Module five

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.

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