The ‘How’ Pedagogy for teaching and as learning

Pedagogy is the art and science of teaching, however it is not all about the teaching (Smith, 2012).  This particular research suggested that those like Paulo Freire have a philosophy on pedagogy of the oppressed or critical pedagogy reconnecting care and education to social aspects of teachers preferred pedagogies for the classroom.

This information and the week’s module made me consider looking at my own preferred pedagogical practices to bring to the classroom, unit planning and teaching. There were numerous teaching methods that could be implement into ICT as a pedagogical practice. In particular activating prior knowledge, demonstrations and providing feedback were just a few that stood out to me. These three practices can help a student to grow their own knowledge and skills in the particular chosen curriculum areas taught.

As a pre- serviced teacher I ask those who are also in the education sector the following question.

What are your own personal pedagogical practices you will bring to the classroom?

I hope to connect with my readers and hear your own personal comments.

Happy Reading,

Meghan 🙂

Smith, M.K. (2012). What is Pedagogy?. Retrieved 30 March, 2017 from http://infed.org/mobi/what-is-pedagogy/

Constructing and Transforming Knowledge

Constructing and Transforming Knowledge

After just a short four weeks introducing, modelling and discovering ICT interaction in the classroom and throughout this course, I have been continually adding to my bank of knowledge on the course content. This week I read an interesting article on introducing different types of knowledge into the classroom.

Research has shown that there is two different types of knowledge (McCormick, 1997) suggesting this knowledge consists of static knowledge and dynamic knowledge. Static knowledge is about the learnings of concepts, procedures and facts, also known as constructing knowledge. However, dynamic knowledge or transforming knowledge is student learning to apply skills and process transform their understanding.

As a Pre-serviced teacher the two forms of knowledge are vital in the classroom. In a unit plan transforming and constructing knowledge will be utilised and put into place to develop student learning (McCormick, 1997). Students will start to develop constructing knowledge and move towards developing transforming knowledge.

After deconstructing the reading on different types of knowledge, backwards design was introduced following three steps in ensuring students understand concepts, procedures and facts. Backwards design has helped me to understand the importance of constructing knowledge in designing unit plans to follow a process making sure the desired learning outcomes are achieved. To ensure the learning objects are met, firstly it is vital to identify the result required, secondly determine the acceptable evidence and follow by planning the learning experiences and instructions for the unit (USQ, 2017). However backwards design also includes transformed knowledge with hands on experiments and the use of data from a range of sources. The ability to learn and apply skills takes into account both styles of knowledge to developing facts and skills for students (USQ, 2017).

As the assignment due date is quickly approaching both constructing and transformed knowledge play a big part in the backwards planning to building my unit plan for the assessment.

Happy Reading,

Meghan 🙂

McCormick, R. (1997). Conceptual and Procedural Knowledge. International Journal of Technology and Design Education, 7(1-2), 141–159. doi:10.1023/A:1008819912213

University of Southern Queensland, (2017). Constructing and Transforming Knowledge. Retrieved 20, 2017, from http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=706551&chapterid=53061

My Somewhere

My Somewhere

Throughout this course, I have experienced different means of ICT interact in my tutorial learning activities, assignments and professional experience. I have had the opportunity to engage and enhance my learning through ICT interaction while continually learning specific content to help develop my own personal pedagogy.

One of the course readings introduced me to my somewhere, to which has three elements one context, two curriculum and learning objectives and finally my learners. The reading asked me to create my own three elements of desired design to add to my bank of knowledge.

1. Context: A small country school, of smaller numbers between 18-23 students allowing for more one on one attention. While I have found myself to love play in the classroom, the ideal class year would be a year 1-2 classroom full of colourful words, letters, shapes and much more.
2.  Curriculum and learning objectives: The Australian Curriculum is the main focus in the classroom to teach all learning areas. This would also integrate ICT resources to all elements of learning for the students. While I have an interest in HPE and The Arts, I would seek to utilise all student interest in developing their knowledge for the ever changing ICT world.
3. My learners: Each student is valued in the classroom, with a willing attitude to learn while expanding their existing knowledge. The students all bring their culture to a classroom of bright, enthusiastic and talented young students.

Happy Reading,

Meghan 🙂

My Interaction and Efficiency of ICT

What does ICT really mean?

After reading through a peers post I became informed on the topic of ICT and that it is more then turning on a computer. The peer’s post explains that ICT is within the efficiency of how we utilise technology within the classroom. Melissa wrote about the efficiency of how technology has changed the way we interact through day to day tasks. She compliments her leanings of ICT by introducing Natasha’s Blog into her own thoughts, feelings and perspectives.

She also implements into her discovery of ICT through a peers Blog, Natasha’s post generates Melissa’s own prospective on ICT and its efficiency to generate her own thoughts on the matter.

Click on the peers names hyperlinked above for more information on their Blogs.

However on this topic, both blog posts have generated my own thoughts, feeling and current or future use of technology. I believe that technology has changed and continues to shape the way we as pre serviced teachers will teach our students. Technology will continue to uplift the environment we teach in, to help visual, kinaesthetic and auditory learners. In doing this the curriculum has been modified over the years to include a focus on further learning for adult skill development in ICT and technology essential for post school (MCEETYA, 2008).

While I have grown up in a technology based world, I have turned to not understanding what life was or is without technology. However, it is the ever changing technology that has developed our way of life for the better. This implicates the barriers I as a young educator will face, limiting motivation and creativity in the classroom (USQ, 2017). Creativity is the drive towards motivation for students to engage and continually develop their growing minds. Research has shown that many teachers chose not to use ICT due to their lack of knowledge and skills (Bingimlas, 2009). This draws back on my own knowledge and skills to further them through ICT engagement in particular this course.

As I continue to engage in the course and with other peers, I hope to expand my knowledge on integrating ICT into the classroom.

Thanks for reading,

Meghan 🙂

Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning  environments: A review of the literature. Eurasia Journal of Mathematics, Science &  Technology Education, 5(3), 235–245.

University of Southern Queensland. (2017). Why is learning how to use digital technologies        important?. Retrieved March 10, 2017, from                http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=706488

Minister Council on Education, Employment, Training and Youth Affairs (Australia) [MCEETYA]. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf