Introduction At the start of this course I believed that I had substantial knowledge on the subject (Reflection 1.1). I completed an IT degree several years ago, and I thought I was quite up to date with the latest technology and what was available on-line. I gave myself an 8 out of 10 for my preparedness to teach ICT in my blog post Reflection 1.1, and I wrote the following: 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. This however has changed substantially as I have worked through the material in the course. I have found that my beliefs, knowledge and skills have grown tremendously while I have spent many hours trying new programs, reading web-sites and blogging for the first time in my life, while I also learned that there is so much I don’t know how to do! My previous studies in IT taught me many skills, such as how to program in Java and perform SQL queries in databases. There was a small part on building web sites, but the tools that are available now are far superior (e.g. Weebly founded in 2007). Technical Skills My technical skills have improved; as can be seen in my reflections and embedded tasks (http://jeffsblogcqu.weebly.com). Among other things, I am now able to produce; a working blog; an infographic on-line (Embedded Task 2); a presentation on-line (Embedded Task 3); edited photos on-line (Reflection 4.1); and, a review on the process I have used to successfully produce podcasts (Reflection 4.2week-4-reflection-42.html). I am now able to upload and embed different elements into my Weebly blog, I can link to different web-sites and create links and share these with others (e.g. from Prezi, Embedded Task 3). It is a whole new era of learning for me. I have also spent much time looking into other areas of ICT such as stop-motion video (Reflection 4.3). Prior to this course I believe I would have been able to produce these (had I known they all existed), but it would have taken much longer without the resources given in the course material. Digital pedagogy is defined as using “electronic elements to enhance or to change” (Croxall & Kho, 2017) the “experience of education.” (Croxall & Kho, 2017). Coming from a place of not even understanding what ‘pedagogy’ meant before this course, I now have an understanding of not only the word, but aspects of digital pedagogy and a number of the skills required. Further to this, I have had exposure to researching digital pedagogy and finding what is effective in the classroom today, which will be very beneficial in my future teaching. What I have looked at so far will be what I will be working on using in my pre-service placement and when I begin teaching full-time. I see it as a vital part of teaching today, both on-line and computer / device based, for as Mouza & Lavigne (stated in Gatton, 2015) stated “Students beginning their secondary level education will never have lived in a world without the internet or computers. Those in primary level education will never have experienced a world without smart phones. Such rapid advances have arguably revolutionised the way in which we learn, play communicate and socialise”. SAMR and Higher Order Thinking SAMR (Substitution, Augmentation, Modification, Redefinition) was created by Dr Ruben Puentedura “for integrating technology into teaching” (Walsh, 2015). I have learnt much about this topic by applying SAMR in order to use digital pedagogy in the classroom. I wrote in my Reflection 2.2: “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)”, and I have seen this to be the case throughout my reflections, particularly in my Embedded Tasks 1-3. In my Embedded Tasks I have applied the SAMR model to various digital technologies in both hypothesised and researched lessons which resulted in workable ideas that I intend on teaching in the classroom. In Embedded Task 1 I used SAMR when analysing the use of blogs in the classroom, in Embedded Task 2 I applied SAMR to the use of infographics, and in Embedded Task 3 I applied it to using Prezi. I have also applied SAMR to the use of podcasts in the classroom (Reflection 4.2), and video production (Reflection 4.3). Through this process I can now understand what Walsh (2015) meant when she wrote: “while Substitution and Augmentation can be relatively straightforward conceptually, there is even more room for interpretation when it comes to Modification and Redefinition”, for is at this higher-level order thinking that tasks can be redesigned (Modification), and new tasks created that were “previously inconceivable” (Redefinition) (Walsh, 2015). I feel that the SAMR model can be applied and used in any subject being taught and ICT made use of in a meaningful way. I see digital pedagogy as truly capable of being used to result in complex, higher order thinking processes (i.e. evaluating and creating in Bloom’s Taxonomy and Modification and Redefinition in the SAMR model - Reflection 2.2). The changing role of both teachers and learners In today’s classroom it is not uncommon for students to know more than teachers in certain areas of study. This does not mean that the student becomes the teacher! It means that the teacher needs to be able to inspire the student to learn more attain a greater depth of knowledge and understanding; thus the teacher needs to have an excellent knowledge of digital pedagogy. One of the changes that is brought about due to Modification and Redefinition (SAMR) is in on-line communication and collaboration between students. Regarding collaboration between students: One focus in working through the material in the course was the investigation of the ability for different technologies to facilitate collaboration. I found that many of the on-line tools did in fact support this. For example, Prezi will allow up to 10 people to work on one presentation. Similarly, Easel.ly allows the user to invite others to edit Infographics. Regarding on-line communication: In this topic we were encouraged to comment on other blog posts and receive and respond to feedback on our own posts. This allows the receiver of the feedback to engage with the one who wrote the feedback in a new way. The feedback I have been able to give and received on my blog has given me experience in working with others in an on-line space. Please see the below examples (Figures 1-3): I received an extension for this assignment, for which I am grateful. Due to this I have not properly engaged in receiving and responding to feedback. However, such interaction would indeed help me improve my professional learning. A comment I did receive and my response are shown below (Figure 4): Legal, safety and ethical protocols Through my research for the blog posts I have learned much about what different web-sites put in their terms and conditions to cover these vitally important aspects (e.g. Prezi and Easel.ly). This includes age restrictions for using certain tools, and the obtaining of parental consent for certain age groups of users. Future Learning and Conclusion My learning in this topic will greatly support my future learning as it has ‘but wet my appetite’. I love ICT and have spent many hours on computers over the years, learning different programs, and building several websites using mostly HTML. It is exciting for me to now be able to spend the time learning not only about, but also how to use the new technology that is available, and to know that I will be able to use it to teach others. I have put as many links in my blog posts as I can as I know I’ll be looking back at it as I begin to teach ICT in my pre-service placement and full time teaching. I agree with Gratton (2015) that the following should be maintained and will strive to ensure that I continue to address these points:
My future learning will be on-going, and my technical skills continually improving as technology changes and I apply myself in order to stay abreast of the latest developments in digital pedagogy, drawing not only on my research and study, but also on the skills and expertise of those I will teach. Reference List Weebly, (2017). About Us, Company. Retrieved from https://www.weebly.com/au/about. Croxall, B and Kho, A. (2017). “Digital Pedagogy”?. Retrieved from http://www.briancroxall.net/digitalpedagogy/what-is-digital-pedagogy/. Gatton, R. (2015). ICT ENHANCED TEACHING AND LEARNING: DIGITAL PEDAGOGY. Retrieved from https://collaborativegrouplearning.com/2015/12/21/ict-enhanced-teaching-and-learning-digital-pedagogy/. Walsh, K. (2015). 8 Examples of Transforming Lessons Through the SAMR Cycle. Retrieved from http://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/.
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