Week 8- Technologies foster short attention span

As I am doing online research for other assignment, I discovered something interesting that caught my attention about ICTs. Jaffrey Freed, who is the author of Right-Brained Kids in a Left-Brained World, writes that one of the factor for the increased number of children with short attention span is because of our generation children has been saturated with different types of technologies that develop a short attention span. The damage of the focus in the brain in playing computer games or watching too much TV. The constant the sound effects, the flash colors, and changing of images contribute to changing the wiring of the brain by push a left-brained learner towards becoming right-brained learner. He also mentioned further that educational system is designed for the left brained learner, therefore technology as the tool of entertainment is essential to evaluate and observe (Major, 2013).

Here are a few articles to discover more about how technologies affect student’s attention span:

Texting, TV and Tech trashing children’s attention spans : http://www.huffingtonpost.com/ellen-galinsky/kids-and-technology_b_2068862.html

Is technology and the internet reducing pupils’ attention spans? : http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/11/technology-internet-pupil-attention-teaching

Besides that, I heard the latest news (16th April, 2013) from someone about 18 years old Chinese student died after playing computer games for 12 hours in one of the cyber cafe at Petaling Jaya. It is because of sudden heart attack. Before this, this young man was fine in his health condition. Doctors predicted that the cause of death might due to playing computer games for long period of time without resting.

In the conclusion, I believe balance is key when using technologies tools such as gadgets, tablets, and computer . We should utilize technologies in the right way for our benefits.

References:

Galinsky, E. (2013). Texting, TV and Tech trashing children’s attention spans. Retrieved April 17, 2013, from http://www.huffingtonpost.com/ellen-galinsky/kids-and-technology_b_2068862.html

Jeffries, D. (2013). Is technology and the internet reducing pupils’ attention spans? Retrieved April 17, 2013,  http://www.guardian.co.uk/teacher-network/teacher-blog/2013/mar/11/technology-internet-pupil-attention-teaching

Major. S. (2013). Tips for teaching children with short attention spans. Retrieved April 16, 2013, from http://www.homeeddirectory.com/articles/7_april10

 

 

 

 

 

Week 8- The appropriate assessment

On one of the week 8 learning activities, I was asked to post about my answer of the shape that has greater area. At first, I would think that it is a silly question, as why mathematical question appear in ICTs course. After I explored more in the forum, I realized that David has brought out the important point about planning assessment for students through this learning activity.

I love what he said, whereby assessment is more than discovering whether student has the right or wrong answer, but it should help the student to think visible despite wherever answer they have. In my planning for assessment part in assignment 2, it is the hardest part for me, in order to think rationally, and cater for student’s needs based on their abilities in completing the task.

In assessing student’s prior and content knowledge, I believe teachers should first understand the background of the student, which includes their self-esteem level in learning, abilities and cultures that would affect their learning progress. Students don’t come to school as a blank slate; they bring preconceptions due to their curiosity (Making student thinking visible, n.d.). Throughout the assessment process, teachers should have discussions so that it help student understand better (knowledge and beliefs) as they analyze on the explanations. Also, assessing through questioning enables to promote the thought that student processes in their inquiry skill.

Here are a few online articles regarding appropriate assessment for children’s learning:

Assessing young children’s progress appropriately: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea500.htm

Supporting early learning and development through formative assessment: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/How_Aistear_was_developed/Research_Papers/Formative_assessment_full_paper.pdf

References:

Dunphy, E. (2008). Supporting early learning and development through formative assessment. Retrieved April 16, 2013, from http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/How_Aistear_was_developed/Research_Papers/Formative_assessment_full_paper.pdf

Making student thinking visible. (n.d.). Retrieved April 16, 2013, from http://www.phy.ilstu.edu/pte/311content/questioning/visible_thinking.html

North Central Regional Educational Laboratory. (1999). Retrieved April 16, 2013, from http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea500.htm

 

 

Week 8- Measuring the success of ICT integration

In one of the learning activities, I have opportunity to share my thoughts about measuring the success of ICT integration.

For me, I believe the measure of success in ICT integration for children’s learning is that children able to enjoy throughout the lesson, due to that, they able to apply their content knowledge that they have learned and make meaning in their learning through different learning experiences. This falls back to the role of teachers.

The role of teacher’s in planning learning environment with the integration of ICTs will bring an impact in children’s learning. The success of ICT integration depend on how educators able to utilize ICT as the major support of children’s learning. Integration of ICTs able to enhance teacher’s pedagogical practice and assist student’s learning (Bingimlas, 2009). New technologies also help to increase children motivation in learning (Osborne & Collins, 2000). Teachers should take up the courage to integrate ICTs to achieve the best outcomes in children’s learning.

I agree with Kym that TPACK model is a good teaching approach for teachers to apply, as it include three main aspects (content, pedagogy  & technology) in order to provide holistic learning experiences for children. Involving technologies in children’s learning will increase teacher’s teaching efficiency.

References:

Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Retrieved April 15, 2013, from http://www.ejmste.com/v5n3/EURASIA_v5n3_Bingimlas.pdf

Osborne, J., & Collins, S. (2000). Pupils’ and parents’ views of the school science curriculum. London: King’s College London.

 

 

 

Week 5- The heartbeat of my unit plan

Although this week is my semester break for Easter week, but I still feel overwhelmed by the workload. There are too many tasks from different courses for me to complete. Although I am concentrating other assignments this week, yet I know I can’t neglect the preparation of my unit plan in Assignment 2.

Here I go! First, to get the “Heartbeat” of my unit plan is to choose the teaching model that I familiar with. There are several teaching models introduced in the Studydesk, such as “5 steps Inquiry”, “Bloom Taxonomy”, “Dimensions of Learning”, “5E’s” and etc. For me, “5E’s” will be the “heartbeat” of my unit plan for key learning areas in Science, as I am familiar with this model due to previous semester course.

The 5E’s model was developed based on constructivist approach, whereby learners construct new knowledge on top of their prior knowledge (Corporation for Public Broadcasting, 2002). The flow of the unit goes as Engage (capture interest and find out their ideas and elicit questions about the unit), Explore (provide hands-on experiences to construct meaning), Explain (develop explanations for further understanding), Elaborate (for extended understanding) and Evaluate (provide opportunities to reflect). This enables children to correct misconceptions as they make meaning in their learning.

Integration of ICTs will be plan carefully in certain learning activities so that children experience effective learning in their discovery journey of the unit. Learning technologies that being exploited for children’s learning experience can become the sixth E, and the model will be named the “6E’s” teaching model (Australia Government Department of Education, 2009). According to the proposal by Chessin & Moore (2004), integration of ICTs ties the five stages of learning together. They provide examples of the learning activities with the integration of ICT across each of the 5E learning stages for children in the lower primary years 6.

 

References:

Australia Government Department of Education. (2009). Primary Connections and science education pedagogical reform: constructivist and inquiry-oriented strategies with connections to the analysis and interpretation of teacher feedback. Retrieved April 11, 2013, from http://www.science.org.au/primaryconnections/research-and-evaluation/images/tps_chap2.pdf

Chessin, D.A., & Moore. V.J. (2004). The 6-E learning model. Science & Children, 42 (3): 47–49.

Corporation for Public Broadcasting. (2002). Enhancing education: The 5E’s. Retrieved April 11, 2013, from http://enhancinged.wgbh.org/research/eeeee.html

 

 

 

 

Week 5- Learning to embrace reflection practice

Based on the rubric in each assignment of this course, reflection practice plays part of important point in order to achieve high mark. Recently, as I reflect about my studies life throughout the whole 3 years of BECH course, most of the subjects emphasized on reflection practice. Actually I am the person love to reflect, because it allows me to understand myself better, and allows me to improve myself in all areas of my life. In one of the famous quote from John Dewey, “All of us don’t learn from experience, but we learn from reflecting on experience” (Clements, 2013). As a future educator, I have realized the importance of reflection practice, because it enables me to improve my knowledge and teaching skills. This is through reflecting on my teaching experiences with constructive feedback received from people around me.

But today, I don’t know why I wasn’t really enjoying reflection practice in this course. Maybe it is because of too much workload that causes me to lose my enthusiasm in doing reflection practice. Doesn’t know why many times I am struggling just to find a topic to write, as before this, it doesn’t happen before. According to Wilde (2001), he believes that moderation is essential things, nothing succeeds like excess. It shows that excessive amount that we received in anything will bring a deadening effect of our habit.

I not only want to do reflection just for the sake of meeting assignment requirement, but rather I really want to discover something within me through reflection. For instance, the feeling and thoughts running within me for the course, the knowledge and everything I have learned to improve myself to be an effective educator.

Today I have heard myself…Everything that is going through within me…But I will never give up, knowing something great ahead of me waiting when I choose to persevere..

References:

Clemets, M. (2013). Edunators: The importance of reflection in education. Retrieved April 10, 2013, from http://www.edunators.com/index.php/becoming-the-edunator/step-5-reflecting-for-learning/the-importance-of-reflection-in-education

Wilde, O. (2001). Moderation quotes. Retrieved April 10, 2013, from http://www.brainyquote.com/quotes/keywords/moderation.html

 

 

 

Week 5- Constructing Knowledge and Transforming Knowledge

                                                                            (Jones, 2013)

On week 4 learning activities on Studydesk, I have learned two terms in student’s learning processes, which are Constructing Knowledge and Transforming Knowledge. Freebody (2005) describes knowledge and skills are weaves together in the alignment of assessment and pedagogy, curriculum that includes the integration of ICTs in children’s learning experiences. These learning processes are important for student’s learning, because it enables them to apply their knowledge and skills creatively in real world experiences.

From my understanding, Constructing Knowledge is about children’s understanding of concepts, facts and procedures in their learning experiences. Whereas, Transforming Knowledge is about students applying their knowledge and skills in new situations as they make meaning in learning. Also, to extend student’s learning in the process of Transforming Knowledge, carefully planned learning activities for students able to enhance their thinking skills.

I believe it is crucial for students to develop both the knowledge and specific skills in their learning process. These two learning processes not only help students to make meaning in their learning, but it also will help teachers in planning effective teaching strategies in order to develop students to be lifelong learners. I agree with Choy Yee in her blog whereby this learning processes not only for us as teachers to apply for our assignment purposes, but for the effectiveness of student’s learning.

For my unit planning in Assignment 2, these two learning processes in student’s learning indeed has helped me to plan lesson more effectively with the integration of ICTs. Based on the image of Bloom Taxonomy, there are suitable words can be used in developing my unit plan. Through this unit plan, it allows me to show my understanding about student’s learning process of Constructing Knowledge and Transforming Knowledge. For instance, words that represent level of constructing knowledge include: Understanding, Applying and Remembering. Words such as, Analyzing, Creating and Evaluating can represent the level of Transforming Knowledge.

 

References:

Freebody, P. (2005). The relationship of reading ICT to opportunity structures: An object of study?. Reading Research Quarterly, 40, 371–376.

Jones, D. (2013). Bloom Taxonomy. [image]. Retrieved April 8, 2013, from http://www.flickr.com/photos/david_jones/8571238770/

 

 


 

Week 4- Metaphor of Knowledge

Based on week 4 learning activities on studydesk, I have been asked to reflect about the knowledge that I have gained in EDC 3100, can it be described as a tree or a network? I am amazed by the video making; the creativity through digital effect allows me to see how advance our technology can be nowadays. Through the video, it was clearly explained the tree metaphor of knowledge through links and connections in knowledge, and also the power of network was explained whereby knowledge will be transmitted through community.

For me, the metaphor best describes the knowledge I have gained in EDC 3100 is a little combination from the metaphor of a tree and network. The knowledge I have gained in the metaphor of tree might be from the inheritance of knowledge through my life experiences. Hence, Otlet theory explained the traditional “tree of knowledge” whereby knowledge transmitted through the teacher and the learning environment in traditional classroom (Rayward, 1994). Besides, the knowledge that I gained through the power of network occurs when I able to exchange knowledge and ideas with course mates through learning activities, sharing learning experiences with colleagues through my reflections. This enables me to improve my efficiency in teaching for children’s rich learning experiences.

According to Lim (2012), He believes that learning is happening in many ways today that is through active creation in network cluster, which includes people of young and old age with common interest learning and sharing with each other. In addition, Lim (2012) also quoted in the video,

“There is an need for a new way of thinking, and this new way of thinking is a holistic way of thinking, that everything is connected, everything is interdependent.”

From my understanding, the knowledge that we will gained is inter-connected, based on the understanding in the world with different opportunities and benefits that given to us. Do we grab hold each opportunities given to us in order to improve ourselves in learning and to transform knowledge that we have gained?

Moreover, according to Stump, Galison & Biagioli (1996), the difference between the tree and the network lies in the definition of unity. The knowledge form through unity among the people connecting with each other. When the unity is laid as a strong foundation in the network of educators, achieving educational goals for student’s effective learning is much more efficient. How are helping ourselves, colleagues and students connect to the power of network?

References:

Lim, M. (2012). The Power of Networks: Shifting our Metaphors for Learning and Knowledge. Retrieved April 2, 2013, from http://21k12blog.net/2012/08/08/the-power-of-networks-shifting-our-metaphors-for-learning-and-knowledge/

Rayward, B. (1994). Visions of Xanadu. Paul Otlet (1868-1994) and Hypertext. Littleton: Libraries Unlimited.

Stump, S., Galison, P., & Biagioli, M. (1996). The disunity of Science: boundaries, contexts and power. Stanford: Stanford University Press.