To continue on with the concept of implementing the theory of Constructionism, I was reading Dr. Idit Harel’s website called Sand Castles Go Digital. She uses the symbol of making Sandcastles and connects it with creative learning. One of the good points that Harel makes is when you see a child make a sandcastle or helping them, you don’t need to give them step by step instructions as they are capable of discovering the steps and ways to create their own new styled sand castle. This is important to note when we teach children with technology – we don’t necessarily have to give them step by step instructions, but allow them to discover things for themselves and create their own styles. However, teachers may want to demonstrate a model for learning with work samples to provoke student’s thinking.
It’s always useful to have tools or software to use in technology. I just wanted to post it on my blog for easy access. Have a look at it and let everyone know what tools you used and which ones you found the most beneficial.
I also watched the video of the Microsoft School of the Future that Janelle discusses. It was inspiring and astounding observing how technology has developed so immensely and is now becoming apart of all aspects of learning. But we have to ask the question – Is it too much? When using technology for everything – research, writing assignments, reading, doing calculations and even looking up books like we would in the library – are we losing the fundamentals of schooling? Are the skills of writing with pen and paper and reading a book not necessary anymore? I believe that technology is a great tool, however I think we need to take into consideration of the way we use it. Implementing it moderately into the classroom to enhance the curriculum learning is probably enough. What do you think?
Continuing on with the issue of using technology to enhance the curriculum, I would like to discuss Mackenzie’s report on Stuffing the Curriculum and making a mess of it. He points out that governments have been pushing the use of technology in schools – but really, is the biggest and best type of computer and software really going to enhance learning? Mackenzie clarifies a process teachers should take and something I will definitely hold onto – “Purpose First. Strategy and tools next.” We should construct learning goals with realistic outcomes first and then consider tools and strategies that will be the most effective in achieving those goals as the second step. I think we should just leave the stuffing for the christmas turkey and not make a mess of it when we implement it into the curriculum.
Annie talks about how fast the future is bearing down on us and that we need to let go of the past that we hold onto. Matthew also talks about the technologies on the horizon.
In this YouTube video, it contrasts the technology we used in the past – from dove carriers to SOS technology to modern day computers - to communicate and improve our lives. It points out that the world changes with every new innovation. In Annie’s post, she comments that we have a responsibility to bring the world in which we live to the classroom. Therefore, we need to adopt and adjust to technology in order to engage students in tasks that encourage:
§Creation
§Manipulation
§Innovation
§Knowledge Construction
Teachers need to help children learn with the tools of their future by assisting them in using technology appropriately and safely.
In my sociology readings on the curriculum, I came across a report by Yates called What Can Schools Do? This article outlines research, The Effects Project, carried out by the author in conjunction with the NSW Department of Education and Training studying what was actually happening with computers in schools. These are some of the findings that I believe are very important for teachers to be aware of and attempt to change:
§Gap between rhetoric and reality – there was more time figuring out how to use equipment or fixing it, then spent on learning.
§Gap between advantaged and disadvantaged – children with access to better technology or more knowledgeable parents are more fortunate.
§Schools were more impressed with the technology end-product rather than whether or not a child’s learning was being advanced.
The last point is something that is particularly important. I think the focus should be on how we are going to incorporate technology into the curriculum, rather than the other way around. Technology is a great tool, but as I stated in my post ‘Avoiding the Screen Saver Disease’, Technology should merely be the delivery system – Learning should be the goal.
Article: Yates, L. (2005, July). What can Schools Do? Knowledge, Social Identities and the Changing World. Teachers , pp. 25-27.
Something that I strongly believe in is that parental involvement in children’s education is very beneficial for both parties, as well as the teacher. Samantha is also of this opinion as she discusses an article in her post. This article outlines how ICT can provide connections between parents and their children in this day and age of work-focused parents. One technique I believe would be very effective is via blogging. They are easily accessible and parents are able to leave comments – letting their child know what they think of the work. Class blogs are a useful tool teachers to use, but as Sam points out it will depend on the school, teacher and their facilities. But I do know that we need to find ways of bridging the gap between home and school in as many ways we can and technology has provided a new means for this to occur.
Allanah K, in her post Involving Parents in the ICT happening at school describes how she is trying to connect with the parents with the school by inviting them to an ICT learning day. This is a fantastic day and as she points out, it also allows her to encourage the parents to educate their children on internet safety, which is an issue that is quite prevailing in society and the more awareness there is, the more we can fight the issue. She discusses Hector’s World, a site for Uk and New Zealand students on internet safety. This is just another one of those great resources to educate students and promote awareness of cyber safety.
Article: Jenkinson T. Working together : the effective involvement of parents in the learning process. [online]. Professional Educator; v.5 n.2 p.18-19; May 2006. Availability: <http://search.informit.com.au.ezproxy.lib.uts.edu.au/fullText;dn=152396;res=AEIPT> ISSN: 1447-3607. [cited 03 Nov 08].
In the article, How Teachers Learn Technology Best, Jamie Mackenzie brings up many valid points. One of these is about incorporating technology into the classroom to avoid the “screensavers disease”. I have witnessed the abandoned computers left on standby or with their screen savers on or students are just playing games or creating glitzy presentations. No meaningful learning is actually occurring. Mackenzie argues that the activities used on the computer should aid learning and “make a difference in daily practice — on activities translating into stronger student performance.” This can be done by incorporating the curriculum into computer based activities. Use the technology as the delivery system. However, I don’t believe this would be as easy as it seems for teachers to do. I think it would be time consuming and teachers need training to be aware of the programs and skills needed to make technology based learning more meaningful.
As Janelle puts it, the best way to truly learn is when we are meaningfully involved in the process. Idit Harel describes the benefits of this process in ‘Building Software beats using it.’ Often classrooms become places where the teacher stands up the front, reads or writes on the board and the children listen or just copy the teacher’s notes. This is just absorption – where is the meaningful learning? How is this memorization process going to help children learn effectively? Well the answer to that is it won’t. I completely agree with Harel, that Adults and children alike learn best when they “actively engage in playful exploration in which they design and build their own projects, try ideas out and tinker with notions — their own and those of others.” On prac, I witnessed the students of my class creating posters on the computer. They were given free reign and allowed to be as creative as they wished. The enthusiasm for the task was astounding. They not only discover new technology techniques to use, but were also able to clearly define and portray their understanding of the issue displayed in each of their posters.
Harel discusses how the “creation process and the end product must be shared with others in order for the full effects of constructionist learning to take root.” When reading this, I was thinking how true this is. After constructing a digital story, in full mind that I had to share it with my class, I made sure my presentation had clarity in order for easy understanding. Furthermore, observing my classmates’ reactions and listening to their praises and critiques, I learnt alot about what I did well and what I could improve on. Doing long presentations of students’ work in the classroom is not as easy as it seems due to time constraints and other commitments. However, class blogs or web-pages would be a great tool. The students could upload their work and read the comments of not only their fellow classmates, but also those of the globe – allowing children to think beyond their only physical world.
Overall, constructionist is a vital tool that teachers should utilise in every possible way, in every subject – even maths and science!! I’ll leave you with Harel’s final quote that sums up what children of today and the future should be doing:
“It’s through this process of designing, constructing and interacting that kids learn how to think creatively, collaborate effectively, make decisions, handle challenges and generate new ideas — the very skills your children will need in the 21st century.”
In class, we created a digital story of personal experiences. I decided to use Windows Movie Maker to create mine and based it on my travels around the world. These experiences have opened my eyes to many things and I wish to bring these into the classroom as I teach. I highlighted this in my digital story.
When creating my digital story, I firstly created a podcast on garageband where I combined my voice-over, a song and sound effects. I saved this as an mp3 and added it to moviemaker. I then added photos from my holidays to go with the podcast. Creating the podcast first made it easier to sort out and organise photos. Timing of the photos and their transitions was the most difficult part and was quite fiddly at times.
Tom Banaszewski, in his article, Digital Storytelling Finds Its Place in the Classroom discusses how he used movie-making in the classroom to encourage the ‘writer’ in his students. Similar to what I did – he got his students to write their story before adding the ‘visual dimension’. He also discussed the importance of the teacher modelling their own story in order for the students to discuss the “effectiveness of my hook, the images I selected, the tone of my voice, and the music that accompanied the story.”
Banaszewski found that ”everyone has a story about a place that is important to her or him, and that by using multimedia to develop and share those stories, we strengthen our understanding of our communities”. I agree with him as I discovered alot about my fellow classmates as we shared each of our digital stories.
Have a look at my digital story: (turn volume up). If this doesn’t work – click here
