iPads – not so new anymore

I had never used an iPad until my latest prac.  The children were very familiar with them, so I jumped right in and the kids taught me how to use it and I planned a lesson using a fraction app for them.  A website such as iPad 4 schools will be the perfect thing for people like me who don’t really know what to do with them, or how to use them constructively for students learning. 

This comment on the website about cameras being the new pen, I found quite interesting, as students in my Yer 3 class were finding their own spelling words, writing them in a list then photographing them and pinning the list to their Pinterest page.  From here they could access the words from home and look back on their past lists . Students also tool photos of their discovery learning research – images, notes, points of interest which they attached to Pinterest. 

 

Using ICTs after prac

I learnt so much during this latest prac about technology in the classroom and 3 weeks wasn’t long enough. At least for the next prac in August I can hit the ground running and being at the same school, i’m now familiar with the routines and ways of working.  

I really enjoyed the IWB and the students love to use it also.  It is functional, practical and can be used with so many applications. I felt the same after reading Amy’s blog and found lots of ideas on Pinterest and many of the websites other students have discovered and bookmarked on Diigo. 

ICT’s in my prac class

Reading Emma’s post about ICT’s in her classroom, I too felt a little overwhelmed by what was going on. I had never used or even seen an IB and the kids felt very as home with the iPads and iPods freely available to them in the classroom.
I now love using the IB and planned several interactive lessons and the students loved it. I used the iPods for playing relaxation music during reflection time and the students have their own pages on Pinterest where they pin their weekly spelling words amongst other things. The teachers phone and class laptop are used to record DOJO points which students allocate themselves under supervision and recordings were made of the children speaking to the class while presenting their reflections, used for assessment (speaking).

Just finished my 3 week prac at a lovely small school which is the theory we learn in action.  All classes are combined and my ear 3 class had 51 students with 2 teachers who taught all the students.  The classrooms are open plan and the students can sit at desks, on the floor or on cushions or bean bags for their lessons.   Discovery Learning is the basis of learning and teaching at the school and witnessing this in action is simply amazing.  

Students post a question to the discovery learning board and during a discovery learning session, which could be 30-90 minutes long, students research using iPads, ipods, laptops and books.  The students record their findings by pinning to Pinterest, adding to Evernote or writing/drawing in their DL books.  I honestly thought they would just waste time and do very little, but was astonished when this group of 50 8 year olds produced information on topics ranging from Macaws in South America, to ancient Aboriginal art to facts about Algeria, including a demonstration of Arabic writing.    

DL is ongoing and the answer is never finalised… the idea is one question leads to another and students research topics they are interested in.  The classroom is noisy and active and the students ask a lot of questions and require guidance from the teachers, but it is extremely fun, engaging and educational.  

Discovery Learning

Just finished my 3 week prac at a lovely small school which is the theory we learn in action.  All classes are combined and my ear 3 class had 51 students with 2 teachers who taught all the students.  The classrooms are open plan and the students can sit at desks, on the floor or on cushions or bean bags for their lessons.   Discovery Learning is the basis of learning and teaching at the school and witnessing this in action is simply amazing.  

Students post a question to the discovery learning board and during a discovery learning session, which could be 30-90 minutes long, students research using iPads, ipods, laptops and books.  The students record their findings by pinning to Pinterest, adding to Evernote or writing/drawing in their DL books.  I honestly thought they would just waste time and do very little, but was astonished when this group of 50 8 year olds produced information on topics ranging from Macaws in South America, to ancient Aboriginal art to facts about Algeria, including a demonstration of Arabic writing.    

DL is ongoing and the answer is never finalised… the idea is one question leads to another and students research topics they are interested in.  The classroom is noisy and active and the students ask a lot of questions and require guidance from the teachers, but it is extremely fun, engaging and educational.  

Theories

Theory

Purpose

Application to Assignment 3/Professional Experience

CLEM Model

Help understand how to learn about a new ICT and how to use it to enhance student learning.

If there are any new ICTs you need to use it might help your explorations.

Hence might be useful as a part of the planning process for Part B.

TPACK framework

 Technological, Pedagogical and Content Knowledge. A way of thinking about the different types of knowledge required to design effective, ICT-rich learning experience.  Experiment and practise ICT’s before including them in learning experiences. Know the content and what ICT’s would benefit the learning and retention of that knowledge

Backwards design

 Design learning experiences starting with the Assessment and working backwards Identify curriculum requirements and develop learning experiences starting with the assessment  and working backwards.

SAMR Model

 Substitution, Augmentation, Modification, Redifinition

Use ICT’s as a real tool for learning 

 Connect with students in other places using Google doc sharing the same historical narrative and commenting. Dragonbox. 

TIP Model

 The Technology Integration Planning Model. Focus on why ICT is being integrated 

1.Determine relative advantage
2. Decide on objectives and assessments
3. Design integration strategies
4. Prepare the instructional environment
5. Revise integration strategies

 Use in planning to ENHANCE the learning not just to replace existing ways of working.  Only use ICT’s if it will enhance the learning. 

The 5Es

 Engage, explore, explain, elaborate, evaluate. Helps teachers to develop inquiry learning approach.  Base lessons for science, history, geography using an inquiry method

WALT & WILF

 WALT and WILF is a tool used to encourage students to be more actively involved in their learning. It is used to explicitly highlight to the students what they are being asked to do (WALT = the learning intention) and what we hope they will learn (WILF = the success criteria) in order to help them to make better decisions about how to tackle the set task.

 Use WALT and WILF in all learning experiences and lesson plans to inform students of learning and criteria

Connectivism

 Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context often associated with and proposes a perspective similar to Vygotsky’s ‘zone of proximal development’   to teach is to model and demonstrate, to learn is to practice and reflect. Create lessons drawing on students knowledge and making connections to new knowledge. Using PKN to make connections with others.

Bloom’s taxonomy

How students use a particular type of ICTs may encourage the development of skills at a particular Bloom’s taxonomy.    Create lessons based on Blooms and using the TIP model incorporate ICT’s to enhance the learning and challenge the student

Postman’s 5 things

  • Technology is always a trade-off.
  • Technology creates winners and losers
  • There is a powerful idea embedded in every technology
  • Technology is ecological, not additive
  • technology tends to become mythical

 

 Always two sides to using technology e.g using the keyboard to write an essay or using a pencil.  Balance is the key.

Toolbelt Toolbelt T. theory/TEST framework

Toolbelt theory is based in the concept that students must learn to assemble their own readily available collection of life solutions. They must learn to choose and use solutions appropriately, based in the task to be performed, the environment in which they find themselves, their skills and capabilities at that time, and the ever-changing universe of high and low-tech solutions and supports  Use real world authentic learning experiences for kids, relative to their world.  

PKM

 Personal knowledge Management. A framework to develop a network of people and sources of information . It a process of filtering, creating and discerning focusing on being a better practitioner.  Seek, Sense, Share.