Smart boards

First of all, what is an interactive electronic whiteboard? To my knowledge it’s a super fancy presentation device. So, computer images are displayed on the board by a digital projector, where they can be seen and operated. Presentations can be controlled through a specific software both from the computer and from the board. 

See, fancy!

So, the use of interactive white boards in class, yay or nay. Let’s rant. 

Considering that it is actually called an INTERACTIVE whiteboard is an advantage all on its own. I do feel that writing endlessly on a chalkboard could actually serve as a stressor and a waste of time. To be completely honest with tools such as the chalkboard, I always thought in school that there was a strong emphasis on written communication, and that only, and to me that resulted in a very one dimensional approach to education and to my learning. The chalkboard actually left very little room for versatility in and out of the classroom.

However, does that mean that an interactive whiteboard is the only and best tool?

The interactive whiteboard seems to provide yet another alternative way of communicating information to students, effectively. It has the potential to adjust the classroom by introducing a wider and more accessible variety of resources, such as internet, PDFs, flash etc. All of these effective resources are available for use with IWBs. This interactive, integrated technology, which may actually just be a slightly more advanced version of the humble chalkboard opens a world of possibilities in education. IWBs are now acting as a digital windows for both teachers and students.  

As I briefly mentioned earlier, I felt that the chalkboard perpetuated a very one dimensional approach to learning. It focused on the written and written part of learning alone. The problem with this is that not every child is going to respond effectively to one way of teaching. With the IWB I do believe that it could afford the opportunity to accommodate different learning styles. Demonstrative learners can benefit from touching and marking at the board, learners who benefit from audio have the benefit of listening to a song or a poem being recited and can have a class discussion after. Learners who are stimulated by visual aids or representations can see what is taking place as it develops at the board.

The IWB thrills me on the basis that the boards are clean and attractive tools. I appreciate and prefer a clean environment and with an IWB there won’t be any messy chalk dust to clean after every single class.

After discussing, the IWB sounds great and all, and it really can benefit a wide variety of people of all ages and different kinds of students, however I do think that the use thereof NEEDS to be employed in the right way! I’ve said it so many times before, resources need to enhance learning, not rely on them. A child cannot learn from an IWB, but they can learn from an educator who uses resources effectively and efficiently. The mere fact that the word ‘interactive’ is in the title means nothing. As an educator I believe you still have to bring about the interaction J

So basically with proper planning and prep I do believe the IWB is a powerful, instructional, proficient tool, which can be adapted for use with a wide range of subjects and ages.

Effective education is not determined by the destination and the destination alone, but the journey there.

Humans are shaped by both nature and nurture, but we are also active in shaping own own development. Knowledge within a classroom setting needs to be ACTIVELY constructed and not simply transferred. When we as teachers engage in experiences, activities, and discussions that challenge learners to make meaning, they are actively engaging in building a more complex understandings of their own world.

So with that being said there are various aspects that we need to be mindful of; that which all constitutes being a mindful teacher.

Mindfulness involves paying careful attention to thoughts, feelings, and the environment. We as teachers should embrace mindfulness to help improve students’ attention, emotion regulation, and their learning in the classroom.

What comes significantly to the fore when addressing something like mindfulness, is that learning is not just learners as an isolated entity and teachers as an entirely separate entity. In a classroom with a diversity of learners needs, a teacher cannot employ one or two different teaching methods addressing a limited number of learning styles. Teaching methods need to vary so that all learners’ learning styles can be included and a diversity of learning needs can be addressed and met. And that alone is an instance of mindfulness, being aware of your learners and understanding that what works for one wont necessarily work for all.  

Mindfulness enables us as teachers to connect deeply with our learners. Being a school teacher can be a stressful job and a mindfulness practice can be incredibly helpful with developing the strong relationships needed to successfully lead a class.

The concept of interdependence and co-operation is instrumental l to how mindfulness is introduced into the classroom. If one part of any system functions poorly, the whole system is affected. I think we need to think of teaching and learning in that regard. As a system, that desperately needs the other to function effectively.

The point at which these two sources link for me is at the following;

How this notion of mindfulness can be carried out through pastoral care. Pastoral care as outlined in the video by (Foley, 2014) is, ‘a teacher should be available and accessible to their students, and secondly they should create an environment of open communication where student’s worries and concerns can be heard. They should provide solid education in foundation skills like reading and writing. Fourthly, showing empathy and understanding. Aspects like these are used to enhance the teaching process and the overall school environment. It’s the culmination, or the coming together of aspects and approaches like these that constitute effective teaching.

Mindfulness could cultivate an exceptional learning environment, refresh teachers and their teaching and refresh the students’ learning.

We face many challenges, and have many great opportunities, in the education profession today. The mindful teacher seeks to provide a new space to explore those challenges and opportunities with one another. 

Effective education is not determined by the destination and the destination alone, but the journey there. 

In a system that aims to help youth…. Doesn’t it make a ton of sense for them to have a say in it?

When we examine knowledge as power – knowledge in any domain, how do we decide who gets to draw the line between being knowledgeable and not knowledgeable? 

In a system that aims to educate, guide, prepare, stimulate, inspire and help youth…. Doesn’t it make a ton of sense for them to have a say in it?

Today’s blog is tricky, mainly because I’ve been so pro technology in the learning and work space if it was going to benefit students. But I feel like such a tart because what’s going to benefit students more than the voice of these students and the students themselves?

The basis of today’s rant are two different sources; 1) The standards of Digital Pedagogy and 2) The Independent Project. 

So with regard to the article; it addresses how Internet and Communications Technology (ICT) literacy standards that are being implemented are standards that are limited, and therefore limiting – are limiting to students and limiting to teachers.

In any instance there are going to be students that do better than others in different facets of the curriculum. Some kids are good at Maths (not me), some were good at Art (nope not me either) but when it comes to something like the Internet and Communicating and Technology as a whole, I never want any student feeling disadvantaged or not good enough because they don’t have access to these resources.

I never want any aspect of my teaching for a learner to be limited or restricted, incomplete, inadequate, narrow, boundless – none of those things. That is NOT a vibe at all. But how exactly would I address and approach avoiding this?

I did this additional reading and these two writers Pete Rorabaugh and Jesse Stommel explained that, “Teaching is a practice. Good teaching is an engaged, reflective, and generous practice. Pedagogy is not just talking and thinking about teaching. We need to be able to work collaboratively”

And this is essentially where the two sources on which this blog is based linked for me.

So! The second part on which today’s blog is based is The Independent Project video.

"It's ridiculous to think that kids can be trusted to learn on their own." 

What if we enabled students with the opportunity to design and regulate their own education? What if instead of doing education TO students, we allowed them to use resources within their reach to bring about learning. We need to engage with this, and encourage students to drive their own learning, why? Because they can! This video not only proves it, it validates it, and it authenticates it.

Some educators might be concerned that teaching lessons around more real-world subject matter would take time away from traditional topics like calculus or Shakespeare. Teaching Calculus and Shakespeare and 100 year old literature is great and in no way am I depreciating that, but merely teaching and teaching at learners as if they are mere vessels for knowledge does NOT by itself lead to achieving curriculum objectives.

I want to teach using the Internet, I want to use my students as resources for learning of my own because I want to change, improve, and add a new dimension to my teaching.

I have to ask myself; if I had the opportunity to design a school from the ground up right now, how might classes be different from classes in existing schools today?

If I got to design my own school, the classes that students would take, would now be based on two main components: what students are interested in, and what students will need for their lives after graduating from high school, because it is proven that when a child is enjoying the class, taking something from class other than just homework, that they are more likely to absorb the information. If there is a particular subject or teaching style that a student likes, THAT is information to act on.

"There are good teachers and bad teachers. The good ones work around the curriculum, the bad ones rely on it.” 

:) 

'It took me quite a long time to develop a voice, and now that I have it, I am not going to be silent' - Madeline Albright

Is the use of social media in the classroom worth the technological trouble?

The notion that social media in a classroom setting is merely a distraction? I disagree with that hypothesis.

I honestly think Social Media can provide teachers with the exciting new opportunity to connect with students in a way that continues to provoke thought and discussion inside the classroom AND outside of the classroom setting. The use of social media will definitely encourage students to interact with one another and may increase engagement and interest in content. #goals

This transition to using social media as a resource in the classroom could be beneficial based on how students will be vastly reachable on a platform or forum they constantly check. #hitmeuponinsta

Students today are so tech-savvy, there’s no way that integrating social media into the classroom is a negative in its entirety. Social media is so unbelievably embedded in today’s society. Youngsters are constantly on Instagram, Facebook, Twitter and all the other stuff the cool kids much unlike myself (I literally got a twitter account for this class) are on. I think the use of social media in the classroom is a way of adapting to the times. A way in which to accept the reality of this life. And if you want to bring the real world into the classroom, I think bringing or introducing social media into your lessons could be vastly effective.

Introducing social media into classes not only allows an opportunity for further communication and learning but also it gives educators a way of REGULATING their students use of social media in the classroom. Teachers will be in control not only of the content being discussed in the classroom, but what is discussed after class amongst learners – so, when used wisely, social media can be a useful tool rather than a distraction.

Students are already use social media away from the classroom anyway. Why not make it apart of your lesson then? My favourite aspect with regard to the introduction of social media into classroom; it’s something different, it’s interesting, it’s interactive. Integrating social media I do believe will not only foster enthusiasm with a given task but possibly also give them the opportunity to express their creativity as they connect more deeply with course material.

And finally, ushering in a new era of social media in the classroom will really help students recognize the power of their personal voice. 

How do I know this? Because it’s a lot easier voicing my opinions online than it is voicing them in a class sometimes. 

Get your ASS to CLASS :)

Just in case you didn’t read my last blog (which you should go and do…right now…) this is just a quick recap (check those teacher skills bro);

Pedagogy is the method and practice of teaching an academic subject or theoretical concept.

Digital pedagogy is an attempt to use technology to change teaching and learning in a variety of ways.

Teaching at its most literal level is to educate and to convey knowledge. That is the central part of a teacher's job.

And at the centre of it all and the basis of my rant today;

WHAT IS TEACHING WITHOUT LEARNING?

So! The two articles I just read bring forth various opinions about teaching, online teaching and methods that are barely effective for education. Quintessentially what the articles do is debunk misconceptions of what both teaching and digital pedagogies is and definitely are not.

In Decoding Digital Pedagogy Pt. 2, I thought that the quote by Brian Croxall and Adeline Koh to follow carried immense weight and significance in the further understanding of teaching and decoding digital pedagogy; “digital pedagogy is the use of electronic elements to enhance or to change the experience of education.” 

Key word: ENHANCE, not the tendency to rely on entirely.

Additionally, the writer Jesse Stommel highlights that “the best digital tools inspire us, often to use them in ways the designer couldn’t anticipate. The worst digital tools attempt to dictate our pedagogies, determining what we can do with them and for whom.”

However the entire article doesn’t base entirely on what digital pedagogy is and teaching effectively, (no, that was last week’s reading). This one then goes on to focus and include teachers and learners under the notion of Digital Pedagogy. Which I think is actually pretty darn epic.

Howard Rheingold writes; “We must develop a participative pedagogy, assisted by digital media and networked publics that focuses on catalyzing, inspiring, nourishing, facilitating, and guiding literacies essential to individual and collective life in the 21st century.” (massive shoutout to Howard)

Students should move from being the object of the educational process to its subject. Students are not and should not merely be consumers of knowledge but producers as well, that engage in meaningful, generative work along with the teacher.

This is essentially where the two articles linked for me;

“Pedagogy concerns itself with the instantaneous, momentary, vital exchanges that takes place in order for learning to happen. That exchange may be between teacher and student, or between student and student; it can also occur between teacher and teacher, administrator and CEO, journalist and educator.”

This just perpetuates that learning can be and possibly should be co-constructed. I’ve always seen teaching and learning as somewhat of a dialogue or a channel of communication. Sean Morris writes that “the LMS played to the lowest common denominator, creating a “classroom” that allowed learning — or something like learning — to happen behind tabs, in threaded discussions, and through automated quizzes. 

Healthy interaction with classmates is what motivates young learners. Interacting with peers often involves exchanging notes (shoutout to anyone that’s ever shared their notes with me), scheduling group discussions and organizing study circles etc. In an online course, none of this is possible.Thanks to the efforts of new-age academics, websites and apps, online education has emerged as a viable alternative to classroom education.

Learning and understanding should be an OUTCOME of teaching, this is an outcome I believe CAN happen in a classroom. In a classroom filled with peers equally as confused as you are.

I know that every method of learning has its own merits and any type of learning is likely to produce results. However, in our ever increasing virtual world there is a need for real interaction. Classroom sessions provide this.

The Naked Teacher :)

A low-tech approach to teaching? The kinda class that forms its basis around the interaction between learners and the teacher, co-constructing meaning. In an environment that isn’t ENTIRELY focused on technology??? YAAAASSSS!

However let me not be entirely obtuse. I am NOT oblivious to the advantages of digital pedagogies.

This here will be my rant about my love-hate relationship with technology and how it’s being used in a pedagogical (pretty sure I’m still saying pedagogical wrong) setting.

Teaching NAKED! Naked Teaching! I think naked teaching forms its basis on actually considering classroom content, and implementing the most effective way of translating that to students and trying to connect with them. The best classes are the ones that stimulate an interest and bring about enthusiasm. And if you can do that more effectively without the use of technology, why not?

My feelings toward technological advances within an educational sense are based entirely on experiences I’ve had within the classroom. I do think that when teaching and using technology, as educators we have to think of the possible interruptions or interferences technology can bring to the learning process. In some classes, technology has been completely overused; if most of the teaching is done using a computer, or a powerpoint presentation students' needs are NOT being met. Technology should be used to SUPPLEMENT or ENHANCE the curriculum, not be relied on as the sole source of learning.

I think I do need to highlight that I’m definitely not ‘anti-technology’ rather just anti the way it’s currently being used. The issue actually isn’t even technology, but rather creating an environment where technology is used well and effectively.

This is not to say that education needs to be free of technology. The future is digital, hate it or love it and to educate students without developing digital literacy is going to leave them unprepared. So, to simply eliminate technology isn’t actually addressing the central issue.

Whether educators introduce technology into their teaching or not, students are still going to be taking notes on tablets or Ipads, texting each other about the class, creating Facebook or WhatsApp study groups, etc. etc. etc. I do however hope that there might be days when a good old-fashioned, low-tech or even no-tech discussion takes place