Q5 - Impact on own TPCK and the social impact of technology

Week 13: Using a pedagogical lens, write an evaluation of the impact this project has had on your own TPCK. Discuss views on the social impact of technology on teachers and students.

I am very excited about what I have achieved and learnt in relation to ICT integration in the classroom throughout this course. I have identified numerous resources that are available to me when I become a qualified teacher that I can use in teaching any and all key learning areas. The course has also made me more aware of how important it is to incorporate technology-based lessons into classrooms as students find it more engaging and interactive.

The first strategy that is part of my personal TPCK is to become familiar with the technology before attempting to include it in my lessons. I tend to get overwhelmed by technology and lose sight of what I am trying to achieve. It is important for teachers to avoid obstacles such as lack of confidence, time and support in order to integrate ICT into their lessons successfully (Bingimlas, 2009). The second strategy that I incorporated into my TPCK is to use the technology in a way that would benefit all learners in the classroom. By doing this I would increase my understanding of multiliteracies and provide opportunities for all my students to learn regardless of their background. I believe by having these two strategies in my TPCK can only have positive outlook on my teaching and with practice, can only improve and increase my confidence to use ICT integration for all key learning areas (KLA’s).

Introducing technology in a healthy and engaging way can have a positive social impact. One way that technology has had a positive social impact is, how it not only plays an important role throughout a student’s school life but it also continues to benefit students and prepare them for life after school. Bingimlas (2009) explains how Grimus (2000) identifies that by teaching skills in ICT prepares students to confront future developments with confidence and accurate and strong understanding.

An additional way that highlights the positive social impacts that technology can have in the classroom is how it connects students to the real world. With the vast variety of resources that can be used to teach all KLA’s  lessons, students are exposed to learning how to become more social, accepting people who are understanding of the different cultures that surround them and learn respect for people and society. To add to this, technology provides opportunities to build on communication skills as well as group and individual skills.

To be able teach technology effectively it is important as a teacher to focus strongly on the three features of the TPCK model. The three features being; content, pedagogical and technology knowledge. If successful in using the three features together, Mishra & Koehler (2006) explain that a good technology based lesson will be evident surrounded by an engaging and a positive classroom environment.

As I personally have found technology much more exciting and a fun way to learn it seems almost obvious that students will find it just as exciting if not more. Giving students the opportunity to engage in learning in an interactive way makes teaching seem even more like a very rewarding profession, which I very much look for to being part of.

Q4 - Multiliteracies and multimodal approaches

Week 10 - Relevance of muliliteracies and multimodal approaches to supporting student learning.

We are told from our very first lesson as future teachers that all students have different needs and learning styles. This is related to the concepts multiliteracy and multimodality approaches to teaching and learning. The concepts of multiliteracy and multimodality includes presenting and adapting information for students to allow them to make meaning of it through the interaction of different communication modes such as language, images and sound (Duncum, 2004). For example, adding pictures and or sound to written text may contribute to understanding meaning for students (Duncum, 2004). Not only would adding other concepts such as these to information influence understanding, but it would create an environment for students that is much more engaging and encourage students to participate more in learning (Unsworth, 2001). This approach to teaching provides for the different learning styles of students.

Like the majority of theories there are strengths and limitations. In regards to the concepts relating to multiliteracy and mulimodality the strengths seem much more prominent than there limitations. Not only does changing information into a form of multiliteracy pedagogy (adding video/illustrations) in which students can gain better understanding and deeper knowledge of the subjects, it also provides an environment that can benefit students from all backgrounds regardless of their age, culture or gender etc. However, constantly having to adapt information for all students learning types and preferences seems as though it can add to teacher work load and unnecessary stress when it comes to planning a lesson. However with the use of technology it allows the teacher to differentiate the lessons and provide less stress and better quality teaching.

Introducing multiliteracies and multimodal pedagogy into classrooms will provide the opportunities for students to participate at their own level and relate to the information provided. This teaching method also provides a change from face-to-face teaching.

By attending this course, it has given me the confidence and knowledge to use ICT in my future classrooms. It has shown me how effective ICT resources can be on student learning, which ultimately improves students participation, engagement and understanding not to mention student enjoyment. This is a personal goal of mine as a future teacher; to provide my students with a safe and fun environment to learn in.

Q3 - Curriculum knowledge

Week 8 – How a depth of curriculum knowledge also supports the decision making process relating to ICT use in the classroom. Reference to a learning moment in phase two.

Having a clear understanding of the HSIE syllabus made it easy for me to put my resource together and make appropriate decisions on what to include in order to provide an engaging and meaningful resource for students. Exposing students to the key learning area (KLA) of HSIE provides opportunities for students to develop in their thinking skills, values and attitudes and deep knowledge. In addition, students are required to relate their own life experiences and prior learning to new learning as well as improve their understanding of their own society (Reynolds, 2009).

One of the many key learning moments when putting assignment two together was learning and identifying multiple elements of the Weebly website. By having several options at hand to incorporate into the website allowed me to address the content and skills with an engaging and highly interactive ICT resource where students can work at their own pace and monitor their work. By having multiple elements to add to the resource I was able to include different methods of assessment. The NSW Department of Education and Training (2011) outline many current assessment methods that can be used in a HSIE lesson, which include: interviews, observation, performance, self and peer assessment and work samples etc. By being aware of these assessment methods I found ways to include mainly work samples and self-assessment activities to ensure that the students work was not going un-noticed.

The assignment two artifact also introduced me to a large amount of online interactive websites that students can not only engage in but also expand on their knowledge in a fun and significant way. Although I began to worry that I was putting too many links into the website which could distract the students, it was clear that the resources that I included were highly valuable to students learning.

In contrast to this, if I attempted to put my resource together without clear knowledge of the curriculum, the artifact would not make sense and would not engage or benefit the students in their learning. Information provided in the resource would not be significant and the students would not gain a deep knowledge of the content.

Q2 - Key learning moment and design decisions

Week 6 – Description of a key learning moment during phase one of your artifact's production and an explanation of how at least two (2) design decisions.

As the popularity and use of technology has increased, it has altered the way in which a classroom works and how students participate in lessons and learn.

A key learning moment during phase one was when as a group we had to use our problem making skills as it became clear that when designing an interactive resource many obstacles could occur. However it wasn’t long until we realised that with all the resources out there, there was always an alternative that we could utilise in our design.

The first design decision we made to present our assignment was to become familiar with using Screenr as it seemed simple to use and it was a free resource. However we were having difficulties when it came time to publishing our recording so we had to change our approach and use a program called Screen-o-matic. Screen-o-matic was just as simple and free to use so we were happy to incorporate it in our resource. This is a program that can be easily incorporated into a lesson and the students would find it easy to use and would engage them in their learning.

The second design decision was to present our resource through moviemaker. This presents information in an engaging way and can incorporate many different design features such as still pictures, movies and audio throughout the presentation. By choosing these two design features, it created a positive learning environment as it provided an easy to follow and clear structure, which supports students learning and understanding.

To make sure the artifact was genuine and relevant to student learning we ensured that we included elements of the Quality Teaching Model. It is clear after watching the resource that there is a close connection to such elements as engagement, deep knowledge, deep understanding and significance. By including such elements of the Quality Teaching Model, students are exposed to quality and meaningful learning (Hinde McLeod & Reynolds, 2007).

In addition, by keeping the design rather simple and easy to follow the resource aims to keep the students focused on the information rather than distracting them with other unnecessary effects and text, which would add to the students understanding.

Q1 - Pedagogical Lens

Week 3 - How might a pedagogical lens assist teachers in making choices related to ICT integration in the classroom?

It is clear that there is a greater demand for new technologies and social media so it would be beneficial and also important for teachers to accept this and incorporate new technologies as much as possible within their classroom.

It is crucial that teachers in this day and age are able to see education through a pedagogical lens, which incorporates many aspects of ICT. By doing this it will prepare students for the real world and working life outside of school and also give them the confidence and familiarity of working with Information Communication Technologies that they will be sure to be faced with (Taylor, 2011).

Students in today’s society enjoy participating in fun, fast paced, spontaneous learning, which are all aspects of what ICT resources can provide in a classroom (Prensky, 2000). By being aware of this, teachers are able to provide students with the opportunities to engage in lessons that are fun and more meaningful to them. In addition, it allows students to work in a self-directed environment.  With these technologies they can click a button to move on to the next task at their own pace,  rather than being told what to do.

The relationship between curriculum decisions and pedagogy is one that I find quite interesting and rather important. Mishra & Koehler (2006) explain that in order for teachers to be successful they need to consider both content and pedagogy in their teachings. This means the teacher identifies and understands the content and then finds a different way to teach the students in a more accessible way (Mishra & Koehler, 2006).

It was with this in mind that I attempted to put my resource together, I made sure I had a clear understanding of what the content was about and then found a fun and engaging way of passing the information on in an interactive way. The outcome I decided to base my resource on was CCS3.2, which focuses on people, places and groups and how they have changed over time. As it is such a wide topic I thought it would be an appropriate outcome to focus on, as there would be a large range of resources to use.