Monthly Archives: May 2016

ICT on prac

With prac approaching, my fears over my knowledge (or lack there of) about different forms of technology I will encounter in my classroom are becoming stronger and more frequent. I have moved on from the excitement that Theresa is feeling and moving towards the nervousness that Benjamin describes.

My class has an interactive whiteboard which when I visited, just seemed to be a projector facing a normal whiteboard. I haven’t used this set up before and I am a little nervous about using it incorrectly. In addition, I am having to think of ways to get all students involved with ICT as the class only has 10 computers, and you have to book for the computer lab in advance.

I think this prac will be both very interesting and tricky. Wish me luck!

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Learning by example

As I mentioned in my post about the CLEM acronym, a good way to develop our knowledge of ICT’s is to learn by example.

This is why the Australian curriculum provides links to Scootle resources which are directly linked to the content descriptor. Scootle provides the teacher with numerous resources and online activities which the students can engage with in order to develop a specific concept.

Although these resources are very helpful and readily available, it is important to evaluate whether the characteristics of these examples are appropriate for the learning need being addressed.

To read more about how examples fit within the CLEM acronym, visit Rachell‘s blog.

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CLEM

CLEM is an acronym representing a possible focus for developing knowledge about how to use an ICT to amplify and transform student learning.

  1. Community;

    A community of people who develop useful knowledge and resources about how to use the specific ICT’s for teaching and learning.

  2. Literature;

    Some ICTs have been the focus of research on their use in teaching and learning. This research may provide information into what it’s use both good and bad in pedagogical practice.

     

  3. Examples;

    Sometimes, it is easier to learn about a new ICT through engaging with examples of its implementation in the focus area. This can provide good inspiration for future learning experiences.

     

  4. Model.

    Teachers must understand the model including words, concepts and components used to describe it. This is where a conceptual model of the ICT will come in handy.

To read more about the CLEM acronym in action, visit Courtney‘s page as she discusses the acronym with reference to Interactive whiteboards

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Challenges with prac

As a part of this week’s learning path we were asked to answer two questions about fears or challenges we have with professional placements. My responses are as follows:

  1. The top 2 challenges/problems/mistakes you have faced or made on prior Professional Experiences.

– Not being aware of the behaviours of all students. In the past one of the recurring comments I have received in regards to my lessons is that I often don’t notice minor behaviour issues such as a couple of students talking amongst themselves at the back of the classroom.

– Being confident in the content that I am teaching. I tend to not deliver my lessons as well when I am not as certain that the content and way I am teaching is what’s best for the students

  1. The top 2 fears/challenges you have about your EDC3100 Professional Experience.

– I have always had a fear of the mentor/school staff sitting at the back of my class and judging my lessons while I teach

– Being ready with a plan B when things go wrong. I don’t want to be standing in front of the class with a blank stare when my Youtube clip won’t load.

To see another student’s response to similar questions regarding our upcoming prac, visit Maddy’s page.

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#CodingCounts

Science and technology are becoming increasing more important in society every day. Therefore, the #codingcounts initiative to prepare school students for these opportunities is a wonderful idea. This project aims to develop student’s digital literacy and nurturing coders, innovators and entrepreneurs through practices such as robotics and coding clubs.

Although I support this initiative, I agree with Lucy that current and future teachers such as myself are not adequately trained and equipped to pass this knowledge and skills along to my students. If I, a pre-service teacher currently undergoing training for future education, feel uncomfortable with teaching this, I fail to see how a teacher who has been in the profession for decades is capable of adequately transferring this knowledge. Therefore, I believe that it is imperative that both current and future teachers undergo more training to prepare our students for the technological world.

 

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Prac

Many of my fellow pre-service primary teachers (Maddy, Tahnee and Lucy) have written about their confusion and concern over prac, the exact way that I am feeling currently. I know that we have all been on professional experience placements before but every new mentor and course requires something new of you. For this course, we have to incorporate ICT within our lessons. However, As I have not taught in this classroom before, I no very little about what different forms of ICT I have access to as well as how good the students are at using these ICT’s. It makes me very nervous as I feel I will have to have multiple back up plans for every situation.

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