From Backward..

Backward Design has been introduced by David in Week 4 Study desk. I have also come across one of my coursemate’s blogpost which talks about her findings on Backward Design and she was amazed at this model. 

From what I’ve learnt from the video on backward design, it is different from the traditional way of planning lessons plan whereby the teachers start planning the content topic followed by activities and assessment. Designing lesson plans based on Backward Design the teachers begin at the end such as those skills and understandings that students are to learn by the end of the lessons and work backward to where most teachers start. It simply means that the choices about teaching methods, sequence of lessons and resource materials can be successfully completed only after we identify desired results and assessments.

According to Wiggins & McTighe (1998), the educator starts with goals, creates or plans out assessments and finally makes lesson plans in backward design. Backward design is viewed as the process to using a “road map”. In this case, the destination is chosen first and then the road map is used to plan the trip to the desired destination. In contrast, in traditional curriculum planning there is no formal destination identified before the journey begins. This model translates these three areas of curriculum, assessment and pedagogy into a planning process.

 

 These are the three stages in this model

 

Reference: 

Backward design model [image]. Retrieved 28 March, 2013 from http://blogs.riverdale.edu/techintegration/2011/11/26/understanding-by-design-the-backward-design-model/

Wiggins, G. & McTighe, J. (1998). What is backward design? Retrieved 28 March, 2013 from http://www.ubdexchange.org/resources/backwards.html

 

Tree Or Network?

One of the 21st Century, our roles as teachers are to help student creating their own learning networks with people and information which enables us to discuss knowledge, and the changes that have come with knowledge in a networked and connected world.

I have found one of the blogposts which was posted by J. Robinson pertaining on the

5 Things Teachers (And Administrators) Can Do to Make Learning Real in Their Classrooms

One of the principles is that teachers today need to assist students in connecting with other students globally. They should help students connect with experts that can help them learn. In effect, teachers should help students create their own Professional Learning Networks (PLNs). They should also help the students care for and grow that network according to their learning needs.

David has put up a video named the power of network unto the study desk and we are asked to reflect on it. I have come across with one of the blogposts from my coursemate, Carmen who talks about this reflection too.

Which metaphor best describes the knowledge you have gained in EDC3100,tree or network?

I personally think that the knowledge that I have gained in EDC 3100 can be described as a network whereby everything is linked to one another. I strongly agree what Manuel Lima had described. According to him, the paradigm shift in modern society today, such as the TREE OF LIFE by Charles Darwin is now transformed into the saying as WEB of LIFE. There were so many scientists have involved and they found out that there is a dense network of bacteria which ties very disparate species together. Even in the human body, there is 90% in our body is made of consist of Bacteria in our cells. Also, the brain is made up from a network of nerve cells which connects with one another. Networks are truly everywhere. Societies as we know are networks of people by different types of ties too. These are really significant discoveries!

iBought an iPad

I just bought an iPad last two months and i’m so grateful to have it as it has really made my life easier! Using it, I can so do many things, like I can post my blogpost wherever I am and do my assignment without switching on the laptop. It is convenient and light in weight to be carried. I have come across a blogpost which is posted by one of my coursemates on “Can iPad replace Laptop?”. She mentions that nowadays it is so common that people use iPad for browsing the webs, playing games, making social networks and etc. I personally think that, “YES”  iPad can replace laptop as what I really do now is that I use iPad more often than laptop.  

I also have come across a post by Edutopia about the Top Five iPad Apps for Teaching Across All Content Areas! This is really cool as a list of five top iPad Apps is actually listed which enables teachers to use it for teaching in the classroom and these apps are all FREE. I have downloaded it and I will use it to integrate into children’s learning during the professional practice.

Evernote 
Haiku Deck
Edmodo
ShowMe
Google Drive  

You may click on it for more information about the apps respectively

Reference:
ipad4 [image]. Retrieved March 25, 2013 from  http://www.techradar.com/reviews/pc-mac/tablets/new-ipad-4-1106634/review

Marcinek, A. (2013). Top five iPad apps for teaching across all content areas. Retrieved March 25, 2013 from http://www.edutopia.org/blog/ipad-apps-all-content-areas-andrew-marcinek

 

Interactive Whiteboards

In the process of completing the first assignment, I explored many different types of ICTs which can be used to integrate into children’s learning in classroom and I have come across with interactive whiteboards which I find it very good for in classroom today. I also put it as one of my examples of ICTs to be integrated into children’s learning based on my context. 

I have come across with one of my coursemates’ blog (Ciarne Muldoon), she mentions about interactive whiteboard too. She has shared that interactive whiteboards are connected physically to a computer and a projector by a USB cable, or wirelessly using technology such as Bluetooth, the whiteboard display typically emulates the computer mouse and keyboard and is operated by using a special pen, or finger touch. 

From my view point of view, by having interactive whiteboard, it allows a child to interact with learning software at the front of a class rather than from the laptops or computers. It is a combination of computer, touch sensitive whiteboard, and a LCD projector integrated into a system that provides exponential benefits over any one component alone. According to Wood and Ashfield (2008), the computer screen is projected onto the electronic whiteboard and presented to the class with the teacher and children, selecting, activating and interacting with the programs effectively.

Although I have never using a interactive whiteboard before, but I do really wish that I have a chance to use it as one of my teaching aids to enhance children’s learning. 

 

Reference: 

Wood, R. & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study, British Journal of Educational Technology, 39(1), 84-96. 

What’s your measurement?

I love what David has put the EduDoggy unto the study desk which tells that when you make decisions about integrating ICTs into your teaching, don’t start with the technology. You start with learning.

Having a cool tool is not enough. It’s our task to design how a cool tool can help others learn, especially our children!

We are asked to answer a question on the week 4 study desk, 

 “How will you measure the success of ICT integration in our teaching?”

Rachel, one of my coursemates does mention about how she measure the success of ICT integration in her teaching. According to her, she will observe her students throughout the learning experiences to see if they are engaged, having fun and using the ICT appropriately to develop their knowledge and understandings of a topic which I am strongly agree with. 

From my view of point, I think seeing the fruitfulness in children’s learning outcome is my measure of the success of ICT integration in my teaching. The reason why I would integrate ICTs into children’s learning is to SEE the CHANGE and impact in children’s learning. For instance, a child does not understand a certain concepts in Mathematics in class due to the limited physical conceptions, but through the use of ICTs such as learning software (computer online games), the child will be able to understand the concept well and clear. This is proven by Oldknow, Taylor and Tetlow (2010) who say that early years learning software provides models and images that aid children in Mathematics concept formation as basic foundation which is so important for children at the young age. In this instance, we can clearly see that the child’s learning is improved. This is exactly what I wish to see and I’m sure that this is also what all the educators desire to see such outcome in every child’s learning. 

 

 

Reference: 

Oldknow, A., Taylor, R. & Tetlow, L. (2010). Teaching mathematics using ICT (3rd ed.). New York: Continuum International Publishing Group.

Higher Order Thinking

Thank you David for providing great sites on BLOOM TAXONOMY. Given by David, I have the chance to read one of Cathy Schrock’s blogposts on Bloom Taxonomy. She introduced us a very new way of thinking about Bloom Taxonomy. Instead of having triangular shape of Bloom Taxonomy, she came out with an idea of  “interlocking of the cognitive processes” or the “Cogs of Cognition”. It simply means that the level of Bloom Taxonomy leads to another level and they are all related. According to her, the ability to move among the cognitive levels is important to the acquisition of knowledge when a person encounters new content. Her new idea on the bloom taxonomy has really stirred up my thinking engine.  

 

Rebecca, one of my coursemates wrote about Cathy Schrock’s idea on bloom taxonomy too! she has mentioned that the illustration on the interlocking of cognitive processes benefits teacher and students’ understanding which I am strongly agree with.  

Apart from the new idea of bloom taxonomy from Cathy Schrock, Zaid Ali Alsagoff too posted about Bloom Digital Taxonomy.
Here is a collection of Bloom’s digital taxonomies that they have discovered:

1. Ipad Apps
2. Google Apps
3. Web 2.0 Apps
4. Android Apps  

 

Reference:
Bloom’s revised taxonomy [Image]. (2012). Retrieved from  http://www.schrockguide.net/bloomin-apps.html

Overbaugh, R. C. & Schultz, L. (n.d.). Bloom’s taxonomy. Retrieved from  http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

T.P.A.C.K

This week’s focus is everything on T.P.A.C.K! 

Seriously, this is my first time hearing TPACK! In the very first place, I thought it’s just another kind of social network, perhaps like Diigo where people can share their ideas/opinions/teaching experiences in education field. After going through the study desk materials and other links/videos that David has given to us, I finally understand what does it all about!

Basically, T.P.A.C.K stands for
Technological Pedagogical Content Knowledge

 

I have read some of the readings available from study desk and I have found keywords and explanation which help me to understand what exactly it is all about.

Harris and Hofer (2009, p. 99) suggest

“Successful technology integration is rooted in curriculum content and students’ content-related learning processes primarily, and secondarily in savvy use of educational technologies.”

As an educator, we MUST:

“When integrating educational technologies into instruction, teachers’ planning must occur at the nexus of standards-based curriculum requirements, effective pedagogical practices, and available technologies’ affordances and constraints.”

A key idea flowing from TPACK is that there should be alignment between the content, the pedagogy and the technology that you use. 

One of my coursemates, Jess actually talked about  TPACK  too! TPACK comprises of  three important components of teaching which they’re to work together to achieve best result in teaching.

These are:

Content Knowledge (CK)
Include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge (Koehler & Mishra, 2009).

Pedagogical Knowledge (PK)
Teachers’ deep knowledge about the processes and practices or methods of teaching and learning (Koehler & Mishra, 2009).

Technological Knowledge (TK)
Knowledge about certain ways of thinking about, and working with technology, tools and resources. and working with technology can apply to all technology tools and resources  (Koehler & Mishra, 2009).

 

From the website of Teaching Teachers For The Future, the definition and its explanation on what is TPACK is clear and easily be understood.  I have come across with this example given which enables me to have more understanding of it. It says that teaching mathematics to Year 2 learners requires different pedagogical uses of ICT than teaching history in secondary school or literacy in the early years. Therefore, teachers need to make creative and links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology).

From my opinion, I personally think that it is really a CHALLENGING one although I have not tried on using this but I guess it’s always not easy to plan lessons which combine three of the components (CK, PK, TK) so well and nice! Anyways, I will keep learning on using TPACK in my teaching field especially the Technology Knowledge (TK) as I am not really competent in working with technology, tools and resources.

 

 

References: 

Commonwealth of Australia (2011).  Teaching Teachers For The Future. Retrieved from  http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html.

Harris, J., & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development Introduction. In C. D. Maddux (Ed.), Research highlights in technology and teacher education 2009 (pp. 99–108). Society for Information Technology in Teacher Education.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

TPACK integration [image]. Retrieved from  http://ncltitpack.ncdpi.wikispaces.net/UnPACK+your+Discipline+TPACK

Satisfied

I’ve have been spending few hours in completing my first ever MIND MAP using an online software as it was so tedious in making sure the words and the size of the fonts did not run out of the position. Not only that, the arrows were so hard to adjust its lengths and sizes. Truly, I really have gone through a hard time in accomplishing it. However, it has been all done and I truly felt satisfied with the result! Yay!
I found this online software through one of my friend’s blogpost, MEGAN. She has done a pretty nice mind map using Easel.ly which aspired me to use it to complete my concept map as well. It is a site currently in beta that allows students and teachers to create infographics. I found it that the result is very comprehensive and visually pleasing infographic which looks professional. It is so wonderful for a service that costs nothing to run, isn’t it?

There is more information about EASEL.LY, named Easel.ly Makes Infographics Easy and Beautiful. You may click on it and find out more of it.

 

Here is my concept map on why using ICTs in children’s learning:

 

Reference:

Hockenson, L. (2013, January 4). Easel.ly Makes Infographics Easy and Beautiful. Retrieved March 14, 2013 from http://www.mediabistro.com/10000words/easel-ly-makes-infographics-easy-and-beautiful_b16763

 

Everyday’s Tool

Starting a brand new semester on EDC 3100 with plentiful of unknown tools. Although, I felt totally lost in at the very first place, however, after spending hours and hours sitting in front of laptop, finally I have gained a sense satisfaction over what must to be done. 

Below are TOOLS which I just started to use and I find it very useful and convenient: 

Edublogs

In EDC 1300, we’re asked to create our very own PLN (Personal Learning Network). From one of my coursemates’ blogpost (Szeng), she actually shared about PLN and its importance for educators today. Through having such opportunity, we can share our reflection which relates in ICTs to the people around us. Through following and commenting on the posts of other EDC 3100 students is also a part of the learning in this course. 

Google Reader

This is my first time using Google Reader, I found out that it does really save your time by clicking each of the sites separately. It’s truly a quicker mechanism for following the blogs of EDC3100 students. 

Diigo 

Diigo is a powerful information capturing, storing, recalling and sharing tool. I should have started using this few years ago as it can be used as a form of my professional development which contains several educator groups that are active in sharing and collaborating on bookmarks relevant to education. There is a group created by our course examiner named, ICTs & Pedagogy. This is a great room to share IDEAS or WEBSITES or ARTICLES which relates with the integration of ICTs. It allows me to develop my own professional learning network (PLN).

Here is a LINK for more about Diigo: 12 Reasons Teachers Should Use Diigo 

Twitter

I have actually signed up for a twitter account last year. I love using it as it keeps me updated all the time with all my friends. With the start of following suggested people such as mattBgomez and David Jones, I found out it benefits my PLN in this course. 

Flickr 

Flickr is one of the most popular photo sharing sites on the web and it is one of the most community oriented photo sharing sites available. With Flickr, I can search for ideas on lesson plannings on a particular subject or topic. I can also post my photos so that others can see it. 

 

A combination of tools that I use everyday 

Something to be grateful for 

with the use of iPad I can easily access into all my accounts above without switching on my laptop.