The context of my learning is a mixture of
- Teacher related – about 30%
This is my 7th year teaching VCE History Revolutions. This year’s class is small but focused and the students participate in the learning process, with each other, and with me. The year most of my current students were in Year 9, I took two classes of Year 9 History (Australian Curriculum). This was also the first year that our school had 1:1 devices and year 9 was the first year level targeted for their adoption. I documented this whole learning journey at a blog that was shared with these students at the time: http://9hist2012.wordpress.com/ . Luckily for me this was also the first year we could allow mobile phones to be used in class – but only when we had an explicit task in mind. I had students collaborating with absent peers on their phones through Facebook chat, active participation in finding relevant information on an at-need basis and experimenting digitally. My class, in many ways, is my testing ground.
- Teacher-Librarian related – 60%
A great role that fills most of my working week and waking hours, and gives me licence to dabble in all curriculum areas in our school (and beyond) – and which is only limited by the time I have available. I can develop skills and use them to assist all members of our college community, create web sites, curate web links, teach, purchase resources etc. I can also share professionally with my teacher-librarian colleagues.
I am looking to learn more about why I do what I do and how this impacts on pedagogy. Some interesting reading I have come across already since we commenced our learning journey in INF530 is:
- Figure 1: knowledge tools -an important consideration for learning. (Pang, A 2008)
Like so many things we come across as educators, the consideration really needs to be the learning outcomes that such discoveries empower in our students. Figure 1 links to an article (Pang, 2008) which makes for interesting reading in terms of our course material. (It is downloadable as a PDF also).
Information that we come across needs to be considered in the light of the Gartner Hype Cycle:
Figure 2 refers to educators’ reactions to educational innovations such as educational television, integrated learning systems and virtual worlds (Sharples et al., 2013 p. 6) . MOOCs are currently considered to be at the peak of inflated expectations. (Sharples et al., 2013 p. 6)
Pang, A. (2008). Knowledge Tools for the Future. Retrieved March 2014, 2014, from Institute For The Future: http://www.iftf.org/our-work/people-technology/technology-horizons/knowledge-tools-of-the-future/
Sharples, M., McAndrew, P., Weller, M., Ferguson, R., Fitzgerald, E., Histr, T., & Gaved, M. (2013). Innovating Pedagogy Report 2013; Open University Innovation Report 2. Retrieved March 15, 2014, from Open Access UK: http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_2013.pdf