Well, after spending far too long creating a concept map for my somewhere; the final product of which I am less than happy with; using ICTs instead of just drawing it and scanning it in a much shorter time, I have finally got to writing another blog post. Clearly, I am not alone in my frustration with this seemingly simple task, yet my patience was pretty much non-existent. It seems, among others, Susan and Charlotte both found the experience to not be their favourite thing to do. Never mind, that is another learning experience ticked off with some small, and some larger lessons learned.
To further explain my somewhere, as my concept map probably needs refining, it is a Year 6 classroom with 24 students of mixed ability. While the classroom itself only has four computers, the school has a couple of computer rooms available and each class has a minimum booking of 40 minutes per week. It is then up to each individual classroom teacher to make a booking on behalf of their class to use the computers at any other time. It seems that this arrangement, while most likely due to the budget constraints of a small school in a low socio-economic location, is the best the school can provide. So how can the teachers best make use of this situation to ensure that their students get more than the bare minimum of exposure to ICT use in the classroom?
In this situation, are ICTs being used as a tool for transformation and innovation in education, or merely as a modern substitute to deliver learning material and experiences on another platform? (Kirschner & Wopereis, 2003, as cited by Jones, 2016).
As this will be a return placement, I witnessed during my first PE at the site, that the ICT equipment was predominantly used to allow students to access Maths and English programs that could be tailored to their own level. For example, Mathletics, is used by that teacher to allow her students to consolidate knowledge learned during a normal classroom maths lesson. That particular teacher has ensured that students are able to access problems that allow them success, while also providing them with an opportunity to move up the scale, however, this is just another example of delivering material on another platform.
I look forward to my next placement, with my Year 6 class, as the site coordinator has informed me that the students will be creating stop motion animations using new software purchased specifically for the task allowing them to demonstrate transformation and innovation through their own creations.
Kirschner, P., & Wopereis, I. G. J. H. (2003). Mindtools for teacher communities: a European perspective. Technology, Pedagogy and Education, 12(1), 105–124. doi:10.1080/14759390300200148