Integration of technology into classroom lessons is a key theme evolving from the current curriculum. As a teaching in the making, it is important that I have met a number of Graduate Attributes that allow me to have the knowledge on how to do this successfully. Week eight of ED3441 provided us with a number of different theoretical frameworks and practical planning models to ensure we have the right tools to succeed.
Fluck (2001), discusses the three phases of integration of ICTs in schools.
- Phase One: students in school first use computers to allow ICT to become a curriculum choice in schools
- Phase Two: ICTs are used in classrooms to enhance learning opportunities
- Phase Three: the curriculum includes topics of study that require the use of ICTs and would not exist without them.
These three phases seem to be the path of future education. Every subject we study at uni requires us to think in depth how we can incorporate ICTs into our lessons to enhance learning, especially in this technological world we currently live in. I am lucky in the fact that on my last professional experience, I had a SBTE who wasn’t afraid to explore different technologies in her classrooms and wasn’t scared of failure. Even though she wasn’t always 100% sure of what she was doing, she still took risks, and I saw how well students responded to it. Some of the things she did were as little as using her iphone to film short scenes the students had to perform. She was then able to email the clips to her laptop and project them up onto the screen for all to easily see. Will you be the kind of teacher that takes risks with technology or are you happy to cruise along with just what you know now? Remember all of our actions and attitudes towards technology are going to affect any students that we teach in the future.
Once again, I was really challenged by Max in our weekly tute. Every week he throws at us a different concept that we need to take into account when creating our own Wikis. This week it was about what kind of learning tools are we going to have our students use as part of the main learning activity. How much scaffolding are we going to provide? What efficiency do students already have in using these learning tools? I had not previously realised just how much thought had to go into something as simple as picking a learning tool for our students to use. Max provided a model from NETS – National Educational Technology Standards for teachers. This model made me realise that every learning activity I have my students do falls under one of the following four categories: begin, develop, proficient, transform. Each of these four stages requires different levels of teacher scaffolding, and it is important to recognise what stage my learners are at when developing the activities for them to complete. As we are nearing the due for this assignment I just want to wish all my fellow ED3441 classmates the best as they are completing their Wiki because I know how much of a struggle it has been for me!