Group S: Personal Learning Networks

Computer Use 774:
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

Computer Use 774:
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 O: Revisiting blog topics F through J

Computer Use 774:
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.

Groups L&M: Revisiting blog topics A through E

Computer Use 774:
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.

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.

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

Computer Use 774

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.

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.

Digital and Media Literacy [Bloggers D: Ericsson (2012) & Media Smarts (2017)]

Computer Use 774
Bloggers D: Blog Post - 29 February 2017

The development in the industrial sector has led to huge technological advances, which in turn has led to changes in the ways we go about our daily lives. An example of where said changes have taken place can be seen in our approaches to teaching and learning. We are engaging in a shift from the chalkboard to the computer screen in the classroom. The following discussion will briefly explore how digital and media literacy can benefit both the teacher and the learner.

Traditionally, digital literacy refers to personal, technological, and intellectual skills necessary to participate in the digital world safely, wisely, and ethically (Media Smarts, 2017). Media literacy refers to the consumption of mass media in a critically engaging manner. The infiltration of digital practices in media means we cannot posit that digital literacy and media literacy are separate concepts. They are interrelated and mutually supporting in their constant flux of change and adaptation. Although most learners are digitally inclined, they still, however, lack the digital literacy skills to apply critical thinking to digital texts and approach the internet in a responsible and ethical manner. (Media Smarts, 2017). Therefore it is now the role of the educator to guide the learners and provide them with the necessary skills to do so. Thus, the educator aids the learners in the development of their digital literacy in order for digital pedagogy to function successfully.

Ericsson (2012) argues that textbooks and chalkboards no longer interest students, seeing as they are so reliant on digital stimulation. Through the implementation of digital pedagogy, learners will be able to comprehend, contextualise, and critically evaluate digital information in order to make informed decisions (Media Smarts, 2017).

“Knewton” and “Coursera” are examples of programs that can be used in the classroom to aid and develop the learning process. One of the major benefits of “Knewton” – which is an online aid – is its ability to predict failure in advance and, then to prevent it from happening again. The more people use it, the better and smarter the system gets which allows for more effective learning. It allows access to a lot of information and not just a textbook. “Coursera” offers high a quality product at a very low marginal cost for a student. Interactive videos allow the students to exchange ideas and questions. It also has various meaningful assessments and not just multiple choice exercises. The interactive basis allows the learners to form a community and ask questions that will be answered, and also creates a social experience.

One can thus argue that digital pedagogy benefits the learner, seeing as digital and media literacy is developed, and the learner is provided with a functional skills set in terms of searching for online information.