Discussion Day 3

What an enriching discussion we had yesterday! As we explore further into this topic of discussion, we are gaining such invaluable insight into how we can integrate authentic ICT tools and resources into our planning. We acknowledge that a hands-on approach to learning is significant to ensure young students’ interest, so how can we ensure that this constructivist learning environment improves their social developments?

Please share some practical ideas or planning strategies which you have used in your teaching or would like one of our experts to consider its effectiveness.


21 responses to “Discussion Day 3

  1. What wonderful scope of discussion so far! It is certain that for the integration of ICTs to be effective and of true value to young students, educators must take a student centered approach to their planning. Furthermore, getting to know the students interests and prior experiences sets the foundations for effective lesson planning to occur. As you have said Shelly, I think implementing a survey at the beginning of the year is a great way to be informed on each student’s ICT knowledge and habits. Another significant point that you made Shelly is the interactivity/hands on approach you aim for in your lessons. I think when students, in particular, young students can engage physically in their environment, by touching and manipulating objects, their interest is much more likely to be retained and the anticipation of learning new concepts is formed. You’ve said Shelly that this results in supporting student’s cognitive skills. Would you also say that this improves student’s social developments too? I think when students are excited about something, their immediate reaction is to share it with others which directly implicates the development of social interaction. Thank you for sharing those Skype resources, I look forward to using them in my own future lessons.

    • ICT Magic has commented regarding our 1st question – Let’s consider what makes an effective ICT learning experience. How best can we promote students social skills whilst developing their knowledge and understanding?

      Naturally, this depends on what you mean by social. Millions of people and a growing number of young children are being very social on social networks. With modern technology it is easy to interact with people from across the world without speaking a word. While this is not inherently a bad thing it should be an augmentation to traditional social interaction and only when ‘real life’ social skills are sufficiently well developed.

      Digital technology fosters teamwork and collaboration in a myriad of ways. From the simple things like ‘sharing your iPad nicely’ to composing virtual music together. It requires high-level communication and a good idea of the theory of mind to produce successful results.

      Real time collaborate for almost any project is a joy to watch. My classes have loved using http://awwapp.com in many different ways. It produces a wonderful amount communication and social interaction when the children use it to draw all sorts of things. One of my favourite activities is to give a child a picture. They must then describe the picture to another child via Skype at some distance away, usually in another room. Both can see the new drawing, but only one can edit it. It is a modern version of an old game and this heightens the children’s awareness to be accurate in their communication.

      One of the best collaborative tools available is Google Docs. The ability to collaborate on text in real time with others around you is superb for fostering communication skills in the real world.

      Whether it is Geo-tagging follies around the local area, QR code treasure hunts or designing a website as a group, the possibilities provided by digital tools to get children talking about ideas and discussing a course of action is hard to match.

      To get the best social outcome from any technology based activity always remember – small groups, not too long, provide a challenge and keep it interesting (i.e. would you like to do it yourself?).

      Thanks ICT Magic

      • Thank you Martin for all those wonderful examples of authentic communication through the use of ICTs. As you have said, being ‘social’ in this technological age can mean a whole range of interconnectedness with others. Our perspectives so far have decided that when ICT tasks are planned , educators would need to ensure that it does improve the collaborative nature of learning and increased communication. As both you and Shelly have suggested, using Skype as a means of communication is a fantastic way for students to enhance communication with each other by focusing on the dialogue to transfer messages and make meaning. Aligned with the ICT general capabilities within the Australian Curriculum, students need to be able to communicate information and ideas and work collaboratively (ACARA, 2011). Combined, these two aspects of learning positively stimulate the social learning and developments. Your question on, what defines being ‘social’ then brought me to consider what is the importance of developing these social capabilities in young students? I think when educators realise the importance of social interactions in learning, whether it be the verbalised, written or pictorial communication or collaborative nature of learning in group tasks, this has direct implication on the success and depth of learning that occurs.

    • Thank you for your feedback. To answer your question, I do believe that this type of learning improves the kids’ social development. This is a great point to bring up. When working with young learners, we need to remember that they are still developing and discovering the world around them. In school is where they will learn how to interact with their peers and develop social skills. Kids still need to learn how to play and so we have to give them the room to play with each other and be there to guide them in their play. We can alleviate many problems like bullying if we can observe children playing, learning, and act as a guide to direct them in how they should be playing and respecting others.

      • ICT Magic replies to Cecilia –
        Since digital learning was introduced into the classroom over 25 years ago, there has been a continuing debate about whether ICT skills should be taught as a specific, stand alone lesson or whether it should be integrated into other lessons. I believe that the latter it a better reflection of how we work out of the classroom and the vast majority of the ICT I do is conduced with other subjects. There is a danger that ICT may be side-lined if used in this way and it is sometimes necessary to make ICT the main focus, but rarely the only focus. The use of ICT should be analogous to English in that it can be used in every area of the curriculum, as long it bring addition value to the learning experience and outcome.

        It is true that some subject areas of the curriculum lend themselves to using ICT than others, but this is diminishing all the time as we find more uses for clever tools. For example, sports traditional has been a difficult to integrate ICT into, so as I didn’t have a tool that brought something extra to the lesson, I rarely used ICT in sports lessons and this it still true for most sports activities. This is changing quickly with mobile and GPS enabled devices with can track sports performance becoming more affordable.

        But I must stress again, if digital tools do not bring a benefit to a lesson, don’t use them.

        Martin (ICT Magic)

  2. Wow! What an awesome blog that is bring created! I have read through the blogs and would like to raise the query of gender differences in relation to the topic of ICT and social developments. There has been an abundance amount of research on this topic. As our textbook for this subject states that ‘although boys and girls have similar basic skills, more boys have advanced skills than girls and they are also more confident in using computers. Boys are also more likely to have learnt the basic skills at home, whereas girls are more likely to have learnt the skills at school” (Finger, Russell, Jamieson-Proctor, & Russell, 2007). Does this mean that females are more social in the early years of their education being that they do not seem as interested in the introduction of ICT compared to males?
    Early Childhood Australia (Computer use by preschool children: Rethinking practice as digital natives come to preschool, 2008) suggests that to allow for the building of interest and experiences within the classroom, educators should make allowances for an ICT corner along with the block corner, book corner, home corner and so on. This would hopefully give the children the option of experimenting with varieties of different sources of ICT as well as using their social skills while engaging in the learning process.

    Computer use by preschool children: Rethinking practice as digital natives come to preschool. (2008, April 15). Retrieved August 18, 2012, from Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/computer_use_by_preschool_children.html

    Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming Learning with ICT Making it happen. New South Wales: Pearson Education Australia.

    • What a great question and topic to start! I am definitely a supporter of learning stations and believe in having various learning stations for kids and teens. I have great success using learning stations from the ages of 4 to 18. I have yet to try it with adult learners but I have had some teachers report it has been successful there as well. Some suggestions include:
      -a reading section with magazines, graphic novels, books, comics, music, CDs, earphones, ebook readers, leapfrog, pop-up books, etc., feltboard with characters from various books
      -a podcast station with various recorders, a laptop set-up with a microphone and audio recorder
      -a movie making station with various technologies they can check out like digital cameras, ipods, tablets, ipads, etc.
      -a computer station
      -a game station full of tech games,
      -a coloring/drawing station
      -a creativity station set-up with a tarp & aprons, clay, plato, paints, etc.
      -a make believe station with props, puppets, clothing (parents can donate), stage, costumes, accessories, etc.
      -a building station with blocks, Legos, etc.
      -a music section (usually you have to enclose in some way like have a booth set-up to block the noise)

      Students check into stations for limited amounts of time so others can also have the ability to be in those stations. Also, if a student finishes an assignment quickly or seems too stressed to work then they go to the stations. Learning stations have helped when I’ve dealt with kids with learning needs. Here’s a webinar I did on this topic http://americantesol.com/blogger/?p=330

  3. Looking at today’s topic of discussion regarding the planning of learning events, I have a question to pose for the experts. Knowing that you are all experienced teachers and may or may not do daily lesson plans as such, do you plan for and incorporate authentic ICTs as a tool for learning each day and do you find that some subjects integrate ICTs more than others? With the abilities that ICTs have to enable students to co-construct knowledge collaboratively with others, my personal view is that ICTs would be used frequently throughout the day with options for students to undergo individual/group tasks with ICTs.

    I know from previous Practicum experiences, ICTs were used at least twice a day and my daughter certainly uses it on a regular basis. As you said yesterday Anne, that ICTs should be viewed as just another tool for learning, not something ‘special’, therefore it should be used just as regularly as a student would pick up a pencil to write or read a text for research.

    • Great question! I incorporate in spurts. I have a relaxed lesson plan with options to use technology or not. With my little ones we always had set routines. We would have the hello, welcoming song and activity so they new to come and sit in the circle and calm down and get ready for the day. We would also learn a new song, have story time, play a physical game, and have other activities. If I thought the technology would enhance a lesson then it would be incorporated. For example, my learners would sometimes not focus on learning a song. It could be that the song was too difficult to follow or didn’t seem that interesting. If I found a Wiggles video with the song then we’d watch that on the big screen and that would motivate them to begin singing the song. That took maybe 5 minutes. However, we didn’t watch a video every time to learn a song. Other times I’d use my iPad in lessons. For example, we studied the stars. We would lay down and look at the constellations that were on the classroom walls. This was an activity I had with a mini planetarium projector. While laying down we had a discussion about birthday signs and constellations. It was easy to take the iPad and have the students look up their constellations while we were still laying down looking at the classroom walls. Each read their constellation and about their sign and we’d try to locate the constellation and see if we agreed with the description of that personality. This wasn’t a planned activity but the ICT at the time just fit in. Other times I have thought an online game, a webtool, or technology would be a great way to teach a lesson. For example, digital cameras, cellphones, or audio recording devices are the best way for students to work in pairs and interview each other. That way they have these recorded. Later we uploaded them to Glogster. I had preplanned this lesson. Here’s one of the examples, http://www.glogster.com/shellterrell/student-interview/g-6mprk84dn8thqrmm6sdlf9k For a global digital storytelling project, we decided Voicethread worked best, http://englishstorytime.pbworks.com/w/page/19090126/School%20Connections

      I don’t believe in using technology all the time because students still need to be encouraged to play, explore, interact with each other, and have a self-study time. For development, it is important students get to participate in various activities. However, in many classrooms the alternative is having students complete worksheets and answer questions from a textbook. I don’t believe in this type of learning so if teachers are new to technology I try to get them to begin incorporating technology in increments to replace this type of learning. As they become more advanced then the teacher can begin feeling more comfortable in deciding when the technology supports a lesson effectively. Here’s a recent post that might help, Integrating Technology: 8 Key Questions, http://www.theconsultants-e.com/ourblog/blog/2012/Integrating_Technology_8_Key_Questions.aspx

  4. “When designing lessons with ICT I try to think of what my students already do with technology. I survey them at the beginning of the year and find out their home habits with technology”. Thank you Shelley for your contribution in yesterdays discussion. I have copied and pasted this sentence from your contribution yesterday into today’s thread as I believe it to be relevant to what we are discussing today – practical ideas or planning strategies.

    Personally, I find it extremely difficult to plan lessons collaboratively with my colleagues based on strict scheduling and time restraints. As we all know, the daily routine within an early childhood setting is often inflexible and just when you think you will have the time to do some planning throughout your day, it soon evaporates due to a never ending stream of unforeseen circumstances. Not to mention it is difficult for two team members from within the one class room to be together at the same time. Shelley, how would you find the time within the early childhood sector to collaborate with your colleagues in order to design the survey you mentioned above? Are there any specific online facilities that could assist educators with this? What kind of planning strategies could you suggest?

    • ICT Magic replies to Wendy
      There are so many free surveying tools online these days. I have listed many of them at http://ictmagic.wikispaces.com/ICT+%26+Web+Tools+-+Section+4#Quizzes,%20Polls,%20Surveys,%20Voting%20&%20Decisions and Twitter is a superb place to find educators who will be will to help you with this. I suggest you send some feelers out online and see what reponse you get. I have quite a few followers now and I’m happy to retweet you if you get in contact on Twitter.
      Thanks ICT Magic

    • Hi! Great question! I personally like Google Forms for surveying students. I created a survey for my teenagers that I am still searching for to share so you can use it as an example. Here is one document I have used with teachers I train to assess the background of their expertise in their subject matter. It is adaptable. At the time we didn’t have computers in the training so I have it as a Word file versus a Google Form https://www.box.com/files#/files/0/f/0/1/f_1448353680

      I have successfully used Google Plus Hangouts, Skype, Join.me, Facebook groups, Wiggio, Nings, Edmodo and Google Docs to collaborate with teachers online. It is usually easier/quicker than sending emails back/forth and if you can set-up a community that is always actively posting, sharing, etc then it becomes more collaborative with time. I think setting up a place for teachers in your school to interact and collaborate would be a good way to start. You can ask them to post their resources then as it grows they may feel brave enough to collaborate. Using online communities is actually faster than trying to find a physical place and time that all teachers can meet. At my schools, though, we would have a time set where departments would meet and plan. For example, all teachers in the English department might use one Friday a month during a planning period, lunch, or time set aside by the school to meet. The biology department would meet every other Friday after school and make it a cocktail planning/potluck hour at somebody’s house. They developed a close bond and it worked for them. Some schools are building this lesson planning collaboration time on a specific day and having students leave early for that day. It might be something to propose to your leadership.

  5. I have just re-read all the discussion from the 3 days, and I find my own thinking being challenged and stretched. I would have said previously, that my most basic belief and value was that all learning, whether formal education or self-directed, was to equip us to function in the real-time, real- social world. Thus whether we learn from people, books, ICTs or any other source, it is we, as individuals, who learn, and are increasingly able to choose what, when and how we learn. For myself, (as an older person) the most important tool in my whole life was learning to read. This opened to me the whole world of knowledge. Much later, I came to appreciate the value of sharing information and ideas with others, and thus seeing beyond my own perspectives. I would hate to think that all of this is being turned around, and that we are using social interaction as a tool to learn how to use technology more effectively.
    I know you will all say “Of course not”, because I see your underlying values from your comments. Yet I thinks there are parts of society who would put pressure in this direction, making the world of technology-based communication the larger part of their experience. I am thinking, for example, of the increasing numbers of people who work from home with internet-based offices. There are predictions that this will increase dramatically (though I hate to think of the social isolation involved.) There is a trend even in my work for e-counselling. Add to this internet shopping, leisure activities such as games as well as movies, social media- the list goes on. Is the focus of education to prepare for this kind of world? More importantly, can educators determine the world of the future by their current practices? Can you make a difference? I would love to hear your comments of how you feel that your teaching practices can shape the next 30 years.

    • Jean, I just love you being a part of this forum. I have re-read your post many times. I understand that you believe you are an older person and therefore feel as though your opinions may be different to ours but I am 37 yrs. old and I have many of the same issues or concerns as you do. So don’t worry about it being an age thing. I have 2 children aged 1 and 4 years, so I am thinking about this issue as a mother and future educator. If I had to prioritise what my children learnt it would be to read and write the traditional way, no ICT’s at all. I do think that ICT’s (games and animated programs in particular) offer an unrealistic motivation to interact, and once a child has been exposed to this form of teaching there is no going back. A teacher will find it difficult to compete with the fun screen. But……
      I think the new Australian Curriculum’s goal is clear ‘learning for the 21st century’. So yes, the inclusion of such a strong ICT element within the curriculum suggests this is where the governing bodies see the future heading. But I am just beginning to come to some decisions about the how, what and why of ICT’s within P-3 classrooms. Originally our title was ‘ICT’s in P-3 Classrooms: Help or Hindrance?’ So my answer is ‘help’. But I am determined to use resources as tools for research, communication with others within our local and global community, creating and sharing (Voice thread) – where real photos, drawing etc. are used. Therefore I will try to steer away from animated, gimmicky programs. Our lecturer David Jones has asked us to create a curriculum suggestion using ICT’s, he keeps saying the lesson can only be achieved with internet connection. So if any aspect can be done with pencil and paper just as effectively then we have missed the point. Many students are struggling. But I get him – what he is really trying to show us is the benefits of ICT’s. Allowing students to share their work (art, drawings, writing and photos) with peers all across the world, work with international students on group projects. These projects and ones like Shelly and Martin have suggested are more about the students communicating, problem solving and in doing so motivating themselves and others to learn more. These aspects of ICT’s I will embrace. Karen

    • What a thoughtful question! I truly believe in the power of planting seeds and our influence. I write about it more here, http://teacherbootcamp.edublogs.org/2012/06/26/goal-11-feel-the-weight-of-your-impact-30goalsedu

      Now I’m about to go on a tirade of my belief in the importance of our roles as educators. I feel very passionate about this because statistics are alarming. Millions of students drop out of school, millions are incarcerated, millions do drugs, millions are in the welfare system, cyberbullying is a huge problem, sexting is a problem, etc. Most schools don’t allow social media or technology in schools so students are learning from their peers how to use these various technologies. I also am impacted by the actions of those in leadership positions in our society. I take it personally as an educator when I hear that those running companies are cheating people out of pensions or take vacations on yachts while there are oil leaks. I attribute part of this to schools focusing on standardized tests and not teaching kids how to be humanitarian, ethical, or good citizens with and without technology. Many schools worldwide no longer or never did have citizenship or ethics classes. I have trained teachers in 100s of countries virtually and face-to-face. Teachers are stressed because they feel the impact of a curriculum that focuses on outcomes assessed by numbers versus what a student actually does with the knowledge they are taught. I think the curriculum needs to change to focus on teaching kids to be good citizens and problem solve with and without technology. Once this is in the curriculum then it will be a focus and we can alleviate many of the problems that are occurring in society due to it not being taught in schools.
      I also look at the time educators spend with students. Students will spend their developmental years in schools. They will spend 8 hours a day about 5 days a week either in schools or participating in school sports/activities. Imagine a child is told by a teacher for a year that he/she believes in him/her for an entire year. Imagine that the teacher guides this student in how to use Facebook, mobile devices, the computer, social media, and online collaboration tools to engage with others, learn about other countries and cultures, collaborate, create a positive digital footprint, and problem solve collaboratively to solve a local or world problem. Imagine the teacher makes that student aware of having a balance with that technology and teaches them to also participate in active or outdoor activities. This is what I imagine every time I train teachers or walk into a classroom full of students. I have that entire hour, day, week, month, semester or year to make an impact and I know that I plant seeds. One day I woke up and realize that I’ve been teaching for over 10 years and that means I have planted over 1000 seeds and whenever these individuals make a decision I know they will remember some of the lessons learnt and it will influence their decisions. These decisions will impact others they encounter. If every educator counted the number of individuals they taught and the seeds they planted, they would realize that is a lot of influence and impact. So not only do I believe educators make a difference. I can tell you that I know educators do make a difference and that our seeds planted today and how we water them will make an impact in 10, 20, 30 years and more. We might only see the impact years later when one of our students comes back to remind us. We may never see or hear the impact but definitely we leave an impact. We teach 100s and even 1000s in our lifetime. We plant continuous seeds daily with a child for long periods of time when they are learning by our actions and how we guide them.

      According to Bandura, we often learn through modeling the adults in our lives, http://en.wikipedia.org/wiki/Albert_Bandura
      Here’s a post I wrote about kids using social media to impact the world, http://teacherbootcamp.edublogs.org/2012/07/30/10-kids-transforming-their-world-through-social-media/

  6. Hi Guys – my brain is hurting, in a good way. I have read over all our engaging comments and every time I read them I am taking something new in or thinking about things differently. Martin (ICT Magic) you say that children should utilise social media only when ‘real life’ social skills are sufficiently well developed. Do you include writing as a social skill? As I do believe children need writing skills to communicate and therefore be social. Well they use too in the not so distance past. Will children even need to be able to write in the future, if they can use a microphone and keyboard instead? If young children learn to communicate via social media early on in life they might not see the need or have to motivation to learn how to write? I know this is perhaps an extreme concern but writing for communication is a skill needed to be social, so should ICT’s be left out of the picture until a child can successfully write and read for that matter?

    Next Martin (ICT Magic) you state ‘To get the best social outcome from any technology based activity always remember – small groups, not too long, provide a challenge and keep it interesting (i.e. would you like to do it yourself?).’ This is great advice but I really want to know if you’re working with a group of 5 / 6 yr. olds and you only have one computer for example and you wish to do small group work, say if you have 4 at the computer what are the other 20 odd children doing? This is why I have seen so many unsuccessful ICT lessons. Lack of resources or unsuitable resources, old and out of date. I just don’t know how I would tackle such a situation.

    This leads me onto what Wendaroo has said regarding having an ICT corner. This is what I have observed in the past and I have not seen it work well yet. As it is seen as such a separate area, often with its rules of 2 chairs, two students and the teachers are so busy elsewhere that very little scaffolding occurs and as children are told to move away until it is there turn very little social interaction occurs between students. And this is why I was so sure that ICT’s and social development did not go hand in hand. So when I picture an ICT corner I get shivers down my spine. But really upon reflection it didn’t work because of the teacher’s pedagogical beliefs. Books stayed in book corner, blocks only on the mat and so forth, a very controlled environment. But if there was freedom to move, explore, engage and interact across all areas of play then I am sure and ICT corner would be just fine. It is not like children can carry a computer around anyway. But they can take the camera and get photos of class creations, download and use. This is what I would expect to see in an ICT corner.

    Wendy obviously change does not happen overnight but I was thinking about your time constraints at work – could you go to your Director and ask that you all had your planning time paid but that you would work through it, so no relief staff would be required. Then all pick a time each week to meet up on a Google doc or Skype to discuss planning as a team. Remembering that you would have already been paid for this. I know it would still eat into your own home time but just a thought.

    Anne I wonder has any of the governing bodies such as Education Queensland visited your school or made comment on what is occurring? I mean your students are the lucky few to have access to such state of the art facilities. It saddens me that not every student and teacher has access to the same facilities and therefore nowhere near the same opportunities for learning. How can we hope to achieve the same within a state school? Does your organisation write research papers on the positive outcomes for students who utilise such open spaces, rich in ICT’s? I am just picturing myself going to a staff meeting trying to bring about change within a State school, where would I begin?


    • ICT Magic Replies –
      I agree completely that writing is a social skill and the idea of ‘the audience’ is often just alluded to or forgotten completely. Know which tone of writing to use, formal, informal or writing to friends or family is akin to how we interact verbally. For mainstream social sites I agree that writing skills should be in place before children venture them. But more importantly are the reading skills and being able to assess the validity of the information being exchanged. But you can also change this into an advantage. There are many web tools which allow you to setup a social for your class or school. http://twiducate.com is a favourite of mine and my class love it. You can use it to promote writing and other skills in a real, albeit closed, social network.

      As to the plight of lack of resources, you are by no means alone. Until about a year ago I only had two aging desktops, one of which I brought in from home, and 35 9-11 year olds. I used to borrow a technique from nursery classes, probably similar to your ICT corner, and have different stations for the children and the groups would swap around and move to the next task when it was completed. This is not just for your ICT based activity, but lots of subject areas. This does require you to be organised and be good at multi-tasking, but it worked for me for years. There are a few additional things you can do. The first is to use what is around you. I work on an island and there are not many businesses or other schools around, but many colleagues have had ICT ‘field trips’ to use computers elsewhere. Is there a local high-school that might some good press and do outreach work? Also, many of the children may have computers or other devices at home. Many will be able to use these after school which can free up computers for those who do not have assess at home. For your age group, you will probably need to have the parents involved quite a lot and you can ask some parents who you know well if it is a good option in your situation. You could also ask the community for donations of old devices when they upgrade to newer technology. Lastly, be ruthless! If there is a computer which is not being used somewhere in your school, put a child there. If you can collaborate which older children to ‘teach’ your children some ICT skills, even better. Check out http://digitalleadernetwork.co.uk for more ideas about this.
      Thanks Martin (ICT Magic)

  7. Some thought provoking questions here, and to be honest, I am unsure on how to answer them.

    “Can educators determine the world of the future by their current practices? Can you make a difference”? I would like to think that the passion I have in education and the willingness I have to constantly improve my practice, will assist me in attempting to understand our ever changing world. However, I know that unless I constantly keep up with growing trends I will be left behind regardless of my good intentions.

    I have always said to myself that if I can make a difference in just ONE child’s life then I am a lucky girl. How I do this is not something I have really thought of as I tend to go with my feelings. Just being there for a child, or anyone for that matter, is often sometimes all one needs to get them through to the next level (whatever that may be). As I write this the word holistic comes to mind; a holistic approach from both teacher and learner with the need to be heard, praised and accepted into all areas of life. I agree with you Jean about ICT contributing to social isolation and it concerns me but I also believe that if we work very hard on keeping the lines of communication open we can create a balance.

    I’m still working on answering your question regarding how my teaching practices can shape the next 30 years, perhaps in time I may be able to answer it 🙂

    Thank you for stretching me and inspiring me to be the best person I can be.

  8. katereidedc3100

    Well I have to say- what an amazing and insightful discussion. Anne, I too am curious about your students outcomes, both for their future tertiary studies and later working life- do you have research showing how your schools pedagogical approach which has such a strong emphasis on utilising ICTs in authentic and integrated way as well as constructing the learning environment to support social interaction? I would love to be able to refer to it when I am working as a way to argue for progressive teaching strategies!

    It seems from what our experts say that ideally, we should focus on the ‘communication’ part of ICT use in classrooms, but as Wendaroo, Wendy and Karen have stated, in their experience, it is all too often not the case. I think what I have taken from Day 3’s discussion is that it is the teachers responsibility to ensure that the students are using ICTs in an age appropriate way which enhances their social skills, rather than detracts from them.
    Martin has suggested keeping social media for when an individual’s social skills are well developed, which I think is a good idea, particularly with the rising incidences of bullying via social media (Child Health Promotion Research Centre Edith Cowan University, 2009), and I believe it is our responsibility to ensure that our (particularly young) students do learn appropriate social behaviours.

    After reading through the responses from our experts, I know that there are ICT tools and pedagogical ways to use them that will enhance social capabilities, we as teachers need to ensure that we are choosing both the ‘right’ ICTs and the ‘right’ ways to use them.

    Child Health Promotion Research Centre Edith Cowan University, (2009). Australian Covert Bullying Prevalence
    Study. Retrieved on 18/8/2012 from http://www.deewr.gov.au/Schooling/NationalSafeSchools/Documents/covertBullyReports/Exec_20summary.pdf

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