Week 2
There may be many reasons to include ICT’s in the classroom, but if one chose the wrong tool for the right reason, no or minimal learning would occur. For a Learning Manager, it is important to consider all factors before integrating ICT’s. This is also not an excuse not to include ICT’s.
ICT’s I am comfortable with:
Wow, I thought I knew a decent amount of digital products, but through this course I was introduced to so many more. I really tried to investigate and use as many of them as possible. There is all through this Blog many applications and/or examples of them.
My favourites:
Pedagogy I have been exposed to:
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| An image I created during Learning Management 2 to understand "Pedagogy" |
Now by the end of my third year of studying (only one more to go J) Bachelor of Learning Management – Early Childhood, have I been exposed to many pedagogies or emerging sciences of teaching and learning. Including but not limited to:
8 Learning Management Questions- Productive Pedagogies
- Attributes of a Life Long Learner
- Principles of Effective Learning and Teaching
- Dimensions of Learning
- Habits of mind
- Queensland Curriculum Assessment and Reporting (QCAR) framework
- TPaCK
- Bloom’s taxonomy
- De Bono’s 6 thinking hats
- Literacy Learner Roles
- Information Process
- Assessment Techniques and Instruments
- Gardner’s Multiple Intelligence
The Learning Place has a Unit Plan Template that has an easily accessible checklist for most of the above.
CQU also created a Library Guide for Early Childhood Education and Primary Education which include many teaching and/or learning tools.
(I post these links here, as a resource central for myself. Then I won’t need to take 5 minutes looking for the correct email)
Reflection on My Digital Pedagogy is a link from Managing E-Learning’s Moodle links which I appreciated and used repeatedly.
Digital Pedagogy
The recommended reading regarding Digital Pedagogy was in one of Education Queensland’s publication called Smart Classroom Bytes the August 2008 issue.
Education Queensland identifies digital pedagogy as being "a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners. Digital Pedagogy moves the focus from ICT tools and skills, to a way of working in the digital world". (2008, p.3)
My notes from the reading:
v Education strive to engage the digital generation, expand individualised learning prospects, stimulate revolution in learning, enrich teachers’ digital pedagogy and get the most from ICT investments.
v An obstacle is shifting from teaching and learning ABOUT ICT to teaching and learning WITH and THROUGH ICT
v The aim is to create digital literacy proficient learners that may
o deepen knowledge and create knowledge through inquiry processes, interacting with communities of people, experts and information
o build ideas, learning solutions, products and plans through creative processes as well as for expression and reflection
o communicate, share and work collaboratively in local and global environments
o learn and work legally, ethically and safely as responsible users and creators
o develop new thinking, learning and problem solving skills to support their ongoing development.
(Education Queensland, 2008, p. 3)
v The 5 key components for the Digital Content programs are:
o Resource Exchange (formerly known as the Curriculum Exchange)
o P-12 eCurriculum
o Digital Content Classroom
o Advisory and Development Services
o Library Services
(Education Queensland, 2008, p. 6)
The Learning Place is Education Queensland’s gateway to an innovative range of online learning, communications, collaboration, community building and digital resources currently servicing more than 250,000 staff and students (as at August 2008)
ICT for Learning: What are the expectations of teachers?
To live, learn, and work successfully in an increasingly complex, information-rich and knowledge based society, students and teachers must utilize technology effectively. Within a sound educational setting, technology can enable students to become… (UNESCO, 2008, p. 1)
The ICT-CST framework specifies approaches towards the ultimate competencies required in education. The components included Technology Literacy, Knowledge Deepening and Knowledge Creation.
My highlighted notes of Competency Standards Modules – ICT competency standards for teachers
ICT Frameworks and Theory
Technological Pedagogical Content Knowledge (TPCK): A Framework for Teacher Knowledge by Mishra, P., & Koehler, M. (2006, pp. 1017 – 1054) is a document that revolutionised the way I thought about my knowledge and its application in the classroom.
For the writers it is very important that the 3 key factors intersect and Learning Managers should constantly strive to be in this middle part.
I used another nifty little website Exploratree, with Thinking guides (graphic organisers) to explore the TPaCK reading. And therefore encourage myself to apply higher order thinking of something that I easily could only have read as part of the course requirements. I do hope that you would be able to view my thinking guide, but I think you might need to register. I have included an image as a sneak preview.
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