EDC3100 2016 S2 Week 2 - Why (not) use ICT and Pedagogy

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Assignment 2

Assignment 3

Why (not) ICT and Pedagogy?

The big 31. Preparing the next generation for the workforce2. Making schools more efficient & productive3. Enhancing & transforming learning & teaching

(Kirschner & Wopereis, 2003)

Technology literacy goalse.g. ICT General Capability

Automation & efficiency(For whom?)

Main focus of this course

That is why 'what works' is not the

right question in education.

Everything works somewhere, and nothing works everywhere.

-- Dylan Wiliam

FrameworksPLN

This week

1. Expand your PLN2. Why (not) use ICT and Pedagogy?

This week

Does your blog break copyright law?

Is this legal?

Why?Why not?

4.5 Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

Students apply appropriate practices to recognise the intellectual property for digital information of themselves and others

Did you create it?

Did you create it?✔

Did you create it?✔In the public domain

Did you create it?✔In the public domain✔

Did you create it?✔In the public domain✔Creative commons

Did you create it?✔In the public domain✔Creative commons✖

Proper attribution

✔ Proper attribution

✖Copyright

✖Copyright✖

Proper attribution

✖Copyright✖

Proper attribution✖

✖Copyright✖

Proper attribution✖Express permission

✖Copyright✖

Proper attribution✖Express permission✔

4.5 Use ICT safely, responsibly and ethically

Feedly

Blog Study Desk

EDC3100 Diigogroup

Your Diigobookmarks

This week

Pick your somewhere

1. Context2. Curriculum3. Learners

Pick your somewhere

1. Context2. Curriculum3. Learners

Assignment Requirement

1 Any formal, standards-based curriculum similar to your likely PE context

2 Pref. endorsed learning area of Oz Curriculum. Other possibilities.

3 Whatever your mentor says.

A prior PE placement, real context

Pick your somewhere

This course

Student blogging

ICT is available

It’s the way things are done

Goodish practice

Curriculum requirement

Theory

Empirical research

ICT is available

Goodish practice

Theory

Empirical research

Theory washing ✖

ICT is available

Goodish practice

Theory

Empirical research

Just not ICT - Affordances

ActorObject (ICT)Environment

Education is far too important to society to be

wiggled by a technological tail.

Let technology show us what can be done, and let educational considerations determine

what will be done in actuality(Salomon, 2000)

Object (ICT)

Environment

USQ & Moodle

Moodle has a blogMoodle can have BIM

✖✔

I developed BIM & use blogsStudents probably don’t blog

Many free blog servicesStudents have Internet access

✔✔

ICT is available

Goodish practice

Theory

Empirical research

Let technology show us what can be done, and let educational considerations determine

what will be done in actuality(Salomon, 2000) Pedagogical

frameworksLearning activity types

Classroom routines

Lots of online students at USQ

Importance of reflection in teacher edPSTs need to develop portfolio

Increasingly teachers engaging in blended learning✔

✔USQ uses Mahara for eportfolioUSQ technical support only for USQ tech✖

ICT is available

Goodish practice

Theory

Empirical research

-- Dylan Wiliam

Goodish

Teacher spaces

ScootleThe Learning PlaceBlog

sLesson plan sharing sites

ICT is available

Goodish practice

Theory

Empirical research

Learning objectives

Create imaginative, informative and persuasive texts that

raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate

Technology literacy goals

In the Australian Curriculum, students develop Information and Communication Technology (ICT) capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work

collaboratively in all learning areas at school and in their lives beyond school.

APST 4.5Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

ICT is available

Goodish practice

Theory

Empirical research

Theory

Goodish practice

Theory is a convenience

Mouly (1978) cited in Thomas (1997, p. 78)

- a necessity, really -

- a necessity, really - organizing a whole slough of

facts, laws, concepts, constructs, principles into a meaningful and manageable

-- Dylan Wiliam

Dropbox

Analyse

Cognitive level

Does wood produce good houses?

Do hammers and saws produce good furniture? (Papert,

Does wood produce good houses?

Do hammers and saws produce good furniture? (Papert,

Everyone realizes that it is carpenters who use wood, hammers, and saws to produce houses and furniture, and the quality of the product depends on the quality

of their work.

Dropbox

Analyse

Cognitive level

✖It’s not the tool, it’s how the learner uses it & howwell the teacher supports

Dropbox

Analyse

Cognitive level

Are ICT good for learning?✖Is wood good for houses?✖

ConnectivismCognitive science

✔ Discussing and interacting with othersReflecting on progress and assessing performance✔

Dual-coding theory✔

Lectures

ICT is available

Goodish practice

Theory

Empirical research

the translation of research conducted in the laboratory

for use in the physical or virtual classroom is difficult. Studies examining the mind and brain cannot be easily converted into simple formulae or algorithms for learning (Lodge, 2013, p.

what happens in a laboratory or randomised control trial is not necessarily indicative of or generalisable to a physical

or virtual classroom(Lodge, 2013, p. 88)

-- Dylan Wiliam

Learning styles

The brain’s interconnectivity makes such an assumption

unsound, and reviews of educational literature and controlled laboratory studies fail to support this approach to teaching.

Learning styles

(Howard-Jones, 2014, pp 817-818)

However, it is true that there may be preferences and, perhaps more importantly, that presenting information

in multiple sensory modes can support learning

Learning styles

(Howard-Jones, 2014, pp 817-818)

Reflective learning journals are recognized asa significant tool in promoting active learning

(Thorpe, 2004, p. 327)

The learning journal group obtained significantly higher marks than the control group

(McCrindle & Christensen, 1995, p. 184)

ICT is available

Goodish practice

Theory

Empirical research

ICT is available

Goodish practice

Curriculum require.

Theory

Empirical research

Why? Why not?USQ has moodleMoodle

has BIM

Blogs widely used

Moodle blog engine

not goodI’ve used blogs before

I developedBIM

Reflection important

Portfolio important

USQ uses Mahara for eportfolio

Others have used blogs

Meet APSTs

Connectivism

Cognitive science

Discussing & interacting with others

Reflecting on progress…

Blog research

Remember to hit

Howard-Jones, P. A. (2014). Myths and Messages. Nature Reviews Neuroscience, 15(12), 817–824. doi:10.1038/nrn3817

Kirschner, P., & Wopereis, I. G. J. H. (2003). Mindtools for teacher communities: a European perspective. Technology, Pedagogy and Education, 12(1), 105–124. doi:10.1080/14759390300200148

Lodge, J. (2013). From the laboratory to the classroom : Translating the learning sciences for use in technology-enhanced

learning Abstract. Retrieved from http://research.acer.edu.au/research_conference/RC2013/5august/16/

McCrindle, A. R., & Christensen, C. a. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), 167–185. doi:10.1016/0959-4752(95)00010-Z

Papert, S. (1987). Computer Criticism vs . Technocentric Thinking. Educational Researcher, 16(1), 22–30.

Salomon, G. (2000). It’s not just the Tool, but the Educational Rationale that Counts. Invited keynote address at the Ed-Media Meeting. Montreal, Canada. Retrieved from http://www.aace.org/conf/edmedia/00/salomonkeynote.htm

Thomas, G. (1997). What’s the Use of Theory? Harvard Educational Review, 67(1), 75–105. Retrieved from http://her.hepg.org/index/1x807532771w5u48.pdf

Thorpe, K. (2004). Reflective learning journals : From concept to practice. Reflective Practice: International and Multidisciplinary Perspectives, 5(3), 327–343.

Wiliam, D. (2011). What is assessment for learning? Studies In Educational Evaluation, 37(1), 3–14. doi:10.1016/j.stueduc.2011.03.001

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