Cammo…in low definition

In response to Brett and Kristie‘s blog’s on the theories of Constructivism and Constructionism I find the two ideas to be similar and similarly confusing. From Ackermann’s article (as cited by Brett) it appears that Constructivism is based on the idea that learning is best achieved through experience on the learner’s behalf (ie discovery based learning, experiential learning). Constructionism seems to be a development upon this in that learning is best achieved through the construction of some tangible product (ie a web page).

Am I correct in my thoughts? Brett talks about Constructionism as being a progresion on the Constructivist idea of understanding cognitive development. I agree that it is a development of Constructivism but not with the definition of Constructivism itself. Kristie points out that designing a web page is a Constructionist approach to assessment and learning, but this is also a discovery type activity that could be classified under a Constructivist approach. Is anyone else confused? Why did they chose names that are so similar, for theories that are similar. You don’t see McDonald’s and Hungry Jack’s with similar names, but they effectively serve the same food.

And that’s what grinds my gears…

Here is my podcast. I am discussing the article: ‘Could computer games help to transform the way we learn?’ which was written by Keri Facer.

Listen Now: campod

…and tick podcast off my to do list…

An important outcome of the PD/H/PE syllabus deals with developing positive interpersonal relationships and, looking at how to identify and strategies to deal with negative relationships. A key focus of this area of study examined the concept of Cyber-bullying.

Cyber-bullying is simply defined as the use of information and communication technologies to support deliberate, repeated and hostile behaviour by an individual or group, that is intended to harm others. One of the major concerns relating to Cyber-bullying is based on its capacity to reach much wider audiences and cause a much more devastating effect (Campbell, 2005). News reports indicate that Cyber-bullying is on the rise within schools and this has lead to it being examined so thoroughly within the syllabus.

During my practicum I became aware that teachers held a very dim view of the use of techno-devices by students within school time and would often move to confiscate on sight.

Although this response may seem justified due to its ability to ensure that these devices are unable to be used for Cyber-bullying, I also noticed that students have a strong dependency on these communication tools for finding support from peers and developing stronger relationships. Mobile messaging is the modern day equivalent of note passing; instant messenger on the internet is the new half-hour phone call after school. These are behaviours that we have all partaken in and play a vital role for the development of strong peer-to-peer communication and relationships.

Mcloughlin (2007) notes that the use of modern communication technologies allows more flexibility in the development of relationships and the support that can come from these. McLoughlin (2007) continues to state that the implementation of e-mentoring programs within schools can remove the stigma associated with these devices and instead promote a ‘healthy’ use of them.

My thoughts would lead toward the implementation of these programs and the establishment of clear guidelines for the acceptable use of these devices by students. The world will continue to evolve at a rapid rate, with new technology continually arising. It is up to the teachers to adapt to this evolution in order to survive.

References

McLoughlin, C. (2007). Peer-to-peer: an e-mentoring approach to developing community, mutual engagement and professional identity for pre-service teachers. Paper presented at the Australian Association for Research in Education (AARE) Conference, Fremantle, Western Australia, 25-29 November 2007.

Campbell, M. (2005). Cyber-bullying: the case for new school rules. Principal Matters, 63, 6-8.

Unknown. (2005, January 8). ‘Cyber Bullying’ on the Rise, Say Experts. ABC News. Retrieved 12 October, 2008, from

http://abcnews.go.com/GMA/story?id=395270

NSW Board of Studies. (2003). Personal Development, Health and Physical Education Years 7–10 Syllabus. Retrieved 12 October, 2008, from NSW Board of Studies Website: http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/

pdhpe_710_syllabus.pdf

I agree with Ben Bryan on this one. I feel that this assessment task was a poor choice. This website is very mismanaged and is always offline making it very hard to connect to and sustain enthusiam. It also seems to have provided not much more the an educational Facebook response. Why not ask all students to develop a Facebook site that may be of relevance and use beyond the scope of our degree or teach us how to use software that is commonly used within schools (such as RISC, timetable organisers or smart-board software)?

This is my opinion and accept that it may not be that held by others

Teachers are continually looking for new and innovative ways to pique student interest. Students are infatuated with techno devices such as digital cameras, ipods, mobile phones and an abundance of software; a talented teacher should be able to recognise this and harness this interest to promote learning within the classroom.

Bryant (2007) discusses the nature of social software and the premise that the tools become more useful as more people use them. Blogging, Facebooking and Myspacing sites provide social situations for young people to express themselves and open up. Through the use of digital devices, one person’s experience can be shared across the world. Within schools, tha adoption of Papert’s Construtionist approach would encourage the creation of such thing’s as movies, music, sites, blogs and more. I find it interesting that without much effort, activities that interest youths can be utilised within the classroom for educational purposes.

A previous university assessment was a perfect exaample of this situation. We were asked to learn a new skill and give a presentation demonstrating the learning process. Through the use of a simple digital camera, music of choice, Windows Movie Maker and some imagination, I was able to put together an entertaining video that gave a clear and effective indication of the learning process.

This simple task could be completed by any High School class group and would be a very effective way of engaging students interests and also assessing their understanding of the subject matter and ICT abilities. I know I enjoyed putting the video together and I also enjoyed watching it (odd), so I am sure that students would to.

Enjoy the Video: camvid

I did a lesson at school on Cyberbullying. It looked at how kids use technology like phones, the net and more to bully others. Gone are the days of simple verbal name calling and physical violence; now we have blogs bashings, facebook fights, myspace melees and more.

Used the following website as a resource. Kids watched the video and then discussed questions such as identifying those involved, impacts and strategies. Thought it worked okay if anyone is interested…

http://www.digizen.org/cyberbullying/film.aspx

I was listening to a song the other day and I noticed some lyrics that related to teaching. Thought it was interesting after my recent prac. Here are the lyrics:

The teacher stands in front of the class
But the lesson plan he can’t recall
The student’s eyes don’t perceive the lies
Bouncing off every f**king wall
His composure is well kept
I guess he fears playing the fool
The complacent students sit and listen to some of that
Bullsh*t that he learned in school

Rage Against the Machine – Take the Power Back

rage-against-the-machine-take-the-power-back

I thought it was interesting as at times this was how I perceived some of the teaching I saw and I don’t think this is unusual. I understand the importance of the lesson planning but I also feel that this process is unrealistic and it is only a matter of time before teachers stop spending so much time writing and rewriting these plans. Realistically, the last thing you want teachers to do is become lazy and just stand up and teach the same boring way, but why not try to present honest, effective ways of running classes?

I took this photo the other night and when I looked at it reminded me a little of teaching. Not exactly sure why: could be uncertainty of the darkness, the hazards of the wet road, the excitement of the bright lights, or the energy of the bustling night life; they all seemed to draw together to remind me of my teaching experience.

What do you think?

One thing I noticed during my Second Prac was the teachers inability to control classes when running in the ICT rooms. At the public school I was posted, there would have been a computer at each seat mainly set up around the perimeter of the room. This meant that each student would be able to sit in front of a computer, but would mean that if they were to be looking at the screen they would not be looking at the teacher. Surprising, most tecahers seemed more than happy to allow students to log on and start to navigate on the computer immediately upon enetering the room. The teacher would then spend the next 15-20 minutes trying to explain the lessons work to a class that was not paying attention.

Young students fascination and interest in computers is well known, Australia now leads the world in the rate of obesity, so we must be spending a lot of time in front of the computer/tv/video games eating up a storm. I was amazed that time and time again, teachers would allow the students to come into the classroom and immdeiately log on  to the computer and off from the teacher. In classes that I ran, I made it a rule that ALL screens were to be left off upon entering the room and none were to be turned on until the class had a chance to discuss the work set out. At this point students were allowed to log on and commence work…or more accurately search the computer network for files they were not supposed to have access for, or find ways to access sites they shouldn’t have access to, or play games that are saved on

I, and I am sure I am not alone, have found this year of university very interesting. I enjoyed the first three years of my degree immensely,  but I have found this year to be a lot different. It is not that I have not enjoyed my year thus far, it is more that it has made me realise that I do not want to be a teacher. I feel that the first three years of university, although being run under the banner of combined B.Arts and Dip.Ed (or now B.Teach), gave us no indication of what to expect as we draw to the end of our degree and face the prospect of a career in teaching. I feel that many could have been caught out, spending their time engaging in a faculty, only to find out that that the career that they are being led toward is not for them. I distinctly remember one of my fellow students stating to the Head of School, that they found it amazing that we as training teachers had not seen the inside of a class room prior to the last year of our degree. I feel I am lucky that I have found a career that I can commit to beyond university, but feel sorry for those who may be left with more studies or time at the bottom of a working rank, before they start to enjoy the working life usually associated with graduates.

Maybe, maybe it would be good to give us an idea of what we are getting into a little earlier. I know that some ‘would be’ universities place their students in classrooms during their first year and this does not work, but I feel that if managed well this could be done effectively. Why not communicate with the schools that they are receiving a first year student, who will observe the class and skills of the teacher. Then next year, help with years 7-8,  and so forth through the four years of the degree. This would allow the student to gain a diverse understanding of not only the teaching methods of others, but also determine whether or not this is the right path for them.

Personally, I have found this year very interesting. I have learned a lot about teaching, planning and management, but I feel uneasy in the thought that all I have learned will never be applied to the field I have studied. The country is desperate for teachers, they are planting the seeds for a big crop but not harvesting enough.