My experience with Blogs so far, in particular, Weebly: 1. Technical Features As this is the first blog I have ever done, I cannot compare Weebly to another blogging platform. However, I have made a website with Weebly before and find the layout and format that it uses very easy to navigate and use. The following features are what I have used so far and like:
2. Links - The Nature of My Learners I believe that the use of blogs will be a fantastic link to my learners. A great benefit is that learners are very connected and aware of the use of many media platforms. Using blogs will help me to connect with learners by allowing them to express their learning on-line using their own devices (such as a mobile or tablet), possibly giving them a greater connection themselves to their own learning. Students who write a blog will also be able to track their learning experience in the classes that I teach, giving them an insight into their own learning styles. One supporting references for this is the "Contemporary Learning Framework" for the Catholic Diocese of Lismore which is found below and on-line here. Blogging encompasses a number of the objectives in the framework as it will engage contemporary learners, it is an environment that should energise students and it connects students. Source: http://www.lism.catholic.edu.au/wp-content/uploads/2013/02/CLF-A3-poster.pdf
3. Links - The Nature of Pedagogy Personally, in my teaching I would like to use blogs in the subject of ICT. I feel it would help students to learn much about using computers and the internet, much as I am doing right now as I write this blog. I feel that this would provide a very good connection between myself and the students as I would only have done this blog not long before teaching them how to do blogs. As such, I will be able to help them in their learning journey and possibly show them this blog too!
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I will begin this post with definitions: 1. Pedagogy As defined in the course material, pedagogy is the art of teaching. There are various pedagogical principles which should be used in order to engage learners and teach effectively. 2. Bloom's Cognitive Taxonomy This illustrates categorises of six major educational goals, moving from remembering through to the higher level order thinking of creating. The categories after 'remember' (or 'knowledge') are "skills and abilities" (Armstrong, 2017), as they enable the learner to utlilise the knowledge learned. A more in-depth explanation of each level, including the original and revised names of the taxonomy can be found here (click to open) at the Vanderbuilt University Centre for Teaching website. The below is taken from: Vanderbuilt University (Anderson, 2017): 3. SAMR This model designed by Dr. Ruben Puentedura in the late 1980's was designed to enable teachers to create and use "digital learning experiences that utilize technology." (Schrock, 2017), in order to bring about a higher achievement level for learners (Schrock, 2017). The four design tasks are shown in the below diagram below (Schrock, 2017): Reflection I believe that these two models will have a great impact on my pedagogy. Bloom's Taxonomy shows a progression in learning from basic to a higher level order thinking and SAMR will show me how to teach the students using technology in a relevant manner, also moving from the basic to the more complex (i.e. higher level order thinking). The aim is to achieve higher level order thinking though the use of relevant technology, that will engage the students by providing an engaging learning experience. Therefore, I would aim to design lesson plans that are at the Crate level in Bloom's Taxonomy, and at the Redefinition level in SAMR. The two models interact as shown in the following diagram (Schrock 2017): The following diagram is also very interesting and highly relevant for my pedagogy. It is Jen Robert's TECH model (2013) which seeks to move from learning that is teacher-centered to learning that is student-centred (cited in Schrock, 2017). REFERENCE LIST
Anderson, P (2017). Vanderbuilt University, Bloom’s Taxonomy. Retrieved from:https: //cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ Industrial Design Knowledge Base (2014). Bloom's Taxonomy of Cognitive Development. Retrieved from: http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/bloomstax.htm Schrock, K (2017). Kathy Schrock's Guide to Everything, SAMR AND BLOOM'S, Resources to support the SAMR Model. Retrieved from: http://www.schrockguide.net/samr.html My experience of pedagogy Regarding higher-order thinking, first it is pertinent to provide a definition: What are we talking about when we talk about ‘higher-order thinking’? Brookhart (2010) identifies definitions of higher-order thinking as falling into three categories: (1) those that define higher-order thinking in terms of transfer, (2) those that define it in terms of critical thinking, and (3) those that define it in terms of problem solving. (Collins, 2014) Now, a define each of these three terms:
Notes on how I uploaded my table:
After doing quite a bit of research, I installed the plug-in 'POWr File Embed' and embedded the Excel spreadsheet - this looked terrible as it was so large. I continued researching and then after some time found that the best solution is as follows:
Reflection stimulus questions:
On a scale of 0 (totally unprepared) to 10 (totally ready) to teach with ICT in your classroom, where would you rank yourself? Base your judgement on the two documents (above). Explain your ranking. Reflection: Personal ranking: 8 Explanation: I have studied IT and have an undergraduate degree in IT. In my current occupation I work in accounting, using computers and IT on a daily basis. Outside of my work, I use IT for things such as setting up our local Church website, setting up Podcasts for our local Church and other such activities. As such, reviewing the documentation referred to in this topic, I have found that I am almost totally ready, but I have not given myself a 10 as I will need to learn various techniques that are currently utilised in classrooms to integrate IT into the different learning areas. An example of this is in the National Professional Standards for Teachers, Standard 7: 'Engage professionally with colleagues, parents/carers and the community', Focus Area 7.1: 'Meet professional ethics and responsibilities'. I understand and apply ethical and professional practice principles in my current role working for the SA Government and as such will be able to do the same with the ethical and professional practice principles for teaching. (REF) Similarly in Standard 5: 'Assess, provide feedback and report on student learning', Focus Area 5.4 'Interpret student data', in my current role I am regularly using digital tools, such as databases and spreadsheets to record, manage and analyse data in order to report on financial information and provide data to use in improved processes for future practice. I also see myself as being very proficient in the Learning Continuum, being adept at applying correct and appropriate protocols when using ICT, investigating, creating and communicating with ICT, as well as managing and operating ICT. This stems not only from my years of using ICT in professional and volunteer roles, but also helping my children learn to use computers from kindergarten right through to university. |
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