This resource is all hyperlinked however some are not appropriate for young learner.
http://www.usi.edu/distance/bdt.htm
Online grpahical dictionary.
http://visuwords.com/
Technological Pedagogical Content Knowledge (TPACK)
Technological Pedagogical Content Knowledge (TPACK) provides educators with a multi faced knowledge foundation designed for technology integration. To assist educators in the comprehension of this framework Mishar & Koehler (2006) have composed an informative document of how to approach these components not as single bodies of knowledge, rather the overlaying relationships that are formed to formulate TPACK.
The three overlaying forms of knowledge that formulate TPACK are:
Content Knowledge (CK)
Pedagogical Knowledge (PK)
Technological Knowledge (TK)
These overlying sections form new forms of knowledge that are referred to as:
Pedagogical Content Knowledge (PCK)
Technological Content Knowledge (TCK)
Technological Pedagogical Knowledge (TPK)
The connection of all of these three sections together is:
Technological Pedagogical Content Knowledge (TPACK)
It is vital that as educators we have the knowledge of current information communication technologies (ICT) to engage and extend learners of the 21st century.
Mobile Phones in the classroom - Reflection
More and more students these days are equipped with a mobile phone. Trying to ban these devices at school would be a battle lost. Educators need to implement and maintain a mobile phone etiquette for learners personal mobiles and embrace the classroom mobiles devices many functions. So whats does a mobile phone offer to a classroom?
Analysing the use of my mobile phone I came up with these functions:
Some snooping around on the internet I found a site that identified classroom mobile phones can be used to send reminders to students regarding projects, etc and as a studying tool. More ideas are available at;
http://edudemic.com/2011/05/phones-in-classroom/
Looking at what has been highlighted with minimal research as to the beneficial uses of mobile phones, I believe that educators need to consider the idea that these devices can be used as tools to enhance the learning and experiences within the classrooms however ensure clear expectations as to the management of learners personal devices is communicated.
Analysing the use of my mobile phone I came up with these functions:
- ipod
- youtube
- calendar
- compass
- clock/stopwatch
- international clock
- weather report
- audio and video recorder
- server
- dictionary
- notebook
- Skype
- navigator
Some snooping around on the internet I found a site that identified classroom mobile phones can be used to send reminders to students regarding projects, etc and as a studying tool. More ideas are available at;
http://edudemic.com/2011/05/phones-in-classroom/
Looking at what has been highlighted with minimal research as to the beneficial uses of mobile phones, I believe that educators need to consider the idea that these devices can be used as tools to enhance the learning and experiences within the classrooms however ensure clear expectations as to the management of learners personal devices is communicated.
Blooms Taxonomy: Collaborative Wiki using De Bono's six thinking hats
A Wiki was exercised that allowed University students to provoke the advanced fundamentals of Blooms (1956) Higher order thinking skills of analysis and evaluation. Multiple perspectives were presented in response to the question posed "should mobile phones be used in classrooms". Actions were communicated via a Six Hats scaffolds.
The learning that occurred by partaking in this experience the theory of both constructivism and connectivism as knowledge and meaning is developed via social interactions within the space.
What is your belief and understanding of the nature of today's learners? Is there substance to the "engage or enrage" argument?
We are the future educators of a generation that has grown up with access to technologies like no other. Prensky (2006) suggests that this generation of learners may become disengaged in current learning environments as in their home lives they are engaged in the social technologies of the 21st century, hence the statement of "engage or enrage". This means as future educators we need to adapt our current materials utilising technology to enhance the learning of our students in order for success in wider school communities.
Multiple Intelligences
How would you use this information to inform your learning design?
Analysing learners data from multiple intelligence testing would inform the learning design providing educators opportunity to identify and capitalise on learners strengths that in turn will create a learning environment that promotes success in all forms of intelligences.
Learning Theories
BEHAVIOURISM
The theory of behaviourism refers to observable changes of individuals behaviour whereby learning is influenced by particular actions such as consistent practise, positive reinforcement, and re-shaping what they have learnt through a particular process.
COGNITIVISM
 |
This theoretical framework is based upon the principle that the mind is a tool to think and gain knowledge and an understanding of how this tool works would result in an understanding of the learning.
CONSTRUCTIVISM
CONSTRUCTIVISM
Contructivists believe that knowledge is built through social interactions and ideas within learning environments and/or specialised fields.
CONNECTIVISM
I found it particularly difficult to find content on this learning theory in a language that I could make sense of. However, this comparison of learning theories based upon posed questions was of high value.
I hope it helps you guys too!
LEARNING THEORIES PMI
BEHAVIOURISM
| PLUS | MINUS | INTERESTING |
| · Provides a strong foundation for a behaviour management plan · Justifiable findings · Would be effective in the early years | · Can enforce negative behaviours · Learners must profile learners extensively to determine what motivates good behaviour for each individual | · Involves learners · Learners must acknowledge the effects of negative behaviours · How can learners distinguish between praise and encouragement |
CONSTRUCTIVISM
| PLUS | MINUS | INTERESTING |
| · Engaging · Links to prior experience and knowledge · Promotes learners to think about their thinking · Promotes a collaborative approach to teaching and learning · Learners play a role in their learning therefore hold a sense of responsibility · Learning Manager acts as a facilitator of the learning | · Possibility of learners to become disengaged due to lack of responsibility or lack of social confidence · Benefits socially confident students | · Learners work is to be carried out primarily in groups |
CONNECTIVISM
| PLUS | MINUS | INTERESTING |
| · Encourages the change of the delivery of content that will support the engagement of 21st century learners | · The transition in schools to create a foundation that aligns with this theory may be difficult to get on board due to the huge difference comparatively to other theories · Who will offer funding to support this transition in today’s schools | · Said to be the learning theory that aligns with 21st century learners |
COGNITIVE CONSTRUCTIVISM
| PLUS | MINUS | INTERESTING |
| · Deters direct teaching and teaching styles of the industrial age | | |
Learning Styles
What is your learning style? What sorts of learning experiences would suit you best with your learning style?
The analysis of this data informs me that I comprise a strong active/visual learning style. Reflecting on my University learning journey with this in mind I can identify evidence of these preferred dimensions.
Learning experiences that would compliment my learning style would be hands on activities such as science investigations that allow me to see and remember best how things work.
Learning experiences that would compliment my learning style would be hands on activities such as science investigations that allow me to see and remember best how things work.
In a traditional classroom of 25 students, how would you support the range of learning styles each lesson?
With your current knowledge of ICT, how could your design and digital pedagogy support your learners better?
What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone's preferences?
How does ICT support differences in learning styles?
Mobile Phones - Should they be used in the classroom?
Considering how and should mobile phones should be used in the classroom is a complex task. To explore the varying aspects of this topic the thinking tool of De Bono's Hats was utilised to encourage individual thinking and group discussion.
University students often call on mobile phones to be informed via email and enhance presentations therefore the creative hat was examined.
A useful website that has fantastic ideas is listed below.
http://edudemic.com/2011/05/phones-in-classroom/
University students often call on mobile phones to be informed via email and enhance presentations therefore the creative hat was examined.
A useful website that has fantastic ideas is listed below.
http://edudemic.com/2011/05/phones-in-classroom/
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