Synopsis & Pecha Kucha
Reflective Synopsis & Pecha Kucha
Technical Skills and Tools
Just call me the ‘Bob the
Builder’ of digital spaces and ICT as I now have a toolbox full of technical
skills developed from my explorations. I quickly realised my students will need
the technical skills and tools to effectively use, create and engage with
digital software, apps and programs.
In my first reflective post, I confidently set up a blog space on Adobe Spark where I embedded links
and various digital media used several customisation functions such as modifying
the layout, colour palette and movement of the webspace and wrote online
content using aesthetic fonts and heading features.
My second reflection is
where I explored the use of Garage Band as a podcasting tool. While it was
familiar in its basic use, it became challenging trying to navigate the app’s
advanced controls. I used my technical skills of uploading and sharing audio
files in different formats such as MP4 and editing skills to combine audio
recordings to create a multi-author podcast.
In my final post, I explored
Prezi as a presentation tool using a visual blend of engaging content through
digital media. The sharing and presenting functions were the focal point of
exploring this program, however, I confidently used a high level of customisation
functions using graphic design elements to produce colourways, clip art and
shapes to fit the content.
DigitalPedagogy & Contemporary Learners
Judy Willis (as shown in
the Edutopia (2011) clip), really left an impression on me as she describes how
neurologically; the brain essentially ricochets any incoming knowledge once it
becomes stressed or bored. Thus, predictability can kill creativity and often
the curiosity of learning is lost with our secondary learners.
As a Gen Z myself (see my 'Miss F as a Contemporary Teacher' blog post), my values,
and beliefs, aligned with digital technologies and pedagogies, are deeply
rooted in my understanding that they are pioneering digital natives that are constantly
connected embracing technology from a visual and global perspective (Cook,
2015). So biggest consideration for me as a teacher is then to ask myself “how
do I harness these into my Home Ec or English classroom?”
The key take away is that
students will be ever-changing from their values and beliefs to how they engage
in learning and what they see as purposeful. Technology is the key. From
software, apps, and programs to ways of presenting, creating and interacting,
digital means of teaching and learning is malleable in that it can be shaped to
transform the intended learning.
Ultimately, digital
pedagogies are underpinned by principles that ask - are you integrating not
only the technical skills but the conceptual and interpersonal skills expected
of a 21st-century learner? The Queensland Curriculum and
Assessment Authority (2019) outlines these but in order to achieve them, they
need a deep relevance within a digitally creative and socially driven context.
The SAMR Model
Looking at the SAMR model,
my grasp has grown to be able to ask myself what learning with technology would
look like in my areas - what will my students & I get from substituting
traditional with tech? Does this tech add new features that will augment the
task? Is the task being meaningfully modified? Does this tech allow for the redefinition
of previously unimaginable tasks?
To use my English context in example (as shown in my 'Digital Media: GarageBand' blog post), the task progression should embody each level of SAMR to engage and
assess learning. As my students write their podcast script, they are creating
an audio of the main ideas to then simultaneously show understanding and
evaluate how to express written ideas into a verbal presentation..
Legal, Safe and Ethical Considerations
Across both of my teaching
areas I need an appropriate and detailed plan of how way legal, safe, and
ethical behaviour using ICT will be facilitated in my classroom. Driving this
plan of course is the ICT General Capability from ACARA (Australian Curriculum
Assessment and Reporting Authority, 2015). Specific concerns are around copyright
and licencing especially with digital media use, students safe behaviour online,
the integrity of source data and acknowledging these appropriately,
understanding digital footprints and online presence especially as a school
student or staff member and the impact these have in a classroom and within an
online community.
My plan is to explicitly
address each of these with my students. In my ‘Web Spaces’ blog post, I
propose the use of an online learning module site with practical examples as well
as the Apple ‘classroom’ app to monitor students activity and lock the device
if needed.
Collaborative Interactions & Professional Learning
It has been so important
to actively participate in online collaborative through consistent, relevant,
and insightful peer commentary. I chose to use the RISE model to give my peer
feedback as my engagement with the ideas of others is through reflection,
response and review had the utmost value in my learning process.
I was able to enter the
mind of my peers and get a taste of their exploration and was able to fill my
own knowledge gaps as well as give feedback on theirs. The feedback I received was
positive however lacked in terms of practical suggestion. This presented a
limitation as the quality of feedback varied and created a disconnect.
In saying this, these interactions did support my learning as I was able to deepen my insight. I’ve found there are 3 key benefits of collaboration as opposed to working individually – 1) exposure to different perspectives about the same topic, 2) the development of key skills including critical thinking and 3) improvement of own retention and performance.
In summary, this learning
process so far has allowed me to develop and transfer digital skills and
considerations into my classroom context. From here, my teaching philosophy has
only grown beyond my initial competency and understanding. The key takeaways
are to not only value but utilise the characteristics of this generation of
learners and ensure that my students and I have the technical skills and tools
to be able to effectively teach and learn from different digital modes under
the legality, safety, and ethics as part of my duty of care. Learning the
integration of the SAMR model into my teaching areas of Home Economics and
English to utilise ICT and digital spaces most effectively. Finally, moving
forward, recognising the great potential and downfalls of collaborative
interactions to support not only mine but my students learning and engagement
within a professional learning community.
References
Australian Curriculum Assessment and Reporting Authority (ACARA).
(2015). Learning Continuum of Information and Communication Technology (ICT)
Capability. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/learning-continuum/?element=Applying+social+and+ethical+protocols+and+practices+when+using+ICT&page=2
Cook, V. (2015). Engaging Generation Z Students. Google Site. The University
of Illinois. https://sites.google.com/a/uis.edu/colrs_cook/home/engaging-generation-z-students
Edutopia. (2011, June 22). Big Thinkers: Judy Willis on the Science
of Learning [Video]. YouTube. https://www.youtube.com/watch?v=J6FqAiAbUFs
Queensland Curriculum and Assessment Authority (QCAA). (2019, January
16). 21st Century Skills. https://www.qcaa.qld.edu.au/senior/senior-subjects/general-subjects/21st-century-skills
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