Personal Pedagogical Framework

Here is a digital artefact that outlines how my views of contemporary learning theory and my Personal Pedagogical Framework align.

This is one of the most constructive assessment pieces that I have engaged in throughout my pre-service journey. Everyone is so different in how their views of learning have shaped them to be who they are today. The most discerning fact for me is to be told by my mentor teacher that I am too creative, and then to read the literature surrounding importance of critical and creative thinking is just as important as literacy (Sir Ken Robinson) if not more. Its a mental battle to uphold my eclectic contemporary views on how students learn only to have them shot down my those who are a little less adaptive to change and difference. Are those teachers who resist change and difference in their own practice less likely to model that to their students.

Thank you for viewing my presentation.

Jennifer Walsh ~ Personal Pedagogical Framework

EDP3333 ~ Curriculum and Pedagogy 3 ~ Assignment 2

Another semester down

Just as fellow student Phiona M has blogged. It has come to that time where I must close the books for another successful semester. Whilst my practical experience has not been the most enjoyable for me the lessons I learned have been invaluable. Sometimes we must have those not so nice experiences to show us what not to do in the classroom. I am definitely just that little bit clearer on how I want my classroom to look and feel. Not just aesthetically but in an educative sense of how I visualise my learners working and collaborating with each other. Best wishes to everyone and hope to see you all again.

 

Code of conduct for students

It was after reading a post by fellow course member Vivien Clark about using different ICTs with different year groups that prompted me to reflect on the different ICTs that I used during prac. Before attending prac I thought I would be one of the lucky ones who’s students had access to a variety of ICTs including chromebooks. Boy was this to come back and bite me.

Day 1 of prac:  While watching from the rear of my classroom the teacher sat the students down and instructed them to engage in silent reading. Interestingly he told them they can use their chromebooks for online reading. To my absolute horror not one person actually did any authentic reading during that session. A group of boys down the back spent their reading time googling images for their desktop home screen. Girls were watching One Direction on youtube, many others were trolling through online catalogues deciding on which book to read while most engaged on online chat between other students in the class.

The online environment offered too much selection and the boundaries weren’t clear enough, let alone being able to exercise the code of conduct that they all agreed to and signed when they received their chromebooks.

Definitely in my classroom there won’t be any antics like this and I’ll make the boundaries explicit. A dashboard on the teachers computer would stop this behaviour pretty quick.

Learning about digital citizenship

My buzz word for this week is digital citizenship. What is it? How is it taught? Is it possible to integrate digital citizenship into learning episodes?

Jeff Dunn from described in his blog that thinking of digital citizenship is like the Girl Guides and Scouts online. Being a great community participant and member in a digital environment. Just as we would teach our children not to talk to strangers, keep their house keys safe the same applies to digital environments. Craig Badura has also blogged about a fantastic idea on how to teach digital citizenship to students with props. He suggests

  • A padlock to symbolise strong passwords.
  • A toothbrush to symbolise never sharing passwords.
  • A permanent marker highlights that everything online is permanent
  • A tube of toothpaste to demonstrate that once it’s out, it cannot be pushed back in the tube.

My fellow EDC3100 course member Teresa Morgan mentioned an article by Mike Ribble. He discusses nine elements of digital citizenship:

  1. Digital Access – full electronic participation in society.
  2. Digital commerce – electronic buying and selling of goods.
  3. Digital communication – electronic exchange of information.
  4. Digital literacy – process of teaching and learning about technology and the use of technology.
  5. Digital Etiquette – electronic standards of conduct or procedure.
  6. Digital law – electronic responsibility for actions and deeds.
  7. Digital rights and responsibilities – those freedoms extended to everyone
  8. Digital health and wellness – physical and psychological well-being in a digital technology world.
  9. Digital security (self-protection)- electronic precautions to guarantee safety.

In my teaching I can see how digital citizenship can be used within English curriculum as a topic for writing text in various genre using ICT rich learning experiences.

To NAPLAN or not?

Many of my peers have made the dreaded decision to defer the start date of EDC3100 prac until NAPLAN testing has finished. For me, I have decided to dive in and start on the scheduled day. Yes, my year seven class will be NAPLAN testing for one to two sessions per day and are unlikely to carry on with explicit teaching however, at some point in my beginner teaching days I am likely to have to supervise a NAPLAN testing period. I’ve decided use this time to get to know and analyse student names and their virtual school bags. When it comes to ICT in the classroom, I am confident using computers, internet, cameras, ipads however, my prac class doesn’t have any interactive smart boards and I have never seen one used let alone plan to use one in my ICT rich lessons;  So I intend on asking my mentor teacher if there are any lower grades that wouldn’t mind a prac student observing their lessons that involve the use of ICT’s such as interactive smart boards.

The flip side of teaching ICT

The following cartoon was posted in my course materials for this week. Naturally I went into reflection mode. Working as a teacher aide whist studying has its benefits, one of them being consistently in a class environment week in and week out. One of the problems that I have come across with regard to the integration of TK into CK and PK is the reliability of software and hardware. As a pre-service teacher one advantage that I would like to receive from my studies in preparation for my own class is to have the knowledge to diagnose server issues and software issues with ICT. Knowing my thirst for knowledge this is something that I may pursue outside of the classroom. Seeing how many students are disadvantaged by broken down ICT and waiting up to a week for an ICT expert to come and diagnose a simple server connection error, it would be good to be able to fix it myself.

 

Conflicting thoughts about unit planning

Its hard to reflect on this however, I have come across the first item in this course (EDC3100) that is causing me some pedagogical discomfort. I am finding the Unit planner template hard and confusing to use. Although seeing the situation from another perspective it is good to experience a different way to backward plan a unit of work. It just confirms my preferred pedagogical planning tools. I’ve also found that all is well and good to investigate ICT rich tools for integration into curriculum as an isolated learning activity, but planning for an entire unit (as small as this one is) is far more challenging than I ever thought.

I am looking forward to prac in a few weeks time however focusing on ICTs will be an enormous challenge for me, although I can only do my best with the resources that are available to me and my students.

Head Down Tail Up – Assignment 1

I never thought that I would delve so deep into an assignment and use so many tools embedded in the one artifact. I have begun by selecting a reusable prezi template and then began modifying to suit my assignment plan and context. So far I’ve used and embedded iPhoto on my macbook to video an introduction, Powerpoint diagrams converted to pictures to illustrate educational goals, Goanimate to illustrate supporting evidence and youtube as a vehicle for uploading video. Its exhausting just listing them out and I’m not yet finished. I wonder what other tools I can come up with to add diversity and interest to my presentation.

Child Protection Laws and Creative Commons

Today I learned the value of creative commons. Whilst preparing visuals for Assignment 1 I have been using the creative commons search function. Then it dawned on me that there is a photo of my prac class using their chromebooks for 1:1 learning with ICT on the school facebook page. Remembering that during week 3 we discussed copyright laws and issues associated with each I sought written permission from the principal as a courtesy. One would automatically assume that anything posted on facebook is fair game and for public use. However this is not the case.

All schools have their own media policies and parents/guardians complete and sign forms allowing their children to me photographed and mentioned in a number of media genre including facebook. However, at my prac school parents have agreed for photos to be placed onto the schools facebook page for viewing but not sharing rights. This means that anyone may view the photos on facebook and must not share them or copy for own purposes without the permission of all parents of children concerned.

In short sharing photos from a schools facebook page will violate Australian Child Protection Laws. This is something of a very serious nature. Something which I do not wish to get tangled up in whilst a pre-service teacher.

How portable is ICT?

For some unforeseen circumstances I’ve had to be away from home for two and a half weeks. Smack bang in the middle of semester 1 studies, inconvenience at its most. Thank goodness my studies can be accessed pretty much from anywhere so I can check in whenever I have a spare moment. Preparing to leave home between all of us we had my laptop, two smartphones, an ipad (full of movies to keep the kids quiet whilst in the car) and a portable pre-paid wifi dongle for internet connection. My hiking backpack full to the brim of just technology and its related power chargers.

Problem number 1:  Motel room only has two power points and I have five devices to charge.

Problem number 2:  Mobile reception in remote Qld can be unreliable and reception cuts in and out.

This led to many hours thinking and contemplating about how portable/mobile is technology? Is there one device that is better than the others to take with me when needed? Should I have a central wifi dongle or should I have separate internet accounts for each devise? How does convenience weigh up against economic cost?