Group T: Ongoing Professional Development

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Bloggers T: Blog post – 17 October

Teaching is not a profession that is for everyone. It not only takes knowledge and skill, but also patience and other qualities that not every individual possess. Being a teacher requires a passion that you are born with - a flame inside of you to be willing to learn AND to teach what you know.

From an objective perspective, the teaching profession entails teaching a student theory about a specific field of study - for example Accounting or Life Sciences, depending on the specialization of the teacher.

Individuals in the profession will agree with the statement that being a teacher is about more than just teaching knowledge. In some cases you are a role model, a parental-figure, a confidant, etc. Each learner is someone special, someone different and you should treat them accordingly. Thus, being a teacher is considered one of the most emotionally draining, but also enriching professions of all.

Teaching “in the old days” took place in any format. Under a tree, in a classroom or any location possible. A wiser person stood in front and taught the learners/pupils a lesson. Today teaching occurs a bit differently.

Due to the ever-expanding field of education in the 21st Century, we use technology to teach. Although in certain areas they still use “old school” methods, globally it has become an unwritten law to use modern ways to teach. Teachers make use of video’s, Microsoft Office (Powerpoint, Word and Excel), Computers and projectors, and many more. This is due to the fact that a lot of additional information can be acquired by the use of computers (i.e. the internet) to expand the content of the curriculum as well as makes it easier to present the subject content more successfully. 

New technology does create some challenges in education. Teachers and the school curricula will have to acquire and process the abundant information available in today's society. Technological recognition is needed for learners’ professional development as the new generations are more proficient in new technology than some of the teachers.

Schools have to redesign their methods of teaching by utilising new technology. The use of technology in the classroom will become extremely important as it will be required for shaping professional and ongoing development for future aspirations.

By either learning from each other or by means of development programs, there is a need for ongoing professional development. This is especially true in the case of education as no two classes are ever the same. The curriculum is constantly changing and now technology is also changing the way we approach teaching and learning. 

Ongoing professional development keeps teachers up-to-date on new research on how children learn, emerging technological tools for the classroom, new curriculum resources, changes in culture and more. The best professional development is therefore ongoing, experiential, collaborative, and connected to and derived from working with students and understanding their culture.

Group S: Personal Learning Networks

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Bloggers S: Blog post – 16 October

A Personal Learning Network for the future:
A personal learning network as described by Wever (2016) is a map where you are at the centre. It is different places and people you connect with, to receive advice, ask questions, get ideas from, to receive guidance from and to help you when you face a problem or situation. “But now with the Internet, you also have access to more resources online. Your PLN then also becomes a resource” (Wever, 2016).

Personal:
Personal Learning Networks are about making connections and building personal contacts with educators, school administrators, universities, and professionals around the world. It is a way to create a resource on which you as the teacher can rely on and draw from.

Learning:
A PLN is about sharing ideas and resources, partnership, and education. In a PLN, learning, ideas and expertise are shared in different ways; using different media and tools.

Network:
The PLN is a global learning network, enabling people access to share diverse, global perspectives on teaching strategies, educational related issues, and technologies.

Why should you build a PLN?
Dryden's and Vos' (2005) book on learning networks said: "For the first time in history, we know now how to store virtually all humanity's most important information and make it available, almost instantly, in almost any form, to almost anyone on earth. We also know how to do that in great new ways so that people can interact with it, and learn from it."

There is a huge cultural shift among young people. Children and adults prefer social media to TV. Joe Dale said, “When we go through websites all the information comes back to us, so we need to organise our PLN”.

By integrating PLN learning strategies into our pedagogical approaches, teachers can create interactive spaces for their students. Further resources are shared, pooled and evaluated in a variety of spaces to which the development of the students and educators can only benefit.

How can a PLN assist you as the teacher?
A PLN can assist you to locate classroom resources and develop lesson ideas, find solutions for the challenges you face in the classroom and locate research and news for lessons. You can also learn from experts and colleagues, build your own digital literacy skills and learn how to integrate these skills in the classroom and establish collaborations to conduct research or set up professional development opportunities.

Some recommended sites:
www.tweetdeck.com to organise your PLN.
http://paper.li/MFLTimes a newspaper updated daily with a selection of articles, blog posts, videos and photos.
http://www.boxoftricks.net/on tried and tested Internet tools for classrooms.
You can also find tools and tutorials for digital storytelling on http://mfl-digitalstories.wikispaces.com/Tools+and+Tutorials
4 Fantastic and Free Professional Learning Networks for Teachers http://bit.ly/2yE8436

Group R: Becoming Digital Pedagogues

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Bloggers R: Blog post – 10 October

It may come as no surprise when we tell you that we all live in an ever increasing digital world. Some of you may even take it for granted, having grown up with smart phones and tablets. As time goes on and technology advances, it becomes more ubiquitous and accessible to the average learner. This presents a whole new world of potential digital pedagogical approaches to learning.



Technology occupies an important place within students' lives. In class, as experienced, we can see how teaching and learning by use of technology has become fun for both the learners and the teacher. It seems as though learners enjoy being in touch with the information itself: give them a tablet or computer with internet access and you will be amazed by how much you as a teacher can learn from THEM. When learners get the opportunity to work with technology, they seem to connect more with the content. This is also a way to get the learners to actively do work and research. It also makes it easier for the learners to learn and remember the content better. By providing students with the correct tools, we can take them into the 21st century and prepare them for the future, as it is becoming inevitable that technology will become part of the school syllabus.



Digital technology however, in the greater scheme of things, is relatively new and one may even consider it as being in an experimental phase, since not enough time has gone by to really assess the positive impact that it can have in the classroom. Is it actually helping learners or is it merely a distraction?



We must ask ourselves, in what ways can digital pedagogy be enabling, while at the same time we must consider its potential pitfalls. Give a child a tablet and they may spend their time looking up pictures of cats, rather than doing the work that is expected in a lesson. Technology give us the freedom to explore and learn but for a learner, such freedom can be inhibiting. How does one moderate the use of technology in the classroom? There is no easy answer to this question but it is something that we must keep in the back of our minds.


One can also consider the advantages technology can bring to the classroom. Technology can personalise a lesson in the way it can potentially support the topics that are being discussed and it often provides different teaching styles to every individual’s personal needs. A device like a tablet gives learners access to world of information. This is very useful in classrooms as some textbooks are often outdated: as teachers we can use this to our advantage and teach learners how to assess collected information. This is beneficial for the learner him- or herself as it is a useful skill to have for future use in the working environment.


As with anything, the key to quality classroom management is to have a plan, a Plan B, and to ensure that technology integration is consistent, clear, and supports the learning objectives and goals. It is important to ensure that your class time includes an active learning and creative piece that will yield student engagement. We, as teachers, will never be able to control it all, but we can put steps in place to limit the uncontrollable.

Group Q: Critical consideration of the School Visit (2)

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Bloggers Q: Blog post – 09 October

During teaching practice, students were faced with various challenges that theory could not have prepared them for. The module has aided the students on their nine-week journey in many different ways.


The main purpose of computer use was to prepare us for the classroom and its technological aspect, due to the new day and age many schools are leaning towards a completely technology friendly school environment. Moving away from ‘traditional’ schooling. As seen with the wealthy private school, they had a myriad of resources and everything was computerized and iPad focused. Thus the student was able to use the knowledge gained from the module to create new innovative lessons where learners were stimulated and challenged using the resources they had access to. 


Majority of students were placed in underprivileged, low-income schools in which majority of them lacked resources. This allowed the students who came in for their teaching practice to be creative in the way they conducted their lessons and transferred their knowledge onto the learners. Those who were placed in higher income or private schools were surprised to find that they had a drastic lack of resources for both learners and teachers.


Where there were resources available, including technology as well as textbooks, it was few and far between. Thus not all teachers and learners had access to the resources that were available to them. Therefore, teachers needed to adjust their lessons to allow for effective teaching and learning to take place regardless of the availability of resources.


In the underprivileged schools that were well-resourced teachers were one of the main problems. The faculty did a bad job at managing the resources that were available to them. Although resources were available it was not well taken care of or the teachers themselves did not have the training to be able to adequately work with them. Thus leading to instances where they resign themselves to ‘older’ ways of teaching, not being innovative in their lessons sticking to a teacher-centric, rote learning and lecture style of teaching.


The module helped students to be able to navigate the environment, be it a technology-free or friendly zone. The students were able to bring in alternate ways of teaching in order to thrive in both situations. Finding a balance between blended and traditional learning, where they were able to integrate various methods of teaching leading to the enhancement of the teaching and learning experience.

Group P: Critical consideration of the School Visit

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Bloggers P: Blog post – 09 October

Walking through the doors of different schools on the first day of our teaching practice, various expectations and prior knowledge filled our being. We were excited to explore the newest technology and e-learning methods within class-context.

The reality, however, quickly sank in: most schools, particularly public schools, are not making use of e-learning methods, besides PowerPoint presentations. Some schools are privileged to have interactive whiteboards, for example an ebeam, which enables the educator to have an interactive lesson. Unfortunately, very few schools have the financial capacity to provide these boards for every classroom, resulting in many teachers conducting lessons in a teacher-centred manner, using textbooks and a board. Many learners find this unsatisfying.

Too many educators are comfortable using passive methods - is it truly the best way for a learner to explore the content being taught? Are learners truly exploring content in this manner, or are they just receiving information? Reflecting on our teaching practice, we realise that the majority of educators have to work around the available resources and are resorting to teacher-centred methods that they feel comfortable with. This is done at the expense of the learners as there is little consideration for the optimum method to introduce and explore the content. Educators stick to the traditional method when one sees it from the vantage point of adhering and complying with a CAPS curriculum and rarely consider venturing into new methods of presentation. This raises the question: Should educators simply stick to their comfort zones and use what has ‘worked’ up until now and deprive learners from the opportunity of being exposed to new methods of learning?

Apart from this, numerous educators are also not trained to use e-learning methods. This however should not be an excuse to not incorporate new age teaching methods into the classroom. Classrooms have e-learning resources, but are used, because educators lack the training to fully incorporate the system. The potential of various e-learning methods have to be discovered and fully explored in the South-African schooling system.

It should be noted that the South African context is a unique and often challenging milieu to incorporate e-learning. The vast majority of schools lack the resources to equip classrooms with the basics let alone advanced technological equipment. Private schools that have adopted the new world of e-learning have done so with the luxury of resources at their disposal that is out of reach for the majority of underprivileged communities.

Through the teaching experience it became apparent that educators have become exhausted by everything that they are required to do. The least of these are shockingly teaching and doing thorough planning. Living in a digital age, learners are extremely visual and often learn through means of technology. For teachers to use technology as a way to facilitate learning; will require of them to put a lot more thought and planning into each lesson.

Group O: Revisiting blog topics F through J

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Bloggers O: Blog post – 10 May

Upon considering blog posts F through J, there appears to be a consensus that digital pedagogies, although challenging, are the future of teaching and learning. However, one of the primary challenges of implementing these structures successfully is the necessity for teachers to receive proper training based on their subject fields.

Digital pedagogies have often been criticised for poor implementation, as the effects are often disruptive for both learner and teacher development. It is therefore vital that digital pedagogies are implemented only if it enhances the learning environment and facilitates critical engagement with knowledge.

Learners can greatly benefit from effective digital pedagogies, although they require training to successfully engage with such pedagogies. Technologically “advanced” learners need to be taught how to distinguish between the reliable and unreliable information that is available online.  By the incorporation of digital pedagogies and technology in the classroom, learners can be provided with the information needed via the aforementioned skill.

Likewise, when integrating ICT in a schooling context, it is important to note that its application would differ within every subject. Each subject has specific needs and requirements with regards to the integration of electronic media, as well as how the subject-specific content is presented. Some subjects require more visual aids, whilst others are more focused on auditory features. One of the challenges that is obstructing the integration of ICT in schools is the lack of software development aimed towards subject-specific content.

While electronic media may be future, one must ask if this future is sustainable within the South African context. The main issue when integrating such strategies is that not all learners will have the resources to benefit from this type of learning. As this country's situation stands currently, the educational system cannot afford to fund a third of the government schools. ICT learning requires multiple resources, including electricity, online programmes, and the training of both the teachers and the learners, thus the majority of schools will be unable to fund such learning.

To recapitulate, the use of digital pedagogies in combination with ICT should ideally train the learners to utilise independent learning in the long run. It is important that every learner, based on subject and school context, is able to access what electronic media can offer, despite its swift changes. Consequently, teachers must be able to adapt their lessons as is necessary, hence the training of digital pedagogies in the classroom context must be extended to teachers, which may prove problematic within the South African context.

Group N: Revisiting blog topics F through J

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Bloggers N: Blog post – 10 May

ICT integration in an Edu. Context

The topic discussed in blogger's F post looks at the effectiveness of implementation and integration of Internet, Communications and Technology (ICT) in the classrooms. The post highlights the problems prevalent in the integration process; the necessary steps for better teacher training, and lastly; how ICT implementation equips learners for their future success. Making use of ICT can be a useful tool for learning, however; according to Krause 2010, there is a disconnection between teachers and technology. Thus, it is important for the teacher to gain the relevant and appropriate ICT knowledge and skills in order to integrate it into teaching and learning.

Digital Pedagogy

Since Blog G discusses how digital pedagogy can change/enhance the experience of teaching, (Stommel, 2013) one could infer that teachers should not only use technology to make their job easier, but to use it as a tool to make lessons more interactive by encouraging learner participation. Digital pedagogy is not as difficult as people make it seem. For it to function well, it will essentially require educators and learners to work together towards a common goal (Stommel, 2013).

Blended Learning

With reference to Blog H, blended learning can be an efficient approach in keeping the learners attention in the classroom. This is done by integrating technology, however; not all learners have the same learning styles. For example, some may rely on a teacher to enhance their conceptual skills first before they are able to grasp the use of technology in the classroom.

Guidelines for ICT integration with NCS subjects in Grades 10-12

According to Blog I's research though, we are becoming more technologically dependent. By using technology in the classroom, we allow interactive learning to take place and are preparing learners for the real world. The blog discusses how the integration of ICT can be beneficial in different subjects. Every subject has its own software needed for successful teaching and learning to take place, however; the content should suit the outcomes of the curriculum.

What does the future of learning look like?
In Blog J they discuss the future of learning by looking at statements such as the topic question, and “how do we align new educational models with the support to help it succeed?” They answer these questions by looking at the work of Sugate Mitra who uses SOLE or Self Organized Learning Environments. Mitra believes that by focusing on the interests of the child, it will optimise their learning. Ideally, teachers should not only embrace the use of technology to enhance their pedagogies in the classroom, but they should focus on a learner centred approach - where learners should be encouraged to improve their learning and be successful after school.

Groups L&M: Revisiting blog topics A through E

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Bloggers L&M: Combined Blog Post

Humanity is moving into a largely ICTs-driven era (Information Communication Technology), and as huge advances in this sector are made, education is necessarily reshaped under its influence. The classroom, both within the South African and the global context, have been irrevocably changed. Throughout the Digital Pedagogies course and the preceding blog articles, aspects of this change have been explored - both for the possibilities it presents, as well as the challenges it faces within the South African context. The effort of this piece will be to synthesize what has been discussed so far into a cohesive analysis of the potential for the implementation of digital pedagogies within our current education environment.

New roles/duties of teachers: Rapid advances have been made within the realm of ICTs, a fact which has influenced how we live our daily lives. The radical availability of information and communication through the rising technological interface necessitates a proficiency in digital and media literacy, which involve the skills necessary to participate, and use technologies ethically and responsibly. Within this context, the teacher now has the new duty of guiding learners through the necessary skills to use ICT effectively and safely.

Effective pedagogy & lesson planning: The recognition of the learner as a complex individual and the active engagement of the learner’s context-informed subjectivity is a large element of inclusive practice within the classroom, and therefore needs to be a foundational element that informs our pedagogies. The effective pedagogy is one that takes the learner and their learning process into consideration when teaching – actively involved learners are able to engage with and learn from the taught content. Incorporating ICTs as part of your lesson plan and your pedagogy creates an ideal platform to actively engage with increasingly technology-oriented learners inside and outside of the classroom, and it makes their learning experience more flexible, mobile and accessible. This is not a hard and fast rule, however – for some learners, the incorporation of technology can be disruptive. Counteracting this is part of the reason for the need for effective lesson planning. Lesson planning helps teachers achieve their role in the classroom, which is to help learners apply the concepts which they are taught. It also helps teachers to manage their classroom better and keep learners focused throughout the lesson.

ICTs as a teaching & learning aid: ICTs are increasingly regarded as a valuable teaching aid which can contribute to making lessons and difficult content more interesting and accessible. Its values have been list as, among others, providing access to information, helping engage learners with the content, acting as a communicative equaliser (through anonymous and standardised posting and access), and making sharing and working together easier when face-to-face working time is no longer required. It can help with lesson planning, logistics management, and serve as stimuli to help learners visualise, organise and apply concepts. The current generation of learners is increasingly technologically-oriented, having been surrounded by technology in most spheres of life. They are a generation that wants to see, do and experience, instead of just being passive listeners. The integration of ICTs within the classroom and learning environment allows for increasingly engaging and personalised learning, thus having learners accept more responsibility for their learning and allow them to be agents of their own knowledge.

The Use of Social Media: Social media is seen as one of the most effective tools for communication amongst learners. For this reason it can be seen as a potentially valuable resource that could make the classroom more engaging, relevant and culturally diverse. The interactive and communicative nature of social media allows learners to form natural communities where questions can be asked and answered within a communal digital space. This adds a social aspect to the learning taking place, an aspect that researchers are increasingly lauding as contributing to effective learning. Through this medium, learners’ interests and lived realities are brought closer to the teaching space, and vice versa – this naturally and positively disrupts learners’ study experience. The use of social media is also a potential contributor enabling teachers establish a channel of open communication with their learners, thus creating space for comfortable interactions where learners are able to voice concerns and potential challenges to their learning.

Challenges to the implementation of ICTs:  However ideal the integration of ICTs as teaching/learning aides may be, there are certain considerations that must be made, specifically within the South African context that results in successful integration not always being possible. One of these considerations in South Africa is the large lack of access to ICTs sources – the lingering inequalities within South African society that result in a large population of working class citizens without the monetary means to access to ICT devices. Schools that service this population are also largely unable to facilitate ICTs integration as it requires a substantial capital output to obtain the required hardware. Another consideration linked to the lack of access is the level of exposure and training teachers have received toward the effect use of ICTs. Many teachers have not had this exposure and training, resulting in an ineffective use of the technology that could be a hindrance to the learners’ appreciation and understanding of ICTs as a resource.

The overarching result of the research done so far within this course is that although ICTs have the potential to be powerful and diverse teaching and learning aides, the complexity of integrating it into the school system should not be underestimated. That being said, the increasingly vital skills of digital and technological literacy, coupled with the growing prevalence of technological resources and access points, the active integration of ICTs within the classroom will no longer be a recommendation, but a necessity.

Group K: Common Sense Education (2016a; b) and Damnik, Proske & Körndle (2016)

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Bloggers K: Blog Post


Bloom’s taxonomy is a representation of different cognitive thinking levels, with knowledge being the lowest and evaluation being the highest. The video illustrates how the updated version of Bloom’s taxonomy model can be used across the digital world. This new version altered the original nouns into action based verbs, thus Bloom’s taxonomy now reads: Remember, Understand, Apply, Analyze, Synthesize and Evaluate.

The model can be used within the digital world by introducing digital terms for each level, for instance within the creative level the terms ‘remix’, ‘blog’, and ‘program’ can be used as each has an element of creation. Adding technology creates a whole new level to teaching and learning and allows opportunity for learners’ potentials to be discovered. The focus, however, should not be on the ‘tools’ as such, but how the tools can be utilised in altering our way of thinking, our creativity, and to help learners to remember content (visual as well as audio). Bill Gates once stated: “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.” This means that even though the use of electronic equipment and media can be beneficial in the classroom, it should not replace the teacher.

In the 21st century technology is ever changing, and our reliance on it is ever growing. It is therefore not surprising that technology is moving into our school systems and forcing the phasing out of the “old way” of teaching (pen & paper, blackboard & chalk). The advantage of incorporating digital verbs into the taxonomy is that it promotes modern skill development and allows learners the freedom to function in the environment they are most familiar with. Technology, when used appropriately, can be highly beneficial in enriching the learning experience as well as the teacher-learner interaction with the content material. It is therefore essential that educators, who chose to use a computer-based learning environment, are trained well enough and have a broad understanding of technological tools and how to use them effectively.

Blooms taxonomy assists teachers in identifying the academic level that their students are operating within and what their capabilities are. This is of great importance when in the classroom environment as it is vital that the teacher is aware of learners’ capabilities and limitations. With this knowledge teachers can provide learners with the necessary tools they need to assist them with difficulties and to succeed. Ultimately, what the video presents is the opportunity teachers have to incorporate the digital world into their learning spaces through the use of apps that apply each level of Bloom’s taxonomy.

What does the future of learning look like? [Bloggers J: Mitra (2010) and Senser (2012)]

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Bloggers J: Blog Post

What does the future of learning look like?

Around the world, there is a common problem where education models are not adapted to the new demands of the world; therefore, learners are ill prepared for their futures. Coupled with this, teachers do not want to go to troubled areas where they are needed most. This situation is creating inefficiencies in the human capital continuum leaving us with the question, “what does the future of learning look like?” and “how do we align new educational models with the support to help it succeed?” Sugate Mitra offers us an explanation through his experiments with Self Organised Learning Environments, or SOLE for short. Mitra says, “If children have interest, then education happens”.

Modern schooling captures the notion of learners making sense of modern technology and holds multiple benefits for learning. The work of Sugata Mitra regarding new experiments in self-teaching demonstrates this idea of learners learning in groups or individually in a Self-Organised Learning Environment. Without any interference from the outside world, this environment developed results in groups of children learning to navigate the Internet and achieving educational objectives on their own.

Applicative educational pedagogies necessitates critical thinking skills from both the teacher and learner alike. The integrative design is not about replication, but selection and integration to form the foundation of a new model of learning. It revolves around addressing all aspects at once, rather than in isolation. Achieving this will accelerate learning and movement towards the learner’s goals. The education system thus teaches children how to learn to face challenges in society.

Future learning models and pedagogies should aim to suit the needs of each learner, and be learner centred, cost-effective, and technologically viable. Ryan Senser (2012) stipulates an integrated design of learning that will allow students to move forward in any direction they wish to go. By selecting the pieces we already have and integrating them, we can create a new model of education where children can be encouraged and equipped to become lifelong learners and graduate on to college or the working world. These learners will be ready for the challenges and opportunities that await them.

The future is something we have to work towards every day – we have to pick up the tools and work on the future that we want. For education, the utopia is a model where accelerated learning takes place in the direction that is in the best interest of the child.

Bloggers I: "Guidelines for ICT integration with NCS subjects Grades 10-12" (WCED, 2007)

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Bloggers H: Blog Post - 29 March 2017

Technology in the classroom does not only contribute to interactive learning but also helps the teacher to prepare the learners for the real world. As the world develops in technology each day, we are becoming more technological dependent. It gets more important to teach learners to be “tech savvy”, to not only help them study but to create successful techno citizens (Wainwright, n.d.).

What ICT integration could like in school subjects:

ENGLISH

Little emphasis is placed on writing with pen and paper. Assignments are typed and research is rather done using the internet. This ultimately results in learners relying on Autocorrect and Spell checks, thus not proofreading their work.

ICT is beneficial in the classroom and teachers can:

• show accent-related YouTube videos
• play songs for listening comprehensions (e.g. cloze exercise) and
• subtitled videos.

Many applications are designed for learning English such as EYE Read (increases reading speed) and Smart Ideas (incorporating visual literacy in a fun way). The use of Interactive White Boards (IWB) means that learners can see the language (enhancing reading skills) and interact with the content rather than just seeing words on a whiteboard.

The use of ICT can make learning fun and it adds variation to the classroom while still focusing on the learning outcomes and develops reading, writing, listening and speaking competence.

MUSIC

Computer software can assist in musical performance, composition, arrangement and music theory, and general research.  Audacity is some of the programs that are free for the school. Assignments and test can be created through notation programs. Electronic keyboards can be used as input into the notation program to create MIDI files. IWB can be a useful assistive tool if the teacher knows how to use it optimally.

Life Orientation (LO)

LO aims to develop skills, knowledge, values and attitudes that could empower learners. Technology (internet) can be seen as a great way to enrich the teaching and learning experience.

Examples of ICT in LO:

• A projected educational YouTube video.
• Learners are able to research different careers and see whether there’s a need for it in the job market.
• Learners are able to research causes, symptoms, treatments for different diseases through MayoClinic.
• A website like the LoveLife can enlighten learners about issues that young people face and dealing with the consequences of risky behaviour.

Mathematics:

According to the Guidelines for ICT integration with NCS subjects Grades 10-12 (WCED, 2007), the use of a computer in all learning outcomes and assessment standards will enhance teaching and learning, especially where the mathematical concepts depend on visual representation. “This is especially so when dealing with graphs and Space, Shape and Measurement.”

Computers are really useful with the drawing of graphs and exploring geometrical shapes and patterns, (especially transformations and tessellations).

Life Science (LS)

Other than whiteboards and projectors, software programs (Crocodile clips) can be used in an LS classroom to support learning and teaching. Simulations and/ or animations can be used to illustrate the most important information. Computers can furthermore be used to critically analyse data (in table form) through Excel or Dataharvest. Programs can also be used to show images and videos of dissections.

CONCLUSION

It is important to keep in mind that every subject has its own software needed to ensure successful learning. Thus, the content must suit the outcome of the curriculum. Although using technology and software in the classroom are encouraged, not all subjects are provided with digital resources. The Mindset multimedia is also just for specific subjects like; Mathematics, Physical Sciences, English and LO. This creates inequality to other subjects.

Digital Pedagogy [Bloggers H: Stommel (2014), UCF (2017), and Hypothes.is]

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Bloggers H: Blog Post - 29 March 2017

Critical pedagogy is an approach to teaching and learning that fosters agency and empowerment in learners. Therefore, critical digital pedagogy is the addition of technology into this approach. Additionally, technology opens a new educational space across the world to come together and discuss the content. However, “Far too much work in educational technology starts with tools, when what we need to start with is humans.” (Stommel, 2014).

When focussing on Critical Digital Pedagogy we must ask: “How can we build platforms that support learning across age, race, culture, gender, ability, geography?”. Consequently, critical digital pedagogy needs to start by allowing equality in learning across these groups that ultimately empower them. (Stommel, 2014)

An example of integrating technology in the classroom is blended learning (UCF, 2017). This entails reducing the teacher centred approach while incorporating technology. The learners can complete digital tasks anytime and anywhere thereby reducing the contact time the teacher required to relay content. However, critical pedagogy still needs to be incorporated to promote equality among the learners. This can be achieved by making full use of the reduced class time to focus on enhancing the learner’s literary and conceptual skills. Thus, the teacher can focus on the developing the learner's skills and abilities to increase their ZPD . Additionally, an example of ‘blended teaching’ is through an efficient concept called ‘e-exams’. ‘E-exams’ remove the process of the learner physically writing the exam, and the teacher marking it, as the system marks the exam seconds after the learner has finished typing and submitted it (UFC, 2017). 

To enhance the learner’s literacy and conceptual skill you can make use of Hypothes.is. The fact that Hypothes.is can be used to hold learners accountable for having done the reading of an article or context being discussed in class, could help learners with their annotation and reading skills which leads to granular feedback and improving literacy skills. Hypothes.is allows you to reach out to other learner’s notes. This will build a platform supporting learning across all races, culture, gender and abilities, which links with the use of digital pedagogy. Consequently, minimising inequality and empowering learners across all pedagogical capabilities. 

Before the use of technology is incorporated, one must first assess the learner’s literacy and critical thinking abilities. Therefore, critical digital pedagogy is a discipline that merely incorporates technology into the classroom but does not allow it to run the classroom.

Digital Pedagogy [Bloggers G: Morris (2013), Stommel (2013), and Hamilton (2014)]

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Bloggers G: Blog Post - 22 March 2017

Digital pedagogy broadly refers to "the use of electronic elements to enhance or change the experience of teaching" (Stommel, 2013). Digital pedagogues should not only possess knowledge on how to use digital technologies critically within the classroom, but use these technologies to change the way we have been thinking about teaching. In this way, technology in the classroom can become advantageous to both teachers and learners. To examine the good, bad and ugly aspects of digital pedagogy, we look to three independent blog writers and their takes on the topic.

Morris (2013) looks at teachers who incorporate technology into the classroom and how this does not automatically make them digital pedagogue. One can look at the invention of the Learning Management System (LMS) as an example thereof. According to Morris (2013), LMS was unsuccessful due to its prematurity. In other words, it did not push the capability of the internet nor did it motivate innovation within the classroom. LMS was thus a dull teaching method which could not match the vastness of the internet. Digital pedagogues should reach beyond the limitations of the LMS (Learning Management system), because to them teaching begins with inquiry, not authority or expertise.

According to Hamilton (2014), educational standards can limit the aims of a critical pedagogy. This means that educational standards can often dominate teaching circumstances. The reason being that a critical pedagogy exists for helping students question and challenge these standards. Standards, on the other hand, would limit them to do so. Hamilton (2014) states that there are three degrees to developing a richer notion of access that should be taken into consideration; access, which includes functional access (ability to use), experiential access (ability to use in personal context), and lastly critical access (ability to choose to use). These can all be considered limitations of digital pedagogy.

Practice makes perfect, right? Well, to become an expert at digital pedagogy one needs plenty of practice, patience, and experimentation. Digital pedagogy is not a path through the woods, instead, it is a compass which requires people working together towards a common goal for it to function well (Stommel, 2013). Generally, teachers will want to embrace digital pedagogy as a tool in their belt of teaching models. Nevertheless, it may not be as easy as reading up on the subject and inserting the techniques into the classroom. It seems that the process of becoming a digital pedagogue will be similar to the process of learners learning from a digital pedagogue.

Effective ICT integration [Bloggers F: DoE (2007), Krause (2010), and Muthler (2015)]

Computer Use 774
Bloggers F: Blog Post - 15 March 2017

Today, students constantly spend time on the internet, however this does not mean that they develop online research skills and that deep learning takes place (Muthler, 2015). Learners have to learn how to use the correct search terms and effectively check the reliability of information (Mutler, 2015). Integration of Information and Communication Technologies (ICT) can be an effective means of communication and a tool for learning in an educational context. The challenge is then to exceed merely exchanging information and to provide learning in a meaningful way (DoE, 2007).

Krause (2010) highlights two major problems with ICT integration, mainly interactive whiteboards (IAW). Firstly, he argues that these IAWs introduce very little transformative attributes into the classroom and often mimic the function that a standard blackboard presents. Secondly, a disconnection between teachers and technology takes place which can be attributed to the difficulty of using the boards. Therefore, acquiring relevant and appropriate ICT knowledge and skills enables the teacher to effectively integrate ICT in teaching, learning and administration.

The Department of Education’s approach to e-education and the integration of ICT into teaching and learning is guided by pedagogical, technical, as well as collaboration and networking dimensions (DoE 2007). In the light of the teacher development framework, firm key elements and guidelines are there to help a teacher in various aspects in and around the classroom, for example self-management and being an innovative teacher that conveys in-depth knowledge (DoE, 2007). This contributes to the aims of ICT to prepare teachers for the challenges of 21st Century education and to ensure that their students have the necessary skills for development and growth.

Furthermore, implementation of teacher development programmes must be subject specific. Programmes should be needs driven with requirements of specific subjects and teacher development. The development depends on the level of the teacher, where each level allows teachers to acquire a set of skills and knowledge. This contributes to the learning process of the learner. ICT equips learners with skills needed to assess and analyse given information and equips them with skills to contribute successfully to society and groups.

In conclusion, teachers need to be trained with a necessary set of skills to provide effective integration of ICT in the classroom. The development of the teacher contributes to the learning process of the learner. Therefore, learning through ICTs should be provided in a meaningful way.