Module 9 Activity 8 - Learning Area Vision

As a school, my vision is that teachers would use technology in a way that it fully supports the pedagogy in every learning area. It is intended that the following benefits of using ICTs will be derived:

1. Learning becomes more interesting, authentic and relevant.
2. Students will be exposed to more opportunities for observation, discussion and analysis.
3. Students will be able to communicate and collaborate more with each other and the teacher.

These benefits can be maximized if 

1. Teachers are clear on how the use of ICTs will support lesson objectives.
2. Teachers use ICT as a tool, not just an information resource.
3. Teachers give students give students greater autonomy in the lessons.

MATHEMATICS
ICTs in mathematics include

1. Portable devices for students to collect data, and manipulate it using spreadsheets and databases for work in numeracy. It further enables the study of math to extend into fieldwork investigations (Moseley & Higgins, 1999).
2. Graphic calculators and computerized graphing to accelerate graphing, thus allowing students to analyze and reflect on the relationships between data (Hennessy 2000; Clements 2000; Hennessy et al. 2001).
3. Specialist software like Computer Algebra Systems, Dynamic Geometry Systems and Math curriculum software will help to improve students' skills in understanding algebra, allow them to manipulate and measure shapes. 

PHYSICAL SCIENCE
The purposes for which ICT is used in science may be divided into four broad areas: data handling, information, communication and exploration.
Each of these areas covers a range of software and hardware, including:

1. Digital video cameras for data capture.
2. Spreadsheets and graphing tools for data handling and analysis.
3. Animations and virtual environments for simulations and modelling.
4. Internet and CDs/DVDs/Blueray discs as information resources.
5. Portable ICTs (laptops, tablets) for general ICT applications.
6. E-mail and discussion groups for communication and collaboration.
7. Presentation technologies such as digital projectors, interactive whiteboards, and presentation software.

MUSIC
ICTs can be used to improve learning experiences in music by:

1. Having students compose music on computers.
2. Engage students in listening to music
3. Conducting assessments online, or having assessment material available in media such as CDs, DVDS, or mp3s.
4. Exposing students to various music software.

ARTS

Brown (2002) posits that ICT presents unique opportunities for supporting creativity and extending visual arts “beyond clay, crayons and paint” (Stankiewicz, 2004: 88). Further,  Crowe (1988) commented that
ICT could assist with exploring design problems, enhance artistic decision making and
provide new opportunities for learning. These are some ICT resources that could be used to improve the learning of visual arts in my school:

1. Drawing and painting software, 
2. Digital still and video cameras, 
3. Electronic portfolios,
4. Scanners, 
5. Colour laser printers, 
6. Image manipulation, 
7. Video editing, 
8. 3D animation, 
9. Web page construction 

All of the above play a role in supporting students’ artistic expression (Ashford, 2002; Brown, 2002; Neylon, 1996;Taylor, 1999). Furthermore, as a medium for exploring solutions to design problems
students are able to record and save ideas quickly, manipulate line and colour, modify and incorporate images and employ motion (Hubbard & Greh, 1991). ICT can allow students who might not possess skills
with traditional media to focus more on the message and less on execution of art works, thus enhancing self expression (Long, 2001; Wang, 2002; Wood, 2004). Mistakes can be easily corrected, resulting in decreased anxiety and promotion of experimentation, which lies at the heart of creativity.

LANGUAGE
As a compulsory learning area, the language learning would web-based and used for supporting student-centred learning. It is geared towards increasing student motivation, individualization and co-operation in creating the study materials.

The following modes are proposed:

1. Online data-bases for research topics
2. Powerpoint presentations 
3. On-line dictionaries
4. On-line publishing of students' work
5. Blogging for students and class
6. Brainstorming using mind maps and similar software
7. Newsletter and magazine production.

SOCIAL SCIENCES

In'this area, ICTs would be used to facilitate students' thinking about real-world issues:

1. Word processor and on-line search to brainstorm assigned topics.
2. Photo analysis to develop students' sense of observation, to encourage them to formulate questions and make interpretations, and to sharpen their critical faculties.
3. Use print media sites to get students to think about current events.
4. Exposure to on-line encyclopedia to offer brief descriptions or definitions that aid students in their exploration of the topic they are investigating.
5. E-mail and on-line forums for students to clarify questions, gauge the level of student interest in an issue and facilitate discussions about real-world issues among peers and other people. 
6. Use WebQuests to engage students in problem solving.

HOME ECONOMICS

1.  Interactive web link to facilitate simulations.
2. Use of digital pictures, clip art and Microsoft publisher for the creation of posters on nutrition, kitchen safety or hygiene.
3. Use of excel to create profiles or present ideas from research or questionnaires.
4. Conduct on-line research on topics related  to Home Economics issues.
5. Conduct on-line surveys on health.
6. Make presentations on health, clothing, time/labour saving equipment.
7. Create leaflets or brochures using word processor.
8. Record evidence of practical work using digital camera.
9. Create cooking show via either video or animation.
10. Write reports and e-mail to teacher.

Module 9 Activity 4a

When ICTs are integrated learning becomes more about the learner and less about the educator. Educators operate as facilitators of learning, and as a coach in assisting students with projects. The students learn by doing, inquiring and collaborating with others. In other words, their learning will mirror the world they would be expected to function in once they leave the classroom. In fact, they will work on interdisciplinary projects that use information and skills from a variety of subjects and fulfil the curriculum standards.

In order for this to take place at my school, there must be a UNIFIED vision and mission. ALL teachers must be convinced that this is the way to go. Once this happens, there will be much more support and integration across subject areas and levels. Currently, many teachers still operate in teacher-centred classrooms, which yields very little academic success on the parts of the students. Additionally, it is apparent that many teachers are not willing to experiment and be flexible. Hence, when it comes to collaboration, they are not willing to try new ideas, simply because they are unsure of the results.

As a leader, teacher, I believe that I should exemplify the flexibility and experimentation that would be necessary to improve practices. However, I tend to be reluctant to share as persons tend to be very cynical of incorporating innovative ideas with the students. There are always excuses like, "That won't work with the students we have" or "CSEC does not ask for all of that, so why bother" or "I don't have the time".

As one who loves to experiment, I think that the onus is mine to record and evaluate the successes and failures of different strategies that I've incorporated into the teaching and learning. Also, ensure that my experiments are successful, so that persons do not only hear my ideas but see the successes.

Module 9 Activity 3

Whole School

In my school, there is fairly good reception as it relates to the knowledge and use of ICT in the classroom. However, there is a need for significant improvement in many areas:

In terms of leadership, many of the heads of department are not as passionate as the principal about ICT integration. As a result, they appear to not adequately support the whole-school endeavour to increase ICT in curriculum and assessment. As a result, the matter of fact, the use ICT as a tool for engaging student learning is not consistent through out the school. It is my view that this is a critical area for attention.

Module 9 Activity 1

A good school leader is a person who is a visionary and is knowledgeable about the innovations and/or tools that would inspire learning under his/her watch. As such, this leader should be:
1. Aware - Not only should this person know what and how students should be learning, but that person should be very knowledgeable of the context within which students are placed. This context would refer to the socio-economic backgrounds of the students, the school's culture and the demographics of the students.
2. Innovative - This leader would need to then use his or her knowledge and be creative in his or her implementation of policies and principles.
3. Pro-active - This leader would lead the charge in recognizing the needs of the students and teachers and devise ways of meeting those needs before the needs escalate into chaos.
4. Courageous - This leader must be willing to pilot new ideas with determination, confidence and patience.
5. Passionate - This person must demonstrate passion in every area of the school's life.
6. Curious - This person should always seek for new and creative ways of enhancing learning within and without the school environment.

Module 4A

The whole issue of integrating ICT into the curriculum is one that requires serious thought and engineering capability. One has to consider the needs of the learners, and provide learning opportunities to suit and effectively meet those needs. Further, the policy makers would need to ensure that the policy is coined in such a way as to ensure that the budget, software, assessment and infrastructure is in place to meet the needs of the teachers (co-learners and strategic facilitators). All in all, a strategic approach must be taken for the successful integration of ICT into the curriculum.

This activity has made this concept so much easier to grasp.

Module 8 Reflections

Managing Learning and Thinking with ICT

Prior to the beginning this module, I was very concerned about how I would effectively manage my lessons with ICTs. Thus, I was careful in what ICTs I would utilize and the frequency with which I would incorporate such learning tools. This module reminded me of some classroom strategies that I could use with or without ICTs. As a result, I have been able to use them effectively to ensure that students are engaged and motivated in all my lessons. I am going to reflect on the sections that had the most impact on my learning experience.

In terms of computer labs, prior to the material cover in this module, I had very little knowledge and experience about the issues that were involved in the set up and administration of computer labs. The videos and the websites to which I have been exposed have shown me not only the issues related to computer labs in the integration of ICTs, but also the benefits and possibilities that can be had from their effective use. Hence, I now consider myself an advocate for the use of computer labs, moreso the mobile computer labs. 

I am very familiar with the one computer classrooms and have found them to very limited where students are concerned. Even after looking at the material presented, I am still of the view that this approach is very teacher-centred and would not be effective in moulding students into become 21st century learners. Although, it can be argued that it would foster more co-operative learning and develop students' social skills, it leaves much to be desired where individual practice and construction of knowledge is concerned.

My limited knowledge and no experience with interactive whiteboards, I was very excited about my knowledge gained in this section. It empowered me to identify creative ways of implementing the IWBs in my lessons. The information has further inspired to try to incorporate the same ideas with a regular whiteboards. I have not tried as yet, but I hope to do so in the upcoming term with at least one of my classes. I am convinced that with this new knowledge that I am in a better position to aid students to become more engaged and motivated about their own learning. 

Many of our students have been issued tablets through a government initiative. However, many educators were ill-prepared as to how to engage students in learning via the tablets. The presentation in this module provided useful ideas as to how to incorporate the students' devices in their learning. It allows drove home the idea that when students are engaged in learning that is meaningful, they become more motivated, hence are self-directed. I think that I will try to source some ebooks, as supplementary literature for some of my French students. This section has certainly brought some sense of equilibrium to my mind.

Finally, the issue of social networking for online communication and collaboration is one that was very important to me. I was unable to access the course's wikispace in the initial case, and subsequently never got around to being able to make meaningful contributions to the group pages. However, in retrospect, I have seen areas where I would incorporate wikis and blogging in the future. Wikis and blogs are valuable tools that help students with interpreting, constructing, presenting and re-presenting content. What better way to learn?

Overall, I have found the learning experience in the module 8 to be very enlightening. Although many circumstances caused me to not be able to participate fully in group assignments and blogging on a regular basis, I am happy that I persisted to the end. The information was timely, and I will take a few concepts and apply them each term to my classes. It is my plan that by this time next year, I will become a more rounded educator, empowering my students into becoming responsible, self-directed and critical thinking citizens of the 21st century.

Cheers to the end of another exciting module!

Module 9 - Activity 1

In my opinion, a good school leader is a person who is inspiring, influential and is willing to learn. This person should be able to inspire teachers and students alike to aspire towards lifelong learning. He/she should be able to influence teachers to incorporate new and innovative strategies that inspire learning. This person should model openness to learning by providing opportunities for members of his/her staff to share and implement their new and creative ideas.

A good school leader in this digital age should exhibit excellent management skills, resilience, creativity, flexibility, creativity, and the ability to integrate.

All in all, I believe that a good school leader should be able to maintain an excellent plant, while being relevant to the times: digital/21st century era.

Utica

Module 7 - Activity 9

The realization has hit that true collaboration is not merely placing students in groups, but providing activities where ALL members are actively involved in the activity. In this way, students will be actively engaged, building their knowledge, enhancing their critical thinking skills, and become more independent learners. I see this method as directly connected to the 21st century learning system. I will try as much as possible to incorporate more of the true collaboration within my classroom.

Utica Christian

Module 7 - Activity 8

Communication tools, if nothing else, help to ensure students' engagement in the connected classroom. I have a renewed perspective of tools, such as Twitter, that help to enhance how students learn within the classroom. It also eliminates the age-old role of the teacher as the dispenser of knowledge, and now as a facilitator of knowledge. With time, I can see my students  using such technologies within the classroom to help their peers and themselves. I especially liked the CNN news article with the use of Twitter to aid shy students. This eliminates the notion that not because a child says nothing means that he has nothing to say. I observed that the right outlet would change the child's perspective of himself and other students' perspective of him. This activity was definitely an eye-opener.

Utica Christian

Module 7 - Activity 7

This activity helped to eliminate some notions I had about social media and learning. It helped to see that once monitored correctly students can enhance their learning experience as social beings.  Through social media such as Face book, Myspace, Twitter and other social media created by the teacher and otherwise, they can

1. communicate with peers and experts
2. source information
3. build knowledge
4. develop meta-cognition.

I believe that once I incorporate such media within the students' experience, their knowledge would be built and they will develop into more social and independent learners.

Utica Christian

Module 7 - Activity 6

Collaboration is a MUST in 21st century learning. This activity has enlightened me to this fact. Hence, I should have students collaborate through

• brainstorming
• sharing ideas
• formulating projects
• publishing 
• assessing 

In doing so, I am convinced that my students would be more creative learners and more engaged in the learning process.

Utica Christian

Module 7 - Activity 5

The readings, videos and activities of this section of the module have caused me to review critically how I engage students in the classroom. I already embarked on the following activities in students' engagement by:

1. winning the trust of the students.
2. engaging them in discussions and activities that build their critical thinking skills.
3. taking curriculum and convert it into meaningful learning activities and experiences for the students.
4. breaking up large projects into smaller, more manageable projects.

However, I do believe that student engagement can be improved if I

1. Empower students to ask questions as well.
2. Teach students new technical skills using content that they already understand.
3. Engage students in real-life processes.
4. Invite experts to share in the learning process.
5. Publish students' work in the community, where persons outside the immediate classroom environment can share in that culminating experience.

This is beginning to get exciting!

Utica Christian

Module 7 - Activity 4

Project-based learning definitely supports knowledge building within the classroom. As such, it is my endeavour to create such a learning experience for my students where

• learning is derived from construction and discovery
• it is learner-centred
• learners are taught how to learn
• lifelong is modelled and perpetuated
• there is customized learning
• the teacher is the facilitator of learning
• the teacher is flexible and creative
• learning is FUN!!

As a result, I will seek to merge real-life 'problems' with the curriculum goals of my subject area.

This is an interesting and exciting stage of my career.

Utica Christian

Module 7 - Activity 2

It was interesting to see how much further I needed to go, as it relates to the teaching of French. The current trends have given me a renewed vigour and interest in the teaching of the language. I am now more excited than ever to start to implement 21st century activities that would be relevant to the students and enriching to the learning experience.

Utica Christian

Module 7 - Activity 3

I have always been intrigued by the thought of improving critical thinking skills. However, trying to integrate technology in the classroom, I have pondered how effective it would be in the improvement of critical thinking skills in students. The activities in this section have definitely enabled me to see reachable methods of improving such skills with the use of the relevant technologies. It is my hope to do engage in such activities with my students.

Project Based Learning is one of the methods of improving critical thinking skills. It is my hope to encourage my students to work along with experts to ensure the accuracy and precision of their information. I believe that in doing so, they will become more well-rounded students

Utica Christian

Module 7 - Activity 1

It is interesting to note that the 21st century learning environment is more involved in the teaching/learning of skills and the manipulation of tools than the learning of content. This would have a direct on the roles that both educators and learners adopt. In fact, the teacher/educator would not be seen as a dispenser of knowledge, but as a facilitator of learning.

I totally support the 10 key elements outlined by members of my group:

1. Learners will develop higher order thinking skills.
2. Learners will be exposed to the evolving technologies.
3. Learners will be given opportunities for creativity.
4. Learners will be exposed to real life examples and experiences that extend beyond the literal walls of the classroom.
5. Learners will be able to collaborate across societies.
6. Learners will be encouraged to be agile and adaptable.
7. Learners will be exposed to curriculum that is interdisciplinary, project based and research driven.
8. Learners will be taught life and career skills.
9. Learners will develop proper organization skills.
10. Learners will develop proper communication skills.

These elements will significantly improving learning/teaching expressions in the 21st century and beyond.

Utica Christian

Module 1 - Activity 8

Jean Piaget has been one of my favourite educational psychologists to study. (Perhaps because he is French, I am not sure :)) His theory has been of great influence to my teaching career. My interaction with his work has forced me to be able provide students with a learning experience that allows them to match their experiences with the curriculum objectives. This is seen when students meet a word or an expression that they'd use over and over based on the fact that it resonates with their schema. I have also found that teachable moments are many in such lessons that bear the cognition of the students. I am greatly appreciative of Piaget's contribution, and how it allows me and other educators to see different levels of cognitive abilities and plan lessons accordingly.

Utica Christian

Module 1 - Activity 5

Emmy Werner's findings from her research has taught me that there is a need for me, as a teacher, to be a more compassionate person. Students learn differently, not only because of how they are 'wired' intellectually, but also because of their backgrounds. In my experience, I have met many 'high-risk' students, as well as those who were 'resilient'. This article has helped me to recognize that I must create a sense of security or stability that would benefit ALL the students. Those who have reasonably good backgrounds would be motivated, and those from 'vulnerable' backgrounds would have somewhere to feel safe. This would increase their passion for learning, where sometimes that passion is absent in the home. I have therefore come to the conclusion that school is an extension of the home, and teachers have a huge responsibility to establish a caring environment within the classroom. This is critical for stimulating learning in ALL students.

Utica Christian

Module 1 Activity 2

Having completed the three exercises in the Self-Activity, I have to realization of two very important issues involved in students' meaningful learning:

1. Based on how the cognitive processes work, students must consistently interact with the material that they are meant to learn. In doing so, there stands are greater chance for retention. It was easy for me to remember what was on the coin, because I have been using coins on a very regular basis for most of my life. In the same way, if I consistently allow students to use the material that they are introduced to in class, there stands a great opportunity for them to be able to maintain it in their long term memory. In my case, vocabulary expressions must be constantly used in writing and speaking.
2. Also, material must be organized in a manner with which students can identify and even fit into what they already know. This would ensure that they would quickly respond to it, and try to find creative ways of retaining it. For example, in a French grammar lesson: verb conjugation in the present tense,  students are given the endings of the verbs in a mnemonic. Then, it makes it easier for them to retain, and in a subtle way, it is etched on their schema.

Additionally, once we provide students with adequate interaction within the learning environment, this would allow them to utilize their metacognitive skills. I also, believe that we must model these skills, until students are able to use them effectively on their own.

This activity really restored my gratitude to Jean Piaget for enlightening us about information processing.

Utica

Module 1: Activity 1

In this activity, the work of Whitaker has caused me to seriously reevaluate my role as an educator. Along with his thoughts, my colleagues have reminded me of some areas of focus that I needed to recall. I will list below, the most powerful lessons of this activity:

1. Day and Baskett's guidelines have caused me to seriously reflect on my role in the learning process. Of particular importance is guidelines 2:that participants and teachers should engage in a reciprocal relationship, 4: action and reflection are pivotal parts of the learning process, 8: intrinsic motivation, and 9: teachers should promote and maintain a climate of critical thinking.

2. Learning from experience is influenced by the age and level of difficulty of the experience.

3. The process of learning is influenced by the personality of the learner, how well the learners' ambitions are incorporated into the learning experience, the fulfillment of learner needs, the relationship between teachers and learners and learners and learners, the networking within the learning environment, the fostering of the value of education, the promotion of good behaviour and proper choices, and the provision of opportunites for the expression of various learning experiences.

Also, the comments on reflective practice and establishing Communities of practice from  my colleagues have re-ignited my passion for further development as a teacher.


These lessons have impacted my thoughts and will influence my actions.


Utica Christian