There has obviously been some overkill with this tool.
From Creative Commons: WE05: Kelly Goto‘
www.flickr.com/photos/43117091@N00/48533849
I witnessed a fantastic series of lessons where students did some final research as preparation for there exams and used Powerpoint to present to their class.
A year 12 class approaching their final exams offer unique opportunities for teachers. The class has done the work, they are motivated and very pragmatic. The exam is the light at the end of the tunnel. A year 12 Business studies class I watched completed a fantastic task. The lesson idea is far from original but it proved to be very effective. The task was group presentations based on research of the case study (QANTAS) explicitly linked to the five HSC topics.
The strengths were:
Met the objectives of the syllabus to develop:
- knowledge and understanding of business.
- skills to investigate and communicate business information.
The task was directly linked to syllabus headings so it me different outcomes depending on the topic. For all groups it met H5.1, H5.2. H5.3 and H5.4.
It met the key competencies in the syllabus – collecting, analyzing and organizing information and communicating ideas and information.
It involved self discovery and peer collaboration. It was a great penultimate activity as it tied together a lot of information explicitly revealing interconnections.
It depended on access to computers and worked well due to the computer prowess of the students who has unfettered access to computer facilities at both home and school.
NESB students benefit from the Power point format that succinctly displays information and the group work aspect allow each team member to work to their strengths. (The teacher would have to monitor that NesB background students aren’t all grouped together and ensure that workload was equally shared – there was tendency for NESB students to do the numerical component – this was either working to strength or avoiding weakness.)
This task had two components – research and presentation. I found the constructivist nature of the research stage is a great way of making learning meaningful. The strength of the presentation stage was the peer teaching. Putting responsibility in the hands of the students is a strategy that lets the students “grow”. They are no longer passive receivers but now active collaborators.
The presentations incorporated a number of Gardner’s Multiple Intelligences.
- Verbal: explaining and presenting.
- Visual: pictures, charts and other graphics.
- Mathematical: Charts, graphs and statistics.
- Interpersonal: Final question and answer session.
The task also developed a number of important skills:
As a geography teacher Google earth is fantastic for looking at geographical landscapes.
Students using it are empowered to explore and discover. Fantastic.
I remember doing a year 7 lesson about mountains. Google earth would have been fantastic to allow students to visualize various mountain forms. Viva the internet!
Very interesting stuff – it really sounds so bizarre to me as a hybrid digital native/immigrant.
From Creative Commons: Image: ‘æ ¡é·å®¤‘
www.flickr.com/photos/24872769@N03/2445907798
From a student:
Trixxie, one teenager taking part in the project, writes: “Learning doesn’t just have to be a teacher talking at a class. I’ve learned stuff just from chatting to people, and hearing what they have to say. I’ve also learned that when people rely on you to do something, you have to make sure you do it to the best of your ability.”
Dr Twining suspects that many pupils may be learning more than they realise – how to function in a community, and how to build their confidence by leading discussions. In fact, for pupils burdened by the every day crises of teenage life, an alternative school where you can choose your own appearance is probably a boon.
I see Second Life as a potential teaching tool – especially valuable for students who don’t enjoy a traditional classroom environment.
Perhaps teachers are stuck with ideas about behaviour that are no longer relevant. Maybe if we embrace these new technologies in the classroom we can make them educational tools.
re we keeping the older behavioral models in our heads. There are lots of new opportunities to integrate these tools into the classroom. As networks get faster we are only bounded by our imagination. Perhaps phones can contribute to schooling – school schedules, truanting, quick reference questions, discipline.
Is our mindset about phones as communications devices too narrow?
Previously on this blog I have discussed the sharemarket game.
From Creative Commons: Image: ‘Is time running out?‘
www.flickr.com/photos/23065375@N05/2247354510
The discussion of the ASX game is a good example of integrating computers to support learning. The integration of technology must be meaningful if it is to be effective. An effective way of using this game is discussed by (Newby et al, 2006):
Two weeks before the first investment is made the teacher should set aside two weeks for research.
A local stockbroker can be invited in as a guest speaker.
The first investments can be made.
Students keep track of investments my maintaining spreadsheets and graphs.
Graphs and spreadsheets are displayed around the class.
At the end of the term each group can make presentations using powerpoint technology.
The use of wikis is a totally new concept for me. From the blogs of Joel and Rob i have increased my understanding about this valuable tool. It obviously has utility in my KLA and I look forward to incorporating Wikis into my pedagogy.
Creative Commons. Image: ‘Wiki Wiki Teriyaki‘
www.flickr.com/photos/94045383@N00/125948665
From The Old Dogs New Tricks blog : Wiki’s are so valuable as they foster the development of writing skills. They promote reading, writing and editing. But most importantly they promote thinking. Wiki’s can ease students into writing for public viewing and into web 2.0 technology itself. if wiki’s do nothing but encourage our students to write, then they are a true winner for me. I totally concur.
provides a good overview of wiki and the role they can play in education.
I would be interested in seeing wikis used in secondary schools… especially with senior classes. I think senior classes would have the maturity to use wikis appropriately. I have reservations about using the technology with junior classes……
1.Millennials (People born from 1982-2000) are a distinct age cohort, according to many measures of generational behaviour and attitude
2.Millennials are immersed in a world of media and gadgets
3.Their technology is mobile
4.The internet plays a special role in their world
5.They are multi-taskers
6.Millennials are often unaware of and indifferent to the consequences of their use of technology
7.Their (our) technology will change rapidly in the next decade
8.The way they approach learning and research tasks will be shaped by their new techno-world
From creative commons. Image: ‘Anticipation‘
www.flickr.com/photos/81851211@N00/2074324945
Teachers need to be aware that the way today’s students learn and do things is perhaps far different from the way we learned when we were at school. The problem is that teachers learn from models too – and our models used directive instruction in classrooms that didn’t utilize technology.
Teaching has changed – teachers have to change too. We will need help from our peers, employees and our students.
Can a computer do the job of a teacher? The encroachment of technology into the classroom is changing the way teachers teach. Students still need a lot of guidance and direction. Taking advantage of and exploiting technology in the classroom is a new skill teachers have to develop.
People outside education often ring the death knoll for teachers. Talk that computers will replace teachers. That all student learning will somehow take place without teachers. This is a misguided idea from people who don’t understand education and cognition.
There will always be a place for teachers. The pedagogy of teachers will change but the key role played by teachers will always be necessary.
I think it is a nature of humans to be concerned about the future and the demands of new technologies. All through history we’ve questioned what was coming.
The difference is now the timelag between what we imagine and what actually happens is shorter.
The new generation of teachers will be better prepared in that we’ve experience rapid changes in technology already in our lives and we are prepared for new changes.
Kraftwerk’s lyrics deal with post-war European urban life and technology—traveling by car on the Autobahn, traveling by train, using home computers, and the like. Usually, the lyrics are very minimal but reveal both an innocent celebration of, and a knowing caution about, the modern world, as well as playing an integral role in the rhythmic structure of the songs. Many of Kraftwerk’s songs express the paradoxical nature of modern urban life—a strong sense of alienation existing side-by-side with a celebration of the joys of modern technology.
Is it that they are all spoilt American kids blaming the teachers for not adapting to their needs?
Yes. I think they need to listen to the teachers. Middle ground needs to be reached – teachers need to adapt but these kids need to develop basic skills. They need to learn fundamental skills. They are all the “me me me” generation that doesn’t accept responsibility for their own failings.
Is it that the clip is a poor man’s rip off of a Bob Dylan video from along way back?
Yes. If meant as a tribute it fails. If meant to be original it shows with all the advances in technology creativity is lower than where it was years ago.
They talk of China’s advances?
What is their point? China’s education system relies on alot more direct instruction – which is what the video is critical of. The difference is perhaps the value the Chinese are putting on education. The students work hard and study hard – basic levels are achieved.
Teachers need to meet the needs of the new age and the new economy. That point can’t be questioned.
Students need to change too. Creation of anything needs a strong foundation. The groundwork need to be put down first.
From Creative Commons: WE05: Kelly Goto‘
From Creative Commons: ‘
From Creative Commons: Image: ‘
Entries (RSS)