| Janetta Garton |
Mirrors
Sense of humor: music video reference
Mirrors analogy; reflection of ourselves use to modify how we look and behave, things we use to provide reflection in how we teacher, what we say; reflections important when working in areas of uncertainty and change.
Fail to make use of mirrors risk never be sure of how actions are effecting our students; doing a lot of the old things in new ways; PD excited then return to classroom bound by rules; reflecting on what youre doing; navel gazing reflection, reflection that requires critical thought and data gathering
Big Questions
What if effective integration of ITC?
How can we ensure that what were doing with ICTs has education value?
What is educational value?
Teachers are using new technologies driven by fascination, but is it making a difference in learning/teaching. Reflection is important.
What is the relationship between any ICT activity and curriculum goals?
What is the relationship between any ICT activity and other learning activities occurring in the classroom?
What is the relationship between any ICT activity and the physical location of related learning activities?
What is the relationship between any ICT activity and the pedagogical practices and understandings of the teacher and the learning styles, abilities, and motivation of the students?
To what extent are ICTS taken for granted as appropriate media for teaching and learning?
Relationship between:
1. ICT Prominence: The extent to which ICT is taken for granted
2. Connectiveness: Relationship of ICT use with curriculum, pedagogy, other class activity, etc
Licorice Strap: 4 levels of maturity as to how ICT are handled in the classroom.
Addition: total focus on ICT skills; no connections to thinking, learning, cognitive challenge, philosophy, etc.; computer activity separated in time and place from other learning; emphasis on use per say (computer lab purely for the purpose of using word processing)
Incorporation: ICT a significant aspect of focus; some connection to curriculum, thinking, learning, cognitive challenge, philosophy, etc.; computer activity probably separated in time and place from other learning; emphasis on frequent use (math or writing activity, but a student in the back of the classroom using computer to tied to lesson, sign up sheet for who is next to use the computer)
Integration: Some ICT consciousness still present; high connectedness ICT activity with thinking, learning, challenge, philosophy, computer activity linked in time or place with other learning.; emphasis on appropriate use; (what most teachers are working toward, research project in background using station w Internet access, presentation activity by students)
Assimilation: Total or almost total focus on learning; high but subconscious connectedness between ICT activity and curriculum, philosophy, learning theory/styles, thinking, etc; computer activity embedded in long term structure for learning; emphasis on spontaneous use and student choice; (invisible/natural part of learning in the classroom; students making decisions about when and how to integrate technology; students have access out of school to tech)
Teachers unsure of the impact on students; well developed ideas about why they were using tech and what they wanted to do. Reasons why teachers say they are using technology
Economic imperative: skills for work force
Curriculum imperative: use across all subjects being taught
Learning imperative: Foster high order thinking and creativity:
Pedagogical change Imperative: Way to introduce change and innovation
Innovative imperative: Excitement, new
Attitudinal imperative: invisible in use
Online tool: educational positioning system, map your practice, self evaluate what you are doing; help teachers come to judgment about their educational value of ICTs and how effectively they are using ICTs. Not a checklist, results are presented in the form of a map for teacher to interrupt and make decisions about prof learning for themselves. Series of questions about beliefs about teaching and learning, lots of reflection required; Features on map represent all the aspect we must consider:
Mountains represent teaching disposition: Eclectic, Independent Learning Focus, or Structured Teaching Focus
River represents what we actually do with ICTs, our practice, philosophy river must be fed by rains of professional development and reflection that fall on the mountains, to keep the river flowing deep and wide
Rocks that limit flow of river represent infrastructure and impediments such as poor bandwidth, lack of access in classroom;
Tributaries flowing out of the end of the rivers represent curriculum coverage, the extent to which a teacher is using ITCs throughout the curriculum; primary teachers may have more; secondary more just have 1 or 2.
Trees/shrubs at the end represent learning outcomes (tall, bush; short, stubby) how well outcomes are achieved. Student engagement, higher order thinking, and creativity reflected in colors of trees
Set some PD goals thinking about changes theyd like to see on map; a reflective tool; a mirror a teacher can hold to professional practice; basis for considering adjusts to our practice;
Reflect on actual practice, not generalize and say what a teacher wants to represent; what it is as opposed to what a teacher wants it to be; deliberate, detailed look at what you and the students are doing in the classroom; helps to develop principals about what works and what doesnt; reflection requires time, challenge, and others to work with use.
NZ 1 year off from teaching for research: e fellows, fellowship, reflect and interact with peers, open to other thouts; think and share thoughts with others; see what others are doing; reflect with others can broaden depth of knowledge and take you out of your comfort zone; what is learning and what is knowledge? Gather data to prove that learning is happening; open eyes to big picture, ITC needs a supportive collaborative environment; teacher change is tied to deep cultural longterm PD with reflection; earnestly engaging in reflection, move past wow and work outside constraints, defend practice with evidence and outcomes.
Creativity and Collaboration
Open up the world
Enabling transformational change
Empower learners to participate, inquiry, make choices
Sharing ideas with peers and colleagues get reflective insight, tech can be really useful for reflecting with your peers (blogs, social networks, commenting is important on blogs, nings to set up your own community, begin a blog, or community network or visit other blogs and social networks and participate;
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2007-10-31 11:04:49 |
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