A contemporary K-6 teacher: my perspective.

Being a teacher who is flexible, adaptable, forward thinking and responsive to technological advances, I believe is the essence of contemporary teaching. The significance of these skills as an educator was in fact reinforced over the duration of this subject - ICT in Primary Education: Current Issues and Applications. The expansion of my professional learning journey during this intensive course far exceeded my expectations and ambitions. Over the course of a week I developed an eBook related to online professional development, discovered apps, websites, networks and social media tools vital to developing teachers’ pedagogical perspectives and collegial relations; and transformed my thinking from a student of the past to a teacher of the contemporary. This blog will discuss three relevant issues of ICT in primary education in relation to my personal learning journey.

iPads in education

images: 'iPads in Education' by Laura & Simone

The rapid evolution of the iPad has seen this device transform from one of luxury into one of life’s necessities. In the context of education and in my own personal experience, iPads have impacted on my learning experiences immensely and have aided the progression and reconstruction of my thinking and learning patterns. This was reinforced by the initiatives discussed in the eBook ‘iPads in Education’ created by fellow students Laura and Simone.

During this subject, my outlook changed significantly regarding the use of iPad’s within the context of primary education. These devices are not merely for playing games, social media updates and taking and uploading photos, they are for enhancing learning, creating personalised learning platforms, and enabling students to self- direct their learning. “Tablets have gained traction in education because users can seamlessly load sets of apps and content of their choosing, making the tablet itself a portable personalised learning environment” (Horizon report, p15, 2013).

Created by Belinda James

Due to the inclusive and diverse nature of contemporary classrooms, alternate measures of engaging and educating our students are vital. Visual learners benefit from such devices within the classroom, as do students with special needs and/or language barriers. The iPad is an exceptional tool for children with special needs, not only because they are learning, communicating and accessing information with the same devices as their peers, they are provided with further opportunities to engage in assistive learning, self-monitoring, communication and inclusive play (Nash, 2012). It enables students to work at their own pace and consequently gain confidence in their learning and intelligence. iPads can be used for individual, pairs or group work in the classroom and are a notable tool for reflection and self assessment.

The power of the eBook was perhaps the most significant personal learning experience of this subject. Developed for, by or alongside students it is a primary force in expanding literacy levels. Hallybone (2011) discusses the benefits of promoting reading amongst her students, as they beg and plead with her to read a book via electronic means. Students can create their own storybooks by using video recordings of their own voice as an aide to write their story further enhancing spelling skills. The magnitude of value, possibilities and opportunities they create in a child’s learning is beyond measure.

Not only effective for students, iPads create a world of new experiences instantaneously for teachers. “Teachers see the iPad as another step forward - an opportunity for it to revisit curriculum and make learning even more relevant and engaging” (DEECD, 2011). Furthermore, teachers can download apps that collect assessment data, behaviour management tallies, and have instant access to the world’s libraries: to share with or read to students via the IWB, just to name a few (iPads in education: chapter 4).

Gaming in the classroom

image source

As teachers of the gaming generation it “is essential to keep an open mind, and be willing, better yet – eager to try new things” (Abrash, 2000). It is here where gaming in the classroom presents itself as an open opportunity for meaningful learning. Gaming in the context of education is fun, creative, exciting and challenging. The social nature of such technology has seen gaming become more than just a sedentary activity for students of the 21^st century. It allows communication, collaboration and experimentation in an engaging and  motivating meduim.



Hallybone (2011) asserts that gaming in the classroom provides a challenging, appealing learning environment where engagement levels are high and students are stimulated and immersed in their learning.  Furthermore, the social aspect of games has seen increased levels of attendance, and intrinsic motivation in tasks from both students and teachers alike (Hallybone, 2011).

Gaming devices satisfy cross-curricular outcomes in regard to communication, leadership, and collaboration. Moreover, they can enhance literacy levels in all key learning areas of the curriculum using an environment conducive to increasing interest and engagement levels of contemporary students.

 

As demonstrated by the infographic cited in Dunn(2012), various reasons behind using gaming in the classroom include:

· User friendly educational technology

· Children love games

· Familiar tools and increases student engagement

· Helps to personalise learning

Dunn (2012) further states that games can engage students in experiential learning, teaching children such skills as problem solving, communication, collaboration and negotiation all designed around real world contexts. We are preparing students today for jobs that will exist tomorrow; those that will be successful in these jobs are those that display the skills of creativity, problem solving and collaboration.

As demonstrated by fellow students Amy and Alexis in their iMovie Digital games in the classroom’, Mr Pai reinforces these ideals in his classroom aptly named ‘team drillhead’.With Mr Pai, gaming is tied to performance and achievement growth as his students are grouped according to how their brains work and learn. This ensures no student is left behind due to the highly collaborative and peer-mentoring nature of gaming within Mr Pai’s classroom. Admittedly, I am yet to use gaming in the classroom, however learning of its advantageous nature has unveiled an enthusiasm within to deploy such mobile yet collaborative technology in my classroom.

Connected classrooms

No longer is learning confined to the four walls of the classroom. With connected classrooms a world of highly accessible knowledge and experiences await students and teachers via such means as video conferencing media. This notion is confirmed by the eBook ‘Connecting Classrooms, Connecting Perspectives’, composed by classmates Alix and Elouise. It explores how collaborative learning is expanding pedagogical practices alongside student learning experiences and intensifying global knowledge development.

Connected classrooms utilise technology to communicate with others around the world in order to increase meaningful learning in a real-life context. Students are provided with multiple perspectives and opportunities in the construction of knowledge. It creates empathy within students as they experience first-hand some of the restrictions encountered by some rural communities and schools in terms of isolation and resources.

image: 'Connected' by Gavin

These ideals are supported by the eBook ‘Connected’ developed by fellow peer Gavin. Gavin talks of the opportunities connected classrooms allow in the context of specific subject areas such as Drama. Perry (2013) states that such media conferences allow students to obtain a global position in the community, while developing both social and collaborative skills. This is also evident amongst teachers. The prospect of collegial team teaching as well as professional development is now possible thanks to video conferencing media such as Skype. Not only can classrooms engage in learning experiences with experts, authors and academics, they can engage in authentic learning with other classrooms around the world, in real-time. 

image: 'Connected' by Gavin

This kind of learning opens opportunities for developing globally connected and aware students. Matthew Kearney (2013) states that video conference technologies besides lending themselves to guest speakers can be employed as tools in discipline specific ways. For example in the context of drama, joint participation is encouraged among students due to the nature of such a performance, therefore essentially creating a joint learning space, rather than a delivery platform.



The significance of connected classrooms lies in the abundant opportunities presented to teachers and their students. These include enhancing distance education, gaining relevant knowledge from respected professionals/experts, developing cultural understanding and sensitivity, life skills and collaborative communication skills, civic responsibility, and different perspectives of news and current affairs. These reasons alone have influenced my personal pedagogical perspective in relation to ICT in the classroom. We as teachers are no longer the imparters of knowledge, rather the facilitators of global connections utilising strategic communication tools in order to source and supply appropriate authentic means of expanding, delivering and accessing knowledge to our students. As a contemporary K-6 teacher I endeavor to introduce such ideals of 21^st century technology and media in the hope of transforming the learning of my students and creating globally connected citizens, all of which can be achieved within the connected classroom.

Implications for teaching
As a contemporary K-6 teacher integrating these technologies within my class will be of high priority. Despite my ambitions of using such technologies to redefine tasks and create meaningful learning, implications are apparent. Due to the rapid development of such innovations little time is available to research the advantages and disadvantages of using such devices in education. The issues of equity, limited access, using technology for ‘busy work’, limited awareness among teaching staff, and the possible reframing of pedagogical innovations could potentially thwart my objective. Furthermore, failed technology, bad connections, timing constraints and contesting traditional teaching methods of staff could also hinder the application of technology in the classroom. However, with adaptable and resourceful teachers, these implications can be promptly rectified. As teachers we are only limited by our own TPACK, so as educators of the 21^st century, it is in our own hands to transform the learning experiences for our contemporary students. In accordance with the SAMR model, the desired outcome of using technology in the classroom is to redefine the task, and therefore create meaningful learning experiences while developing higher order thinking. It is therefore apparent that teachers of contemporary students must redefine their pedagogical perspectives to align with the foundations of TPACK. 

Educator and author John Holt (1923-1985) once said “We should turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned”. This statement remains pertinent in the context of contemporary teaching as we are preparing our students for careers that are currently non-existent. If we as teachers can instill a passion for learning while delivering this learning in a manner relevant to the contemporary student their learning will not only become, but remain universal, as has mine over the course of this subject.

References

Abrash, M. (2000). Ramblings in realtime. Retrieved 03/03, 2013, from http://www.bluesnews.com/abrash/abrash.pdf

Department of Education and Early Childhood development (DEECD). (2013). iPads for learning. Retrieved 05/03, 2013, from http://www.ipadsforeducation.vic.edu.au/

Dunn, J. (2012). A must have guide to gaming in the classroom. Retrieved 10/03, 2013, from http://edudemic.com/2012/09/must-have-guide-gaming-classroom/

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC horizon report: 2013 higher education edition. Austin, Texas: The New Media Consortium.

Kearney, M. (2013) in Orgill, G. (2013) Connected. Created by Orgill, G.

Koehler, M. J. (2011). What is TPACK? Retrieved 09/03, 2013, from http://tpack.org/

Puentedura, R. R. (SAMR). (2013). Retrieved 16/02, 2013, from http://www.hippasus.com/rrpweblog/

Peers’ resources reflected upon

‘Connected’ created by Gavin Orgill

‘Connecting classrooms connecting perspectives’ created by Alix Spillane & Elouise Feltham

‘Digital games in the classroom’ created by Amy Dellosta & Alexis Cooper-Durante

‘iPads in Education’ created by Laura Broadhead & Simone Peachey