Blogging

Hi Keryn

I hope my blogs reach you as this is a first for me (blogging). Please let me know if some of the blogs were missing (cropped). Hopefully they should all be there :-)

George

My readings and summaries so far

Hi everyone

Okay your've probably read all my summaries on the readings I have read so far and your mind is trying really hard to reflect on everything I have said. I am an advent reader and sometimes read until early hours in the morning, then struggle to get out of bed in the morning to go to school. However, I read to be informed, to learn, to grasp new knowledge and to reflect on my new discoveries as best as I can. This is part of my participation with this paper because as a classroom teacher who is still teaching full-time this year, I want to be able to learn new knowledge about ICT and how I can share or utilise it within the ICT classroom programme at my school. I also enjoy chatting with the other students in the classroom - though virtual, I still have a wonderful feeling of being in a class (this being my first time studying online) .

Please feel free to comment on my summaries. They are there to prompt and engage in discussion but especially to give you all what I found as important highlights in all the readings, in relation to ICT and education.

George

Bransford et al (1999)

Bransford et al (1999)
Summary:
With the advent of new technology it is necessary to revisit the debate over what should be taught, how it should be taught and how the results of such teaching are measured. Demands on educators by the community on behalf of students are increasing as technology advances. An effective learning environment should be student centered, knowledge centered, assessment centered and community centered. As a technology, television plays an essential role in learning, even when not showing educational content as children learn not only from educational content but by absorbing cultural mores from shows intended purely for entertainment. Do we agree with this or not?

Cox et al (2003)

Cox et al (2003).

Summary:

The use of information and communications technology in lessons is most effective when teachers use their knowledge of both the subject and the way pupils understand the subject; and when the teacher and the technology challenge pupils' understanding and thinking. Access to resources is important, but when technology is only used as a presentation medium they fail to utilise the technology to its full potential. Teachers should be aware of the potential of the resources available to them, and to know how to best use the technology to engage their pupils.

Interesting stuff indeed! But the reality of it all is that the author Cox et al is 100% correct (my personal feelings). I look forward to hearing other peoples views on this :-)

Wellington (2005)

Wellington (2005)

Summary:
There are three key debates raised by the use of information and communication technology in education. The first is whether such technology improves the readiness of the student for the workforce. It is pointed out that with the speed of technological change, learning any one particular system which may be obsolete within months is pointless; what should be learned is how to adapt to new systems.

The second is whether such technology adds value to the learning environment. It is questioned whether the use of technology such as word-processors or spreadsheets to bypass mundane work leads to the atrophy of basic literacy and numeracy skills.

The third relates to whether this technological learning plays a part in enabling the student to participate better in society; also on whether having access to a computer at home assists students in their learning. It is noted that studies have shown that home computers are largely used for playing games. (I note that the argument about by-passing basic work is nothing new: there was the whole debate about the use of pocket calculators at school back in the 1980s). Does anyone relate to this era and could perhaps share this with us? :-)

Note: I enjoyed the feedback and responses I got from the class in reference to this reading :-)

Pachler (2005)

Pachler (2005)

Summary:
Recently there has been such a frenetic pace of change in the level of information and communications technology available that schools are rushing in to purchase such technology without adequate research being available on its effectiveness. Often new technology, instead of doing new things, merely promotes doing old things in new ways.Teachers need to present information and communications technology in such a way as to meet the needs ot their students, who may have different learning styles. Technology can be a valuable tool in conveying knowledge, but it needs to be deployed with care. It must also be remembered that the context of the use of technology must be taken into account. (The bold text is pretty self-explanatory)

This was an interesting reading because it was straight to the point - made me see what I was and wasn't practising in the classroom with information and communications technology. Does anyone else feel the same way?

Tomei (2005)

Tomei (2005)

Summary:

The "pillars of instructional technology" are: philosophy; psychology; sociology; history; and leadership. It is necessary to identify what a teacher means to achieve in this field, and answering the five questions: what, how, who, when and whom; will help to do this.At the moment learners are demanding more technology: multimedia, distance learning and the inevitable Internet. This article describes the "K-A-RPE" model (Knowledge, Application, and Research, Practice and Evaluation) of instructional technology. Keryn could you please simplify the 'K-A-RPE model for me with an example say for a student studying online. Thanks :-)

Tomei (2005)

Summary:

The "pillars of instructional technology" are: philosophy; psychology; sociology; history; and leadership. It is necessary to identify what a teacher means to achieve in this field, and answering the five questions: what, how, who, when and whom; will help to do this.At the moment learners are demanding more technology: multimedia, distance learning and the inevitable Internet. This article describes the "K-A-RPE" model (Knowledge, Application, and Research, Practice and Evaluation) of instructional technology. Keryn could you please simplify the 'K-A-RPE model for me with an example say for a student studying online. Thanks :-)

McFarlane (2001)
Summary:
The method of teaching information and communication technologies varies depending on the concept the teacher has of such technologies: a set of skills by themselves; a vehicle for more effective teaching of other subjects; or as a means of revolutionary change in the learning process.Computerised testing of other subjects is not an alternative to teaching information and communications technologies themselves. Likewise it is not sufficient to test attainment in information and communications technologies just by testing for basic computer literacy skills. Instead, assessment frameworks must change to recognise when information and communications skills are attained. Do you think this is viable? Interesting reading.

Strauss (1995)

Strauss (1995)
Summary:
The author of this article has set out to examine his own teaching techniques and practices. He recorded some of his lessons and interactions with students and in this article examines them in light of his ideal teaching style. Whilst doing so he also observed the effect that doing so had on his own mental and emotional state. He concludes with the thought that it would be an idea for a small group of like-minded teachers to get together and ask themselves awkward questions about their professional practices.

We as teachers examine our own teachings from time to time because we want the best for the students in particular, so hence, we try out new teaching models, technologies and techniques. This will always be ongoing I believe. What do others think about this?

Reading summary - Kemmis and McTaggart (1998)

Kemmis and McTaggart (1998)
Summary:
Action research is a concept first described in 1946, wherein research is a participatory, collaborative activity. Most importantly, action research involves a group, not just an individual learner. Action research recognises the importance of the concept of the group as a unit of society. Educational improvement through action research not only educates the individuals within the group, but the group as a whole through participation and self-reflection. Action research is not to be confused with normal teaching, problem-solving or the study of others. It requires that people reflect upon their own behaviour in the light of the evidence that they have gathered.

I actually enjoyed this reading because I was able to relate it to my own teachings in the classroom where the students were able to work collaboratively through set projects and research based topics, thus utilising the computer with their presentations. Interesting :-)

Readings summarised

Krause et al (2003)
Summary:
Information and communication technology is a term which encompasses the use of modern computer technology for information management, communication facilitation and learning. Information literacy is the step beyond computer literacy where a computer user is able to effectively use information and communication technology.However, limitations of this technology include the length of time it takesto locate appropriate resources, the level of computer resources available to the students, the quality and speed of the school's internet connection andthe difficulty of effectively supervising students to keep their attentionfrom wandering.Essentially, information and communication technology on its own is oflittle value, but when used properly it may enhance learning.

I think in this reading/article I have summarised key points relevant with ICT.