- is a social networking page that can be used as an alternative to Facebook. This allows students to and teachers to communicate through links, classwork information an so forth. This website can help to support students as they can collaborate with each other in a non-intrusive environment (Separating learning from personal environments)

 

 

Thing 10

 

Feedback is crucial for student, teacher and human growth, throughout our lives we are constantly giving ourselves a different form of feedback, whether this is explicit or implicit. For example, we may be driving a car and we try to elicit how much force we need to apply to the throttle, or how much we need to turn a wheel before the car turns. From these subtle moments, we gauge and understand through our own feedback where we need to correct ourselves. This is especially important for students and teachers in a schooling environment. If the feedback is poor and a confusion between what the student needs to improve this can cause a loss of direction. Feedback, if manipulated appropriately can help a student understand where they can improve themselves and where to move from next. Quite often, teachers are guilty of providing feedback which is, in fact, more harmful than Good. As a result, the student's learning could become disrupted, which is why strong research reflects the importance of quality feedback. As a starting point, teachers often gauge where students are at through a variety of learning activities. From these activities, we can understand where students are situated in facets of content knowledge and what they need to improve on.

 

 

 

 

 

 

 

 

 A quick Kahoot made by myself to illustrate my understanding of information gather tools which can be used for further feedback.

 

 

Thing 11

 

Keeping connected with other teachers and professional organizations is crucial for self-development and overall teaching development. Through the median of technology, teachers are able to communicate and discuss effective teaching pedagogy and philosophy. Through this discussion, teachers are able to reflect on strategies that can be implemented in their classrooms to enhance different learning. As a teacher, constant improvement is necessary, some teaching practices continue to use outdated knowledge and continue to perpetuate techniques that may not utilize a student's full potential. Due to this, students with diversity usually struggle to adapt or phase into classroom environments. Keeping connected within professional spheres is about being collaborative with others in addition to having a flexible pedagogy that acknowledges quality teaching techniques.

 

As for my own connections, I have built up with some principles from schools, my university lecturers and those from the Ministry of Education. In conversation, I am always intrigued by their research and their impact on education and respect their efforts for our education sector. To continue growing my connections network I need to engage with Personal learning networks as described in 'connecting'.

 

 

Thing 12

 

 

The world of digital technology may seem like a positive void which can supplement us with efficient ways to teach however, a double-edged blade analogy should be considered. With the use of digital technology, there should be an underlying caution around what can happen as a result of this use. As discussed in class, a previous masters student completed his thesis on digital technology in physical education. During this analysis, he discovered that the use of technology can enhance learning and teaching however it can override the overall learning outcome of the lesson. Thus, implementing technology in a classroom atmosphere should be used appropriately and it should align with the learning outcomes. Teachers should start with the learning outcome and goals of the curriculum and apply technology if it enhances student learning.

 

In my own practicum, I have witnessed students become distracted by technology and the platform that can enable this. Students aren't perfect and it isn't likely that they are always going to be on task, this happens with or without technology. Therefore, specific behavior management strategies and quality lesson design call for a change in how we approach technology. If tasks are more interactive and engaging to push beyond students need to be off of task, what are ways we can yield this? What are strategies to bring out this type of mentality? What are learning tasks merged with technology which would limit their opportunities to be distracted? These are a few questions I will continue to think about when teaching with technology and how I can refine the way I approach design.  

 

Technology isn't the teacher, it should be a resource to improve students learning, too often textbooks are used to teach students. Mostly every student has dealt with this type of teaching strategy, where a heavy textbook is thrown at the student to learn off of. Ipad and laptops shouldn't be a lighter replacement for the textbook. Rather, it should be used in conjunction with quality learning activities to enhance learning, such as expert groups, Kahoots, discovering information and creating connections to yourself as a student.

 

As I believe it is important, a summary of findings on technology and teaching from our lesson are listed below: 

 

 

1. Technology is ubiquitous (everywhere).

 

• Not about “should I use it” because it is already a part of how schools organize and administer themselves. As teachers, you will be expected to use the systems already in place.  The opportunity will be there to also use them to enhance your teaching.

• All students have the technology and use it all the time. For example, all students have cell phones and bring them to class.  Schools use some sort of learning management system.

 

 

2. Pedagogy before technology

 

• Keep your eye on the objective. Don’t become dazzled  by the technology

• Technology can be a tool to achieve something.

• Packers was one of the early tools he used but thought that it was flashy and not that effective.

• Don’t assume every class is the same in how they want to use it.  Need to be flexible and focus on the learning objective.

• Don’t assume that it engages everyone. Teachers can think that students want to use devices, but they can be distracting.

 

 

3. There are good resources out there if you are interested

 

• Check our Carl Condliffe’s site at www.nzpeteacher.com (Links to an external site.)Links to an external site..  NZPE Teacher YouTube channel

• Also, check out PE Central,  PE Geek

 

 

4. Remember that our teaching co-evolves alongside the development of new technology.

 

• Don’t need to force yourself into using it. Little bits come in at a time as long as you’re open-minded.

 

 

5. In my experience, these things are enabled and constrain the use of digital technologies?

 

• Wireless connectivity is not everywhere.

• Need to be prepared and resilient

• Student preparedness and receptivity. Can they engage with technology to enhance their learning?

• Use the same set of management rules for everything to prevent misuse of technology.

 

 

6.  Some of the apps and uses of digital technologies

 

• QR codes

• Video analyses (can be done on phones)

• Logging reflections in lessons (can be done on a phone) He is using voice memos as evidence for NCEA

• Kahoots, Google docs are good for planning

• Plickers, socarative