bachelorofeducationsecondary

I have heard about WebQuests throghout the entire semester, yet no-one has explained to me what they are, or what they do… so I researched Tom March’s article “The Learning Power of WebQuests” and found that:

“A real WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of an open-ended question, development of individual expertise, and participation in a group process that transforms newly acquired information into a more sophisticated understanding. The best WebQuests inspire students to see richer thematic relationships, to contribute to the real world of learning, and to reflect on their own metacognitive processes.”

But how can this improve my teaching practice?

“Research in cognitive psychology tells us that if we want novices to perform at more expert levels, we need to examine how experts go about their work and then prompt novices through a similar process.”

Yes! To be (or better) the best we must learn from them.

“Teaching the writing process is a classic example. We ask students to do what expert writers do—brainstorm, draw pictures, compile lists, or make free associations—and then help them think about an audience and descriptive details. Scaffolding positively affects student achievement” (Bereiter & Scardamalia, 1984; March, 1993)

OUT OF CONTEXT:

“If you disagree that these approaches are essential, you can stop reading now and relax. Your students will make all the adjustments: submit essays from schoolsucks.com; “text-message” one another real-time exam answers; or sit quietly in class, heads bowed over books, listening to Pink Floyd on wireless headphones (“We don’t need no . . .”). This may be what is going on in some classrooms already.”

Why must he ridicule those readers who are yet to agree with his point and direction? Aren’t we taught that ridicule is the lowest form for argument??? Or is he not arguing, but just ‘taking the piss’ because he thinks he’s better than those not on the ‘technological train’ yet???

I myself think WebQuests are fantastic. I think technological development is the future and must be incorporated into our classrooms. The proof of this is in every resulting assessment I have ever been handed in my time as a practicing teacher. Students learn more when they are engaged, and students find technology a meaningful learning tool because it is relevant to the society they live in. You might buy your child the best toy thats ever been invented, but if other kids aren’t playing with it, its not going to see the light of day. Its the same being a teacher. Computers are the ‘in-thing’, they are ‘fun’ and ‘cool’ because they are innovative and allow for personal expression under a common umbrella (almost a personal assessment tool they use to compare themselves to other students). Computers and technology are what have developed and changed the world; and they will continue to do so (if we believe in the new-age philosophers – academics) as we become full-time, practicing educators.

Image: ‘Socrates‘
www.flickr.com/photos/29902990@N04/2836991287

Image: ‘DIY weingart mask‘
www.flickr.com/photos/79731859@N00/70771784

The introduction of technology in the classroom is all about improving education – its as simple as that. Not that education is broken – it, just like an automobile can be improved by incorporating the developments being made outside the 4 walls (or doors).

Using the automobile parable – if we hadn’t allowed for the introduction of change (mainly due to technological developments) we would all still be driving around in stagecoaches and riding around on penny-farthings. Technological development has improved the automobile, and provided society with opportunities that would never had existed if these developments weren’t allowed i.e. V8 engines for the ‘rev-heads’, and sloar-powered engines for the more eco-friendly.

Now lets put the same thoughts into education. It has been proven, and remarked about on my blog, that using technology increases the meaningfullness of a students learning experience. Technology provides stimulation for both learner types – visual and audio learners.

Papert believes the way to improve education is to incorporate ICT into:

1. improving existing school practices, including the teaching of the current content;introducing very elementary forms of ‘computer literacy’ or ‘technological fluency’ in the form of vocational knowledge justified by being needed in the workplace.

Papert also writes:

“Certain topics that are regarded today as sacrosanct will be eliminated – or greatly reduced. To make the point I focus on mathematics, but the same kind of consideration applies to all subject areas. Long division is the most commonly used example of a commonly taught skill of dubious value, but the whole area of manipulating fractions is a more serious one. Yes, every cook needs to be able to manipulate halves, quarters and thirds. And every cook succeeds without schooling. The trouble comes when kids have to learn to do 5/12 + 4/15 or worse. But why should they? It is neither practically needed in the age of the calculator nor a good entryway to conceptual mathematical thinking.”

I agree with Papert, but it does bring me back to the point I raised in my previous post - what is the necessary standard of literacy and numeracy that we as teachers must ensure ALL students (and by all I mean the ‘must’ section of the Planning Pyramid) ‘must’ have?

I am a firm believer in that certain standards must be reached in primary schooling in order for a student to continue on to secondary education. I firmly believe that each student should HAVE to completely pass a series of tests before that move on to secondary education, so that we, as secondary educators have a common standard that we can develop our KLA from. At the moment we are getting kids that can’t even read yet, kids that can read a little bit, and kids that are fluent in literacy tasks. There is no common standard, therefore we spend most of our time developing ‘band-aid’ teaching strategies (by that I mean we spend alot of our time developing learning tasks to accomodate 3 different levels of learner rather than just one from a pre-assessed standard). If there was a common standard that had to be met at the end of Year 6 in terms of literacy, numeracy, technological fluency and athletic ability (technique and knowledge based, not fitness) it would allow for teachers at the secondary level to develop learning experiences from a known foundation of knowledge, providing the learner with greater, more meaningful, student-centred experiences through choices and types of task. If we focus on using primary education as the provider to secondary education, we must be provided with educated students. We, as secondary educators can focus on developing a students critical analysis and higher-order thinking, steming from a previous knowledge base. That way we can DEVELOP students to think about their decisions, to become critical thinkers, and not just tell them what to do.

“Consider the analogy with learning a foreign language. If someone learned a few phrases so that they could read menus in restaurants and ask for directions on the street, would you consider them fluent in the language? Certainly not. That type of phrase-book knowledge is equivalent to the way most people use computers today.” (Rethinking Learning in the Digital Age)

It is paramount that if we are going to use technology in our classrooms, that we emmerse ourselves in whatever it is we are using -  icing without a cake is just a different coloured sugar. We must know about our tools and how they operate and what they an produce – it is exactly the same as using new sports equipment. If you had no idea on how or why a certain type of equipment was used, you would not stand in front of a classroom full of students and incorporate it into your lesson just because ‘it looks cool’ or you thought you should have. You have to know what you’re using and how it operates in order to educate your students.

“We need to update curricula for the digital age. One reason is obvious: Schools must prepare students with the new skills and ideas that are needed for living and working in a digital society. There is a second, subtler reason: new technologies are changing not only what students should learn, but also what they can learn. There are many ideas and topics that have always been important but were left out of traditional school curricula because they were too difficult to teach and learn with only paper, pencil, books, and blackboard. Some of these ideas are now accessible through creative use of new digital technologies. For example, children can now use computer simulations to explore the workings of systems in the world (everything from ecosystems to economic systems to immune systems) in ways that were previously not possible.”

The more we read, the more it comes apparant – ICT in the classroom IS the future of our classrooms.

“Cognitive tools impact student learning by causing them to think about information instead of reproducing and/or recalling information.”

Cognitive tools refer to learning with technology (as opposed to learning through technology). Jonassen (1994) argues that “ technologies, from the ecological perspective of Gibson (1979), afford the most meaningful thinking when used as tools”. Cognitive tools are generalizable computer tools that are intended to engage and facilitate cognitive processing. Cognitive tools are computer programs that incorporate such educational learning experiences as Powerpoint, Microsoft Word, Podcasting, Blogging, Concept Mapping and SmartBoards.

“Cognitive tools are technologies that learners interact and think with in knowledge construction, designed to bring their expertise to the performance as part of the joint learning system.” (Kim and Reeves (2007:224)

As mentioned in my previous post, it should be our focus as educators to provide meaningful learning experiences that provide for information retention. In the article, “Cognitive Tools” it explains the importance of implementing the use of cognitive tools in education and the shift from learning ‘from’ computers to learning ‘with’ computers.

They focus on three forms of critical and ongoing assessment and evaluation of information, its:

1. Validity
2. Reliability
3. Applicability

“These mental processes support the constructivist pedagogy and uphold the use of higher order thinking skills.”

According to Robertson et al. (2008) when constructng a learning activity in which cognitive tools are utilised, the following guidelines must be considered:

1. Identify learning goals or objectives – Clearly defined goals will enable students to comprehend the purpose of the activity and the desired outcomes.
2. Select projects for students to achieve goals or objectives – By analyzing learning goals and objectives, teachers can locate many projects based upon state objectives, research lesson plan ideas on the Internet, consult colleagues, and design their own. Typically authentic tasks can motivate students to engage in meaningful learning.
3. Select cognitive tool/s – Cognitive tools should facilitate the attainment of the learning goals and objectives. The tools should be appropriate to the learning environment, learning styles of students, appropriate for students’ technological skills, and facilitate the desired outcomes of the objectives. Becoming familiar with the tool/s may be necessary for effective instructional and scaffolding strategies. Technical assistance from colleagues, tutorials, and the media specialist may be sought.
4. Implement the learning experience and cognitive tool/s – Most teachers invest time in planning and assuring learning activities can be executed. Having an alternative plan is essential when relying on technology because the unexpected can happen. Some students may need guidance in their usage of the tool. Collaborative pairs, mini lessons, and one to one assistance can alleviate stress when encountering new technologies.
5. Evaluate the learning outcomes – The evaluation of tools is challenging; however, checklists and rubrics can serve as assessments in evaluating students’ effective use of them. Also student artifacts are evaluated according to criteria listed on rubrics, peer feedback, and performance evaluation checklists and/or rubrics.

Teachers should consider that “cognitive tools function best in constructivist learning environments” when planning the use of a cognitive tool for learning.

References:

* Robertson, B., Elliot, L. and Washington, D. 2008. Cognitive Tools.
  http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_Tools

* Kim, Beaumie and Thomas C. Reeves (2007), Reframing research on learning with technology: in search of the meaning of cognitive tools, Instructional Science, Volume 35, Number 3, 207-256. DOI 10.1007/s11251-006-9005-2

* Jonassen, David. H. (1994), Technology as Cognitive Tools: Learners as Designers, ITForum Paper #1

I loved this article – “How to Use Podcasts at Your School” written by will Richardson. It provoked alot of thought as to how I can improve educating my students through the incorporation of ICT, in this form, podcasting.

At the beginning of semester we were asked to make our own podcast and I can tell you EXACTLY what it was about and what I said on the topic. I can tell you how I went about performing the message to the last detail – and I did that 2 months ago. I completed an exam yesterday for Special Needs and I’ve already forgotten half of what I wrote. Education is about meaningful learning - but we have to focus on the best way for our students to retain information.

The article reminded me of a conversation I had with a teacher on my second practicum. He mentioned that two of his students, who were bottom of the class, had provided an amazing podcast project outlining the life of a religious figure. The teacher was so impressed he had the students present it to the Deputy and the students presented the information without the use of notes or speech cards. The information was in there head. It was learnt. It was meaningful.

Richardson in his article goes on to explain ways in which we as educators can incorporate podcasting into our KLA – mock interviews in History, recitals in Music, practice lessons in Languages – all podcasts, all meaningful learning.

Our goal as teachers is to educate our students, to give them information that they can retain when required, just like ‘put your foot on the brake to slow the car down’ or ’2 breaths, 15 pumps’ when someone requires CPR. Its not the information obtainment, its the information retainment that is important, so we must provide learning experiences that light the flame of recall.

Image: ‘Light it up …‘
www.flickr.com/photos/25047883@N00/209662750

I love the fact that technology is being introduced into our classrooms – blogs, webpages, websites, podcasts – its all there to improve meaningful learning and enrichment… but does it come at a cost?

Only if we as the educator allow it to.

I have found during my time at university this year that we as teachers are being asked to focus on improving the literacy standards of our students because the focus hasn’t been there over the past number of years. Literacy standards are alarmingly low, as pointed out in a recent article in the Sydney Morning Herald written by Anna Patty (Education Editor):

“These results show that one in four NSW year 7 public school students are not meeting basic standards in numeracy and literacy. NSW public school students fall below the national average in both reading and numeracy in year 7, despite being above average in year 3. It’s a concern that, the longer our children are within the Labor-run NSW public school system, the more their learning falls away.”

I began thinking of the reasons for our literacy and numeracy level decrease – could these causes be the early incorporation of ICT in education, through predictive text, cutting and pasting, calculators and word processing – using tools that mask/hide the actual standards a student is at?

I read the article “Educational blogging” by Stephen Downes and i must say I was extremely surprised at the conversational standards of the students in the classroom. Dominic Ouellet-Tremblay, a fifth-grade student at St-Joseph, writes: “The blogs give us a chance to communicate between us and motivate us to write more. When we publish on our blog, people from the entire world can respond by using the comments link. This way, they can ask questions or simply tell us what they like. We can then know if people like what we write and this indicate[s to] us what to do better. By reading these comments, we can know our weaknesses and our talents. Blogging is an opportunity to exchange our point of view with the rest of the world not just people in our immediate environment.”

For a student to be so articulate in what they want to say expresses a high literacy standard, but I was concerned – could the same answer be derived and spoken when the student is asked the same question to their face?

To answer this question we as teachers must provide a classroom that educated a student to be competent and confident to do both. We MUST diversify or teaching strategies, practices and methods in order to ‘cover all bases’ so that students can converse both audibly and through mail.

Incorporate technology – blogging, websites, podcasts – these tools allow for students to articulate what they want to say in an assessable means, but you as an educator must demand from your students a level of spoken literacy that maps that they know what they are writing.

Image: ‘Ulaanbaatar, Mongolia‘
www.flickr.com/photos/27861585@N02/2606362543

Image: ‘classroom 2‘
www.flickr.com/photos/52499057@N00/279233409

In response to Tommy Angus’ report on the article A Theory of Learning for the Mobile Age By Sharples, M., Taylor, J., Vavoula, G. (2007), I concur with his thoughts that “effective learning must be learner centred, building on the skills and knowledge of students, enabling them to reason  from their own experience.”

As it is in our KLA – PD/H/PE – it is essential that a skill is mastered for improvement through previous knowlegde and application of the skill; where in Maths a formula is required to obtain the answers to a particualr range of questions, in PE our formula is more of a self-concept that provides the foundation for all future decisions and whether they have a positive or negative impact and consequences. We as PE teachers don not provide the answers to problems, but provide as much information and guidance that allows for a learner to be the centre of the decision-making process.

It is paramount to the success of our students that we take the same approach as mentioned by Sharples et al.

Another point highlighted by Tommy Angus, was that life experience counts for so much in the PD/H/PE classroom. I believe this is because our KLA is scenario based; that we provide guidance on how to make more positive personal decisions through the knowlegde we provide and our outcomes-based performances inside and outside the classroom.

Teaching ICT and teaching PD/H/PE is still teaching. If we look at our approach to both and be consistent in our delivery, and up-to-date in our information, students will benefit.

Whilst reading through Annie Agnew’s blogpost “Some thoughts to ponder…” I came across an amazing quote that I think is relevant to our development as teachers incorporating ICT into our classrooms:

“Life can only be understood backwards but you have to live it forward. You can only do that by stepping into uncertainty and by trying, within this uncertainty, to create your own islands of security….The new security will be a belief that …if this doesn’t work out you could do something else’. You are your own security.” (Charles Handy Business Philosopher)

Experience is the only thing in life that allows you to progress – it allows for emapthy, understanding and then education. You can’t experience something if you never try it. I think your ‘islands of security’ are experiences that you have had that you feel you have learnt enough about that you could pass on your ’experience’ knowledge to a student who is inexperienced in the topic as a guide.
“You are your own security” – you are your own boundaries… for ICT incorporation, don’t be scared of the unknown – experience it.

Image: ‘Jumping in the sunset‘
www.flickr.com/photos/97211123@N00/221785705

It’s amazing to think that only 15 years ago, when I first ventured into the scary realms of higher education, we were still operating on Commodore 64’s and SEGA MasterSystem’s that used tape cartridges to provide the greatest entertainment ever developed.

Now, with the rapid development of technology since then, these systems have become as pre-historic as the game PONG or PAC-MAN were back then, and are now seen as ‘vintage-cool‘. Nowadays, teachers and students in both high-school and elementary schooling are using MAC’s and PC’s as tools to deliver content and to develop understanding and cognitive progression. In the majority of schools, most classrooms have at least one PC that can be used to enhance student-learning. In some schools, students are provided with their own PC, with all work and correspondence with teachers regarding assessments and KLA content being available 24 hours a day, 7 days a week on a school, KLA or teachers own website, webpage or ‘Blog’ site. The editors of eSchool explain:

“Preparing today’s youth to succeed in the digital economy requires a new kind of teaching and learning. Skills such as global literacy, computer literacy, problem solving, critical thinking, creativity, and innovation have become critical in today’s increasingly interconnected workforce and society–and technology is the catalyst for bringing these changes into the classroom.”

Basically, in 15 years we’ve gone from one player consoles to being able to play poker with 6 different people from 6 different countries at the exact same time; to being able to fight a fake War on your computer screen with an infa-red gun, and a battalion that consists of real people from all over the world fighting the same battle at the same time!

Teaching has developed just as quickly. It is safe to say that teaching methods have changed since I went to school and that they have changed since my father went to school – why? Simply, it’s because human beings are a lot more knowledgeable nowadays. Through the discovery and collation of information that is provided and readily available to us on the Internet. The Internet provides its users with information on subjects that we now know so much about because of years of research and technological development. Human beings are an exploratory race. We are always searching and challenging the boundaries for more than what is provided, or is the said limit, and this ‘search’ is the sole reason why we as teachers have to embrace and introduce technological change into our classrooms.

Simply, if technology is developed and introduced into wider society, we as teachers must embrace it into our classrooms. We have a duty to provide students with the opportunities to become resilient; to be able to cope with changes and challenges, such as adolescence and ‘self’ concepts, in their lives. Providing students with the ability to cope with technological change is no different and the benefits, like those associated with healthy ‘self’ concepts, are rewarding. According to the World Bank Report (2008) technological development has “helped reduce the share of people living in absolute poverty in developing countries.” If we take a look at the importance of using developing technology in our classrooms in the same vain; it is our duty as an educator in society, to educate students about society – to ensure our students don’t live in educational poverty because our classrooms haven’t become technologically savvy.

References:

* www.eschoolnews.com

* worldbank.org

* harddrivelife.com

* www.britannica.com