From the getgo, I found Prensky's argument flawed. Whilst I don't disagree with the notion that children today are faced with technologies that didn't exist in earlier generations, I think Prensky and his contempoaries have under estimated the power of social interaction with adults and their peers. I belived it is narrow minded to assume that all children are ICT focussed in the classroom. I think there is a big difference in learning about, say reptiles, through visiting a zoo or such like, than googling reptiles and understanding their nutritional requiements, habibtats and mating rituals. ICT don't stimulate all a childs senses, which is an intergral part of learning, and may not provide the same sense of wonder and discovery other learning experiences can.
That is not to say that Prensky doen't make some valid points. It would be counter active to not include ICT's in the classroom as children will obviously have some sort of interest in them. Using ICT's in everyday life is evident every where we go. Think of mobiles, ipods, notebooks, kendalls, digital cameras, small screen entertainment. It is sensible to use these technologies in class. However to assume that every child can only learn using these things and through its unique lingo is dangerouly narrow minded. Empirical evidence put forth by Margaryan and Littlejohn and Thrupp show that students use a limited range of technologies for learning and socialising, and only to utilise the most basic functions on offer (see readings). Margayan and Littlejohn's research concludes that there is no solid evidence to support that students are adopting radically differnt patterns of knowledge creation and sharing. They further suppose that students are heaviliy influenced by the teachers methodologies of pedagogy, confirming the use of traditional pedagogies with the minor use of technological tools. Thrupp argues that ICT's will only increase the diversity of the learners in the classroom. He claims that it is the teachers role to construct a learning environment which easy to recognise as such and to ensure the learners feel comfortable to learn. He further claims that it is social groups to be the driving force behing students interest in ICTs and interestingly, the level of interest or involvement of the student in ICTs, and not the opposite.
I think Prensky argument of 'engage or enrage' is not a new phenonmenon. Teachers have always be searching/planning for new ways to engage their learners. True the gadgets are now infiltrating into learning environments, but the same premise still exists. How to get your learners interested in learning. I think a balanced approach to this issue would be best practice, and as a student learning the art of teaching I will be choosing practices and princilpe that reflect my attitude towards learning; keep it fun. Whether or not this approach will work, I'm not sure. Will tell you after prac.
My Family
Monday, 28 February 2011
Mutliple Intelligence Test
I've tried upload the picture of my results but am having woes so i'll just break it down in ranking highest to lowest.
1. Linguistic - 20/25
2.Intrapersonal-18/25
3. Kinaesthetic -17/25
4. Naturalistic-16/25
4. Logical -16/25
5. Interpersonal- 15/25
6. Musical-11/25
6. Visual-11/25
Well no surprises there. My 'smarts' lie in Linguistic/intrapersonal/kineasthectic areas. I suppose its my personal holy trinity. So I would use this information to help me create my own learning design by using learning strategies/methods like reading writing and talking, and where possible introduce elements of movement. I suppose when trying to memorise something, tap a beat out, or walk around whilst trying to take it in. The intrapersonal, or 'know thyself' would provide the platform to know when to push my limit and when to rest? Not sure as yet. One thing I did notice that when trying to understand the graph I made quite a few mistakes in trying to intepret the results and put them into words. Definitely will not use graph/charts to aid in my studies.
1. Linguistic - 20/25
2.Intrapersonal-18/25
3. Kinaesthetic -17/25
4. Naturalistic-16/25
4. Logical -16/25
5. Interpersonal- 15/25
6. Musical-11/25
6. Visual-11/25
Well no surprises there. My 'smarts' lie in Linguistic/intrapersonal/kineasthectic areas. I suppose its my personal holy trinity. So I would use this information to help me create my own learning design by using learning strategies/methods like reading writing and talking, and where possible introduce elements of movement. I suppose when trying to memorise something, tap a beat out, or walk around whilst trying to take it in. The intrapersonal, or 'know thyself' would provide the platform to know when to push my limit and when to rest? Not sure as yet. One thing I did notice that when trying to understand the graph I made quite a few mistakes in trying to intepret the results and put them into words. Definitely will not use graph/charts to aid in my studies.
Sunday, 27 February 2011
Something I've always wanted to do...
Space.... the final frontier.....these are the voyagers of the starship Enterprise, its ongoing mission, to seek out new life, new civilisations... to boldly go where noone has been before...(dadah dadadah dadadadah daaaaa)
Captains Log: Stardate 2049.1.
Am feeling relieved that I have managed to complete some the of the blog.
Captains Log: Stardate 2049.1.
Am feeling relieved that I have managed to complete some the of the blog.
Activity One
1. What is your learning style? What sorts of learning experiences would suit you best with your learning style?
The results for my learning style showed that I am balanced for Active and Reflective as well as Sequential and Global learning, receiving a one for active and one for global. I received an 11 for sensing and a 5 for verbal learning.
As a highly sensor learner, a practical understanding of knowledge based upon traditional methods of learning with an emphasis on 'real world' application is essential to my success. I require knowing the 'big picture', before undergoing deeper exploration of topics in order to understand the subject matter and its relationships to others. I lean towards a verbal style of leaning, traditionally named auditory, and find the written and spoken word an ideal delivery system for retaining knowledge. I work well in social interaction and discussions, including 'hands on' work, whilst also requiring time for private reflection. In short and in my own words; a practical 'doer' of logical and fact based learning, holistic in her approach to understandings, that ideally would be delivered through verbal means. (Richard Felder quiz, Learning Styles and Strategies)
2. In a traditional classroom of 25 students, how would you support the range of learning styles each lesson?
To cater for all the student learning needs, I would adopt a teaching style that considered all possible combinations of leaning styles. That is, use various methods to deliver the information to avoid boredom or ‘losing’ a child. That is, activities that used group and individual learning, teaching through illustration, written and spoken forms, allowed time for hands on experiments/movements whilst introducing concepts and ideas. Also providing facts and figures and putting this knowledge in context to the child’s frame of reference.
3. With your current knowledge of ICT, how could your design and pedagogy support your learners?
My current knowledge of ICT’s is basic at best, so the types of resources I would use would include computers in the classroom, using educational programs, either from Queensland Education or sourced on my own, to aid in delivering information. A basic knowledge of how to use the world wide web would come into play, as well as learning to navigate around everyday sites like Youtube, and Google, and programs such as Windows or the Mac equivalent. I have an interest in IWB’s, despite my inexperience, and perhaps other digital devices such as cameras, iPods, mobile phones, including digital hardware to service those with a learning or physical disability.
4. What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone’s preferences?
· Do they like to draw pictures or write a story?
· Do they like to work in a group or on their own?
· Do you prefer learning concepts or facts?
· Do you remember what you have seen or heard?
· Do you like using digital devices in class?
· Do you like to watch the class or participate in class?
5. How does ICT support differences in learning styles?
ICT’s provide a platform for many differing teaching methods to be employed simultaneously to a class. As digital devices appeal to the visual and verbal learners, because of their very nature, this would ensure that the basics of a theme or topic could potentially be understood by the whole class, as opposed to traditional teaching methods of the past i.e. chalk and talk. They are engaging and keep the class stimulated and open to learning. That is, they are interactive, encouraging students to actively participate, rather than rote learning. The different mediums of ICT’s would appeal to a broad range of students, giving all an opportunity explore and learn. Additional to this, students with a disability need not be excluded. Their special needs can addressed using new innovations in computer hardware. Thus children with conditions affecting their fine motor skills, hearing and visual impairment, may use specialise technologies to support their learning.
More Questions
Do you agree with children using iphones and Nintendo’s DS in class? Will this widen the disparities between ‘have’ and ‘have not’ families?
Should schools use interactive computer consoles in class to increase a child’s physical activity?
ICT’s for learning design: wither the role of the teacher?
The results for my learning style showed that I am balanced for Active and Reflective as well as Sequential and Global learning, receiving a one for active and one for global. I received an 11 for sensing and a 5 for verbal learning.
As a highly sensor learner, a practical understanding of knowledge based upon traditional methods of learning with an emphasis on 'real world' application is essential to my success. I require knowing the 'big picture', before undergoing deeper exploration of topics in order to understand the subject matter and its relationships to others. I lean towards a verbal style of leaning, traditionally named auditory, and find the written and spoken word an ideal delivery system for retaining knowledge. I work well in social interaction and discussions, including 'hands on' work, whilst also requiring time for private reflection. In short and in my own words; a practical 'doer' of logical and fact based learning, holistic in her approach to understandings, that ideally would be delivered through verbal means. (Richard Felder quiz, Learning Styles and Strategies)
2. In a traditional classroom of 25 students, how would you support the range of learning styles each lesson?
To cater for all the student learning needs, I would adopt a teaching style that considered all possible combinations of leaning styles. That is, use various methods to deliver the information to avoid boredom or ‘losing’ a child. That is, activities that used group and individual learning, teaching through illustration, written and spoken forms, allowed time for hands on experiments/movements whilst introducing concepts and ideas. Also providing facts and figures and putting this knowledge in context to the child’s frame of reference.
3. With your current knowledge of ICT, how could your design and pedagogy support your learners?
My current knowledge of ICT’s is basic at best, so the types of resources I would use would include computers in the classroom, using educational programs, either from Queensland Education or sourced on my own, to aid in delivering information. A basic knowledge of how to use the world wide web would come into play, as well as learning to navigate around everyday sites like Youtube, and Google, and programs such as Windows or the Mac equivalent. I have an interest in IWB’s, despite my inexperience, and perhaps other digital devices such as cameras, iPods, mobile phones, including digital hardware to service those with a learning or physical disability.
4. What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone’s preferences?
· Do they like to draw pictures or write a story?
· Do they like to work in a group or on their own?
· Do you prefer learning concepts or facts?
· Do you remember what you have seen or heard?
· Do you like using digital devices in class?
· Do you like to watch the class or participate in class?
5. How does ICT support differences in learning styles?
ICT’s provide a platform for many differing teaching methods to be employed simultaneously to a class. As digital devices appeal to the visual and verbal learners, because of their very nature, this would ensure that the basics of a theme or topic could potentially be understood by the whole class, as opposed to traditional teaching methods of the past i.e. chalk and talk. They are engaging and keep the class stimulated and open to learning. That is, they are interactive, encouraging students to actively participate, rather than rote learning. The different mediums of ICT’s would appeal to a broad range of students, giving all an opportunity explore and learn. Additional to this, students with a disability need not be excluded. Their special needs can addressed using new innovations in computer hardware. Thus children with conditions affecting their fine motor skills, hearing and visual impairment, may use specialise technologies to support their learning.
More Questions
Do you agree with children using iphones and Nintendo’s DS in class? Will this widen the disparities between ‘have’ and ‘have not’ families?
Should schools use interactive computer consoles in class to increase a child’s physical activity?
ICT’s for learning design: wither the role of the teacher?
The First Post
Hi and welcome to my blog. My name is Bianca Nolan and I'm enrolled in the GDLT (primary) full time. This is an unique and daunting experience for me as I'm new to the 'blogging' world and have a lot to learn. I'm also quite excited about the prospect of learning more about what ICT's can offer in the teaching realm. Today as I dropped off my son to school today (Sam is in Year 2), I noticed that his class does have an Intergrated White Board (IWB), and his teacher was happy to give me a quick overview of what it can do. This quick introduction has sparked my interest moreso than the discussions we have had in Res School, and seemed very user friendly. Given my, ableit brief, experience of the IWB was a good one, I feel more confident that when I have my own classroom, I won't be intimitdated of using digital devices as a way of teaching, and not just a glorified OHT.
Thanks for taking and interest.
Thanks for taking and interest.
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