Wednesday, 30 May 2007

JS 423 e-journal Part 2

In part 1 of this journal we discussed the potential of Liberation Theology in encouraging actions implemented from the bottom up. The importance of this theology is that it looks at the world from the perspective of the poor. In part 2 we will look at the concept of getting God "off the hook". The background theology - the 'prophetic and purity projects' looked at in light of the Passion project - proves a useful basis for discussions about questions of belief and God's intentions (i.e. "what sort of a God would let bad things happen"?)

We discussed the pro's and con's of both the Prophetic Project (book of Exodus) and the Purity Project (Mosaic Law + 10 Commandments) and briefly analysed the inadequacies that surface when both projects are expressed in their extreme form. We basically decided that the Prophetic Project had the capacity to be too obtuse and the Purity Project too rigid.

Common sense would recommend that we find a middle ground (arguably this is what Jesus was attempting to do in the Prophetic Project) and given our individual capacity for free will this is entirely possible and does not rely on us unwaveringly following advice from Rome. In searching for this middle ground we come to realise that at times the Church leans too much towards the "Purity Project" getting caught up in rules and regulations. In the film Romero the Cardinal weighs up the concerns of the populace against the sanctions of the Church. This is a fitting example of the importance of good leadership - a grey area of social justice (which reiterates the importance of the debate in Part 1 of this journal about whether to view situations from the top down OR bottom up). Is it always feasible to take a bottom up perspective or do we need also to see from the top down?. One can't help but assume that the reason the Church, as an institution, has survived for so long is because of its political savvy. But the Church is not its own point. It is meant to serve those under it. The institution must survive for the sake of its people’s faith. This brings us back to the idea of solidarity and what the Church represents.

There was a fascinating program on SBS recently - you no doubt know of Richard Dawkins; 'infamous scientist and atheist who questions the existence of God, arguing that there is no scientific proof. He also half-heartedly takes on the battle of evolution versus creation theory - vehemently arguing that it is impossible to believe in both because, in his mind, science and religion are impervious to one another. My impression of Dawkins is that he was attacking all religions. He was defensive of his own position and because of this completely failed to see what the true nature and essence of religious belief was all about (or perhaps he didn't want to go down this route because science is unable to accurately account for intangible understandings such as religion). Sadly for him, he comes across as being just another fundamentalist - in this case a fundamentalist Atheist (atheism is a secular religion - according to Margaret Somerville of The Age)! At any rate, this notion of the Purity and Prophetic projects was highlighted for me in Dawkins' mini series.

Dawkins was focussing on fundamentalist concepts of religion or what we discussed in class; the Purity aspect of religion - the written words, facts and literal meanings. In class we focussed on the Christ Event and the Passion Project to help get God "off the hook" and in doing so saw how it is possible and necessary for everyone, not just those people who consider themselves religious, to read the signs of the time. I am talking here about relativism. It is arguably no longer appropriate to literally interpret the Bible (I doubt it was intended to be so interpreted in the first place) or any other religious writing. We must interpret within the CONTEXT of the present day.

When discussing the Christ Event and Atonement Theology - Adam and Eve and the birth of original sin, coupled with the Old Testament's 'language of sacrifice' - we can surely see how this version of a vengeful God to whom we owe a personal sacrifice might be a little 'old school' (a bit 'Paganish' even - offerings to appease the God(s) OR perhaps we have deliberately chosen to take things a bit easier in this century?!) Whatever the case, much of what we see of God in the Old Testament (specifically the concept of a vengeful God) is no longer in line with contemporary perceptions of God.

Fundamentalist (purity) misconceptions often fail to lend adequate weight in accounting for ideas such as those found in the Parable of the Prodigal Son; in which we see a forgiving, passionate and loving God. This is much more consistent with contemporary views about what God is like.

From our discussion of the Passion Project we see that God is not a puppeteer. It comes down to the concept of FREE WILL (getting God 'off the hook'). It is up to us - each individual - to choose what to do with the time given to us. It is important to note here that the 'old school' concept of the vengeful God in Atonement Theology fails to acknowledge moral agency. Because we are born 'owing God' there can be no real knowledge of free will for the individual.

The concept of free will is a vital ingredient in the Church reaching young people in today's society. Great emphasis is placed on the creation of the individual. This comes down to having the freedom of choice to create 'image'. We live in a capitalist society and Gen Y, in particular, want everything NOW. They are focused on the creation of image; the latest phone, music, mp3 player, cars, clothes, hair styles, bars, clubs, friends. Dawkins and humanists in general would argue that all humans have an innate ability to know what is right and wrong. We don't need a God or religion to spell it out for us. But what about this growing fascination with ourselves? What about the increasing capitalist values within the top 20% (some argue more like 10%) of the worlds population? These people who are most economically, politically and socially able to create equality for all people in the world are becoming increasingly more insular. The article The Alternative Community of Moses discusses some of the tasks the Church has to focus on in order to counteract aspects of capitalist society "The task of prophetic ministry is to nurture, nourish and evoke a consciousness and perception alternative to the consciousness and perception of the dominant culture around us".

Understanding and acknowledging "signs of the time" was declared by Vatican II to be an essential connection between itself and the people. In the Passion Project we see how Jesus became a victim of his time. We see that he died because his version of life was different to what was surrounding him in Palestine at the time during which he lived. Jesus' faithfulness brought him into conflict with the Roman way of life and this happenstancely lead to his death. God did not plan Jesus' death. What would be the point of God creating the universe if he knows what’s going to happen?

Reading the signs of the time is relevant now but it is also relevant when we look back at history. Having a grasp of the dialogues that existed and what they discussed is vital if we are to learn from history. Perhaps the most obvious example of examining these dialogues would be the World Wars. The religious, political, economic, social and cultural observations that were being made at the time and that lead to the beginning of the War are to be analysed so that we know how to avoid such catastrophe today. Sources and Methods of Catholic Social Teaching attempts to simplify Catholic social teaching to extend thought while focusing on specific areas; be that the role of scripture, natural law, theological reflection or social analysis. Likewise, Nine Key Themes of Catholic Social Teaching would also have us categorise the many aspects of social justice. In truth, reading the signs of the time involves ALL these issues and more. We have to want to make a difference for equality to happen. We have to make change a way of life if we are to incorporate all these issues. For me, dividing these issues for discussion might be necessary, but it is not a feasible way to change the social justice (or lack of it) in our world.

Friday, 25 May 2007

Establishment of a Safe and Positive Learning Environment

STOP -> GO -> IDEAL

High emphasis on the importance that all students feel physically and emotionally safe when at school. Especially those students who have problems at home - coming to school can be a relief.

  • Students will bring with them values and attitudes from outside – from home, from other friends and family, and their individual life experiences. As teachers we have to work WITH this and encourage positive values.
  • BE CONSISTENT! - Students need to know that when they walk through the school gate certain rules and expectations apply TO THEM.
  • Staff unitedenforce various rules, uniform, language, respect for others etc. Good executive staff will BE SEEN and be accessible to students. This reinforces the fact that someone cares (for both students and regular staff members) it also helps enforce rules and expectations.
  • General discipline – much of what is established in the classroom continues outside it. Having expectations of students increases their self aweness and monitoring skills.
  • COMMENT! Too often we comment on the negative. Notice the positives as well - lead by example. It is all about attitude!
  • Teachers support - general support for each other; personally, within departments, of executives and also support for the students.
  • Reflection – personal, professional. Helps to maintain a positive environment within your own classroom - and this will extend to the wider school community. Students pick up on how teachers are feeling – stressed, angry, happy, uncomfortable etc. Students will quickly work out which teachers care and which don’t.
  • Pastoral care for students, parents and teachers.

Focus on Student Learning

STOP -> GO -> IDEAL

  • ICT – (Prensky's digital native)
  • Sage on the Stage - with so much information available we need to focus on teaching students how to USE and APPLY information when and where it is NEEDED. (Loader, 2007).
  • Loader says; “…another very important goal is to ensure that students are able to make sense of their learning experiences and thoughts, and of society. Learning is about personal growth, achieving a stable base from which individuals can function effectively with resilience in a testing, changing society. Hopefully it’s also about creating a better, sustainable world”. (Loader, 2007).
  • Options for learning – different uses for ICT to support different learning styles.
  • Opportunities to develop individual skills – make sure everyone is accommodated – and valued!
  • Opportunities to follow and develop areas of interest – choice of curriculum electives.

Understanding of Physical Environmnet of Learning Space

STOP -> GO -> IDEAL

  • Open, sunny, airy - rethink design of new schools to exploit natural energy use.
  • Visually mentally stimulating - aesthetically pleasing, CLEAN environment.
  • Each student connected to wireless.
  • Individual space for each student (own workspace) as well as opportunity for group / collaborative work and social interaction.
  • Physical arrangement of classroom – no longer teacher centred; ‘desks facing the blackboard’ etc. Circular, or cluster desks (Vygotsky; Zone of Proximal Development)
  • Expand the use of resources - why confine learning to the classroom? Wireless is your blackboard – take lessons outside on a nice day. Go on virtual excursions.
  • Ideal learning space would be environmentally sustainable. We need to rethink design for example; lights in the middle of the day are often not necessary. Solar power – schools are relatively large blocks of land – find somewhere for solar panels and storage of energy. Likewise with water collection and storage.

Understanding Classroom Dynamics

STOP -> GO -> IDEAL

  • Catering for different learning styles (Gardner)
  • Knowing your students
  • Provide opportunities for students to use their talents and give everyone a chance to speak. GENERALLY BE AWARE of what happens in group dynamics.
  • Bullying / peer group friction
  • Pastoral care - being sensitive to students situations; personal, home, and school life. Be aware of how this affects their school work and friendship groups. Make allowances for bad days and different personalities (Same goes for teachers (peers) and parents)!
  • Encouragement and recognition of efforts - praise when praise is due.
  • Sharing and displaying students work

Understanding of Teaching Strategies

STOP -> GO -> IDEAL

  • LESS 'Sage on the Stage' - too much readily accessible knowledge out there!
  • Teacher becoming more of a background guiding figure - BUT - so we still have structured lesson but learning is about the student discovering for themselves rather than have the teacher tell them “this is how it is”.
  • In my ideal learning environment ALL teachers would be competent and enthusiastic. Ideally teachers and students would be grouped together to exploit relationships that were most conducive effective to learning. (Logistical and testing problems with this).
  1. Draw from the teacher pool of knowledge! - Share teaching ideas, resources and problems (i.e. This lesson worked well because... Trying to teach poetry this way was a total disaster because...). Teachers have different teaching styles, just like students have different learning styles.

  2. Organisation (know your subject)! – At some point we will all teach a kid who is smarter than us! If you are not organised and go into a lesson unprepared, kids will collectively pick up on this … and play up!

  3. Discipline in the classroom. BE CONSISTENT! HAVE EXPECTATIONS! Ask yourself..."how do you want the kids to see you?" (Brennan, 2007).
  4. The world is NOT the same as in “my day”.

  5. SNAPSHOT gives a clearer understanding of strengths and weaknesses. Can be used to snapshot a teacher, student, group of students, or a whole class.

  6. BE ACCESSIBLE - a student should always feel they can ask when they need help.

ED 4236 Assessment 2 - Ideal Learning Environment

My ideal learning environment is ...
  • a place for growth!
  • about supporting ALL aspects of development for ALL members of the school community - students, staff, parents and carers!
  • about developing and maintaining environmental sustainability.

In this mini 'lesson' we will be looking at five aspects that constitute my ideal learning environment these include:

NOTE: it is the sum of all parts that make this learning environment whole ... and successful!

Tuesday, 22 May 2007

Info Tech - What wiki's are about

Wiki's are a collaborative website where the public can submit information to be posted on the wiki. Wiki's are monitored / sensored. The information that ends up on them is assessed for 24hrs (in the case of wikipedia) before being posted. Wiki topics are ordered - much like a book would be. The information is linked to provide easy access to specific topic areas that are relevant to the user. A good wiki will contain many hyperlinks. The beauty of this is that it allows the user to follow their interests and gain access to a greater amount of knowledge in a much shorter space of time.
"Wiki's were designed to be the simplest online data base that could possibly work" Ward Cunningham - creator of the original Wiki program! Legend has it that the name Wiki was inspired by the name of the shuttle bus at the Honolulu Airport. "Wiki" is a Hawaiian word for "quick"!

Monday, 21 May 2007

ED 4134 Item 2 Slide Show

The slide show below is a graphic display of various Board of Studies 'texts' including novelists, playwrights, poets and films.




EXISTENTIAL learners can use this ICT to help them understand the big picture and overall course content. This ICT could be implemented as a good cognitive tool through use as a visual timeline so the student can put the text, film, poem, visual reference etc into an historical, social, cultural context.

VISUAL learners can use this ICT to "see" ideas. They are able to understand / contextualise the content by "seeing it in action". This ICT encourages the student to imaging the possibilies of litarary relationships. The visual display is aesthetically appealing and sympathetic to the student's mode of learning. In the case of the visual learner this ICT could be used as a screen saver on class computers (if available) or alternatively the teacher's computer. This is a step on from putting pictures on the wall of the classroom. Students in schools today are digital natives and as such expect to use ICT. DUe to the fact that digital natives are natural multi-taskers it stands to reason that the more stimulus we, as teachers, can supply the more information has the potential to be internalised.

LOGICAL learners will find this ICT a useful way of presenting course content. As an alternative to the timeline, the viusal stimuli could be arranged to visually display the order in which the 'texts' are to be studied. THe slideshow would therefore become a constant visual reminder to the students about where they've come from, where they are and where they're heading in the course.

Howard Gardner reiterates the importance of recognising and supporting different learning styles with ICT. He also states theat schools often focus on the logical and mathematical learner - perhaps a result of the 'sage on the stage' teaching method coupled with time restraints. In the past it has been assumed that students would learn by building on previous information and progressing in a linear fashion. Hattie and Vygotsky recognise the existance of more convergent forms of learning and place an emphsis on collective and social learning - a move away from the 'sage on the stage' routine. One of the great benefits of ICT is its ability to be interactive and fluid.

The possibilities of this ICT range from it being a stagnant display, its purpose dictated by the teacher (and in this sense it would sit on the knowledge level of the Bloom's Taxonomy heirarchy) to an online resource that can be manipulated by the students. It could be used as a social, historical, litarary timeline, or a course structure timeline or alternatively a front page for notes on each 'text' (Naturalist learners might prefer to manipulate it in this way).

To use this ICT to further the students comprehension in relation to Bloom's Taxonomy the slideshow could develop the student's comprehension of where these texts fit into an historical context. It could also be used as part of the student's analysis of an idea; for example the timeline might be used to explain Charles Dickens statement on class in Great Expectations in relation to other writers of his time.

This ICT could also support social learning as per Vygotsky. The images could be the beginning of a collaborative blog, to be used at the end of each unit for group presentations; for example; students could work in groups and present to the class using the blog to save, collate and share information. In this way students are active in the learning process and the collection of resouces. This develops self efficacy and opens up this ICT to support other learning styles.

Resources:
Gardner Multiple Intelligences http://surfaquarium.com/MI/
Hattie, J (2005) What is the Nature of Evidence that makes a Difference to Learning? www.acer.edu.au/workshop/documents/HattieSlides.pdf

Friday, 18 May 2007

ED 4134 Item 2 Sound File

Mr President is a modern day anti war ballard. This stimulus can be used in the English classroom to compare the social messages and descriptions of authority to that of more Classic texts such as Chauser's Cantebury Tales. It couls also be used as support material when we study war poets.



This ICT appeals to the KINESTHETIC learner because of the sensory interaction. It would also appeal to the RHYTHMIC learner. The ICT is a good cognitive tool in relation to these two learning styles becasue both learners respond positively to sound. The patterns help the student to internalise skills, concepts and ideas. Auditory stimulus can be used in conjunction with almost any form of learning and is not limited to music. Auditory ICT could prove particuarly helpful to students with learning disabilities such as dylexia; written tasks, exam etc. could all be accompanied by a sound file, helping the students to avoid mistakes and encourage self efficacy in accordance with Vygotsky. Creating a diverse learning environment where collation of ICT becomes the social norm will potentially increase the learning potential of students.

The auditory ICT appeals to LINGUISTIC learners who appreciate the subtleties of grammar and meaning. Students are better able to internalise information through lecture (perhaps the teacher could record a pod cast of specific ideas or lessons) and discussion, learn new vocabulary and could even include the ICT in class drama productions. This ICT could be implemented as an effective cognitive tool through getting each student in the class to record one line of a ballard or spoken poem written collectively by the class. If used for this purpose the ICT would incorporate the inter and intrapersonal learner groups and invoke V ygotsky's zone of proximal development theory because those students who are not strong linguistically, kinesthetically and or rhythmically could learn from those students who are.

John Hattie's concept of "active learning" will also be put into effect, as it is anytime the student is required to create something. Bloom's Taxonomy will be implemented up to the level of synthesis assuming a poetic or rhythmic structure is maintained in the creation of the student sound file. This learning could be elevated to the final and highest stage - evaluation - by getting the students to judge, discuss and polish the final product. It is generally assumed that the two higher order stages of Bloom's Taxonomy - synthesis and evaluation - are not expected until senior years however, I see no reason against attempting to implement this ICT in younger years - obviously dependent upon collective class ability.

References:
Gardner Multiple Intelligences http://surfaquarium.com/MI/
Hattie, J (2005). What is the Nature of Evidence that makes a Difference to Learning? www.acer.edu.au/workshops/documents/HattieSlides.pdf

ED 4134 Item 2 A Video Clip

The film Billy Elliot was directed by Stephen Daldry and is rated M. It is to be used in the Standard HSC English course and is part of the Texts and Society module in accordance with the NSW Board of Studies.

Overview: Billy Elliot realistically presents Billy's growth as he struggles to find his place in the world and acceptance from his family and the community. The story challenges viewer's attitudes towards issues such as gender sterotying and class.

The above ICT aids the VISUAL learner because it stimulates their primary mode of learning allowing them to "see" a concept in action for example, the issues surrounding a typical Northern Irish mining community in the 1960's. The film media accomodates the learner's imagination allowing them scope to explore multiple possibilities (in this case the focus would be on the various life transitions of the characters and setting). The ICT of film also allows the visual learner to use mental images as a mnemonic device. Use of this ICT potentially increases recall, helps the learner to use the content appropriately and to effectively address issues raised in the film.

EXISTENTIAL learners require a big picture perspective as they seek to make connections accross the curriculum. A discussion about the context of the film, for example the era in which Billy Elliot was set, might prove useful to the existential learner when contextualising knowledge in a history subject. This is particularly relevent to Vygotsky's zone of proximal development. The existential learner synthesises ideas through previously constructed knowledge as well as a sharing and discussion of that knowledge. Similarly to the INTERPERSONAL and INTRAPERSONAL learner, existential learners often need to feel as though they are a part of something bigger.

INTERPERSONAL and INTRAPERSONAL learners acquire understanding of the issues in the film this helps the learner to develop social empathy including an awareness and concern for others as well as skills for relating to peers and adults. Vygotsky emphasises the importance and value that social interaction has on cognitive and emotional development. In order to make a judgement on the issues in the film the students must first examine their personal morals, values, attitudes and feelings. In this sense the ICT of film supports both inter and intrapersonal learners. The ICT of film gives the student access to a form of expression that differs from literature. It offers some variety of media and a basis of comparison between what a film is capable of portraying that a book cannot and vica-versa. A class discussion on this could lead to students sharing and contrasting their own experiences to situations and/or settings that characters in the film find themselves in.

RHYTHMIC learner stimulates their primary mode of learning. Rhythmic learners are particularly drawn to sound and respond to cadence in language as well as music. They enjoy moving to rhythms. With all this in mind the ICT of film and more specifically Billy Elliot is an obvious choice for the learning style of these students. The music and movement in the film will help these students associate strongly with the issues in the film. They will be better equiped to internalise and recall concepts. It is important to note here that the use of this specific ICT (Billy Elliot) might prove more beneficial for this particular learning style than a less rhythmically inclined film. However, for our purposes, the ICT supports the style of the rhythmic learner.

LINGUISTIC learner this type of learner would benefit from film, specifically Billy Elliot, because they exhibit a keen appreciation of the context of language. The "Irish speak" is lyrical and incompasses sayings that may not be familiar to the student thus appealing to their learning orientation.

Hattie emphsises the role that the teacher plays in students learning - clearly an important and substantiated topic as we heard in the news this week - effective teachers are reportedly able to cover material twice as fast and effectively. Thus the way the teacher chooses to implement the lesson is important - as this ICT caters for the highest number of learning styles it is clearly an effective cognitive tool. Exploitation of this ICT means it is possible to reach the evaluation stage of Blooms Taxonomy although it is more likely to invoke a synthesis / analysis level of learning.

Resources:

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/annotations_texts_04_07.doc.
http://hsc.csu.edu.au/english/standard/texts_and_society/world/3244/billy_elliot.html#consider

Blooms Taxonomy http://www.teachers.ash.org.au/researchskills/dalton.htm

Gardner Multiple Intelligences http://surfaquarium.com/MI/

Hattie, J (2005). What is the Nature of Evidence that makes a Difference to learning? www.acer.edu.au/workshops/documents/HattieSlides.pdf

Vygotsky http://www.wcer.wisc.edu/step/ep301/Spr2000/Jenna-B/zpd.html

Wednesday, 16 May 2007

How do I post stuff into my Blog?

Video: U-tube - email to blog - copy the embed code - paste in HTML

Slide shows:
www.slide.com -embed html - paste into HTML (ignore warning).

Inspiration: to save an inspiration file to my Blog I must ... FILE - Export - GIF - Save - Save USB. Then in my BLOG I must ... New Post- Picture icon (add image) - add inspiration article that I saved on my USB (it'll come up as a jpeg file).

Sonific: copy embed, paste into html

Tuesday, 15 May 2007

ED 4134 Item 2 Online Game

I found a lot of websites that delt with learning the English language (ESL) rather than teaching the NSW curriculum. Some of these would be suited to junior years and students who need help with grammar, spelling, tense and punctuation. On the whole these English Language games cater for the kinesthetic, interpersonal, logical, linguistic, visual and sometimes rhythmic learners. Both the BBC website and puzzlemaker can be manipulated by the teacher to include learning material relevent to their classes.

http://www.englishpage.com/games/nouns.htm
http://www.bbc.co.uk/worldservice/learningenglish/quizzes/
www.puzzlemaker.com

Although these games are fun, educationally they are limited. The best game I discovered for secondary English students was a webquest relating to Lord of the Flies - a good game to get the students into the mindset of the characters and do a bit of psychological exploration.

http://www.longwood.k12.ny.us/lhs/teach/webq/lmasterjohnlord/

Cognitive learning requires students to internalise sensory information therefore kinesthetic learners would most probably benefit most from this interactive process, however, doing is beneficial to all types of learners. This webquest requires students to work in groups thus developing intrapersonal and interpersonal skills.

Vygotsky's zone of proximal development is put to the test when students are required to use specific ICT's that may or may not suit their learning style. In this webquest students must create / invent and sell an idea thus engaging with Blooms synthesis level.

The way a teacher uses resources (or often improvises with a lack of them) effects the students ability to learn, according to Hattie. A good teacher would form groups of students all of whom learn differently and design a webquest that catered for the different learning styles; thus encouraging them to play to their strengths, use their talents and also learn from and engage with their peers.

References:
Game 1 http://www.englishpage.com/games/nouns.htm
Game 2 http://www.bbc.co.uk/worldservice/learningenglish/quizzes/
Game 3 www.puzzlemaker.com
Lord of the Flies Webquest http://www.longwood.k12.ny.us/lhs/teach/webq/lmasterjohnlord/

Blooms Taxonomy http://www.teachers.ash.org.au/researchskills/dalton.htm
Gardner Multiple Intelligences http://surfaquarium.com/MI/index.htm
Hattie, J (2005) What is the Nature of Evidence that makes a Difference in Learning? www.acer.edu.au/workshops/documents/HattieSlides.pdf
Vygotsky Zone of Proximal Development http://www.wcer.wisc.edu/step/ep301/Spr2000/Jenna-B/zpd.html

ED 4134 Item 2 Graphic Organiser

















Before analysing the learning advantages of the ICT (graphic organiser) I'd like to point out the following because I've only just figured this out and am now in a great debate as to the benefits / disadvantages of blogs versus wiki's!! Unlike wikis, blogs do not allow a user / viewer to access external programs so in effect what you see is what you get. Within the scope of a blog, graphic organisers such as Inspiration 8 are limited. However stagnant graphic organisers are beneficial to the visual, naturalist and logical learner as they can be manipulated to stress hierarchical patterns, commonalities and differences of information. A good range of examples and comparisons of graphic organisers can be found at http://www.graphic.org/goindex.html

Use of the Inspiration 8 program outside of a blog is appealing (in addition to the above) to the existential and kinesthetic learner. According to Petty, the interaction element - physically having to explore the page, open hyperlinks and expand the ideas by reading the 'post its' behind the main label all help the student internalise the information being presented.

Inspiration 8 allows the student to follow ideas / concepts at their own pace and in a way that makes the most sense to them. Vygotsky understood that people are greatly influenced by their environment therefore the learning of the digital native is reinforced through use of ICT. Hattie is quoted as saying "it is what students bring to the table that predicts achievement more than any other variable". It therefore makes sense to use ICT when teaching because it is a medium that the students are apt in and engage positively with. Potentially use of ICT could raise the level of achievement. Interpersonal and intrapersonal learning is therefore accommodated by use of this ICT.

The way this ICT is used effects is ability to be an effective learning tool. Where teachers readily display information on graphic organisers which are THEN used by students Bloom's Taxonomy is being implemented only to the point of knowledge, possibly comparison. When the student uses the graphic organiser to collate and link information in a way that personally make sense to them the application / analysis stage is being implemented.

References:
Gardner Multiple Intelligences http://surfaquarium.com/MI/index.htm
Hattie, J. (2005). What is the Nature of Evidence That Makes a Difference to Learning? www.acer.edu.au/workshops/documents/HattieSlides.pdf
Petty, G. (2004) What the Learner does is more important than what the teacher does. www.geoffpetty.com/research.html
Vygotsky Social Development Thoery http://tip.psychology.org/vygotsky.html
Inspiration 8

Tuesday, 8 May 2007

Multiple Intelligences in the ICT Environment


How do we manage multiple intelligences in the ICT environment?

AIM: To answer this question as a collaborative group using the links below...

Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog
This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htm

This site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htm

Applying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htm

There are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfm

Constructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.html

This site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182

Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm