Computer Use 774:
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.
Showing posts with label Teacher training. Show all posts
Showing posts with label Teacher training. Show all posts
Tuesday, 10 October 2017
Wednesday, 10 May 2017
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.
Bloggers O: Blog post – 10 May
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.
Wednesday, 15 March 2017
Effective ICT integration [Bloggers F: DoE (2007), Krause (2010), and Muthler (2015)]
Computer Use 774
Bloggers F: Blog Post - 15 March 2017
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.
Tuesday, 21 February 2017
Group C: Davis (2014), DoE (2004), and Provenzano (2015)
Computer Use 774
Bloggers C: Blog Post - 22 February 2017
As we move into a more information-technological (IT) world; the youth education platform is reshaping. More and more educators are starting to use social media platforms in order to interact with and educate their learners. As this IT revolution starts to take over the teaching world, the question still remains: is there a place for social media and technologies in the classroom?
Bloggers C: Blog Post - 22 February 2017
As we move into a more information-technological (IT) world; the youth education platform is reshaping. More and more educators are starting to use social media platforms in order to interact with and educate their learners. As this IT revolution starts to take over the teaching world, the question still remains: is there a place for social media and technologies in the classroom?
"The challenge is to transcend the mere exchange of information and to transform e-Education into a range of learning activities that meet educational objectives." (DoE, 2004).
One challenge between the developed and developing countries is the increasing inequalities between the rich and poor, both among and within nation. Only 6.4% of South Africans have access to these technology platforms (DoE, 2004). According to the White Paper on e-Education, ICT as a revolution has had an impact on curriculum development and delivery, but also continues to present new challenges for both education and training systems all around the world (DoE, 2004).
Challenges are in three areas, “participation in the information society; impact of ICTs on access, cost effectiveness and quality of education; and integration of ICTs into the learning and teaching process” (DoE, 2004: 8).
In the context of South Africa inequalities affect the integration of ICT’s into education (DoE, 2004). There are still over 19 000 schools that do not have access. There is also a visible gap in the ability teachers to effectively use these technologies (DoE, 2004).
Social media should be considered a valuable learning resource. It can be used to make one's classroom more engaging, relevant and culturally diverse (Davis, 2014). Social media can also encourage learning outside of the classroom (Provenzano, 2015). This tool can lead students to interesting articles, discussions or videos that relate to the work done in the classroom.
This is not only seen in schools but also in our own experiences in university. Students learn through researching and communicating via social media. As demonstrated in our current module, the use of social media has provided us with many alternative ways of communicating. Groups need not take extra time to travel, group work is completed online. Exposure to technologies such as interactive whiteboards, will advance us as future teachers. If we are placed in a school where these technologies are used, we will be fully equipped to operate these systems.
Although the implementation of technology may be difficult in certain areas, but once integrated it can be a helpful tool. Children can explore a whole new world of possibilities through digital data. Davis (2004) and Provenzano (2015) demonstrates that it can be a very useful tool if used in the correct way. It creates creative learning opportunities and provides multiple platforms where teachers can communicate with their learners. Social media is not going anywhere, so we may just as well use it to our advantages.
Tuesday, 7 February 2017
Group A: Unwin (2005), Tufekci (2014), and Fullan (2014)
Computer Use 774
Bloggers A: Blog Post - 8 February 2017
Unwin[1] advocates the value of ICTs (information and communication technologies) in confronting obstacles in the education system in African schools and states that it is vital to implement ICTs by using “print media, audio, video, computers and the Internet” in their curriculum. In a South African context where resources and efficient teachers are often lacking, especially in rural settings, this is a difficult goal to achieve. Unwin does offer some solutions to the various challenges of using ICT in an African context but does not address the issue of raising the extensive resources needed for ICT implementation.
Unwin evidently shows that ICT is an advancement for the education system in Africa. For the implementation of ICT to be successful, teacher training is of vital importance. Unwin discusses possible solutions to better equip teachers to educate in all regions and implement a system such as ICT, which allows for a more blended learning system. Increasing internet access and computer laboratories in Africa allows for unlimited access to information that will further help their education processes.
“Social media has helped move us to a world in which people are no longer passive” says Tufekci in her piece responding to the apparent ignorance perpetrated globally by leading newsrooms regarding “misunderstandings” over the ways in which social media works engage. She continues, “because that's how the medium works”, albeit in reference to journalistic practices. Using social media as a platform through which educators could encourage active participation and critical engagement in the classroom promotes equity and inclusivity on a platform that has already been wholly embraced by an educator’s target audience.
With technology in this modern day, social media platforms has made it easier to share with the world. Tufekci gives her opinion on social media, and states that it indeed helps us to progress to a world where people aren’t “passive, silent subjects of journalists”. In teaching any given subject, communication is an important platform. Learners and/or students must be able to communicate freely with their teacher/lecturer, whether it be by means of social media or direct contact.
Technology has the ability to provide students with information anytime, anywhere. In his video, Michael Fullen[2] discusses the role that technology can play in deepening the quality of learning. Fullen concludes that technology plays a part in making learning “irresistibly engaging” and allows students access to problem solving at all hours. One approach that Fullen suggests for integrating technology in the classroom is the “flipped classroom” where students can access a recorded version of the lesson at home and can reflect or do the “homework” in class. Teachers are activators of and students partners in learning.
____________________
[1] Unwin, T. (2005). Towards a framework for the use of ICT in teacher training in Africa. Open Learning, 20(2), 113–129. doi:10.1080/02680510500094124
[2] How Technology is Changing the Conversation (2014, January 20). Michael Fullan: Technology, the new pedagogy and flipped teaching Retrieved from https://youtu.be/GCvwtiOH0co
Bloggers A: Blog Post - 8 February 2017
Unwin[1] advocates the value of ICTs (information and communication technologies) in confronting obstacles in the education system in African schools and states that it is vital to implement ICTs by using “print media, audio, video, computers and the Internet” in their curriculum. In a South African context where resources and efficient teachers are often lacking, especially in rural settings, this is a difficult goal to achieve. Unwin does offer some solutions to the various challenges of using ICT in an African context but does not address the issue of raising the extensive resources needed for ICT implementation.
Unwin evidently shows that ICT is an advancement for the education system in Africa. For the implementation of ICT to be successful, teacher training is of vital importance. Unwin discusses possible solutions to better equip teachers to educate in all regions and implement a system such as ICT, which allows for a more blended learning system. Increasing internet access and computer laboratories in Africa allows for unlimited access to information that will further help their education processes.
“Social media has helped move us to a world in which people are no longer passive” says Tufekci in her piece responding to the apparent ignorance perpetrated globally by leading newsrooms regarding “misunderstandings” over the ways in which social media works engage. She continues, “because that's how the medium works”, albeit in reference to journalistic practices. Using social media as a platform through which educators could encourage active participation and critical engagement in the classroom promotes equity and inclusivity on a platform that has already been wholly embraced by an educator’s target audience.
With technology in this modern day, social media platforms has made it easier to share with the world. Tufekci gives her opinion on social media, and states that it indeed helps us to progress to a world where people aren’t “passive, silent subjects of journalists”. In teaching any given subject, communication is an important platform. Learners and/or students must be able to communicate freely with their teacher/lecturer, whether it be by means of social media or direct contact.
Technology has the ability to provide students with information anytime, anywhere. In his video, Michael Fullen[2] discusses the role that technology can play in deepening the quality of learning. Fullen concludes that technology plays a part in making learning “irresistibly engaging” and allows students access to problem solving at all hours. One approach that Fullen suggests for integrating technology in the classroom is the “flipped classroom” where students can access a recorded version of the lesson at home and can reflect or do the “homework” in class. Teachers are activators of and students partners in learning.
____________________
[1] Unwin, T. (2005). Towards a framework for the use of ICT in teacher training in Africa. Open Learning, 20(2), 113–129. doi:10.1080/02680510500094124
[2] How Technology is Changing the Conversation (2014, January 20). Michael Fullan: Technology, the new pedagogy and flipped teaching Retrieved from https://youtu.be/GCvwtiOH0co
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