Week 2 D&M

Hello and welcome back to D&M's with Brad. This blog is my way of noting down key concepts and ideas whilst sharing these with my peers for collaborative learning. Within these D&M's I strive to discuss only the deepest and most meaningful revelations concerning weekly topics regarding Digital Pedagogies in Secondary Schools.

The topic for week 2 learning was entitled 'The Nature of Digital Pedagogy' which delved deep into defining pedagogy and the importance of deep-learning pedagogy; digital applications for such pedagogies; Bloom's Taxonomy and higher order thinking; and finally, the SAMR model. The relationship between each of these subtopics is quite extensive. The image below, captured from page 2 of the Topic, aptly considers the relevance of the Bloom's and SAMR models to higher level pedagogy which leads to higher order thinking and learning for students. Although this image acknowledges the necessity of low-end pedagogy - used to scaffold and support basic skills - its' focus is on the culmination of planning and thinking that brings about high-end pedagogy.

Image sourced at https://moodle.cqu.edu.au/mod/book/view.php?id=838520&chapterid=57281

From the course material I have learned:

• The importance of an understanding of theories of learning;
• Understanding new models of teaching and learning;
• How to develop teacher skills and capabilities;
• The importance of collaboration, innovation and communication with ICT for my students;
• Developing an evaluative stance towards the nature of digital content; and,
• Understanding the nature of technology-rich learning environments.

The following principles (in blue) are associated with deep learning. This is because it is important to engage in social interaction, re-engage prior knowledge and plan for individualised in a socially supportive, valued learning environment. Dr Judy Willis, a neurologist-turned teacher, describes the brain going into a state of stress when it is under-stimulated (bored). Since the Amygdala determines where information will go to be processed in the brain, it is important not to stimulate it in such a way as to transfer information to the reactive brain (where one will 'flight', 'fight', or 'freeze'). Boredom is one such negative stimulant. ICT is well positioned to cater to all learners. There are infinite combinations available of individual and collaborative work, social networking, visual, auditory, and interactive resources, colour and multiple formatting opportunities and all of these work towards enhancing the experience of all learners.

Image sourced from: https://moodle.cqu.edu.au/mod/book/view.php?id=838520

Week 1 D&M

In this reflection, identify your present values and beliefs about ICT in the classroom. Keep it brief and focused.

• I currently have a semi-traditional teaching perspective whereby ICT's can enhance learning in some situations but should be used sparingly.

• Student health is impacted by gross amounts of screentime - both in and out of the class
• sleep patterns
• eyesight
• sedentary lifestyle

• Student social skills are negatively affected by their relationship with technology

• Contemporary students often lack intrinsic motivation for tasks that do not instantly (or shortly afterwards) reap rewards. Most children do not take pleasure in delayed gratification. The incessant use of technology in the classroom often exacerbates these neural pathways.

Identify your approach to teaching and learning - are you committed to the delivery of information, with yourself in control of all learning?

• I like the ideas discussed in the video 'Engage me.' Children should be given flexibility (different to total freedom) in how they would like to learn. The teacher should be a guide - not a dictator. As a student, I preferred the kinesthetic modes of learning. I didn't learn well - or at all in some cases - when I was 'preached' at. I learn by doing and researchers show that most Generation Z children learn this way and with technology. As such, I will strive to be a 'universal teacher' - where all modes of learning are differentiated within my classes.

What are your emotions as they respond to the early challenges to your beliefs as you enter this unit?

• I do feel uncomfortable with this quote from the Moodle: 'ICT is best used as integral to learning.' 

• I still believe that true (effective) learning is real, 'hands-dirty' and physically engaging. As a preservice science teacher, no amount of ICT's can replace real-life activities (studying physics with building bridges; learning about ecosystems by visiting a living ecosystem; engaging with chemistry by experiments).

• I will try to keep an open mind, but I am currently convinced that although ICT's consume a large part of the lives of children, children will always have the fundamental needs of learning by doing... and doing in the real world (not a cyber one).

What experience do you have with ICT in the classroom?

• As a recent graduate from school, I used a laptop in most classes from grade 10-12. I would describe myself as quite 'tech-savvy' or 'computer literate.' For most of my schooling life, I was emersed in the Microsoft Suite (i.e. Microsoft Word, Powerpoint, Excel, Publisher) learning how to effectively communicate digitally. Even in Music and Music Extension classes, I was required to compose music using technology (i.e. Sibelius). In more recent times teachers have been utilising the Kahoot! the online questionnaire which students find extremely engaging which is likely due to the competitive nature of the website.

• As a recent participant in Professional Practice 1, I used powerpoints as a guide to my lesson structures (with images and an occasional video) - but due to the low socio-economic status of the students in the classroom (i.e. none owned laptops), there was no pressure to use ICT in any classes I taught. We watched a video on pollination, but the students learned far better when we went to the lab and dissected flowers. There we were able to physically examine the flowers and understand the mechanisms intricately designed for flowers to reproduce. From my limited personal experience, I have discovered that ICT's aren't always the 'be-all-and-end-all.'