Hi everyone, my name is Simone Bishop. I am living and working in sunny Perth. I am a working musician, having studied classical piano at WAAPA and work around Perth playing for different things, such as musicals and the ballet, as well as running choirs and teaching. I find it tricky at times, but rewarding. I also really enjoy teaching through schools as a private piano teacher. This is the first year of my education masters and I am really looking forward to hearing everyone’s ideas and opinions. Good luck!
Collaboration requires a meaningful interaction for the purpose of achieving a better understanding about a concept, problem or phenomenon or the creation and discovery of a new piece of knowledge (Chai et al, 2011). New technology including social networking and mobile aps are creating opportunities for innovation and collaborative learning (Laurillard, 2009) however there must be care taken that the technology contributes and fosters collaborative learning in a meaningful way, rather than just acting as a colourful gadget that replaces textbooks and notebooks without adding anything new to the learning experience. It is very interesting to read research into the use of collaboration based on Vygotsky’s zone of proximal development , with collaboration excercises being quite useful in getting students to develop their mental functions by interacting with their fellow students, rather than just with their teachers who are far more cognitively advanced and therefore more challenging to model after (Chai et al 2011).
I personally am interested in the use of mobile devices used on field trips that allow students to record, take note, take pictures which they can then share and build upon with the group. Google docs is a useful technology to have for collaborative learning as it allows students to all contribute to a paper in real time, responding and evaluating each others work and then building new ideas upon their peers work and feedback. After reading about IWB technology and collaboration I am slightly nervous as it seems easy to fall back into teacher centred more authoritative interactivity, with no student input or feedback, just using the board as a substitute for a blackboard (Beuchamp & Kennewell, 2009) If i was to use IWB for collaborative class work I would make sure that i clearly understand what I am trying to get the class to investigate and create a dialogue early on with the students about what tools and technology would be suitable and how we would go about researching, finding and presenting the information as a group. I also think the physical location of the IWB could present a problem for collaborative, teacher facillitated work, and I would be comfortable with showing something on an IWB but then having the students also be able to access informaion on their own devices.
I think gamification is a really interesting way to inspire kids to work together as teams. I was really impressed by the youtube clip that showed teachers collaborating to come up with interesting engaging games. It reminded me a bit of companies like Google who give their employees a set amount of time for them to work on their own ideas. I think technologies such as youtube, digital games and video and audio conferencing can all be used in an effective way for collaboration (Edutpoia 2009)
Beuchamp, G., Kennewell, S. (2009). Interactivity in the Classroom and its impact of learning. Computers and Education 54 doi:10.1016/j.compedu.2009.09.033
Chai, C.S., Lim, W.Y., So, H.J. & Cheah, H.M. (2011). Advancing collaborative learning using ICT: Conception, cases and design. Ministry of Education Singapore. ISBN: 978‐981‐08‐8299‐.
Edutopia. (2009). Digital Generation Theme: Collaborating. Retrieved May 15, 2017 from https://www.edutopia.org/digital-generation-collaborating.
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-supported Collaborative Learning, 4(1), 5-20. doi: 10.1007/s11412-008-9056-2.
As a peripatetic teacher of school choirs, voice and piano I have had several incidents with technology over the last couple of years. The school I work at has a strict BYOD policy which ensures all students bring their devices (but not their own phones, only ipads or laptops set up to the school network) into every class. This has greatly helped with practices such as recording vocal exercises to do, looking up pianists on youtube and finding pieces that they would like to learn. However I find that there are often restrictions over what they can look up and what the schools’ firewalls prevent from accessing. Far from increasing classroom management this tends to waste time, and prevent engagement in the lesson
Much time is wasted with students moving from task to task. If 15 minutes a day can be regained by the teacher through organisation and planning then this leads to 45 hours a year extra time. (Finley, 2017). Technology introduced into the classroom can be a double edged sword providing opportunities for learning and deeper engagement, but at the same time can be a time-waster and seen by some as a distraction. A study conducted in a Singaporean school in 2001 found that in order for technology to be an effective tool in the classroom there needs to be a number of factors, including student helpers, tech assistants and clear instructional activities ensuring that all students are engaging in the lesson and that time is not being wasted. Professional development in the fields of technology and pedagogy were also stated as being important factors (Lim, Pek & Chai, 2005). I think that the focus should be on creating conducive environments where the teacher can help facilitate learning through group work and student research aided by technology.
I think that the issue of BYOD technology leading to distraction has been in part an overblown reaction to the new BYOD phenomenon rather than a balanced position on it. Allowing students to use their own tech in classes has been seen to help with classroom management issues (Johnson, 2012) There is also evidence that letting students engage with technology recreationally through gamification leads to an increase in reading and writing skills, collaborative and social skills through online games and can help close the digital divide. I think that the emphasis should be less on banning devices as they lead to distraction but on how to help students interact with technology in a way that is both educational and enjoyable leading to a higher level of engagement and achievement.
Finley, T (2017) Mastering Classroom Transitions. Retrieved from https://www.edutopia.org/article/mastering-transitions-todd-finley
Johnson, D (2012) Managing Disruptive Technologies in the Classroom. In D Johnson (Ed.), The Classroom Teacher’s Technology Survival Guide (pp137-148) Retrieved from http://ebookcentral.proquest.com/lib/csuau/detail.action?docID=817517
Lim, C. P., Pek, M. S., & Chai, C. S. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics,Journal of Educational Multimedia and Hypermedia. 14.4 (Winter 2005), p. 391. Retrieved from http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?id=GALE%7CA142339826&v=2.1&u=csu_au&it=r&p=EAIM&sw=w&authCount=1
The concepts relating to TPACK that I benefited from the most were the relationships between the three facets discussed on TPACK.ORG and particularly in the 2008 keynote speech (Koehler & Mishra, 2008). The relationship between technology and content and the influence they have on each other was really interesting. I think this is particularly relevant as technology is changing at such a fast pace it will have a direct impact upon not just the way content is taught but the nature of the content itself. I think one of the things I will have to come to terms with is that some technologies are better suited to particular subject areas and learning depending on the content of the subject and the influence the technology and the content will have on each other (Koehler & Mishra,2008)
I also found the discussions about context really interesting. When we looked at TPACK for the first time back in week one I found the TPACK model really interesting if a little confusing. I now think I have more of a grasp on it, however I now am interested in the use of the TPACK model in the classroom context, how this would greatly differ and depend on the level and type of technology used and made available in the classroom (Mishra, 2014).
I would view myself as still developing in all three areas of the TPACK model. I think that my pedagogical knowledge is growing and will continue to develop as I complete the course and especially as I enter the classroom. I think my content knowledge is fairly competent but will also be developing as I gain more experience and also as the subject itself changes and evolves over the years. I thought my technological knowledge was fairly solid, however I have come to realise through this subject that while I understand concepts I really haven’t applied them in any practical way. The most I got out of the TPACK model is the idea of using technology in a meaningful way to create pedagogy that approaches the subject area or ‘solves problems’ in a creative, effective and complete way (Koehler, 2013). I think that in order for me to achieve this I need to develop more in all three areas of TPACK but in particular technological knowhow.
Koehler, M. (2013, September 12). Mishra & Koehler (2008) – SITE 2008 Keynote Address [Video file]. Retrieved from https://www.youtube.com/watch?v=1iCPLTz7Z-Q
Koehler, M. J., & Mishra, P. (2008). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P. (2014) Intro to TPACK [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=eXLdqO0fY3w
Hackers are particularly difficult to identify. They come from all different socio-cultural and ethnic backgrounds and have no real common traits (School Governance 2016). As the ubiquity of technology continues along with the mounting academic and general pressures placed on students the phenomenon of hacking into school systems to manipulate data such as grades and exam results will continue(Roblyer & Doyle 2014).
In Australia there are serious legal consequences for hackers where students could be charged under the 2001 cyber crime act with unauthorised access to, or modification of, restricted data or unauthorised impairment of electronic communication. These penalties have a respective maximum sentence of two or ten years (School Governance 2016).
There seem to be two main recommendations. On the one hand schools are recommended to be vigilant about security by updating passwords, not leaving computers unattended or electronic equipment lying around as well as encrypting networks and getting a security audit. These are all great ideas for prevention however I think the second recommendation is equally if not more important. Schools are also recommended to provide education and guidance on hacking in the form of cyber-awareness education, involving parents in the education and providing opportunities for students who excel in the field of technology. Students can learn about ethical hacking, and white hat hacking (School Governance 2016).
Like many aspects of netiquette and digital education there is again a blurring of the lines when it comes to whether the school or the caregivers are responsible. In 2016 the Office of the Children’s eSafety Commissioner conducted a 12 month report and found that seven percent of cyber bullying reports were hacking of social media accounts. With many schools having a blanket ban on social media being used in school, the responsibility is not necessarily going to lie with the school, however if the hacking of accounts and cyber bullying is occurring between two students who met at school then the issue becomes far from clear cut.
Australian Government office of the children’s e-safety commissioner (2016)E-safety issues. Retrieved from https://www.esafety.gov.au/esafety-information/esafety-issues
Dean, C (2016 November 17) Privacy update: Student hackers. Retrieved From https://www.schoolgovernance.net.au/2016/11/17/privacy-update-student-hackers/
Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.
Wizer: (http://app.wizer.me/) This web application is very useful for teachers as it facilitates the creation of worksheets and includes features such as active links to video and audio clips as well as free and multiple choice questions. One of the requirements for technology to be an effective tool in the classroom is that the technology enhances the activity, and adds to the educational experience, rather than just using technology for technologies sake (Roblyer & Doyle 2014).
The Big History Project (https://school.bighistoryproject.com/bhplive )is a website that offers a number of different online courses for students ranging from two weeks to semester long courses. The course attempts to broaden students understanding of history by examining events from a number of perspectives and then examining them in the broader context of human evolution and development. By doing this it attempts to use an interdisciplinary approach incorporating ideas from science, history and social studies. I would be interested in using this website as a resource in the classroom, my only concern is that the course is quite intensive and is designed to be taught in its own right in a series of lesson plans rather than used as a supplement. For this to work there would have to be a strong congruence between the content and structure of the course and the curriculum that is to be taught.
ABC Splash ( http://splash.abc.net.au/home#!/resources.) This is a very obvious one, it is on this courses resource page and is quite well known. However I wanted to mention it as I have already as a pre-service teacher found it quite invaluable. What I particularly like about it the easy navigation to find a resource that is relevant to your topic and curriculum and the use of multimedia to enhance the learning experience. I would use many of the multimedia resources to facilitate discussions about certain topics. By asking questions prior to and after the viewing of the clip the teacher is able to contextualise the video and have the class focused on particular aspects and then facilitate a discussion afterwards.
Penzu classroom (http://classic.penzu.com/classroom). Penzu is a useful resource for this assessment as it allows students to create private entries, documenting their own experiences with writing and pictures. It also has a cloud feature allowing students to upload journal entries and collaborate by adding to and editing the journal. The students can begin to track their progress as they compose and practice their music, creating a written and visual record of their work. There is also the added feature of Penzu classroom, which allows students to join a classroom journal, creating entries.
This program is useful as it can be easily and freely downloaded to any device. It is easy to use and interact with and the collaborative style mimics social media such as Facebook. Teenagers are generally very familiar with communicating through electronic media and the use of the Penzu blog is a natural extension of that, bringing informal practices into a more formal setting. The use of online blogging will have a natural affordance of communication and collaboration for many teenagers as they recognize the parallels between penzu and the electronic communications they have with their friends on social media.
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching (sixth ed.). Essex: Pearsons Education Limited.
According to Roblyer and Doering cyber bullying is the use of technology to harass, threaten, embarrass or target another person and is the online version of school bullying (Roblyer & Doering 2013). The development of cyber bullying is quite alarming as it is more invasive than bullying at school as it can occur anywhere anytime, creating a sense of invasiveness. This blurring of formal and informal spaces can create logistical issues, as the question of responsibility and culpability is far more complex when dealing with cyberspace.
I currently work as a peripatetic teacher at a Catholic School, and have come into indirect contact with some of their policies. The school is very clear on acceptable and unacceptable use of ICT with students with clear rules and boundaries, such as use of social media at the school, no recording of any class content without the teachers consent and no use of phones during class. This partly seems to be about limiting students using unmonitored networks during school hours. These rules align with the Western Australian Catholic Education Commission acceptable use policy (Catholic Education Commission of Western Australia 2016). Overall from what I have witnessed the rules seem to work fairly well with students generally following the rules. I think there could be a greater amount of communication about the necessity of these rules as there seems to be a disconnect between students and teachers about security and privacy, with students complaining about the school accessing their emails and reading private messages.
I think an effective way of dealing with cyber bullying is to use communication and education as preventative measures against cyber bullying. Having a frank and open discussion about cyber bullying coupled with clear repercussions for those who are found to be involved with harassing a student online and support for those involved with bullying seems to be a positive approach towards the issue of cyber bullying. I also would be very interested in utilising several resources I found on the e-safety website (Australian Government office of the children’s e-safety commissioner 2017) which included resources on Digital citizens, cyber safety and the stand alone lower secondary cyber bullying lesson plan.
Australian Government office of the children’s e-safety commissioner (2017) Classroom Resources. Retrieved from https://www.esafety.gov.au/education-resources/classroom-resources
Catholic Education Commission of Western Australia (2016) Retrieved from http://www.ceo.wa.edu.au/AboutUs/Governance/Policies/Documents/Education/Policy%202B8%20Information%20and%20Communication%20Technology%20Use%20by%20Students.pdf
Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.
1. Podcasting- Podcasting is very popular amongst teachers as it is a cheap way to both learn and disseminate information. It has a number of uses including listening to experts discuss a topic, and recording a class for students who are absent (Lombard & Porto). Research shows that students who are able to receive information through a podcast are at an advantage as they are able to listen to it multiple times, creating reinforcement and engagement with ideas (Hew & Cheung 2013). I would be interested in integrating podcasting into the classroom in a number of different ways including getting students to collaborate in groups and record a podcast on a particular topic, recording subject and curriculum information and alternative learning for students who prefer listening to a talk on a topic rather than reading it.
2. Social media- Social networking sites are popular. Research shows they have functionality such as being able to link and group users which is not available in other web-facilitated learning environments. Teachers can share and collaborate on lesson plans and curriculum, enlist aid and support for projects and students could be exposed to contact with other students they normally wouldn’t collaborate with. I am interested in exploring the use of Ning in the classroom-Ning is different from other social media as it allows users to custom their own social network for a particular topic. Students can crrate their own social websites and link it to their own facebook and MySpace networks. This creates opportunities to engage in real life issues and communicate with a wider audience. I would be interested in incorporating this into a history unit and getting students to link up with their facebook communities and having a wider more authentic conversation about their topic with members of the social network community. If students are communicating with each other and the general public through social media platforms like Ning and facebook there must be extra care taken to ensure safety and set firm boundaries, particularly in regards to dissemination of private information.
3. Blogs-I am interested in adapting blogging technology in some guise into the classroom as I think it is a good tool for student online collaboration, with students
engaging with ideas and concepts by writing about them and commenting on each other’s blogs. I like the fact that it is free and would be easy to set up. I am aware that the effectiveness of blogs as a Web 2.0 tool is debatable with several investigations revealing mixed results. Research shows that there is a higher level of engagement when the students learning is scaffolded and facilitated by the teachers (Luckin). I would therefore try to incorporate the technology in such a way that it promotes engagement and discussion, perhaps by getting students to discuss and debate topics relevant school based topics that are of interest to them.
Bower, M. (2016). Deriving a typology of Web 2.0 learning technologies. British Journal of Educational Technology, 47(4), 763-777. doi:10.1111/bjet.12344
Hew, K.F., Cheung, W.S., (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9(2013), 47-64. doi: http://dx.doi.org/10.1016/j.edurev.2012.08.001
Lombard, R., & Porto, S. C. (2010). Web 2.0 in the Classroom. In J. Yamamoto, J. Leight, S. Winterton, & C. Penny (Eds.), Technology Leadership in Teacher Education: Integrated Solutions and Experiences (pp. 214-240). Hershey, PA: IGI Global. doi:10.4018/978-1-61520-899-9.ch013W
The issue of safety and privacy is a serious one. It directly effects the way in which technology is implemented into the classroom as there must be checks and balances put into place to combat these risks. One of the risks to safety and privacy is social media. Although many schools prohibit the use of social media such as Facebook, many students still access it through their phones during school hours. Students run the risk of being targeted by online predators. I think the idea of banning social media all together is not going to work, as technology and social media is ubiquitous in today’s society with 68% of children between the ages of 12 and 15 on a social network and 93% of 5 to 15 year olds on the internet(Baghurst, Alexander & Tapps 2014). and therefore a blanket approach of banning access to these sites will just not work.
One way to combat this would be through education. By teaching students to be good digital citizens, and learn responsible behaviour while online, the teacher is providing the student with tools to protect themselves from predators. Strategies such as being careful with private information, never agreeing to meet with people online and always reporting to the teacher or their parents anyone who is trying to encourage them to do so will help protect students (Roblyer & Doering ).
On the U.S Government website IPredator there are fifty strategies for parents and educators to address the issue of online predators. The vast majority of these involve the parent or teacher sitting down with the child and having a frank discussion about the prevalence and motivations of internet predators, such as the concepts of grooming, targeting teenagers who are struggling with their sexuality and the manipulative nature of online predators. While frank discussions can be useful, they have to be age appropriate, and may not work for younger students who have not developed enough to handle these issues.
In a 2014 study conducted in a Midwestern American highschool it was found that the biggest causes of children contacting and engaging with sexual predators was lack of parental supervision and the child feeling lonely with low self-esteem and wanting to connect with someone(Baghurst, Alexander & Tapps 2014). I think that there are a number of strategies that can start to address these issues. I think that there needs to be far more communication between teachers, parents and students in regards to netiquette and child safety. I also think that there should be more of a focus on mental health issues and sexuality in regards to the internet in health classes as the report recommended.
Finally I found a great resource on the Victoria State Government website which provides classroom resources for teachers, with quizzes and information about all aspects of digital privacy and cyberbullying. http://www.education.vic.gov.au/school/teachers/support/Pages/safeandresponsibleuse.aspx
Alexander.r, Baghurst.T & Tapps. T (2014) Ways to protect Students from Online Predators Academic Exchange Quarterly, Vol.18 no.1
Ipredator.inc (2017) Retrieved from https://www.ipredator.co/online-predator-prevention/
Roblyer, M., & Doerin, A. (2014). Integrating Educational Technology into Teaching: International, (6th ed.). Essex: Pearson Education Limited
The subject area I will be teaching in is English. Although students need to be literate in all subjects, the traditional ideas of literacy encompassing reading and writing still strongly associate the ideas of being literate with English. With the digital age, the English syllabus has greatly reflected the increase in digital texts and use of technology and teachers are expected to be familiar with different types of hardware and software (Roblyer, M., & Doerin, A. 2014). In order for me to combine specialised knowledge, effective teaching methods and the use of technology effectively in a classroom setting I must be comfortable teaching students to examine and produce multi modal texts, including digital texts such as blogs, videos, websites, audio recordings and online advertising.
In the New South Wales syllabus technology is used to assist in examining and analysing texts. In stage 5 Activity 1 the activity is film analysis in which students are to analyse features such as sound, lighting and use of camera in order to understand the ways in which these technological features can relate meaning. In activity 3 students are to visit a website and read reviews of these movies and the user comments and then produce their own review (BOSTES 2012) Through these activities the students are engaging with and analysing a wide range of texts including visual, audio, kinetic and written. There needs to be a strong understanding of the roles of technologies in creating these texts and how technologies can aid the producer to change and shape the meaning of the text.
There are many types of software and hardware that I can learn about and incorporate into my TPACK. The obvious one is Microsoft word, which is very popular in schools. I also like Write To Learn, which offers extra help,for students who are learning English as a second language. For iPads and mobile devices I really like Dragon Dictation, as it allows you to make quick notes on the go which can be incorporated into blogs at a later date.
I really like the idea of websites that offer free access to literature. The textbook lists some in its table 9.1, including The Literature Page, Shakespeare Online and Poets.org. (Roblyer, M., & Doerin, A. 2014). Amazon also has many free books including anything that is no longer public domain and can be a great source of free reads.
I think I would find the IWB invaluable as it allows students to interact with the board. Some activities could be matching words to meanings, filling in words and correcting words and grammar. I am interested in the ongoing debate about qwerty keyboards and their usefulness I (Roblyer, M., & Doerin, A. 2014)personally do not think they are a waste of time and are a worthwhile thing to learn how to use. However I wonder with voice to text and touch screens becoming more prevalent, how much longer they will be as relevant as they are now.
The use of the Technology Integration program outlined in the textbook can be incredibly useful and relavant in the classroom. The scaffolding of lesson plans using technology to attain assessable outcomes is a positive constructive way to use technology. The steps that are followed ensure that each phase focuses on the class content and by identifying areas of knowledge or skills that could be improved upon and then finding ways to address these problems using technology. The constant focus on the subject area and pedagogy take steps to ensure that the technology itself does not become the focus of the exercise rather that the tool.
The success of technology implementation depends greatly upon a pedagogy based approach and a strong understanding of the subject content and the technology itself (Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. 2006). Without this basic grounding and understanding of the interconnected roles of subject content, reaching method and technology the integration of technology into the classroom could be unsuccessful, with the technology being used unnecessarily, or because the school has adapted a technology program without investing in enough staff support and professional development (Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. 2006).
The TIP model can be used effectively within the right environment with support structures in place such as ongoin professional development, tech support, updating the technology, and a strong commitment to content centred teaching. The attitude of the teacher is the main contribution factor that will determine the effectiveness of the TIP model (Soulah 2014)
BOSTES (2012). New NSW Syllabus Retrieved http://syllabus.bostes.nsw.edu.au/english/english-k10/work-samples/
Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. The Journal Of Technology Studies 32(2)
Roblyer, M., & Doerin, A. (2014). Integrating Educational Technology into Teaching: International, (6th ed.). Essex: Pearson Education Limited
Soujah, S. (2014). Technology Integration in Schools Is We Overinvested and Underprepared?International Journal of Information and Education Technology, 4(5), 444-447.