Module 2 - Integrated Approach - Activity 5 reflection

Is the integrated approach an alternative (different form of) computer literacy or is it not the same thing at all?

Reading the blogs and the reading piece, it is the general view that the integrated approach is not the same thing as computer literacy. As mentioned on the discussion page as my contribution I see computer literacy as learning to use computers. Here the the students will learn about the use of computers - how to use documents, surf the web etc.

On the other hand, integration is using the computers to learn. Here students use their computer literacy skills to help in their learning development. They surf the web to gather new information, they use documents to make presentation or organize ideas etc.

These are some of the areas that I see will be challenging in an integrated approach:

Lack of technical and staff support.

Inadequate technology resources.

Planning especially for a multi-modal classroom.

Teacher readiness i.e. does teacher has the necessary skills and knowledge?

I think that a specific teacher should be designated to teach computer literacy. The reason being that some of the teachers are just getting acquainted with using the computers and they may not be well equipped to teach computer literacy.  However, I also think that teachers, while doing integration can impart whatever knowledge they have. As one person mentioned computer literacy is multifaceted and will have different applications for different subjects.

Module 2 - Dr. Mitra's Work - Activity 4b reflection

From Dr Mitra's work I can conclude that students can learn through collaboration and constructing their own knowledge through personal experiences and what they observe from others, with little or no teacher intervention.

There are some similarities between vygotsky's spontaneous learning as they both show that students always bring something to the table, and they construct knowledge by exploring concrete material.

Some shortcomings in Dr. Mitra’s work are

1   .    Unreliable internet connection.

2   .    Inadequate computers.

3   .    Money for putting these practices in place and maintaining.

I learnt that informing students of the objectives and allowing them to work towards them through discovery and trial and error is far more. productive than telling them how to come to the end when using ICT as this approach gives the students the opportunity to discover more.

From this, I conclude that the roles of the teacher should be to allow our students to explore, experiment and to do lots of hands on activities where they can arrive at their own conclusion as well as provide immediate feedback so students can stay on track. There is indeed a need for teachers.

Module 2 - Learning Spaces - Activity 8 reflection

From my reading, the very first line sums it up quite nicely "The arrival of even one computer in the classroom can have a profound effect on the way students learn and the way the classroom operates." Classrooms would need to be reconfigured to adequately accommodate ICT. Arranging the teaching space to include various ICT will add some diversity to the classroom and make it conducive to the learning situation, which make students comfortable.

From the reading and discussion, it was duly established that a lot of schools were not wired to accommodate ICT in the classroom prior to ICT introduction. This seems to pose some problems and other arrangements would have to be made. 

There are some benefits to be derived with different classroom spaces once they reflect the needs of the settings. Some benefits may include but not limited to classroom management, ease of movement between groups, students collaboration, etc.

However, there are some limitations as well such as limited power outlet; the school setting where classes are divided by chalkboards makes it difficult for peripherals in the classrooms as they would not be as secured as we will want them to be etc.

Module 2- Online Collaboration / Learners' Charter Reflection - Activity 3 discussion

Although there were different views established by the collaborators, I am in total agreement with each as they very much covers a lot on ICT and what it entails. I take these points as different pieces of a puzzle that when put together makes a very awe inspiring picture.

I also learnt  lot from reading the learners charter, as some of my initial thoughts and some I have not even thought about were brought into perspective.

The most powerful lessons that I learnt about online collaboration:

Although there were different views established by the collaborators, each view is very much to the point and what ICT entails. The points are seen as different pieces of a puzzle that when put together makes a very awe inspiring picture.

The most important points that I take from the Learners’ Charter:

ü  Students should be actively engaged as much as possible which will aid in their development as well as boost their confidences.

ü  ICT policy, content ware, infrastructure , committed and trained personnel should simultaneously be put in place if ICTs are going to be the portal for knowledge dissemination and effective and efficient learning/ teaching process.

ü  Collaboration is an important aspect of learning and using ICT can assist this type of learning.  Through collaboration, students can create exciting projects and ICT assist the creative abilities of students as they construct exciting projects together.

ü  Teachers using ICT should do so with the awareness that there are various  learning styles and abilities among learners, and use their creativity to reach  such learners, so that no one gets left behind.

Module 2 - Why wait for ICT before examining our teaching methods?

It is not necessary to wait for ICT before examining teaching methods. Teaching methods should be examined by teachers regularly in an effort to improve teachers' strengths and to work on weak areas in becoming better teachers, thereby giving students opportunies to improve their performances. If we were to wait for ICT before examining teacing methods, then to me, it will be as if saying that tradiditional teachers did not examine their methods of teaching.

Module 2 - The ACOT study - comparing the situation at my school ( reflection)

On the study ACOT, as teachers moved through these stages, traditional methods were first strengthened by technology and then gradually replaced by more active and engaging learning experiences

Just like ACOT teachers began with little, if any experience using technology, so did most of the teachers at my school, myself included. The traditional methods and materials were used. I mainly used the computer for, research, typing tests and getting worksheets prepared, but not as a teaching tool in the classroom.

Entry: in this phase an instructional technology already existed where the technology was text-based and the common tools were blackboards, textbooks, workbooks used in combination to support lecture, recitation, and seatwork. There were no overhead projectors at my school. In the ACOT study, teachers began with little, if any experience using technology, yet most were experienced users of traditional methods and materials. The introduction of computers caused drastic and teachers spent significant time establishing order and learning to use the equipment. Like most teachers at my school after the introduction of the net books, some early problems included discipline, resource management, and personal frustration.

In the adoption stage of the ACOT study, the teachers tried to accommodate the new technology to support text-based drill-and-practice instruction as can be seen in my situation. In the ACOT classrooms, the adoption stage did not show an increase or a decrease in students’ performances. It however showed that students’ attendance rates increased and reports of discipline problems were zero to few. In my school, the difference was that the attendance was more of the same.

In the adaptation phase, productivity emerged as a major theme. Increased productivity led to the need for new strategies for instruction, feedback, and evaluation. Hence, teachers began to adapt the technology to support their revised goals and expectations. Teachers at my school are using ICT tools more regularly and are seeing increased performances in instances where it is used.

When teachers understood technology well enough to use it naturally as a tool to accomplish real work, they had reached the appropriation stage. I do believe that a significant number of our teachers are at this level or at the very least, getting there. However, based on the responses from assignment one that was recently completed, I concur that a lot of our teachers are yet to attain this level.

The invention stage for teachers at my school, much like ACOT teachers is still ahead. 

Module 2 - Assignment 2 reflection

Module 2 - Reflection on assignment 1

Assignment 1 took me back to secondary school when I had to do my School Based Assessment. Although I was familiar with the process I did face some difficulties. Constructing the questiannaire was not that difficult once I established what I wanted to test. The analysis was the most dificult and time consuming for me, but in the end I was able to complete it sucessfully. It was not at all surprising to know how many teachers at my school found ICT integration difficult as I have seen it first hand, but to find out that so many teachers of different schools had some of the same problems had me wondering "Are our teachers really ready for ICT integration?" Many thanks to the teachers who assisted in answering questionnaire. I must say that I am really building on my knowledge of ICT integration.

Module 2 - spontaneous learning vs. schooled learning

When a child enters school, he / she would have learned home language, names of objects etc from interacting with people at home. this is what i gathered from spontaneous learning and schooled learning.
 spontaneous learning

• is learned through daily experiences and activities

•  it is unplanned

•  there is no specific arrangement and may not be linked in any way

• vygotsky views that it should become more complex, developing upwards where children learn more from what they observe and hear from others

 schooled learning

•  this is learned through planned activities

• it is taught by a teacher

•  the arrangement is systematic and follows certain rules

• according to Vygotsky, learning should proceed downwards to an elementary / concrete level.

Module 2 - Role of schooled learning / Vygotsky - 4a reflecti...

According to Vygotsky, the role of schooled learning is defined by both what a child can do independently and by what the child can do with assistance from others. According to him, some key roles are as follows:      1. give support and guidance to students when necessary
2. plan instructions and activities to provide practice and to get feed backs.
3. provide hands on activities to actively involve students in lessons.
4. encourage questioning and discussion in classrooms

 How can we apply this to ICT integration?
1. students use power point presentation to report on group projects and other activities related to learning    outcome.
2. integrate computers and smart devices that may be available to students.
3. using video and sound editing to produce audio-visual materials
4. using emails, blogs and other online media to gain access to information and assignment.

Use

I am currently the Grade one teacher. I assist with ICT. At my school, students of Grades 5 and 6 who still have functioning net books use them to research information online and to store information provided by teachers for further use. Most ofd the students in Grades 3 and 4 either do not have functioning net books or do not bring them to school with them, so it is difficult for teachers to get students to do individual work on their devices. Some of the computers in the lab are non functioning, others are not connected to the internet. I mainly use the projector and laptop. For other ICT lessons, students will share the computers. For instances where it's a whole class activities, one PC is used with the projector. 

Module 1 - The Flipped Clasroom

Is this really a new method of teaching? I remember back in upper primary school, throughout secondary and college, we were asked to read on a certain topic and then we go back to class and we have a discussion where questions were ask and answered and misconceptions cleared up. The teacher did not have to reteach the topic. What I find new is the technology that is being used and the posting of question/comments online, and that is being done on a larger scale. I sometimes give my Grade 1 students information on a certain topic and ask them to read on it - of course it usually no more than five sentences. The next day we will discuss...

On another note, I really believe that if more teachers are to use this approach, the videos must be interesting and age appropriate. A number of sites have mentioned that the videos once put in an online library, will always be available which is true, but as someone mentioned in the blog, these videos will need to be "spiced up" so as not to be dull and result in students losing interest.

Module 1 - Cellphones in the classroom

For years, cell phones have been a touchy issue when it comes to the classroom. Each school has its own policy on cell phones. It was rather interesting reading the posts and the various views as there were some good ideas of the cell phones use in class. But i wonder, how many of us would really use the cell phones in the classroom and how effective it will be when it comes to learning. It is the hardest device to monitor as and using the data plan it will be even harder to set privacy setting. Then again, how many students have a smart phone, and how many parents are willing to by one for their children. What of the underprivileged who won't be able to afford such? Will they be left out or do we share our very personal device with them

Nodule 1 - ICT reflection

Through out my reading for this course, I have read many interesting and helpful articles that will aid me in using ICT in the classroom effectively. What I have found most helpful is the effective ICT classroom management which give light to setting up before a lesson and the smooth flow of the lesson which I aim to use and share with other teachers at my school.

I have learnt though, that in order to effectively incorporate the net-books in the classroom, students need to be taught a bit of management themselves. Too often are classes disrupted to fix a  problem that was present long before the class begins. As the ICT coordinator, I very often have to deal with one issue or another - "My net-book won't start." "I can't remember my password." "I can't get onto the internet." etcetera. The worst one for me is "Miss, my battery is dead." I find that the best way to deal with this is to let students do a check on their net-books before school and during the break and lunch period so any issue can be fixed before class.

Module 1 - Introduction

Hi everyone. My name is Nelcia Mc Guire. I am from Calder Ridge and Freeland Mes'po. I teach at the Calder Primary School at the Grade One level. I cover all the subject areas to be taught at that level. I am the Science and the Information Technology co-ordinator at my school. I began my teaching career in October 2007 after leaving the SVGCC Division of Teacher Education.

I am very much hooked on computer technology that my colleagues do not hesitate to call on me for help in that aspect. My Knowledge of computer technology is mostly self-taught. I particularly enjoy photo and video editing. I am aiming to be adept in web designing (I am not really good at this).

I hope that I will learn new and interesting ways to incorporate technology into my lessons. I have access to computers as the school has a learning resource centre with internet access, two laptops, a computer in the staff room, my netbook and my personal laptop.

Module 1 - Interactive White board

 

To my understanding, the IWB should be used to bring a lesson to life; i.e moving away from the abstract. It stimulates meaningful learning and enables teachers to help demonstrate concepts that will be difficult to to explain in an abstract manner - that is if used correctly. However, I have seen evidence that not every lesson require an IWB so teachers don't have to go planning every lesson to use it. As with each piece of technology that is brought into the classroom, teachers will have to familiarize themselves with it in order to use it to its full effect. One should not see the IWB as just a white board that is used to merely project presentation but to capitalize on its full potential. As some colleagues have mentioned, we do not want the IWB to become the new blackboard. This will be such a waste of money and good resource.

Module 1 - The One Computer Classroom

Before there was a computer lab at my school, I had the one computer classroom where I brought in my personal laptop to present lessons to my students. My classes are fairly small so even without a projector (we had none at the time) it was quite effective. However, the students were not allowed to use the laptop to do their own stuff (we all know why), but they would use the tradition paper and pencil to jot down their point or if we were doing a story or anything else where they have to share their ideas, they would state their ideas and I would have recorded it on the board for the rest of the class to see. It was always fun for them, mainly because they can always "see" what the teacher is talking about.

Module 1 - Tablet in the Classroom

What a glorious day it will be when all students can afford a tablet and teachers can use them in their lessons effectively. When those already using the whiteboard don't have to wait on turns. When each student can experiment, manipulate and understand the workings of concepts provided through virtual reality. How wonderful it will be to see our students tearing down the barriers that textbook learning has erected. 

Wait! This is already happening with one to one learning. But i hear that the tablets are so much more fun with all the cool and exciting apps. I hear that they are a step ahead of the computer / laptop as most apps are developed mainly for such mobile devices. Oh my poor laptop is a bit outdated compared to these gadgets.

Studies has shown that fewer people uses their laptops and are embracing tablets / iPad. These are viewed as important learning tools for teachers and students. They are easy to use and can be easily taken anywhere and have anytime/anywhere access to the internet with 3G or 4G capabilities.  I have experience with the use of tablets and I must say that the apps I have used are very appealing and easy to use. It was great to watch my 6 year old god-daughter using the tablet as if flipping though  her favourite television channels. It was that easy.

Of course the apps available make it much more fun to use than the ordinary laptop / PC but are we in SVG ready to implement such device into our lessons? Some teachers are just getting used to the one net book initiative. 

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Module 1 - Audit of my school's ICT use

I am currently the Grade one teacher. I assist with ICT. At my school, students of Grades 5 and 6 who still have functioning net books use them to research information online and to store information provided by teachers for further use. Most of the students in Grades 3 and 4 either do not have functioning net books or do not bring them to school with them, so it is difficult for teachers to get students to do individual work on their devices. Some of the computers in the lab are non functioning, others are not connected to the internet. I mainly use the projector and laptop. For other ICT lessons, students will share the computers. For instances where it's a whole class activities, one PC is used with the projector.