in your classroom! You showcased that even if educators are
highly motivated to use technologies like wikis to enhance students’
learning it does not mean that they succeed at the first try. As you
stated well ‘the tool itself doesn’t create collaboration that is
the role of the educator and their lesson design‘. I think the
learning design is one of the most important issues for educators to
consider when they aim to provide their students with meaningful
learning opportunities. The challenge is to understand all the
various possibilities of Web 2.0 tools (Bower, 2017, p. 160) and
relate that to a certain context.
On the other hand, your examples illustrate how educators should not be deterred from trying to implement technology because of that fact. The successful implementation of Web 2.0 technologies in the classroom as such can be a learning process for educators as well. Although there might be failures at the beginning, it will probably lead to even greater teaching and learning success if educators reflect on their practical experiences thoroughly. Thereby, it can help to consider research evidence concerning the use of Web 2.0 tools for teaching (ibid.).
Furthermore, you referred to the issue that your indigenous students showed good collaboration skills outside the classroom while showing opposite behaviour during lessons. Even though the contexts are not directly comparable, I think that I can use your insights for my own future teaching practice. My former workplace was a school with a high proportion of refugee students. Due to language difficulties and traumatising experiences those students were very restrained and sensitive. Other students often did not know how to interact with them. If I try to imagine that those students would have to work collaboratively on a wiki this seems to be a difficult task.
That is why I really liked your approach to a learning environment in which students feel comfortable and safe and are encouraged to try new ways to collaborate which each other:
‚What happens when we draft?‘
‚We make mistakes‘!
Making students understand that it is normal to make mistakes is important to dismantle possible barriers. Moreover, you taught your students how to give feedback to each other and gave them thorough instructions on how to collaborate. And you also seem to have a positive attitude towards the use of Web 2.0 technologies, as Bower (2017) suggested educators should function as role models to motivate their students as well (p. 201). All this demonstrates how important it is to create the necessary preconditions and to offer guidance as an educator so that Web 2.0 tools can be capitalised fully for enhanced learning.
Lastly, I think a wiki is a good choice to facilitate your students’ knowledge building in a collaborative way (Bower, 2017, p. 167). Hsu et al. (2014) indicate that wikis are not only good tools but at the same time ‘artifacts of the co-constructed knowledge‘ that ‘make collaborative processes visible‘ for both, students and educators (p. 751). I am curious to know how the actual implementation of a wiki worked out for you!
References:
Bower, M. (2017). Design of technology-enhanced learning – Integrating research and practice. Bingley, UK: Emerald Publishing Group.
Hsu, Y. C., Ching, Y. H., & Grabowski, B. L. (2014). Web 2.0 applications and practices for learning through collaboration. In Handbook of Research on Educational Communications and Technology: Fourth Edition (pp. 747-758). Springer New York.
_________________________________________________________________________________
Week 8
View the original blog post here:
https://edcn865learningtechnologies.home.blog/2019/10/25/dont-throw-the-educational-baby-out-with-the-mobile-technology-bathwater-sledgehammer-or-chisel-approach-to-mobile-device-control-in-schools/
https://edcn865learningtechnologies.home.blog/2019/10/25/dont-throw-the-educational-baby-out-with-the-mobile-technology-bathwater-sledgehammer-or-chisel-approach-to-mobile-device-control-in-schools/
Comment:
Hi David,
you gave a really good overview of the actual situation regarding the use of mobile devices in the schools in NSW. Differing opinions can be quite confusing and you managed to shed light on that. After reading your post I have to say that I totally agree with you. A ban of mobile devices is a very radical move. If teachers are the ones who are accountable for the students learning success, they should have the possibility to try new ways or as you said to find ‘nuances’ necessary to enhance learning and adapt to the changing learner needs through M-Learning (Bower, 2017). Maybe we just need to establish some important ground rules, including the acknowledgement of limitations and possible issues (like equity issues and the danger of cognitive overload, as mentioned by you).
Surely the possibilities to use apps for teaching seem to be endless and, thus, sometimes too complex and overwhelming. Nevertheless, neither schools nor teachers should be scared to implement M-Learning in their teaching. Quite the contrary should be the case, to support this process, schools can design programs that ‘offer teachers practical teaching opportunities’ which can help to change ‘teacher beliefs and anxiety’ (Chiu & Churchill, 2016, p. 324).
Particularly the posts in our study unit demonstrate what can be achieved if teachers take a closer look at opportunities and issues, and reflect on those in a critical way. Teachers need not only to have the courage to try mobile learning out and to risk something, but they also need to invest energy and time if they want to effectively use mobile devices in their classes. Schools can ‘suggest how to reduce possible extra workload when integrating mobile devices in classrooms. For example, they can hire teacher assistants to help in-service teachers in the beginning stages when implementing plans of mobile device integration, which the teachers would feel more comfortable or confident’ (ibid).
Lastly, teachers should always be looking for the best teaching methods and resources, teaching involves a life long process of learning. Now there are only greater technical possibilities. As the case with any other medium, the relevant pros and cons of mobile devices and apps must be weighed. However, the question is not if but when and how the usage makes sense.
Moreover, I wonder how successfully such bans can be enforced. I can imagine that students still manage to secretly use their phones. Indeed, most people can hardly imagine their everyday life without such devices. Therefore, clear rules should be better than a ban, or not?
Stefanie
References
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. Bingley, UK. Emerald Publishing Group.
Chiu, T., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327.
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