And I’m done

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Finally after all the stress, assignments, and prac all mixed into this semester it’s finally done. I have just submitted my final assignment for semester 1 and I have so much relief its amazing. If you are struggling to push over the finish line be sure to check out  https://jessicapackerblog.wordpress.com/  for some awesome struggle methods. Wish you all the best of luck with your studies, until the next post.

~Adriana

The end is near…

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The first semester of 2016 is coming to an end and the final touches are being made on assignments and course requirements. I’m definitely exhausted that’s for sure and I could use some serious sleep catch up. Looking forward to the final assessment being done and dusted, bring on the semester break!

Check out Maggie’s blog on nearly finishing the uni semester: https://maggiestevensblog.wordpress.com/2016/05/31/nearly-there/

~ Adriana

Prac done and dusted

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Wow those three weeks definitely went past in a blast! I can say I successfully built relationships with the students I taught and enjoyed doing so. Being a health and physical education major I spent majority of my time with grades 8-12 with HPE and Recreation. I was lucky enough to be involved with a special education class as my mentor had  a supervision. It was a completely different dynamic where all the students need to be catered for equally. I enjoyed working with these kids particularity the ones who had learning disabilities just listening to them and getting them actively involved with tasks made it an exciting experience.

I am now back to reality with multiple assignments due within the next two weeks. Trying not to stress but I can seriously not wait until uni holidays.

More info on Special Education

~ Adriana

My Professional Experience

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Over the past three weeks I have been on my fourth professional experience. What can I say this was definitely an eye opening experience ill be honest. This school had a wide variety of both student and staff dynamics which I had never experienced at this level. I can say I’ve never butted heads with my mentor as much as I did this prac, particularly around teaching styles. My mentor was definitely a strict teacher which I thought often went over board and didn’t actually allow students to use their own thoughts and opinions. I am on the other side, I actively encourage student discovery through group and collaborative tasks and realise you cannot expect dead silence classrooms. (I actually find them uncomfortable) The scare tactics and yelling doesn’t particularly work for me I’m not exactly an intimidating person. I think all teachers are different and consistently need to search and reinvigorate their teaching not matter what their length of experience is.

Strict, Good or Bad?

~ Adriana

ICT in School

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The setting where I was to complete my fourth professional experience is one which definitely lacked ICT. While the school had large numbers within the student body the amount of tablets and computers were not in per-portion to this. The students dynamic definitely was an issue where spending significant amounts of funding and money on developing a ICT enrich environment would be challenging. Throughout some of my observations I saw many students mistreat school property making it hard to trust them with more expensive tools. Half of them didn’t take pride in their own belongings let alone others. While I observed these students I also observed students who used these technologies fluently and effectively which is positive. The divide is something that will require major shifts within the school and the policies they run by. It was definitely an interesting experience.

There are no technology shortcuts to good education

~ Adriana

Using the T in the TIP Model

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Prepare and Organise 

Given that every classroom is different preparation is key. Approaches which may be successful in one class may be challenged in another. This is why teachers prepare and organise learning keeping in mind a back up plan for ICT tasks. As we know ICT can sometimes be challenging to utilise within classroom, however this should not act as a deterrent for the inclusion of ICT as it provide many positive results for both teachers and students.

The types of questions of interested in this stage include, but are not limited to:

  • What hardware, software and other media will I need?
  • How can these resources (and the room) be organised to support learning?
  • Is all the technology working? Can the chosen online services be accessed from the school network?
  • What are my plans for when/if the technology doesn’t work? 

    Remember, you need to have a plan B

  • What are the common problems that my mentor has with the technology in the room? What are the common solutions? Are there better solutions?
  • How have ethical, privacy and other related issues been considered?
  • How are the needs for all students being supported?

Technology Integration Planning 

 

Using I in the TIP Model

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Designing integration strategies

The following is a subset of the questions you may ask yourself during this stage:

  • What teaching strategies and learning activities will work best?
  • How can ICTs best support these strategies and activities?
  • How can I prepare the students to use these ICTs?
  • How will students be grouped?
  • How will I sequence activities?

These are key points teachers should include during their construction of lessons and the inclusion of ICT. The purpose is to identify and design the learning and teaching strategies around what will work within a teachers specific context.

Technology Integration Planning 

Using T in the TIP model

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Transform (Authentic learning) – Integrate – Prepare and Organise 

Authentic Learning environments should:

  1. Provide authentic contexts that reflect the way the knowledge will be used in real life.
  2. Provide authentic activities.
  3. Provide access to expert performances and the modelling of processes.
  4. Provide multiple roles and perspectives
  5. Support collaborative construction of knowledge.
  6. Promote reflection to enable abstractions to be formed.
  7. Promote articulation to enable tacit knowledge to be made explicit.
  8. Provide coaching by the teacher at critical times, and scaffolding and fading of teacher support.
  9. Provide for authentic, integrated assessment of learning within the tasks.

The key for successful ICT integration is providing students with tasks that are engaging and interesting. Teachers need to think about ICT within the classroom and how they can best engage students in the learning content.

Technology Integration Planning 

A Teachers Significance

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A teacher cannot just deliver an ICT enrich lesson or unit a teacher needs to be educated themselves about the use of ICT and confident to deliver it. Teacher training is key, continual professional experience is crucial in applying and investing in ICT to its potential. Bringing ICT into the classroom does not change the teaching and learning process it rather enables teachers to transform their practice. ICT is a tool which helps teachers create a more ‘learner-centric’ learning enviornment, challenging students’ understanding and thinking through whole class discussions and individual or small groups working with ICT. ICT can be used to support change and extend existing teaching practices reinforcing existing pedagogical practices and well as the interaction between teachers and students. ICT can be used as a tool for information presentation including; projectors, television, and electronic whiteboards. These can promote class understanding and discussion about a variety of concepts through particularly the display of simulations.

Source: Teaching and ICT