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Before commencing this topic I viewed myself as advanced in technology. When considering the challenges I would face as a teacher, the use of ICT was not high on my list. This view is something I have now had to reassess. It is now apparent that simply being able to use a laptop, software programs and social media sites, will not be adequate if I truly want to engage students of the 21st Century.
Previously when I imagined myself teaching I thought back to my own experiences and compared myself to my past teachers. I would consider whether I had the skills necessary to meet the needs of students such as myself at the time. I now realise that although some of this is still relevant, a lot has changed, especially the students. According to Prensky (2001) "Our students have changed radically. Today's students are no longer the people our educational system was designed to teach".
My initial reaction to this was a sense of panic, however after researching further and speaking to current teachers; I have now taken this on as a new and exciting challenge. I believe that articles such as Prensky (2001) are designed to challenge our thoughts on the traditional way of thinking and teaching. Whilst some research does indicate that many students will be advanced in technology and will use it commonly in their everyday lives, there are still a large amount of students who are not at the level expected of a digital native era (Bennett, Maton, & Kervin, 2008).
I am a digital immigrant more than I am a digital native, which is now obvious to me in my everyday actions such as printing my readings and physically highlighting them rather than reviewing them online. Knowing this has now put me at an advantage. I am very aware of how much I need to become more familiar with these technologies in order to make my classes more engaging and relevant to future students.
TOPIC 2 - Applied ICT in the classroom
The profession of teaching is continuously changing which means that becoming a teacher is also a commitment to lifelong learning. The emerging TPACK (technology, pedagogy, and content knowledge) framework demonstrates a new way of viewing the profession where instead of technology merely being seen as an added extra it is now being integrated into the overall knowledge framework required to be an effective teacher (Koehler & Mishra, 2009).
It is obvious when comparing the current History Years 7 - 10 Syllabus (Board of Studies NSW, 2003) to the new History K-10 Syllabus (Board of Studies, 2012) that the way ICT has been written into the curriculum has changed. It has been integrated into all topics and elements in the new syllabus instead of having its own separated section. This is reflective of the way teachers will now be expected to integrate technology into their lessons as they would have previously done with content and pedagogical knowledge.
The TPACK framework demonstrates how a teacher's individual content, pedagogical and technological knowledge all overlap in different areas. If I was to prepare a Stage 4 or 5 History lesson, this framework would come into play if I was to gather my knowledge of the content and combine this with my knowledge of the varying students in my class and their individual learning needs in order to best teach this information to them all. This is where my pedagogical and content knowledge would overlap. If I then decided to engage the students in a task where they were required to develop a presentation on the information they had just learnt using an online program such as Prezi, this would then see an overlap of all knowledge areas, focusing in on the TPACK idea. The final part of this framework would then be to take into account the context of the environment and school I am teaching in before implementing the lesson plan.
TOPIC 3 - ICT and Pedagogy
The idea of 'digital natives' is seen by some as an incorrect generalisation about all young people. By looking mainly at technologically advanced students, some could be concerned that those who are not as advanced or interested in technology will be more likely to be neglected and that differing socio-economic and cultural factors will not be considered (Bennett et al., 2008).
As with anything, different students will have differing abilities and skill sets when it comes to ICT. Some students will not have had much experience at all with the programs I will be aiming to incorporate into my lessons, whereas other students will have grown up using them. It will be possible that a number of students will be more advanced than me in some areas of ICT. As with all areas of pedagogy, these differing skill levels and ICT experiences will need to be considered when integrating ICT into my lesson. Churchill, Ferguson, Godinho, Johnson, Keddie, Letts, Mackay, McGill, Moss, Nagel, Nicholson, and Vick (2013) suggest that some factors worth considering are what level each student is at, how much time is needed to be set aside to teach the particular ICT skill required, whether students will be expected to teach themselves the skills needed as they go and if so, whether I will be able to provide them with the appropriate resources and assistance in order for them to be able to do this?
As a teacher l will need to ensure I am familiar enough with the ICT method I intend to use in order to be able to guide my students. As a History teacher for example, if I wanted to conduct a virtual site study I would need to be prepared and organised in exactly how to do this (or have the appropriate assistance) before expecting my students to participate and learn from this experience.
PART B: Sample and Annotations:
Summary of the ICT: Microsoft OneNote is a software program that has replicated the basic idea of a notebook. It allows access to as many notebooks, sections and pages as you like all in one central place with the ability to share and edit information with other people.
Screen grab of your learning:
Annotations of your learning: I had not heard of OneNote until I started this topic. After reading about it in the study notes I found a YouTube video called "OneNote 2013 Review by Mark Kreuzer" (http://www.youtube.com/watch?v=SDYR2QcDwEo) which made me want to know more. I visited the Microsoft Office website (http://office.microsoft.com/en-gb/) and after doing some research purchased Office 365. Some other informative links were: (http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/9225/index.htm?Signature=%288a969ef2-4157-4c01-a336-c554e18465e3%29) and http://www.microsoft.com/casestudies/Case_Study_Detail.aspx?CaseStudyID=4000001117 which gave real life examples of how OneNote has been used in the classroom effectively by teachers and students. After purchasing OneNote 2013, I watched the introductory tutorial and then started using OneNote by first organising my own lecture and tutorial notes. Being what Prensky refers to as a digital immigrant, up until now I have still been using hard copy folders/notebooks. I began using OneNote for the first time in a HSIE tutorial after looking at how unorganised my folders were. I realised that this assignment might have introduced me to something that will be very useful for me not only in my everyday life but hopefully in my future career as a teacher.
Reference to syllabus/curriculum: OneNote would fit into almost any area of Stage 4 or 5 History. For example the teacher could cover outcome 4.4 by setting up an OneNote notebook on major periods of historical time, with each page representing a different period. Students could then jot down any information they already know about different people and events that fit into each specific period on the corresponding page. The teacher could then elaborate on the students' knowledge by going into more detail with the students on each period and adding links to further information etc. to each page.
Use dot points and mention more things you will cover using this i.e ICT component. New syllabus too.
Maybe a table? Look at guidelines
Link to the classroom: I found some great examples of how OneNote could be used in the HSIE classroom at the following link (https://sites.google.com/site/10hsieatpagewood/changing-rights-and-freedoms). There are also some more links at www.tale.edu.au however to see these in more detail I require a login which I am assuming I will gain when I am a registered teacher.
Compare how this is much better than just a normal classroom lesson - what are benefits
Mention how I will use it and then other great examples can be found here
Future Use: As a teacher I will use OneNote to organise my content information, lesson plans and research. I could also encourage students to use it to organise their own subject notes, homework and research/assignments. When teaching, OneNote could assist in being able to engage students in my lessons but doing things such as beginning some notes on a subject and then sharing this document with the students so they can build on these notes. Another great idea I got from the following YouTube video (http://www.youtube.com/watch?v=T5X_iSRNueU) would be to upload all my notes after class to OneNote so that students could go over them in their own time if they wish.
How will I advance this even further to become even more advanced
how to make a timeline in excel
eg date of things that happened in aboriginal history
http://en.wikipedia.org/wiki/Timeline_of_Australian_history - wikipedia