As the EDC3100 course draws to a close, I find myself reflecting on the knowledge, skills and insights I have gained. Coming into the course, I was an ICT novice with no clue of how to use any ICT that I wouldn’t find within the walls of my home, let alone know what to do if there was a problem with one of these ICTs. However, through engaging in the lectures, tutorials, learning path, assignments and professional experience I can now sing a different tune. I am comfortable with using new and unfamiliar technologies to enhance student learning, and I am confident that if anything goes wrong, I will be able to implement a plan B. I may not know what the future holds as identified within the Horizon k-12 report, and I don’t pretend to. But I am finally comfortable with the unknown and look forward to conquering it in the future.
As I work through my final few assignments for the semester, I have noticed that one area of lesson planning that brings me to a standstill is ascertaining prior knowledge. I always struggle to think of fun, informative ways of discovering students prior knowledge that don’t stick out like a sore thumb when implimented in the lesson. Megan has the same issues however, in her blog post thqt I have linked, she discusses an image she found on the site Teacher Train which she uses to determine her student’s prior knowledge or schemata as the site refers to it. Some of these strategies include:
Draw what you know
Create a mindmap
Interview a classmate
Conduct a debate
Fill in the blanks
These are all fun and creative jdeas that I would not have thought of on my own, yet which I will continue to use in the future.
When you are delivering a lesson in the classroom, things don’t always go to plan. Unforeseen issues can arise requiring the teacher to find on topic and engaging actuvities for the students to complete without a moments notice. From my experience of playing around with ICT on this prac, some of the best in a pinch sites I have found are:
Study ladder – activities within all KLA’s (as well as naplan) categorised by year level and topic
Ideal resources – numerous teacher and student resources and activities linked to the AustralianCurriculum
ABCya! – online games for students from prep to year 5 categorised by year level and subject
For the first time on a prac placement, I was put into a class with 2 students with hearing impairments. One child had cochlear implants from a very young age while the other student had only been diagnosed with hearing problems a little over a year ago and had grommets. I was very interested in seeing what could be done to lessen or bring down some of the barries standing in the students way in the classroom. These students were supported by the Hear and Say organisation who would come into the classroom, assess the students needs and provide the teaching staff with instruments to aid in the students hearing such as a phonic ear and a microphone that was directly connected to the students hearing aid. I definitely recommend checking them out.
My fourth prac has now come to a close and I absolutely loved every minute of it. It’s so wonderful to have a mentor and teaching staff who genuinely care about my progression as a teacher. I have now taught pracs in prepm year 2, year 3 and year 4 (one was a 3/4 composite class). Luckily enough for me, one of the year 6 teachers offered to take me on for my next placement. This will give me an opportunity to expand my skills and strategies as well as providing for a good source of reflection as I think about what grade I would ultimately like to teach.
Recently, I have been looking through some of the posts people wrote before they went on prac to see how emotions and plans have either changed or stayed the same. Looking back on Jordan’s post, I recalled a conversation we had on finding a plan b. Going into this prac, I was hopeful that I would not need a plan B. Unfortunately, I was wrong. There were laptops that would randomly turn off for no reason, ipads that randomly deleted apps and a smart board that seemed to have a seizures. Usually, this would cause me to have a freakout. To my surprise, I managed to keep my cool and impliment my plan b, resulting in a successful lesson. Yayyy
For EDC3100 assignment 2 we are required to submit 5 lesson plans that incorporate ICT. My classroom has a computer connected to a projector on the whiteboard and a teachers ipad which could be viewed through the projector.This challenged me to find opportunities for transformed, interactive and out of the box learning. Another pre service teacher who was in a similar situation was Maddy. Maddy’s mentor suggested that a fun and creative way to incorporate ICT into learning about 2D shapes is for the students to form the shape with their bodies and take a photo of themselves. Great thinking, very creative.
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!
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.
CLEM is an acronym representing a possible focus for developing knowledge about how to use an ICT to amplify and transform student learning.
A community of people who develop useful knowledge and resources about how to use the specific ICT’s for teaching and learning.
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.
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.
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