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

Computer Use 774:
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)]

Computer Use 774:

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)

Computer Use 774

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.