My opening statement “ICT as a Curriculum Resource: resource should not be separate from learning but integrated in learning and classroom room pedagogy so to both enhance and transform learning experiences” on my previous blog really made me reflect on how I would use ICT’s when planning my Unit of Works ( UoW). Further reading during Study Desk Week 8 further supported my journey through it asking us to reflect on what makes for good ICT integration when planning teaching and learning experiences for our students. Fellow students such as Geoff at http://geowal.wordpress.com/ also highlighted the journey they are taking to ensure ICT’s are being integrated with Teaching and Learning experiences and not just being used.
ICT as a Curriculum Resource: resource should not be separate from learning but integrated in learning and classroom room pedagogy so to both enhance and transform learning experiences.
In preparing my lesson plans during my last practical placement and trying out new technologies I got a bit carried away in implementing ICT into every lesson plan without being aware of the term ‘EduDoggy’ (USQ, 2014). I fell into the trap of integrating only familiar ITC resources into my lesson plans i.e. interactive whiteboard IWB, UTUBE, without giving any deepen understanding to the real educational value to the context being taught. I was allowing ICT to dictate learning and teaching experiences as well as being limited by it due to my prior familiarity with certain ICTs. This term is now known to be as ‘Tail wagging dog’. Ideally, one is to aim at the dog ‘education’ is supposed to wag the tail (Jones, 2014, Module 2). This enticed me to think deeply of various pedagogical reasons for implementing ICT in relation to enhancing student overall learning within a curricular area or a cross-curricular approach to integrate the learning skills. Fellow students have also raised concerns about their pedagogical approach to integrate learning skills in ICT and other areas of the curriculum. http://rachelharlen.wordpress.com/2014/04/20/the-dog-waging-the-tail/
With the wide range of software available to the public as well as for use in education and importantly no set guidelines or specific recommendations of software programmes, it is clear that the filtering job rests with the teacher in endorsing the use of ICT in the classroom. As primary school teaching is generic in origins, that is, one teacher generally is responsible for all disciplines or subject areas; the teacher has the opportunity to take on a multidisciplinary approach or a cross-curriculum approach to learning which can greatly improve students’ outcomes (O’Neil & Gish, 2012). Various ICT tools can be incorporated into content and learning experiences of various curriculum areas. Not only does enable proficient use and understandings of ICT integration in subject content but also in ICT working alongside and with other ICT programs to ultimately enhance students’ engagement, learning, interest, participation and deepened understanding.
Jones, D. (2014). Module 2 – Don’t let the tail wag the dog: EduDoggy. Retrieved March 29, 2014, from http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=176353&chapterid=11611
O’Neill, S., & Gish, A. (2012). Teaching English as a Second Language. South Melbourne, Victoria: Oxford University Press.
Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Frenchs Forest, NSW: Pearson Australia
Texts in context
Interacting with others
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
Language for Interaction
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Information and Communications Technology – Level 1
When using multimedia resources, students begin to think critically about these resources and how they help learning.
In their learning of new material, students experiment with some simple ICT tools and techniques for visualising their thinking
Formative– Observations during whole class, group and individual tasks – Anecdotal records about students – Anecdotal records about student’s ICT capabilities
Students will create a retelling of a story, utilising story telling techniques and language features, from either Asian peoples, Aboriginal peoples or Torres Strait Islander peoples or traditional tales from other cultures using multimedia resources and simple ICT tools and techniques to present their stories.
I have been lucky to have already been in contact with the mentor for my next teaching practicum, a Foundation/Year 1, classroom. The teachers in the Early Years team at the school are part of a research project where they are researching the impact oral storytelling has on their students speaking and listening, reading and writing abilities. My visit with the class gave me the opportunity to observe how the students participated as a listener to a story and then developed strategies to become the story teller themselves through a variety of techniques. To make my ICT journey more authentic I wanted to make connections between what the students were learning about exploring, creating, responding and interacting with stories orally and how this can be incorporated with digital story telling using multimedia techniques.
Here is a link to a blog which explores the notion of using digital storytelling in West Vancouver Memorial Library
I like how it explores the variety of forms in which digital story telling can take place.