ICT and the pre-service teacher

This week has been filled with so much talk on ICT about ICT for ICT that my brain is now on ICT overload.  I do not know if I have enough skills in order to embed ICT into the classroom in order to teach students, for what they may need to know in the future. I feel completely inadequate so I went on a search.

I found that Sharlene had embedded a wonderful article on using ICT appropriately in lessons then I stumbled across a great article written in 2012 entitled “Teaching Teachers for the Future (TTF): Building the ICT in education capacity of the next generation of teachers in Australia” by Romeo, Lloyd and Downes. The article focuses on the TTF program which is working collaboratively with other educators in order to empower the pre-service teacher.

If you have the time this read helps to make sense of how ICTE and the pre-service teacher are heading into the future.

Reference

Romeo, G., Lloyd, M., & Downes, T. (2012). Teaching Teachers for the Future (TTF): Building the ICT in education capacity of the next generation of teachers in Australia. Australasian Journal of Educational Technology, 28(6), 949-964. Retrieved from http://lq6tx6lb4h.search.serialssolutions.

ICT shortens the distance.

After reading a fascinating article about the School of the Air in Australia and how this school has now moved from the radio to a real time class room via web cameras is an enormous asset to students living in outback places within Australia.  ICT has shown how very valuable it is when connecting people around the world now it is used within Australia to connect students who were otherwise disadvantaged due to distance. Whilst the radio allowed students to be educated by incorporating the use of ICT, students are not only educated, they are connected to their peers and can now compete on a level playing field when via for university placements or other endeavours. Students are able to interact with other students and their teachers as if they were actually sitting in a classroom together even though the distance between each may be hundreds of kilometres away.

Please click here for further reading on the School of Air.

Reference

Australian Government. (n.d.). The school of the air and remote learning. Retrieved March 30, 2016, from http://www.australia.gov.au/about-australia/australian-story/school-of-the-air

ICT ICT ICT

With so much talk about ICT and children using all sorts of up to date technology and being digital natives are their children who do not have access to ICT?

I was reading Monique’s blog which was thoroughly enjoyable titled “using technology throughout my day”. I then wondered about the amount of time that is spent learning, reading or interacting with someone through various ICT mediums. I remembered the posts about digital natives which had me thinking again so I went in search for reports about children who do not have access to technology nor do they have the internet or home computers.

I know personally within my street there are at least 3 homes of school age children who do not have any such ICT technology. I stumbled across this great read on the subject written by Alexandra Smith in 2014.  I wonder about the teaching and learning of ICT for these children as the only place they get to use ICT is in the school environment, will they be disadvantaged?

References:

Smith, A. (2014). National curriculum undermined by 1 in 5 students not having the internet at home. Retrieved March 23, 2106, from http://www.smh.com.au/national/education/national-curriculum-undermined-by-1-in-5-students-not-having-the-internet-at-home-20140331-35u8u.html

ICT and the brain bombardment

After pondering over all the information that has bombarded my brain over the last few weeks I felt a bit perplexed when contemplating the upcoming ICT assignment.  The question which is at the forefront of my thinking, “Is ICT really that hard to embed into a everyday classroom where students actually interact with the ICT component?” To my dismayed the answer was yes. So I set off in order to locate information that would help misspell my fears and stumbled upon this fascinating article Understanding the relationship between ICT and education means exploring innovation and change. Whilst the paper was written in 2006 the thoughts and ideas are still valid for today.

Terry Freedman writes a great read especially on the Do’s and Don’ts of ICT in the classroom.

Jacinta shared one of David’s video which is wonderful to see how ICT is actually being used within the classroom.

References:

Freedman, T.  (2016). Primary effects. Retrieved March 23, 2016,from http://www.theguardian.com/education/2001/jun/12/schools.itforschools7

Watson, D. (2006). Understanding the relationship between ICT and education means exploring innovation and change. Educ Inf Technol, 11, 199–216 doi: 10.1007/s10639-006-9016-2

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Week 4 – Unit Plan

Firstly, a Unit Plan what’s this? In education this is basically encompasses weekly lesson plans (what is taught on a day to day basis) into an overarching idea say of Mapping in the Maths curriculum.  A unit plan can run for a few weeks or can be extended over many weeks when teaching a very detailed subject area.

At this stage my unit plan will be based on the Australian Curriculum Year 5 Maths subject area.  During the learning process students will acquire map reading and interpreting skills then combined these skills into conducting a Search and Rescue mission.  Students will be required to interact with others, use a variety of different maps, whilst using ICT in order to complete their mission.

Constructing knowledge:

  • Students recall various information placed on a map
  • Students can use directional language appropriately
  • Students describe landmarks
  • Students can find a location using a grid reference.

Transforming knowledge:

  • Students can create a grid reference system to locate people lost in bush land
  • Students can compare maps determine shortest distance that needs to be traveled
  • Students can choose correct map for a specific purpose.

Maps are wonderful, amazing and exciting. “A map is a paradox in that physically it is mere marks on sheets of paper, yet visually it brings to mind a multidimensional ~world, containing objects and even emotions not perceived directly on the piece of paper”(Muehrcke & Muehrcke, 1974, p. 323).

Map for EDC
(Yalke Pictue, Smith, n.d.)
The Map
(Middle Earth, Lord of the Rings Picture, IGN, 2011)

Please click on Australian Curriculum which will provide in details of the requirements for Year 5 maths.

References:

Middle Earth picture [Image] (2011). IGN Retrieved from http://lotrovault.ign.com/View.php?view=Maps.Detail&id=5

Muehrcke. P., & Muehrcke, J.O. (1974). The Geographical Review. LXIV(3) Retrieved from http://go.owu.edu/~jbkrygie/krygier_html/geog_222/geog_222_lo/maps_in_literature_muehrcke.pdf

Yalke picture [Image]. (n.d.).Smith, J. Central Art Aboriginal Art Store. Retrieved from http://www.aboriginalartstore.com.au/artists/june-smith/yalke-7/

 

ICT and Anti-social Behaviours

Another fascinating side to the ICT dilemma is that people are becoming anti-social, is this fact or fiction?

Fact is people are still communicating with people. Fact, anti-social means averse to the society of others (merriam-webster, 2015). Fiction, if people are still communicating with people then where is the antisocial behaviour?

It seems as though the more people invent things the more people want to remain with old views. Each time a new discovery or invention takes place there are people who completely reject the idea and find as many ways as possible to find fault.  There are the people who may accept a very small section of the change and reject the rest. There are people who dive head first into the new discovery make so many wrong judgements that they then turn away, next we have the people who are always looking forward and to the excitement that the future brings.  We must remember that we are educating our children for work in the future world.  What this looks like nobody knows but what we do know that we need to look carefully at the invention, check out the benefits and think about the best ways to implement the technology into society.

For further reading this article on Social Inclusion through ICT is thought provoking.

Emma’s blog also has some wonderful insights into ICT and education.

Reference:

Merriam-Webster. (2015). Anti-social. Retrieved March 16, 2016, from http://www.merriam-webster.com/dictionary/antisocial

Taylor, D., & Packham, G. (2016).  Social inclusion through ICT: identifying and overcoming barriers to ICT use. Strat Change, 25, 45–60. doi: 10.1002/jsc.2046

Assumptions and I wonder.

Within the ICT world both within and outside the classroom it is often assumed that all students can access ICT either by a smart phone, home computer, laptop or other communicating devises. Sometimes we forget that this is not the case.

Over the last few weeks and working through this particular course, during one of those thinking moments, I was wondering about students who do not have access to computers. I managed to walk the streets around my home and found that there were quite a few homes where school age students reside that do not have a home computer or even access to other electronic devices.  This then brought to mind how do we cater for these students in the classroom? Are we as are teachers allowing these students more access time such as opening up school libraries before and after school to not disadvantage these students, I just wonder?

I wonder about how these students, especially the ones in high school, cope when others around them have two or three computers in the home and every electronic device known to man within easy reach.

I wonder if we as teachers just assume. Next time I walk into my classroom I know that I will not assume.

Further information on this subject can be found by clicking on the following link computer access (Yelland & Neal, 2013).

Reference:

Yelland, N., & Neal, G. (2013). Aligning digital and social inclusion: A study of disadvantaged students and computer access. Educ Inf Technol, 18, 133–149. doi: 10.1007/s10639-012-9223-y