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Module One
I think that IT is a tool. A very useful one, an attractive one,
but a tool. If used properly it can change the way people teach,
so that they are more student-centred. I.e. they help students
learn what they need)
Non-Traditional Teachers More Likely to Use the Net‚
"Constructivism" is an approach to education that views
the teacher as more a facilitator of learning than an instructor
of pre-determined skills and facts.Non-trad teachers are more likely
to try all sorts of things as well as the net."Constructivism" (despite
being an .ism and therefore suspect) sounds like the sort of teaching
I've always enjoyed. So what if we're not sure where the kids will
go. My contention is that if they're looking (and guided. I love "guide
on the side" /"sage on the stage". Heard it first
from Jamie McKenzie seminar)) they will remember what they've investigated.
Not something, you can guarantee when the teacher tells the student
everything.He believes the most proven and measurable way to learn
is through a curriculum based on fixed content, rather than through
student exploration. Loveless' contention doesn't really show up
as realistic in my experience. Kids may be able to get good test
results by memorisation. What they remember and internalise is
usually limited after some time has passed.
Ask any adult about their memory or use of algebra unless they
use it every day. On the other hand ask any adult about their best
teacher and see if they remember something of what they were taught.
I bet they do! Ask anyone about his or her passion or bliss. They
remember enormous amounts of detail. When I was young, the boys
all knew all the types of aeroplane, their model numbers and speed.
Now, some will know all the details about every kind of dinosaur,
in far detail than most teachers would ever demand. It is far more
likely that the content related to life interest or experience
is remembered. The trick is to make things that kids need to know
relate to their interesting world experience.
Shifting Perspectives in Educational Technology
by Dirk Rodenburg
Constructivism
A very important theoretical perspective, developed and
influenced largely by science teaching, is constructivism.
This perspective asserts that knowledge is constructed by the
learner, not passively received or assimilated. Meaningful knowledge
is the result of active reflection and integration on the part
of the learner, and is best accomplished by means of tasks that
bear some relationship to real-world experiences. Effective instruction,
therefore, aims at asking the learner to model the world, predict
outcomes, and attempt to reconcile actual outcomes with predictions
based on the student's own cognitive model. Consequently, learners
must actively engage in meta-cognitionÊ"thinking about their
own thinking." This means fostering chances for the articulation
of, and reflection on, their own conceptual models."
This is the kind of education that I believe in!!! Student-centred
and related to making sense of the world. There's no way students
can remember stuff unless it relates to them in some way.The concept
of "situated cognition" brings back all the arguments
for excursions into the real world. Not busy work but actual touching
the world experiences. But as any one who works in schools knows
excursions that last more than a period "waste time" and
worse "interfere with the timetable" Shock!! Horror!!
"Cognitive apprenticeship" is the next best thing. We
all remember what we learn by doing. How many times does telling
children how to tie their shoes or ride a bicycle actually teach
them how to do either? Similarly, telling rarely works for intellectual
tasks. Learning tables by rote is possible, but doesn't "stick" unless
a child knows about all those "add ups". Learning the
parts of speech dinned into our heads never taught us to write,
nor lists of spelling taught us to spell. Learning to write and
use new words and best of all then can teach to others.. that works!
. Meaningful information has to relate to prior experiences (That's
why good science fiction always starts with the known and extrapolates
to the unknown.) Activating sounds a good idea too. Good teachers
have always made parallels to the known Jesus' parables are a case
in point.
I notice the "cognitive load" every time I start a new
job. Even with the best of intentions after the first hour anything
anyone tells you glitches out. The best way for these kinds of
orientations is at "point of need" againÑthe "supported
practice" Those "lower level" psychomotor skills.
like touch typing maybe? If you stop, long enough to do it. I wonder
why there never seems time to do that?
Ultimately, online learning development should focus on
supporting and fostering the active participation of the student
in constructing personally meaningful representations of the
material.
What strikes me is that good on-line learning and teaching is
what good teachers have already done. Heard a quote from Cyril
Jackson the Minister of Education at the turn of the century talking
about the need for meaningful learning and not just rote learning
of facts.
Summary of Current Research and Evaluation Findings on Technology
in Education By John Cradler
This list of good outcomes is very positive, but I think it might
be in the best of all possible worlds, where students and staff
have easy and frequent access; lots of assistance is provided in
PD and "at need" in the use of the technology and technical
support is available for glitches in hardware and software In my
case at the moment, I'm lucky I have my own computer at work and
home. The technical support from the course is exemplary (that's
why you don't sleep enough) and the support at school isn't bad
either. The technology development and application factors, in
short.The state and federal programs sounds like someone's wish
list Obviously hes thought about all the factors that would make
it work, but how to mobilise that sort of support. Wow!!!
My main concern on IT use is two-fold
It seems to me that in most schools most teachers do not have
enough access for themselves to develop skills nor for the students
to use technology even when they want to use it. Unless in a "rich" school
where students and teachers have laptops or access to lots of computers
mostly both students and staff compete for access. This means many "ordinary" teachers
never develop sufficient skills to become happy to use tech for
themselves and certainly not confident enough to use it in their
teaching. When time is short with competing demands and pressures,
when it is too difficult, why persevere? My main reaction to reading
this is "don't I wish" Very comprehensive!!
School Reform: What Role can Technology Play in a Constructivist
Setting? Melissa N. Matusevich
There's a couple extended jokes about the use of the pencil and book,
as new technology ...very apposite
"B.O.O.K. ANNOUNCING THE LATEST IN TECHNOLOGY: BUILT-IN
ORDERLY ORGANISED KNOWLEDGE (B.O.O.K)
The BOOK is a revolutionary breakthrough in technology:
no wires, no electric circuits, no batteries, nothing to be connected
to or switched on. It's so easy to use even a child can operate
it. Just lift its cover! Compact and portable, it can be used
anywhere (even sitting in an armchair by the fire) yet it is
powerful enough to hold as much information as a CD-ROM. Here's
how it works... Each BOOK is constructed of sequentially numbered
sheets of paper capable of holding thousands of bits of information.
These pages are locked together with a custom-fit process called
binding, which keeps the sheets in their correct sequence. Opaque
Paper Technology (OPT) allows manufacturers to use both sides
of the sheet, doubling the information density and cutting costs
in half. Each sheet is scanned optically, registering information
directly into your brain. A flick of the finger takes you to
the next sheet. The BOOK may be taken up at any time and used
by merely opening it. The BOOK never crashes and never needs
rebooting. The "browse" feature allows you to move instantly
to any sheet, and move forward or backward as you wish. Many
come with an "index" feature, which pinpoints the exact location
of any selected information for instant retrieval. An optional "BOOKmark" accessory
allows you to open the BOOK to the exact place you left it in
a previous session - even if the BOOK has been closed. BOOKmarks
fit universal design standards; thus a single BOOKmark can be
used in BOOKs by various manufacturers. Conversely, numerous
BOOKmarks can be used in a single BOOK if the user wants to store
numerous views at once. The number is limited only by the number
of pages in the BOOK. Portable, durable, and affordable.
Look for a flood of new titles soon. "I remember "open " schools
and Bruner. I remember being excited by John Dewey (despite his
chauvinism), I remember my kids spending some time at Montessori
schools, and wondering why when it worked so well it wasn't mainstream.
My idea was the "system". It's too hard to control, quantify.What
a great idea if the use of tech rich classrooms would make it possible.An
important component of constructivist theory is to focus a child's
education on authentic tasks. These are tasks that have "real-world
relevance and utility, that integrate those tasks across the curriculum,
that provide appropriate levels of difficulty or involvement"
This seems to be a more sophisticated version of "discovery
learning or "active learning" Again, good teachers are
into this in a big way. The trick is not to succumb to gimmicks,
but to make it real. What problems exist for constructivist classrooms?
The public is often suspicious of educational practices that differ
from what they experienced. Statewide assessment is not in alignment.
Students are required to perform on standardised tests which do
not assess what they are learning. The standard report card with
letter grades also causes problems for both teachers and students.
In addition, the structure of the school day causes most classes
to be fragmented. The clock rules!
That sounds very familiar. This is what happens in most schools
(certainly secondary ones). Barr (1990) states that resources in
a typical school library are usually quite limited and "often
impose artificial restrictions which limit the potential for genuine
exploration and discovery" (p. 81). In addition, with current
knowledge having a shelf life of approximately one and a half years,
many library materials are out of date or incomplete. Available
resources via technology now include electronic data bases with
current information and other independent research tools available
what used to be accessible by only the most sophisticated research
environments. Barr (1990) goes on to say, "If we wish to prepare
students for life-long learning, we must begin to introduce them
to the tools which they will use in the careers they pursue after
their formal education is completed" (p. 84).As a teacher
librarian, this is my concern. It is very apparent that the press
for more information is unable to be met from book resources. As
budgets decrease and prices soar this becomes an even bigger problem.
On-line databases are great but most are financially beyond the
resources of most schools and individuals.
Another problem is the attractiveness of the web. Many students
will bypass books in favour of the web even when information is
available. They have fun just surfing and will often prefer to
spend an hour and find nothing than five minutes looking up a book.
As most of the web is not refereed this can be a problem, unless
students are taught discrimination.The non-linear nature of the
web appeals to children and adolescents as it gives them a range
of choices and variety not usually available. Sometimes this can
be overwhelming if they are actually looking for something unless
students are taught ways to focus their searching. Elementary teachers
often use a constructivist approach, but most secondary teachers
continue to teach in a didactic manner.This is true in my experience
as well. The structure of primary schools lends themselves to more
possibilities in integrating of subjects, team teaching, and flexible
programming. Because most primary teachers teach everything, they
can capitalise on overlaps in subjects. Because they often have
students all day they can be more flexible in about when subjects
are pursued and team teaching is carried out. They also see their
students more, so are more able to learn and react to individual
differences.
Secondary teachers locked into "cells and bells" are
often isolated. External exams and curricula often proscribe subject
matter.Technology can and will force the issue of constructivism.
Well, one would hope so. Nothing is certain. It is very apparent
that teachers (like others) are very capable of making what appear
to be changes but doing the same thing under a different name.
I've seen a few changes in technology and curricula but some teachers
remain the same kind of teacher.
"Assessment will have to be outcome based and student centred" A
good idea if it actually happens. However teachers have seen such
a lot of changes and they do get a little jaded!! There are more
and more pressures and it seems it just one more thing!!
"It is impossible for a teacher to use didactic methodology
in a technology-rich classroom"
Unfortunately, this is not only possible but also likely with
some teachers who fear any change but also especially change which
may "show them up" as being less skilled than their students.
One of the axioms of IT in teaching is that many times it's the
students teaching the teachers!!
Creating Learning Cultures with Just-in-Time Support Jamie
McKenzie
First, you start with finding out what you know. This what a good
teacher always does. Starts from the known to the unknown.A study
group sounds a great idea, but time when anyone can get together
with anyone else is very tricky, especially with extra curricular
activities, marking, study, and families. Most teachers would jib.The
technology coach idea again sounds good, but getting some people
to join in would be tricky especially early on.Mentors are a good
idea, but there is the problem that the more expert the helper
the faster they want to go, and the less help because its all too
quick. In addition, they take over the mouse.Visits to real places
sound good, but money is often short. In addition, time?Tutorials
sound a good idea, especially short ones. The timing with sports
commitments etc is an issue.Student aides would work, especially
if there were a few around. They'd get a kick out of it too. Some
teachers' egos wouldn't allow it though.Help lines would be great.
Money for the bod, and for the phone near the computer.Invention
time. Wow!! I love it. MoneyAt home time. Yeah, most of my learning
was a deliberate choice to buy an Internet ready computer and play.Books
that inspire are good. If I can get the budget, I'm going to buy
some great books for teacher reference.Distance learning. In your
own time, in privacy and yet sharing. Yes, it's great!!Jamie as
always is very sensible. If only some (or all) of these strategies
were available for teachers. I can see most of these working..
If we had the staff to be at the end of the phone for example.
Most schools are under staffed and the "put out the fire" syndrome
is very prevalent. Machines and software has priority over people.Since
I read this, I've also given a copy to one of the IT staff and
the Principal. Maybe, it might not seem so "pie in the sky" if
we all work together
Word Processing and its Effect on the Writing Process by
Katie Herrick
Most of the research is looking for quantifiable outcomes. Maybe
they will come. My anecdotal evidence supports the contention that
where access is easy, and the teacher confident or willing to learn,
students write more and are more willing to edit and re-write.
They often seem more motivated. At the beginning concentration
is often on presentation and bells and whistles" If a teacher
still insists on synthesised content that usually is also presented.It's
interesting the research. Inconclusive at best. As always it's
not the tool but what you do with it, that makes the difference
to results. Mostly because I'm a print nut, I think anything that
cuts down laborious re-writing and concentrates more on what a
student has to say and less on how neat their presentation is,
has to be of benefit. This may be influenced by the fact that I
am a terrible at handwriting and that has really got in the way
both of communication and "first impressions" of my abilities
and myself.
Grazing the Net: Raising a Generation of Free Range Students by
Jamie McKenzie
I agree unless students become "infotectives" (that
is asking useful questions) they're not going to get much out of
the Internet, but I think they need to be trained to ask the questions
of themselves.The Big Six has always seemed to me a good idea,
but have you ever tried it? The conscious structuring of the research
process is helpful. Most students want to launch in, the stuff
before the looking is seen as "wasted". Maybe a fun programme
like Inspiration could inspire them to enjoy the process of brainstorming
for example.Until teachers use some of the techniques Jamie suggests
how can they teach students. An "open mind" like " common
sense" is very rare. In the short periods of time most students
have access to the technology, unless a teacher has already helped
them ask the questions, they are quite capable of wasting all the
time they do have.That's why I have found Internet sites for students
on particular topics so that part of it at least is helped. Then
of course they need to use the sites they access and ask those
questions.The web quests as they have developed so far seem a great
idea for this. Some teachers will be tempted to take the easy way
unless helped to ask the right questions.
The Practice Implications of Constructivism Sedletter
Implications for PD.
It's about time someone considered the idea that new ideas for
teaching should be modelled by people who give PD. I remember a
group of presenters at a Stepping Out workshop (which in many ways
was a great programme) rushing us through because "there was
no time" and wondering why we considered their priority to
always model and give time for practice rang a little hollow..
First, teaching cannot be viewed as the transmission of knowledge
from enlightened to unenlightened; constructivist teachers do not
take the role of the "sage on the stage." Rather, teachers
act as "guides on the side" who provide students with
opportunities to test the adequacy of their current understandings.A
phraseology I first heard from Jamie McKenzie, and found very much
what I like to do as a teacher librarian (and one of the reasons
I re-trained as a librarian)The implication that you have to find
out what students already know is an axiom of good teaching, but
one mostly not observed. Most teachers would say they do not have
time to find out accurately where each child is "coming from" Maybe
one of the great freedoms IT can give is the time to work individually.
We can then find out also what interests each child and build on
it.Time. Get a group of teachers together and what do they complain
about. Time. All the magic PD collapses when a teacher gets back
to the classroom and the competing claims of school curricula,
administrivia, parents and society."Teachers teach as they
are taught, not as they are told to teach."So true. We all
revert in times of stress to teaching like our worst teachers (why
not the best?)Like the old story'"Today, we're going to learn
about democracy. Sit down, shut up and do what you're told. Who
asked you your opinion". is a teacher's own learning best
approached through a constructivist orientationYou bet. No learning
otherwise. How many times have we been to PD days and said "what
great ideas" and come away doing little to actually incorporate
them into our teaching because it was too outside our world as
we saw it.
Module 1 Getting up to Speed I have reasonable skills
in using Windows 3, 95, and 98. Mostly from use not specific instruction,
There are probably holes in this.Similarly, I use Word extensively
and have skills in Word 6, 95 and 97. I have used Excel. but not
much.I have some basic html knowledge. Did a one-day course at
Curtin in html. Mostly I have used Front Page Express and now Front-PageÑ again,
mostly by use not specific instruction.
IT in Education
Networked MultimediaTechnology
Again I agree tech is a tool, only that. Just as the invention
of pencils, paper, books, printing, typing etc have been used to
improve education, so tech can. Just these do not make good "constructivist" teaching.
A good teacher can use a shady tree, painfully copied out texts,
water and mud to help students really understand landforms (as
we saw in Zimbabwe during a multimedia lesson), so a good teacher
can use IT to assist students to make sense of their world. If
they have the will. And the skills.Shifting out the wheat from
the chaff is exactly what I think librarians are all on about.
Staff Development In Computing And Information Systems Literacy:
Computing As A Tool, Not An End In Itself S Kessell
The expectations of (some) children and parents that the school
and teachers be as interesting and computer literate are in some
senses reasonable. (If unrealistic) especially for all except expensive
schools. Is the expectation of some teachers that all students
have access to computers as reasonable?ProblemsThe problem of equipment
and knowledge of its use is still very real. In my school, we have
a number of computer labs, mostly running Digital Media and Multi
Media classes. There are 17 in the library. Our main problem is
even if each teacher wanted to bring each class in only once in
a week there is still not room. As for bringing in class for a
series of lessons.forget it. And if they do manage to make a booking
there is still the chance that the system will be down, less now
than previously, but still very real. A teacher recently bemoaned
that both lessons she had with a particular class had been useless
because the system was down.Many teachers are apprehensive of the
technology. They do not have enough time or opportunity to try
out the web or even e-mail. With only one or possibly two computers
in the staff study rooms, most even use it every day.Suitable materials
and programs are a problem. The school has a number of CD-ROMs
that are not being used. The network is the problem. They could
be run on stand alone machines but now when every machine is a
clone of each other then stand alone software is not smiled upon.
To run on the network, firstly they have to be compatible with
the operating system, then you have to purchase network licenses
(if available and if you can afford it) or you have to load them
individually. The IT Department has put it in low priority, much
to the disgust of departments who have bought the software.I collect
URLs (trying to find appropriate and varied material) on particular
assignments and put them on the Intranet (and now the Internet),
so teachers and students can not waste so much time searching fruitlessly.
They can still search of course, but it gives them a starting pointWe
wouldn't ask a teacher, who knew no German, to teach German after
a 3-day, or even a 1-semester, course, but somehow we seem to expect
teachers to pick up the technology, run with it, and use it in
their own teaching easily (by a process of osmosis?!).So true,
as well. Expectations on teachers about all sorts of things are
tremendous as well. It is only one.Integrating IT into classrooms
will only be possible when we have expertise with the equipment
and reliable access to it. The systems have to run most of the
time and the teachers have the skills to teachSlide set about ethics.
very good. I might be an idea if teachers and students all discussed
these ethical questions. For some reason, there is a perception
that IT stuff is somehow "outside" the law. Or is it
so different from students who pinch books, or hide them so they
and no-one else can use them, or photocopy reams of stuff from
encyclopedias and pass them off their ownQuestion: Could we create
a similar set appropriate for primary students? How would you frame
the questions?Probably, the questions would need to be about things
that they would do, in simpler language, with more graphics maybe
in the form of a story. (Idea for later. storytelling is one of
my gifts)
Curriculum Framework I am very familiar with the Curriculum
Framework. My main thoughts in general. If followed properly gives
direction/support for student centred learning, and importance
of values that have been neglected somewhat. My main fear is that
teachers have been though so much change they will say (and I've
heard some) "I'm doing that already" (when observably
they're not) and make little change except superficial. Others
will "teach to" the outcomes and use them to set syllabus
in cement. Somehow, it needs to be seen as an opportunity, not
a burden. The other comment I'll make is that Information skills
permeate the framework. They are part of the outcomes in every
learning area and are integral to it.When I sit down with the manual
simply to learn how the program works, I just can't seem to get
it. But when I sit down with a purpose, like writing a letter,
I quickly see how the tool can help me.My experience exactly. When
I did the 1-day html course at Curtin. I went to it, said. Great,
this is fun, and put it into a drawer until I tried to make a web
page at home and had to make web pages at work. Good point about
computercompetency and computer literacy. The same divide happens
with reading. Some students learn to read; some can actually read
a novel if pressed. Those who are literate actually choose to read
when no one is making them!!! Tutorials
on Word 97.
I've just worked out how to wrap text around a picture. It is
fun. I've also worked out how to do special symbols. © J ¹ and
a whole list of keyboard shortcuts. I can now put stuff in columns.
But What Can, and Should I Do?
Dockerman ‚s use of one computer
He reiterates what I believe. It and computers are a tool. One
computer can be used, productively. Just as you can use a blackboard,
an overhead projector, videos or what ever technology can be used
effectively if a teacher thinks about his/her programme and uses
it effectively. IT can make it possible for a teacher to teach
creatively and constructively (is that the adjective?) but only
if the teacher sees the possibilities very clearly and is helped
to do that by lots of backup.
Computers and Your Kids There isn't much sense in placing
large numbers of computers in classrooms if the teachers and students
don't really know what to do with them. My sentiments entirely.
While teachers fear computers or feel reluctant to use them because
they feel uncertain or think kids will "show them up" they
will not be mainstream however much hardware is added. At the moment,
only a few teachers are approaching Anne Glover's stage three.
While many like the idea and dabble, the use of computers rarely
gets beyond the equivalent of "video on a Friday" In
my observation most teachers believe two contradictory things at
the same timeThat computers and IT are magic wands where you can
push a button and everything is done for you and that can somehow
save time and teach the kids all kinds of wonderful things.AndThat
IT and computers are mechanisms that are fearsome and bewildering
which confuse and waste time for both teacher and student.I think
there is truth in both visions, depending on what is happening.
but mostly on the lack of realistic PD. That is related to what
teachers need "just in time"
Kathleen Fulton Moving from Boxes and Wires to 21st Century
Teaching
Public policy has neglected the guides on the path to learning
-- the classroom teachers -- leaving them to find their own way
in a jungle of changing technologies and a maze of changing expectationsVery
much the same in lots of other areas. Parents, teachers etc "it's
all their fault" Change in technology is huge, the learning
curve is off the chart and continues that way, so the teacher never
catches up. Professional development has to be of the right sort
The First Steps/ Stepping Out model worked well Are you familiar
with this? Longitudinal courses, some in school time, some out,
involving teachers in small tasks related to what they were already
doing, with lots of peer reinforcement.
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