How ICTs support Prep students to learn effectively?

While working with a Prep class for nearly two weeks as a pre-service teacher, I have experienced how ICTs support students to learn effectively. Students were taught the chosen content descriptors, then ICTs were used as a teaching tool that constructs and transforms students’ learning. As a result, students actively engaged in the lesson content and their learning was expanded. For example, in the geography lesson, students learnt about ‘my special places’. After discussing and sharing special places, students watched an educational video clip ‘Rosie and Wallace’s house’. Students were then encouraged to share their ideas of the special place in the video clip and provide an explanation. This ICT-enriched lesson moved students from lower order thinking to higher order thinking allowing transformational learning to take place.

 

Learning from peer 2: Checklist for Today’s Teacher

The checklist (TeachThought, 2016) for Today’s teacher posted from the peer was helpful for me to use as a checklist to reflect on my teaching when doing professional experience. Checklist number 10 (I believe that I would enjoy being a student in my classroom) seems to be a simple one, however, it reminds me of the effectiveness of delivering the lessons. If I did not enjoy being a student in my own class that means I did not deliver the lesson effectively by engaging and motivating students to learn. Reflecting on the checklist will allows me to think deeply about the changes which should be made to support better learning outcomes. This checklist will be the one I focus on when teaching Prep other lessons in next weeks.

References

TeachThought (2016). Teaching In 2017: A Checklist For 21st Century Teachers Retrieved from https://www.teachthought.com/the-future-of-learning/teaching-in-2017-a-checklist-for-21st-century-teachers/.

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Learning from peer 1 – ‘The 11 characteristics of the Age Appropriate Pedagogies’

I have followed Barb blog and am interested in the link and the post of  ‘the 11 characteristics  of the Age Appropriate Pedagogies’ representing ‘a set of desirable qualities teachers can consider when working with children and colleagues so they are responsive to each individual child, context and purpose of learning’(ECECDET, 2017). The characteristics include: Active • Agentic • Collaborative • Creative • Explicit • Language rich and dialogic • Learner focused • Narrative • Playful • Responsive • Scaffolded. Accessing the link Barb mentioned in the blog and reading further explanations of each character on the website, I had a better understanding of the pedagogies. In my opinion, the 11 characteristics are helpful for me to apply when teaching during my prac. Completing week 1 professional experience, I observed the mentor teacher in the class and realized that the teacher used most of the characteristic when communicating with preservice teacher, other colleagues and teaching students. Having a copy of the 11 characteristics beside me when writing lesson plans for next week, I am able to apply some pedagogies as teaching strategies to meet the learning purposes and differentiation, and to ensure children will have a voice in the learning process.

References

Early Childhood Education and Care Department of Education and Training [ECECDET] (2017). Characteristics. Retrieved from https://det.qld.gov.au/earlychildhood/about-us/age-appropriate-pedagogies/characteristics.

 

 

 

TIP Model

‘How can I use TIP Model to plan ICT-enriched lessons during professional experience?’ ‘How can I involve integrating technology in teaching Prep?’ Going through the five phases of TIP Model before and after teaching a Mathematics lesson, I gained a better understanding of how to use ICT in teaching effectively.

  1. Decide on objectives and assessment:
  2. What advantage does ICT give?: Using ICT to teach the chosen content descriptors to engage students in the lesson. Students gave their attention to the lesson content when I used an educational video clip to introduce ‘addition’ to them.
  3. Design ICT integration strategies:  I also used an online test to transform students’ learning. Students would watch the questions on the screen then write their correct answer on a white board. The number of correct answers would reflect students’ understanding relating to the lesson taught.
  4. Organize learning environment to enable strategies to work: I used an interactive white board connected to a laptop to deliver the ICT-enriched lesson. The content of YouTube educational video clips used to expand students’ understanding of addition was checked by mentor teacher before using.
  5. Reflection: What worked well and what needed to improve? Writing a reflection after teaching the lesson, and receiving feedback from mentor teacher, I realized that I need to focus on behaviour management and the lesson’s duration. (Some students behaved inappropriately during the lesson such as talking, and imitating the way I spoke. The lesson lasted for 1 hour instead of 30 minutes). This last stage helped me as a preservice teacher to learn from the mistakes made to improve for the next lesson.

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Technology Integration Planning (TIP) Model (Roblyer, 2003).

References

Roblyer, M.D. (2006). Integrating educational technology into teaching. Pearson Merrill Prentice Hall, Upper Saddle River, NJ.

 

Using technology versus technology integration

The table showing the differences between using technology and technology integration (Rao, 2013) in the week 6 lecture helped me to track my unit of work’s ICTs- enriched learning activities. I looked through all the learning experiences planned and asked myself questions ‘what are the goals of technology integration?’ ‘who will use technology?’ ‘how can I make changes to focus on technology integration rather than using technology for the sake of using technology?’ My purposeful goals of technology integration are to support curricular goals and learning objectives, to engage students with content, to create and develop new thinking processes and to encourage higher-order thinking skills (Rao, 2013). I realized that I used technology in constructing knowledge rather than providing opportunities for students to use ICT to transform their learning. I made some changes in the unit plan in which ICT was used to transform the learning and focused on technology mostly being used by the students (Rao, 2013). I also focused on using decoding learning themes that support students learn with others through their discussion, learn through practice and learn from their assessment (Farwell, 2017).

References

Farwell, V. (2017). EDC3100: Week 6 – Enhancing your ICT enriched learning experiences. University of Southern Queensland. Retrieved from https://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=759249.

Rao, A. (2013). What’s the Difference Between “Using Technology” and “Technology Integration”?. Retrieved from https://teachbytes.com/2013/03/29/whats-the-difference-between-using-technology-and-technology-integration/.

 

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Using Bloom’s Taxonomy to sequence learning experiences

This week I learnt how to use the backward design model and apply Bloom’s Digital Taxonomy (Churches, n.d) to sequence the learning experiences. I used Bloom’s Digital Taxonomy and selected different tools from the ICTs to ‘underpin the pedagogical focus’ (Dann, 2017) that would support students to learn effectively. I constructed students’ knowledge of the unit, I asked students different questions relating to the lesson topic, then led a whole class discussion using a PowerPoint presentation to provide further information. I also checked students’ understanding by engaging them in the formative assessment. In learning experience 2, students were asked to work in groups and share their ideas, then organize the information as requested and use ICT to present the information. By doing this, I focused on ‘Applying’ and ‘Analysing’ Bloom’s Digital Taxonomy. I applied ‘Evaluating’ and ‘Creating’ terms of the digital Taxonomy in learning experience 3 when I asked students to collaborate by working in groups and use ICT to represent the knowledge and information gained from the unit plan.

Image result for bloom digital taxonomy

References

Churches, A. (n.d). Bloom Digital Taxonomy. Retrieved from http://digitallearningworld.com/blooms-digital-taxonomy.

Dann, C. (2017). EDC3100: Week 5 PowerPoint presentation. University of Southern Queensland. Retrieved from https://usqstudydesk.usq.edu.au/m2/course/view.php?id=10924.

 

Learning from the feedback of assignment 1

Related imageImage 1- Choice awareness blog

After receiving feedback of assignment 1, I realized I needed to focus on teaching content descriptors rather than teaching ICTs. I understand there are two perspectives – learning from ICTs and learning with ICTs – that are related to developing the learning experiences. The unit plan should provide students with the opportunities to learn with ICT to amplify their learning and transform the knowledge and information learnt. In assignment 1, I focused on teaching students to use a PowerPoint presentation rather than teaching them how to ‘describe strategies to make the classroom and playground healthy’ (ACARA, 2017). I was also confused when placing and explaining the chosen content descriptors into ‘constructing knowledge’ and ‘’transforming knowledge’. Information gained from week three lecture, which provides further explanation for constructing and transforming knowledge and using Bloom’s Hierarchy, helped me rearrange the content descriptors and organize learning experiences for stage 2 of assignment 2.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017).  Australian Curriculum: Health and Physical Education Year 4 Level Description. Canberra: Australian Curriculum Assessment and Reporting Authority. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/?

Choice Awareness blog (2001). Image 1- Choice Awareness. Retrieved from http://www.choiceawareness.com/cms2/view.htm/2/48/1349/2132/Services+Workshops.

A concept map

Using Bubbl.us, I created a mind map representing my online study connections. I chose online study with USQ as a main branch to develop a mind map because it is my focus and goal at the moment. The mind map demonstrates a link between my study with USQ, family, friends, and ITC connections at home.

New-Mind-Map 5

RAT model

This week I have learnt about the RAT  model  (Hughes, Thomas & Scharber, 2006) using ICT in teaching, learning and curricular practices. RAT is short for Replacement, Amplification and Transformation.  When technology serves as a digital means to same instructional practices, the Replacement happens. Also, technology increases efficiency, effectiveness and productivity of same instructional practices, then plays as Amplification. Technology provides Transformation because it invents new instruction, learning, or curricula.

When teachers apply ICT in teaching and learning in educational practice, they embed ICT into three dimensions (dimensions of instruction, dimensions of students’ learning processes, and dimensions of curriculum goals) (Hugles, n.d) .

This model helps teachers, and pre-service teachers see how technology used connects to the subject matter content. This course has helped me know about the RAT model which was previous unknown to me. The explanation of the meaning of each letter in RAT model as well as applying it when teaching a subject helped me gain a better understanding of its use and application of ICTs when planning learning experiences. When planning the learning activities, I asked myself questions such as how do I use ICTs to implement Replacement, Amplification or Transformation of the RAT model to support students learn effectively, and what do I need to change ?

 

References

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. Paper presented at the Society for Information Technology & Teacher Education International Conference 2006, Orlando, Florida, USA. https://www.learntechlib.org/p/22293.

Hughes, J (n.d). R.A.T. Model. Retrieved from http://techedges.org/r-a-t-model/.

Five stages of teacher development in ICTs

The topic I learnt in week 1 was understanding ICT as well as setting up the blog. I understand there are five stages of teacher development using ICTs: 1. Inaction, 2. Investigation, 3.Application, 4. Integration, 5. Transformation (Finger, 2007 as cited in Dann, 2017). The description of each stage helps me understand different stages when applying ICTs in teaching to assist students learn effectively. ‘Integration’ and ‘transformation’ are two stages that I will focus on to create an ICT- enriched unit plan. I would use ICTs such as PowerPoint presentation embedded with educational videos or educational games

to provide students with opportunities to achieve learning outcomes through the learning experience provided. I would organize learning activities which help students learn with ICTs to transform the knowledge they learnt.

 

Stage Description of key difference(s)
Inaction There is a general lack of action and/or interest
Investigation The teacher has developed an interest in using ICT with students and is beginning to act on this interest.
Application The teacher is regularly using ICT with students and knows how to do so competently and confidently
CRITICAL USE BORDER
Integration The use of ICT becomes critical to the support of the learning environment and the opportunity for students to achieve learning outcomes through the learning experiences provided.
Transformation The teacher is able to take on leadership roles (formal and informal) in the use of ICT and be knowledgeably reflective on its integration by his/herself and others

References

Dann, C. (2017). EDC3100- Week 1: First tutorial – PowerPoint presentation. University of Southern Queensland. Retrieved  from https://usqstudydesk.usq.edu.au/m2/course/view.php?id=10924.