Reflection on the Flipped Classroom:

Reflection on the Flipped Classroom:

The Flipped Classroom

Module eight (8) presented a number of innovative ways of using the available technology in the classroom and the advantages and challenges of using such an innovation. Among the number of approaches discussed, was the ‘flipped classroom’. As the name suggests, this method reverses the order of the regular teaching method, taking instruction outside of the confines of the classroom and moving home work into the school.

I particularly like this method for the following reasons:

·         It increases the interaction and personalization of the contact time between student and teacher.

·          It allows teachers to engage in differentiated instruction, catering to students’ learning styles, while at the same time, offering necessary scaffolding.

·         This method also encourages students to take responsibility for their own learning. Students can then work at their own paste.

·         Fourthly, in the flipped classroom the content is permanently archived. The content can then be previewed or used for remediation at any time. This is an advantage to students who may have missed classes for one reason or the other.

I can see myself applying methods of the flip classroom in my own teaching. This however would be approached carefully as not all areas of a subject matter lend itself to flipping. Care would also have to be taken in ensure that the right technology is employed and that the videos are of a high standard.

Cellphones in the classroom

 Cellphones in the classroom

 

The debate about the possible inclusion of cellphones into our curriculum still rages with both  sides presenting arguments for and against such inclusion. Meanwhile, the issue is being debated the world continues to advance rapidly around us. We then have to indulge ourselves in a game of "catch up" after the rest of the world would have moved on.  This is the plight of many developing countries.

To much is at stake for us not to take notice. Our children's future in a digital environment depends on the decisions we make today. If our students are going to be able to access and keep jobs in the digital work place, they have to  be exposed to modern technology. Additionally, they must possess critical thinking and problem solving skills, be able to work in teams, be flexible and willing to adapt to change, have good communicating skills and be information literate. To be able to adequately prepare our students, schools must embrace the technology that students would encounter in the workplace. The cellphone is one such piece of technology.

As it stands, our students have had a long association with cellphones that can be used as Personal Digital Assistants (PDAs) and are well versed at using them. What they have not been exposed to is the use of the cellphone as an instructional or learning tool. The modern cellphones (smart phone) with a wide range of built in app and available software make them excellent choices for ubiquitous computing. With these phones students would be able to conduct online research, work collaboratively on tasks, prepare and present content, engaging in social networking, and take notes among other things.  

Although fundamental issues need to be resolved, such as the control over content and use, the potential for learning with mobile phones exists. With proper classroom management of which effective lesson planning is an integral part, cellphones can be utilized as effective learning tools. 
Are we any closer though, to allowing cellphone usage in our classrooms? I don't think so. This is as a result of a number of factors including the cost of internet service provided by our two service providers, the number of children owning a smart phone, the difficulty posed by the numerous different platforms used by these phones and the sourcing of software for them, the lack of a policy frame work for such inclusion and the absence of a core of teachers who are trained in the use of cellphones as instructional tools and spear head such an initiative.

Reflection Assignment 2

Assignment 2 is done and dusted. I do not think I did as well as I could have done. The missing element was the invaluable feedback from Mr. Roos. This is no fault of his, as I was unable to submit my 1st draft for his input. Did I enjoy it as much as I did my other assignment? I don't think so. The voice synchronization with the slides proved bothersome. On a more positive note though, my repertoire of ICT related skills is broadening.

Tablet Computing

Tablet PC's which falls between a smart phone and a lap top, has extended the mobility provided by laptops by its ability to capture hand writing using the "pen". This powerful piece of technology has captured the imagination of young people "digital natives" who would have made smart phones  part of there daily lives.
As an educational tool, the Tablet has endless possibilities of extending one to one computing, offering some unique abilities for instructional use. The portability, the pen-based input, the low power consumption  and the screen format provide teachers with increased options of presenting material in new and exciting ways. However,to harness its true potential as an educational tool, teachers must be knowledgeable of the technology and the applications which are available.

Although Table computing is what the industrialized countries are moving to, I do not see us making use of this technology in the foreseeable future. The mitigating factor here is cost. However, in my readings I came across an application software "bamboo" which allows limited use of a laptop as a Tablet Pc.

General tips for Tablet usage:

1. Acquaint yourselves with the technology and the available resources.
2. Plan effectively to maximize available instructional time. This is one of the pillars of effective 
     classroom management.
3. Allow for students to be engaged in collaborative activities.
4.  Establish clear guide lines for Tablet PC usage in the classroom.

1:1 Computing

One to one computing is considered by many as the latest trend in the evolution of technology. The nature of this form of computing allows students to take charge of their own learning, thus allowing them to become self-directed in the process. Additionally, students’ ability to work independently increases their critical and analytical skills and as a result reduces the time it takes for them to acquire and manipulate information. Furthermore, one to one computing has the potential to enhance students' technological capabilities and increases their motivation to learn which increases retention of information because learning can be presented in fun and innovative ways through the use of different computer programmes

Based on my readings and having observed our attempt at one to one computing, I have concluded that it is a very complex process and attention must be paid to all areas. Failure to do so would seriously impact on the success of the programme. In my opinion the following principles are key to the successful implementation of one to one computing:

• Have a phased roll out of the programme beginning with teachers.
• Have an administrative staff that can manage the change.
• Ensure that there is a well trained technical support staff.
• Provide opportunities for the ongoing professional development of teachers.
• Ensure that pedagogical practices in the classroom support the technology.
• Form strategic alliances with interested members of the community and business sector who would be willing to support the initiative.

Reflections on IWBs

I do not have any experience with IWBs, so this activity was a learning curve for me as were a number of the other activities. Based on my readings and the various comments made in the group blogg by my colleagues, I now have a better understanding of and a keener appreciation for this powerful piece of learning tool. My understanding is that IWBs provide ways to show students anything which can be shown on a computer screen, (educational soft ware, websites and so on and so forth)
 Classroom application of this tool is almost limitless. Teachers can use it in a number of ways including but not limited to: presenting presentations made by students and teachers, digital story telling, preparing lessons to be presented at a later dater using the interwrite software, collaborative problem solving and reinforcing skills by using online interactive websites.                                             The readings and the testimonies of my colleagues who have had the privilege of using IWBs strongly suggests that they have the capacity to transform our regular classroom environment into a multi-modal one where students can begin to act as agents of their own meaning-making,locating information and more importantly exploring and interpreting how to turn data into knowledge. In short, IWBs if used properly should help to expand critical and creative thinking among our students.

One Computer Classroom

Good teachers are concerned with their children's learning and plan with them in mind. In the One Computer Classroom, the teacher must plan to maximize the benefits of having that one computer in the classroom. It is better to have a loaf of bread than none at all.To maximize these benefits the teacher must use the computer in new ways. This would call for extensive planning on behalf of the teacher. In his planning, he has to decide where technology can be used to meet curriculum standards and related learning activities. Planning must ensure that each student is given adequate time on the computer while at the same time allowing other students to engage in useful activities during none computer time or time away from the computer.

I particularly like the fact that the one computer if used effectively can foster collaboration where students learn from each other and can apply co-operative problem solving skills to address challenges that may confront them form time to time. This type  of learning environment simulates real world learning.

Reflection on Classroom Management with ICT

Reflection on Classroom management with ICT

The effective teacher must be equipped with skills to ensure that proper classroom management is maintained.  Prior to April, 2011, before the netbooks were introduced in the primary schools my classroom management skills were not called into question. However, the introduction of the netbooks brought with it a new set of management issues for me as well as other teachers in the system. These new challenges require new solutions and already this course is providing some answers. 

As a classroom teacher, I now have to contend with issues having to do with the maintenance of hard ware and software and the setting up of systems to effectively manage the integration of these into the normal classroom activities. This is something that many of us as teachers are not adequately prepared for at the moment. The readings provided in the modules and activities presented by my colleagues have provided some useful suggestions on the general management of hardware and software. However, I do not recall any mention being made about the need for technical support in the management of the hardware and software and indeed there is a need for technical support staff to assist in these areas.

An issue raised in the readings which had me thinking was the section that zeroed in on Computer labs and learning labs. The fact that the one lap top per child initiative is finally a reality in the Vincentian society had me questioning the need for computer labs and learning labs. In my school for example many teachers teach from their classrooms where each child has a lap top and from reports they are rather comfortable with this method.

Reading further I gathered that the primary goal of introduction of computers in schools is to impact teaching and learning in a fundamental (and positive way) in core subjects.  As a teacher it is my responsibility to ensure that during class sessions pupils are focused on the matter at hand and are not engaged in their own activities. My classroom management skills are most certainly enabling me to do this and at the same time making learning an enjoyable and meaningful experience for those who are in my care.

Learning In ICT-enabled classrooms

Learning in ICT-enabled classrooms

Technology is shaping our future and as such our students need to be positioned to take advantage of the opportunities that would present themselves as a result of the technological advances. The inclusion of ICT into the curriculum at both the primary and secondary level is intended to do just that. 

The readings in the module “Learning in ICT-enabled classrooms” provided lots of food for thought. According to the readings, two major hindrances stand in the way of the successful integration of ICT into the curriculum, the lack of one to one computing and the resistance to change.  It is noted that for true technological advance to occur the computer must be personal to each learner having the personal touch of the student.  In this regard we are well on our way here in St Vincent and the Grenadines with the 1 lap top per child initiative. Our student have become quite verse in the use of these computers in very quick time. What we need to work towards is getting our students to begin to use these computers to construct their own learning. In this regard we need a cadre or teachers who are highly qualified in ICT to lead the way and to train others.

 A number of devices and methodologies that have been employed in classrooms in more developed countries like the US were also mentioned in the readings. In our own Vincentian context though, it would be difficult if not impossible for us to make full use of these in our classrooms because of the prohibitive costs of some of these devices (smart board, tablets etc.). Additionally, the rapid change in technology in a sense is working against us, in that by the time the market price for a number of these products have fallen sufficiently for us to acquire them, they would have become outdated. 

As teachers, what we need to do is to make the best use of the resources that are at our disposal. In making the best use of the technology that we have, we need to carefully consider what we want to achieve at the end of section or segment of a lesson and determine which type of instructional media will best support that outcome. All of this is part of effective classroom management.

  

I couldn’t agree more with Mark Prensky, that we needs to adapt existing technology to me our particular needs. I go a little further and add that as a people, we have to begin to move away from merely being consumers and begin to move towards producing products to suit our particular needs.    

My Experiences with ICT Integration

Like my fellow colleagues, I am in support of the integration of ICT in the teaching-learning process.  I concur with Mrs. Beverly Phillips, that the benefits of such an integration is validated by research.  I, therefore, would address briefly one of the many challenges that we as ICT coordinator s are faced with.

This challenge resides with the teachers, that is, their poor attitude towards ICT which is fueled by a lack of knowledge and understanding of the technology.  One can therefore understand their reluctance to embrace the technology.  As a consequence, some teachers are afraid to use the technology in the delivery of lessons and when they do, the integration is at the lowest level as a conveyor of information.  Johnson (1996) and Robertson (1998) found that such low level use (word processing, drill and practice and game playing) of the computer has no significant difference on learning.  According to Titus (1994), those of us who are ill equipped to handle the technology run the risk of falling behind those who have embraced it.   There is light at the end of the tunnel though, as more and teachers are accessing training. These trained teachers would be able to take our students to the next level of computer usage that is to construct knowledge.

Fang cited in Liu (2007) noted that the inclusion of innovative technology into the classroom increases the complexity of instructional and learning situations.   Mr. Ulrick Sutherland in his response alluded to this fact.  This calls for greater effort on our part to manage our classrooms more effectively. Woolfolk (2004) postulates that the effective teacher must constantly trod the part of knowledge or run the risk of losing relevance in the classroom.  The underlying principle is we have to be prepared.

As teachers, one must appreciate the fact that the successful integration of ICT in the teaching-learning process abides with us. Therefore, one must be comfortable with the technology and be able to apply it appropriately. Additionally one must be conversant with new technological tools, resources and pedagogical approaches. The teacher who fails to prepare, must prepare to fail. The danger of this is that will certainly have adverse effects on our students, the future of tomorrow.