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My Pledge

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As a pre-service teacher, I pledge...

To recognize the importance and advantages of family connections and engagement with the school and the educator in the child’s learning and development.

To initiate, connect and build solid and trusting relationships with children and their families by being open, acknowledging, understanding, and embracing the core beliefs of family engagement in the child's learning and development.

To be open and approachable in helping families understand the school and its culture that welcomes, values, and empathizes with them through open communication channels (via email, chat, video call or 1-on-1 mentoring talks), needs assessment surveys, and other school activities.

To use sustainable and equitable methods in building relationships with families and effectively communicating and collaborating these practices to the families for feedback, and welcome suggestions in return.

To understand the uniqueness of every families by putting myself in their shoes to understand the general differences and various situations the families are going through, and to reach out, listen, and learn their needs with a cultural mindset and genuine empathy.

To be prepared and always continue to build and re-build relationships by always having the best and genuine intention to engage families at school agreed with by the family.

To always take time to assess the school and community practices and self-evaluate my values and perceptions to highlight great methods and improve unsatisfactory practices.

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EPISODE 5: Assessment Methods of Student Learning

Dear Parents,

We wholeheartedly believe that learning is not confined to the four walls of the classroom. While school is a place for them to learn, it happens every day. As they wake up in the morning to walk to school, from the way they play with their friends, and how they look at the world around them. Learning is in the streets they pass by going home, at church when they are praying, at home when playing with their siblings, and anywhere they step foot in. There are so many ways children can learn and discover. We believe that parents can play an essential role in your children’s learning journey.

Regardless of background, age, gender, or status, parent's engagement with their children's learning enhances students’ success in school. Experts do say that the more parents are involved, the higher the chances children will be successful and motivated to do well in school. We believe that the best way for parents to be involved is to continue learning once they step out of school, enhancing what they have learned at school and making it even more meaningful.

As teachers, we strive towards the best for your children and their needs. We dedicate our utmost attention and love to create and deliver lessons and activities that interest them while tackling their best potential and enhance development. In the same way, we evaluate, assess, and compile children’s journeys by collecting their ideas and watching them grow. As we follow your children to become the best versions of themselves, we want you to witness this growth with us. While looking at their progress in the classroom, we can work together to make learning more valuable and powerful and eventually bring out their best abilities at home with you.

More than just a school with four walls, we are a big community that wants to work together for your children to grow into the leaders that will create the best change for themselves. We value your engagement with children and with us teachers. We want to create better opportunities for parents to keep in touch with the school, not just through a parent-teacher conference. With celebrational gatherings, family sports fest, general clean-up day, and other activities, we want to create this connection for parents to school, parents with other children, families with other families, and children with their peers.

We believe in the partnership that benefits you and your children. Your participation in your children’s learning will help both them and their growth and us as teachers to build on their learning. We are also open to any suggestions, comments, and concerns you may want to relay.

We hope this letter finds you well.

Sincerely, Teacher Bea

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EPISODE 4: Teaching-Learning Resources & ICT

While the pandemic forces everyone to stay indoors, schools have been looking to continue education through online means. Since then, the rise of educational applications has also surfaced. In an article published in Cision PR Newswire, ClassDojo is a pre-K consumer education application to Grade 8 students. It has reached over 50 million students worldwide. They released a new feature for the application named Big Ideas, wherein ClassDojo collaborates with big schools like Stanford, Harvard, and Yale, to tackle topics such as empathy, mindfulness, growth mindset, and the like.

ClassDojo is a platform that allows teachers, students, and families to communicate and build a community through sharing photos, videos, and messages. According to ClassDojo's website, their mission is “to bring communities together, and give their kids learning experiences they love.” It mimics social media such as Facebook, wherein students can share their parents’ and teachers’ learning experiences to monitor. In the same manner, teachers can monitor what their students do and create a report on what they submit. They can also assign tasks children can do to submit to the teacher. It provides an efficient way to implement technology in the classroom.

I firmly believe in teaching digital technologies to children as young as pre-school. It helps them become aware of their responsibilities as a citizen in the digital community. Significantly when children are growing up as digital natives, they have to be diligent and knowledgeable in navigating the digital world. Hence, ClassDojo presents an excellent opportunity to exercise digital citizenship while learning.

As this educational application mimics social media, it can make children aware of what they share in their own platform. It is personalized for students to share what they wish with the application. As they discover new learnings and experiences, this application can help manage what they share. On the other hand, teachers can monitor their progress in a fun and interactive way, especially at this time and circumstances. Building a world where students drive their own learning can help them become more responsible digital citizens.

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References:

ClassDojo. (n.d.). Bring every family into your classroom. https://www.classdojo.com/

ClassDojo. (n.d.). What Do Students See When They Access Their Accounts? ClassDojo Helpdesk. https://classdojo.zendesk.com/hc/en-us/articles/360031432991-What-Do-Students-See-When-They-Access-Their-Accounts-?mobile_site=false#web

ClassDojo. (2021, January 27). As Education Shifts Online, ClassDojo Serves 51 Million Students Worldwide, Announces Profitability and New 'Solo Capitalist' Funding. Cision PR News Wire. https://www.prnewswire.com/news-releases/as-education-shifts-online-classdojo-serves-51-million-students-worldwide-announces-profitability-and-new-solo-capitalist-funding-301216471.html

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EPISODE 3: Teaching & Learning Processes and the School Curriculum

Principle 1: Effective learning begins with the setting of clear and high expectations of learning outcomes.

Learners should know and understand the expectations and outcomes they are going to encounter for the day.

Objectives provide students a way for them to scaffold their knowledge and challenge themselves. By knowing what they have to accomplish, they make the most out of their learning. In fact, they will also learn if they know what they have to do, if they are able to do it, and how they are going to do it.

Image Source: https://janejacksoncoach.com/live-an-authentic-life-to-reach-your-goals/

Principle 2: Learning is an active process.

Learning is a process of their thoughts and experiences.

As learners are unique to themselves, this also means that the same learners will experience different things when it comes to learning. They will either react outwardly or inwardly. Inevitably, it is the process of their thoughts and feelings that helps them learn better.

Image Source: https://www.educationcorner.com/active-learning-guide.html

Principle 3: Learning is the discovery of personal meaning and relevance of ideas.

Learning is effective when lessons are personal and relevant to learners where they can derive from it.

By having a personal connection with what the student has learned in the class, they are able to remember it well and reflect upon this learning. It is through their own discovery that flourishes new ideas and therefore enhances the way they know about the world around them.

Image Source: https://elearningindustry.com/tips-create-personal-learning-paths-elearning

Principle 4: Learning is a cooperative and a collaborative process.

Learning is effective through social interaction and collaboration with others.

This principle came from the notion of humans as a social being. Learners will effectively learn through other people, whether it is playing with them or interacting with them.

Image Source: https://www.english.com/blog/exploring-the-four-cs-unlock-young-learners-potential/ 

Principle 5: The more senses that are involved in learning, the more and the better the learning.

Learning is multi-sensory.

Learners depend on their senses to learn. While there are different kinds of learners (i.e. kinesthetic, visual, audio, etc.) using a multi-sensory approach helps learners process information better.

Image Source: http://www.vkmaheshwari.com/WP/?p=2364

Principle 6: A non-threatening atmosphere enhances learning.

An inclusive classroom environment helps learners have better experience with learning.

Every student must feel safe and important so that learning is maximized. This does not only pertain to the physical setting of the classroom, but also the psychological sense as well. The classroom should look and feel conductive for learning.

Image Source: https://learningessentialsedu.com/teaching-inclusion-classroom/

Principle 7: Emotion has the power to increase retention and learning.

Emotions influence learning.

Learners will retain information better based on the positive or negative feeling or experience they have associated it with. When students are feeling positive, it motivates them to learn, and therefore increases retention and eagerness to learn.

Image Source: http://educationenhanced.in/the-connection-between-emotion-and-learning/

Principle 8: Learning is meaningful when it is connected to students’ everyday life.

Meaningful and authentic learning for learners makes the lessons relevant to them.

While it is important to teach the subject matters explicitly, it should also relate to them that allows them to connect it to their everyday life. Making connections to their everyday routine is making meaning for children, as well as keeping it relevant. This also makes the lessons more motivating if they can relate to it.

Image Source: https://www.nytimes.com/2017/12/07/learning/lesson-plans/making-it-relevant-helping-students-connect-their-studies-to-the-world-today.html

Principle 9: Good teaching goes beyond recall of information.

Teaching aims to enhance learner’s higher-order thinking skills.

Rote learning is essential as the foundation of learner’s learning. However, it is important that what they have learned goes beyond information and should be reflective. Learning should also enhance their critical, thinking, application, and creative skills.

Image Source: https://www.brainstreams.ca/events/wcsbh-community-resource-drop-in-for-brain-injury/2019-06-28/

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EPISODE 2: Classroom Environment & Management

The 5 Classroom Rules I want to present to my students are personal to them. This is why the rules are in first-person perspective. It helps that the students are aware of their responsibilities in the classroom.

Rules I Can Do In The Classroom:

I have listening ears and looking eyes

This rule is very simple, yet very effective in encouraging students to listen and pay attention. This rule also helps teachers manage the classroom and environment by controlling the noise level. It is also important to establish to students that having listening ears and looking eyes will help them learn more, in a way that does not demand them. It is also an easy rule for children as it follows their senses.

I have gentle helping hands

This rule has an underlying meaning. While it is straightforward in the sense that children will use their hands to help others, it also encourages them to practice kindness and take initiative when helping others. It also helps them be more active in the classroom through applying what they have learned in helping others. This rule does not only apply to the children’s peers, but also the teacher when they want to express help.

I keep my hands and feet to myself

This rule is especially important in sessions where children need to sit down and stay still. It encourages them to gain self-control for themselves and others, as well as motivate them to be safe around the classroom and not harm others. It also assists teachers to control the movement around the classroom when students are moving around and playing.

I have polite hands when I want to speak

One of the most common rules to avoid disruption in the classroom. It helps them know how to take turns and be polite when asking for permission. The action can be interchangeable, as long as it conveys the message. They can raise their hand, give a thumbs up, raise their fist or anything that the teachers agree on. It is also important to note that there are children that are naturally shy, so allowing them to choose their way of using their polite hands can be beneficial to teachers and themselves.

I have my own rules to share

While most of these rules are established by the teacher, it is essential that children are involved in the process of making the rules in the classroom. This rule can expand to what children think is appropriate in the classroom for them to follow. Rules are there to promote positive social interactions and amplify good learning. In the end, students should be a part of the process so they are also responsible for keeping the rules they have set for themselves.

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EPISODE 1: Learner Diversity

Theories of developments allows us to get to know children with a basis of how they learn and how they can develop to their fullest potential. These theories also helps develop our personal idea of education and learning. 

For this activity, we were tasked to look for an education or parenting news article that reflects a theory of development that shows our personal idea and learning.

First, we must tackle my personal idea of education and learning;

My personal idea of education is centric to how children are naturally curious and eager to learn. The best way for them to enhance learning is through experiences and observations from their environment. Therefore the teacher is the facilitator of activities that allow peer-to peer learning, therefore they guide and make learning possible instead of dictating what to do. With this philosophy, children can discover and experience learning in their own terms, allowing the teacher to guide them properly.

This also takes into account how parents create experiences for their children regarding their development. As much as possible, parent-school collaboration should always be present, so that parents are part of their children’s development. The home and school collaboration is important to amplify learning and for children to reach their full potential. 

These factors in the child’s development is important because this sets as the foundation of how they will grow up. Giving them an opportunity and support when they are exploring and learning allows them to stay curious, direct their perspective, and most importantly, to love learning.

With this idea, an article accessible in ScienceDirect highlights a study on adolescents and the correlation between excessive use of the internet and loneliness. There is a study regarding internet use by adolescents (age range 16-18) in Finland published in Child Development journal. Especially in the period of the coronavirus, loneliness is prominent among adolescents. The risk of being drawn into problematic use of the internet is high with boy adolescents. It can either persist when they turn into adults or ease up as they grow older. Attention should be made by both school and home and take into account the household climate and parenting, as parents who are not interested or distant parents have a higher risk of drifting their attention to internet use. The study highlights the effects of problematic use, such as lower academic success, motivation for academic performance, and links to depression and sleep rhythm. 

From these articles, several child development theories touch upon that are closely related to my teaching philosophy. Since my idea of education is through children’s discovery of the world, theories that lean towards constructivism. One of my favorite ideas on development is Bandura's Social Learning Theory. He theorized that conditioning is not the only way children can learn. Instead, they can also pick up behavior through observation and modeling behavior. They acquire new information through observing the actions of other people. Relating this to the news article above shows how when children do not have anyone to look up to, they look for different alternatives. Another theory comes to play; Bowlby's Attachment Theory states that early relationships with caregivers are essential in children's developments as it influences relationships throughout their lives.  

At the end of the day, all theories of development are important to keep in mind, as it helps establish how children develop. It does not mean we have to look at how a child is asking and say, oh we should apply this or that theory. But in order to build a good foundation of learning for children, their development should always be in mind, and these theories are helpful for that. 

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References:

Cherry, K., & Morin, A. (2020, June 23). Child Development Theories and Examples. Very Well Mind. https://www.verywellmind.com/child-development-theories-2795068#bowlbys-attachment-theory

University of Helsinki. (2021, February 22). Lonely adolescents are susceptible to internet addiction. ScienceDaily. Retrieved March 4, 2021 from www.sciencedaily.com/releases/2021/02/210222124640.htm

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Digital Citizenship

With digital technology comes to rise, teachers have the responsibility for children to enhance their digital citizenship. Since technology is not going anywhere, we can just be more responsible with what we do with it. Teachers need to impart digital citizenship to our children because it deals with the child's safety on the internet. It also deals with the growing resources the internet has, and with growing resources, the growth of inappropriate content such as spam, viruses, and hackers can also arise. 

While children are born digital natives, it is still essential for teachers to facilitate their digital footprint. Otherwise, it can risk their privacy. Teachers have the challenge to tackle keeping students' private information safe from harm and protecting students' rights to their personal lives and personal expression. Digital citizenship does not only deal with the information the students put out; it also takes into account what the students can see in digital technologies, such as news media, cyberbullying, resources for learning, etc. Educators can handle these topics by integrating a digital citizenship curriculum in the classroom, no matter how young they are.

According to Common Sense Education, the digital citizenship curriculum consists of the following topics;

Media Balance & Well-being: balancing online and offline activities. While children are more exposed to online activities, they must understand that digital technology is as vital as their activities offline, and they should have a balance of both. This topic should tackle and make students reflect on their media use.

Privacy & Security: how to protect themselves and know their data privacy rights. Like what we mention, students have the rights to their expression in the media. Therefore they should know how to protect themselves and know their rights as users of this digital technology. Teachers should also advocate for their students' right to data privacy and teach them the positive and negative implications of putting out their information.

Digital Footprint & Identity: how a digital persona can affect themselves, their relationships, and their reputation. This topic deals with how digital technology is not a separated dimension; instead it is a mirror. While teachers should value students' privacy rights, they should also emphasize that their digital persona should reflect themselves, and not someone else. 

Relationship & Communication: knowing the weight of their words and how to communicate effectively online. Teachers should teach students who and what they might encounter online. They can practice this when the teacher provides a positive online experience when using a technology learning system. 

Cyberbullying, Digital Drama & Hate Speech: this is also concerning communication. Students should know their responsibility to build a positive online experience. They should also see the boundary between a supportive community and online cruelty by understanding the implications of hate speech and how it can affect them and their peers. 

News and Media Literacy: students should know how to seek credible information and be critical of what they encounter on the internet. This topic tackles the information they see and what they interact with, such as inappropriate surveys, ads, websites, etc. This topic also teaches children the responsibility of crediting rightful owners and sharing their content. 

Topics like these should be exposed to children as young as kindergarten. To fully emphasize, children are digital natives. While they know how to navigate devices and even media, they must understand their responsibility as technology users. If it doesn't start at home, it can begin in the classroom. These lessons should allow them to realize their duty as citizens of the digital and real-world, and maintain a positive and worthwhile online experience.

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References:

Common Sense Education. (2020, September 28). Digital Citizenship Curriculum. Retrieved October 05, 2020, from https://www.commonsense.org/education/digital-citizenship/curriculum?grades=k%2C1%2C2

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Using Technology as a Tool For Learning and Teacher Aid

Technology has so many benefits in learning when we know what it has to offer. As mentioned previously, a tool is only as useful as the hand, no matter how advance it is. 

The most apparent help with technology is that it can assist and aid teachers by using different learning apps. Especially at this time and era, educational applications are rising due to the numerous children using technology devices. Instructional softwares are widely available to assist and support the students in their learning. They have 5 main functions; drill & practice, tutorial, simulations, instructional game, and problem solving. These different functions may be implemented in the classroom to help enhance what the child has already learned. These applications have the intention to be helpful; in fact, some applications are integrated learning systems. These systems are online network systems that monitor the child's progress and even create reports and evaluations of the teacher. It can be centered on one subject, and even more because it already provides a complete curriculum. These systems as a supplement help students enhance their knowledge; however, some applications allow them to progress at their own pace, while their teacher restricts some. Nonetheless, the possibilities are endless with technology and integrated learning systems.  

Image source: https://www.msn.com/en-us/money/careersandeducation/5-educational-websites-and-affordable-apps-to-prevent-your-kids-summer-slide/ar-BB16i94v

In a nutshell, teachers can be more creative with their deliverables. This idea stems from the SAMR model by Dr. Ruben R. Puentedura. This framework allows technology to be enhanced the concept it is used for and transformed into a completely new thought. This not only works for teachers but also for students as well. They can create outputs that stem from this framework. 

Image source: Session in class screenshot.

There are other simple ways to use technology as a teaching aid in the classroom. Some examples are the following:

Accommodation: as simple as a projector that flashes a Youtube video that relates to the lesson on a screen, or Spotify to play music for circle time, these are a technology that helps accommodate the activities in the classroom. 

Documentation of assessment: nowadays, it is easy to snap a picture of what the children are doing in the classroom, or take a video of the during a seatwork activity. These help with documenting their activities for assessment. In fact, these evidences can also be used when it is time for Parent-Teacher Conferences.

The possibilities are endless when we are aware of how technology can help us. These may sound like a mouthful; however, it is the teacher's duty to learn about the advancement of technology and how to use it to their advantage. We can learn with technology and be inept with the technology we are exposed to, as long as we see it as a tool to help us.

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Building Community

Building a community online stabilizes students as social beings. They feel like they belong in the offline world, but they also have responsibilities and duties online. Concerning their digital citizenship, they can practice fair use of technology through the classroom community.

Building a community online also stirs away from using technology as a pacifier. Instead of using technology merely to watch movies and kill time, it enhances the interaction between students and teachers, students and peers, and even students with the parents. It can also amplify students' interpersonal and intrapersonal skills, as well as collaboration and teamwork. Even now, at this time of the pandemic, where everyone is encouraged to stay at home. Students can still be involved in the community, more specifically their school, through online means. Technology gives students a medium to connect with their teachers and classmates in these circumstances.

Image source: https://geekmom.com/2020/04/zoom-is-the-tool-of-the-extrovert/ 

Building a community online depends on how the teacher wants to conduct it. There are many platforms available that create a community and enhance instructions in the classroom. The teacher may choose from different Learning Management Systems such as Seesaw, Edmodo, Brightwheel, and many other choices to facilitate a community online. Learning Management Systems allow students to practice their digital responsibility, and at the same time, interact with learning by submitting their outputs in the platform chosen. It also allows students to be more responsible when it comes to education.

The most important thing when it comes to building these communities as a platform is its intention. Creating these platforms should not just be for the sake of it, or else there is no meaning to it. Instead, it should be for the benefit of the student and their learning. One educational takeaway with these communities online is for students to realize their responsibility as digital citizens. These learning management systems acknowledge their education, primarily when used to submit outputs and enhance interaction between students, teachers, and parents.

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Equity in Technology Access

This is taken from my synthesis paper, but it remains valuable. Our challenge as educators today is to acknowledge the new normal we are currently facing and address the apparent inequity in accessing technology. Technology is not something modern and contemporary; in fact, technology has always been present for as long as humans have also been present. However, this thought doesn't change the fact that groups of people still don't have access to necessary technical means. Besides, there is also a lack of initiative for teacher training that involves education and technology. Both students and teachers must have the resources for learning to be maximized. If education is the exchange of giving and receiving information between the student and the teacher, how can it be possible to achieve learning? 

Image Source: https://www.yahoo.com/lifestyle/some-say-pandemic-pods-new-form-school-segregation-200813063.html

As teachers, we have that power to manipulate different technology to our advantage. However, the reality is that not everyone believes in utilizing and sticks to traditional means, which is not wrong. But as we change over time, so does our resources. As teachers, we must realize that technology is here to stay. Therefore, we must shift our agendas from avoiding technology to being open to technology as a means for teaching and learning. To help us, we must go back to our teaching philosophy. Despite the hesitant in changing views, we can ask questions like, "how can my teaching philosophy adapt to technology?" or "how can I change technology to suit my teaching style?" Change may be challenging, but that is part of us because we keep evolving, and when we grow, so does technology.

The biggest challenge now is making resources for technology in education available. The equity challenge is access to the devices used for teaching and learning, access to bandwidth and connection, and teacher training access. With this, teachers have to work together with sectors and policymakers that deal with education. They also must understand that technology is beneficial for education and not a distraction. 

To make the most of our resources, it is through the school's collaboration with the students' home. Teachers must know the resources available to the family and be able to adapt to their situations. Knowing that not everyone has the resources allows teachers to be more empathetic and adaptable. However, teachers must also find a line that grants them to teach using the available resources. 

Overall, it is still a challenge for teachers, students, and the different sectors to have a common ground despite having the same goal; to educate young children. Therefore, we have to tackle the lack of equity in the resources we have in technology and realize that technology enhances technology, not impede it.  

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Technology Integration

With all of these theories and experiences in mind, we could now integrate the technology in the classroom! In this blog post, we will talk about how technology is present, how to implement technologies through models, and how teachers can advocate to using modern technology in classrooms.

Technology Integration is integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement, and extend skills (Pisapia, 1994)

Technology these days are always improving and always innovating! And there are proof that there is technology integration inside the classroom.

Instruction is always elevating from traditional to modern. 

The quality of instruction = Level UP! from the previous methods.

Teacher plans how and when technology fits, which involves instruction planning, execution, and evaluation.

Teacher sets instructional technologies to be implemented in the classroom.

Use of technology address certain instructional problems. Things that cannot be done before is now accessible in a snap of a finger. 

There are stage of integration when it comes to technology.

Simple/Basic Level Integration

There is no substantial change in the teaching-learning process from previous method, despite technology helping. The technology does not play a vital role in learning.  For example in dance class, it does not help as it can be present to play music, but it is there. 

Middle Level Integration

In this level, there is purposeful use of technology to support key learning ideas. Technology is linked with the intended learning outcome or objective.

In biology class, the teacher can introduce the topic by using a video, and from there can stick to their traditional methods of teaching. The technology is present by means of introducing the class to the topic and breaking the ice. 

High Level Integration

The difference between middle level integration and high level integration is that in the high level, technology is use as the central instructional tool. It is how the teacher will teach the class, and not just a mere ice breaker.

For example, the video used to break the ice in middle level integration is now used as the method of teaching, or to enhance the learning of the students. 

Another way we see technology integration is through the SAMR Model for Technology Integration. This model shows how technology can be implemented. 

The model is split into two groups, enhancement and transformation. Enhancement is simply improving the method or the technology used, meanwhile transformation is the involvement of change from task and learners are more included in the process.

Substitution (Enhancement)

The technology acts as a direct tool substitute, with no functional change. For example, the change to presentation from the whiteboard, or more specifically, to a powerpoint from writing in manila paper. They are substitute to the old and traditional methods. 

From a student example, using laptop to take notes from the original notebooks. Nowadays students use their laptops to take notes! Less paper!

Augmentation (Enhancement)

The technology acts as a direct tool substitute, with functional improvement. Using the previous example, manila paper can only have words and pictures. But now we have powerpoint presentations, where not only you can add pictures, but also embed a video (which obviously cannot be done with manila paper).

Modification (Transformation)

While the first two are enhancements of technology, modification allows for significant task redesign. Now this is involving the students in the presentation by using animations, using hyperlink that redirect to something else. Powerpoints are not used for presentations, but used for a different task. 

Redefinition (Transformation)

As transformation reached its final form, it now allows for the creation of new tasks that were previously inconceivable. Instead of using the powerpoint in presenting for a class, it can change into a completely different thing, like playing jeopardy or making GIFs. 

Technology adoption life cycle

Modern technology may be present at the snap of the fingers, there are still educators who stick to traditional methods and refuse to be a part of modern technology intergration. 

Therefore, groups are distinguished form each other based on their characteristics response to discontinuous innovations created by new technology.

This is better explained by the pencil metaphor.

I would say the pencil metaphor is self-explanatory, but basically it ranges from early innovators who are set to being tradition and using old methods in their classroom to champions who adapts the use of modern technology and practices it diligently. 

The question: Should modern technology be used in the classroom by early innovators?

The answer: Tell technology the Champion way!

You can be a CHAMPION by doing the following:

Step one, planning.

It is EXTREMELY important to have good plan and strategies that the early innovators can use and adapt. Following strategies such as;

Vision & Strategies Planning

Teaching & Learning 

Professional Development

IT Infrastructure

E-learning Administration

can not only enrich their knowledge in the great use of modern technology, but could also convince them!

Secondly, storytelling.

As they say, good stories compel people to change.

The way we feel > stories demand an emotional investment The way we think > stories pique and hold interest The way we act > stories bring energy to the message The way we behave > stories cause us to take action

Being able to be a witness to technology and how it has impacted the practices in the classroom can benefit the educators who are testimonies to it.

And finally, mentoring!

Of course, we have to be a champion by helping out the ones who are willing to adapt to modern technology in their classroom. A good mentor is one that leads a good direction, has leadership, able to coach, give advice, create intensive training, inspire others to do the same, support whenever you can, motivate them to do their best and of course, strive for the best!

The question remains, should technology be integrated in the classroom? 

The answer to this is totally up to you! 

What is important about using especially modern technology in the classroom is how you use it to maximise the learning of the students. it is also important for students to know how to adapt to these technology as they can use it for their learning, enhancing their learning abilities. At the end of the day, it is how you use technology for teaching and learning.

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History of Technology in Education

Another day, another reflection! This time, we are tackling a big aspect of technology in education, how it all started! We will briefly tackle History of Technology in Education, and the different stages of technology for teaching and learning.

First of all, let’s take a trip down memory lane and look how technology for education has gone far since the beginning of time.

Stone Age (30,000 B.C.)

Yes, it might not be the technology we know today, but during 30,000 BC, cave men use cave drawings to record events that happened. This kind of technology allows us to learn how they have worked in the past. Together with the Bronze and Iron Age, they geared towards improving everyday life.

This is where the use of symbols such as pictographs and hierographs come into play. We see a similar trait in the cone of experience, where symbols are one of the first experiences in learning. 

Paper (105 B.C.)

As we progress throughout the years, China invented one of the most useful invention to record information - paper.  Paper and the technology to make it migrated from China to many countries around the world! The only maintenance of paper back then was that paper easily broke. Nonetheless, it was the first ever recording tools for education. 

The invention of paper lead to the first illustrated book for children entitled Orbis Sensualium Pictus by Jan Komensky, as well as Manuscript Transcription in 382. 

Printing Press (1450)

Long after paper was invented, the concept of printing press evolved. Inventions such as the Guttenberg Press and Spinning Wheel allowed people to mass produce books and other paper related objects such as newspapers. 

With the mass production of books, this can be used for education in the later years. 

Later in the 1600s, public education gained another tool to be used in the classroom - blackboards. 

The Birth of AV Education (1873) and Radio/Film Strip Projector/OHP (1910)

After a few years down the line, the International Exhibition in Vienna, Austria introduced us to the birth of AV education, also know as Audio-Visual Education. Here, we are introduce to the use of maps, charts and textbooks. This era is a big change when it comes to education, as more technologies are being introduced, this time to cater to the audio-visual aspect. 

In addition around this time, Maria Montesorri created a method for learners to learn by doing, which is now known as the manipulatives. Until this day, her method is being used, and has become a very significant philosophy in education.

Information Age: TV/VCR/VHS (1960)

In 1936, the first Live TV Broadcast of the Berlin Olympics happen, and it marked as the first live television coverage of a sports event in world history. This is significant in education as it paved the way to the idea that TV can be used for instruction and not just for entertainment, enhancing the use of audio-visual learning. 

Computer Age (1990)

The creation of difference engines and analytical engine started the Computer Age. Charles Babbage invented Mechanical computing devices. As time goes on, the computers become smaller, and without this devices, it would have never made computers more portable!

Dwight Allen also created a microteaching technique for education to understand how learners can benefit from teachers. 

(Plan - Teach - Feedback - Re-plan - Re-teach - Re-feedback) and the cycle goes on. 

And there you have it! So many evolutions has come to what we know as technology we use for education! It’s crazy how far it has come, from gaining improvements to adding more complexity. And it doesn’t stop evolving from there! Until now, we continue to build on and improve our technologies and how we use them to learn and teach. 

[schoolforbea]

The Cone of Experience

We discussed History of Technology and Cone of Experience on the same day. However, I think Cone of Experience should be a separate post because of how complex and interesting it is, especially at how technology can be used for different experiences. 

For now, this is what the cone of experience looks like:

Crazy!! But this is super (and I mean, SUPER) important for education, because this can determine what kind of technology is suitable for what kind of learning, and how you are going to use the technology for teaching and learning (heh).

This diagram is very significant because we can refer to this chart to maximise learning experience. One medium is not and never enough. Several medium of instruction can benefit the learners to develop their higher order thinking. In fact, many of these can work together to maximise the learnings of every learner.

And on that note, let’s explain the cone and the elements we have discussed in class!

First of all, let’s talk about the shape of the cone. 

The bottom part of the cone is called a base and the very pointy top is called an apex. 

The different experiences as you go down the base becomes more hands-on and more experiential, therefore, the learning is receiving, participating and doing. As you go down the base, the learning becomes more active, and the same way as you go higher up the apex, the learning gets more passive, and the learner receives more of a verbal and visual kind of learning. 

Now that we’ve established the cone and how it works, let’s break it down to its different parts!

Doing the Real Thing or Direct Purposeful Experience 

This refers to the first hand experiences which serves as the foundation of learning, therefore it uses the senses to build up on the knowledge. In this level, the learner is doing the real thing, or learns by doing and having actual hands-on experience. 

For example, in order to make lemonade, the students is given the materials, such as lemon and a lemon squeezer to make the lemonade on their own. 

Simulating the Real Experience or Contrived Experience

This refers to using representative models or mock-ups of reality to provide an experience close to the real thing. By far, this is the most used experience. 

Model -  reproduction of a real thing in small/large scale

Mock up - a special model where parts are singled out, heighten or magnified to focus on that part/process under study.

The main difference between these two is that models are the representation of the mock-up, while a mock-up is something that a person can manipulate to heighten a certain feature of the model.

For example, a model of a volcano is a smaller version of it, but to make the explosion using the model with baking soda and vinegar, it becomes a mock-up. 

There are contrived experiences where they use a specimen. For example in biology, they might use a sample of blood. They could also use a realia, which is the real thing, for example using a pig’s heart. However, you cannot always opted to use for the real thing. This is why models and mock-ups are available. 

Doing a Dramatic Presentations or Dramatized Experience

Learners can participate in a reconstructed experiences that could give them better understanding of the event or of a concept. They are able to use this experience to emerge themselves to the “as-if” situation. 

This is mostly seen in plays, pageants or community dramas, pantomime, tableau and puppets. The students can engage in the scenario directed by themselves or by their teacher.

An example of this is how you can use puppets to teach kids basic animal sounds and even actions! But puppets are better when you want to teach them words, especially when you want them to “hypothetically” solve a problem, maybe socially related. It highlights creative and most especially affective outcomes of learning, however, not everyone might enjoy. Still, it is a fun way to play a scenario!

Watching a Demonstration

A visualised explanation of an important fact idea, or process by the use of photographs, drawings, films, displays, or guided motions. Basically, it shows how things are done.

There are different ways to demonstrate depending on the learners. 

• COIK: stands for CLEAR ONLY IF KNOW. This is when learners are not knowledgeable about the demonstration that is going to happen.  • brake: a method in demonstration where it has a pause.  • with-it-ness: demonstration is aware of what is going on with each students

For example, if you want to teach someone how to use a formula in excel, you can demonstrate in on their laptops or projecting your own excel sheet for the class. 

Study trips

Study trips are also known as field trips! This is a type of experience where excursions and visits are conducted to observe an event that is unavailable within the classroom. 

When study trips are planned, one of the must have is the consent form. it is important that the study trips are approved by the parents and they are made aware of the objectives and the whereabouts since this is a trip outside the classroom. It is also important to note the the purpose of the trip is. 

One way to use the study trip is for going to factories such as Gardenia. 

Looking at an Exhibit

Usually at the end of the year, the class always displays work done by the students as to commemorate the experiences that has happened in a semester or a year. The idea of looking at an exhibit is nowhere different, as it is the experience to be seen by spectators. This consists of working models arranged meaningfully, or photographs with models charts and posters.

The overall experience here is that it is "for your eyes only”, although some exhibits can have manipulations and activities that go along with the theme of the semester. 

Going to museums to see different kinds of animal species is one of the most common way to look at an exhibits. Another way is simply the ones they do for schools at the end of the year.  

Watching movies or Television and motion pictures

Essentially the use of TV and videos that can reconstruct the reality of the past so effectivity that we are made to feel we are there. There are certain use of TV and motion pictures to send a message. 

Or simply, watching a video as an instrument for learning. The most lesson I find people use this instrument is to teach values for reflections. 

Still pictures, recordings and radio

The use of visual and auditory devices might not seem to be the most used, but it is still part of an experience. Auditory devices can be used by the group to enhance and extend learning experience. 

Auditory devices act like podcasts. One example of this is when I interned for an inclusive school, they used auditory devices to teach them about comprehension and social skills. The audio asked as a guide for them to be able to answer question being asked to them in a proper and appropriate way. 

Visual symbols

They are no longer realistic reproduction of physical things for these are highly abstract representations. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations.

They are usually posted all over early childhood classroom. Sometimes, they can even be manipulated! In a Pre-K classroom I previously observed on, one of the charts by the children is a chart of the primary colors being mixed together that can be manipulated by mixing the colors together. It was posted in the classroom. 

Verbal symbols

This refers to the use of symbols in the experience of learning. They are not exactly like the objects or ideas for which they stand for, but they are representation of it. The most obvious example of a verbal is written words in the whiteboard. 

Like mentioned before, one medium of the cone of experience is not enough. IN fact, you can combine some of these experiences so that the learners can maximized their learning. 

For example, to teach the structure of a storyline, you can introduce the lesson with a video, then asking the students to make their own using dramatised experience. 

Another example is teaching how a catapult works by demonstrating the way it was created and the methods of what the catapult does, and actually letting them create their own. 

This was probably my lengthiest post so far! I hope you reached the end and learned something new (this is a method of using verbal symbols isnt it?)

[schoolforbea]

A Review of Learning Theories

31st of August: 

We went back in time to learn how the learning theories that make education and technology. I find this lecture really fun because it was a review of the things we have learned and connecting it.

WARNING! This post is ALL gonna be about learning, so this might get lengthy! Don’t say I didn’t warn ya! 

But before we dive into theories, we described what learning is and how we know a student has learned.

Learning is a process of acquiring knowledge by remembering, questioning, and applying, with a permanent change in behaviour and knowledge as a product. 

There are different phases of learning and an example:

Unfreezing Phase

Problem Diagnosis

Goal Setting

New Behaviours

Refreezing

To further explain these concepts, I will provide an example!

When you learn a new concept such as addition in Math, your brain goes through the Unfreezing Phase, when the learner is open to new learning they are exposed to. For example, the learner already know numbers, but the concept of addition might be new. Therefore, you go through Problem Diagnosis, identifying what they could learn from what they are presented. With problem diagnosis, there is goal setting, where the learner can distinguish which information is beneficial. Learning addition in Math in this phase can help the learner know what they are learning (by adding numbers) and knowing what factors as beneficial to their learning. This all concludes to New Behaviours, where they are learning and using that learning to practice. 

There are also different outcomes of learning. I see this as the end goal, or the product of what the students should learn. They come in 3 categories:

Cognitive: Knowledge and understanding of facts, ideas, concepts, principles, rules, laws, meanings & definitions

Affective: Attitudes, appreciations, interest, ideals, values, likes and dislikes, beliefs, conduct-controls or conduct guides, philosophies of life

Psychomotor: Motor-abilities, manipulative skills, bodily movements, vocal skills, dramatic abilities, athletic skills, adaptive abilities

I think these are pretty self-explanatory, but to make the long story short, cognitive deals knowledge (as defined earlier: product of learning), affective is socio-emotional dimension and psychomotor is the physical dimension.

Now we have established learnings and how one may be able to learn, let’s go to the learning theories that have been established over the years, and how they can be connected to educational technology!

Treat this as a review, because I’m sure you’ve all seen these theories before!

Behaviorism - Behaviors that are reinforced will tend to continue, while behaviors that are punished will eventually end

Cognitivism - Knowledge can be seen as schema or symbolic mental constructions

Constructivism - Learners construct their own meaning from new information, as they interact with reality or others with different perspective. Or simply learning by doing

With these theories in mind, let’s apply them to educational technology! 

Behaviorism: technologies can help us reinforce good behavior by using it to enhance the stimulus (eg: technology is used to make the child excited to learn is enhancing the stimulus) or using it as punishment (”If you do something bad, you won’t get to play with the iPad!”)

Cognitive - technology is used to enhance drilling and memorization (eg: quizlet for memorising terms and definitions)

Constructivism: technology as a tool to make learning accesible (eg: The internet: where they can learn on what they know – freely apply and explore new things)

And there you have it! A review on the learning theories and how they could be connected to educational technology!

See you soon!

[schoolforbea]

My Personal Definitions on Educational Technology Terms

So. Last 17th of August, 2019 was a really heavy introduction to our Technology for Teaching and Learning Class. Sir Moog started the class with a few guidelines, then asked us to research some terms that are important for the class.

This includes the following terms:

Educational Technology

Instructional Technology vs Technology Education

IT vs ICT

Media Literacy and Educational Media

E- Learning

So, we shall start defining those terms and see how they are so simple, yet so so complicated. Let’s start!

EDUCATIONAL TECHNOLOGY

Seems like a simple term, right? Well it’s more than what meets the eye. We can start of by breaking the two words together. Education comes from the Greek word educare which means “to put in” and educere which means “drawing stuff out” With that said, education is the process of pouring things in and drawing stuff out. This means that in education, it is a relationship between the educator and the learner, where not only does the educator put things in, but they can also draw stuff out from the learner, and vise versa. On the other hand, technology comes from the Greek work tekhnologia which means “systematic treatment of an art, craft, or technique” or techne which means “art or craft” Therefore, technology is the systematic process of an art, craft or technique. Rather than associating the word technology with electronics and computers, it is a tool that can be used in the process of an art, craft or technique — in this case education. Now for the fun bit, let’s combine those two words to together to define educational technology. It is important to note that we are defining this term as part of the educational system, because educational technology is a systematic process of an art or craft that tackles all aspects of our educational needs. It is a big umbrella that deals with all aspects of educational needs, with examples such as curriculum and facilities. Long story shorts, it tackles what education needs.

INSTRUCTIONAL TECHNOLOGY vs TECHNOLOGY EDUCATION

Now these two are a bit different. As we already mentioned technology above, let’s describe Instructional. It is the act, practice or profession of instruction. Therefore, instructional technology is the practice of technology instruction. If we connect it with educational technology, it falls under it. Instructional technology is a tool for our educational needs. Instructional education includes planning, execution and evaluation. Now technology education is different from our very first term, mostly because of the order. Since we have define the two terms already, we will just distinguish the difference. While educational technology is the systematic process of an art/craft that tackles the different needs of education, technology education is the study of technology. It is where the students and educators understand, learn and gain knowledge about anything related to technology, making students technologically literate.

IT vs ICT

I’m sure we’ve seen these acronyms before, and with all those other terms from before, these are some of the simplest! You ready?

IT stands for Information Technology. It refers to the ENTIRE industry that uses computer, networking, software and other equipment to manage information. Simple! Whereas ICT is different, due to the fact that it falls under IT. It stands for Information Communication Technology, where it composes of many technology for capturing, interpreting, storing and transmitting communication. Simple!

MEDIA LITERACY and EDUCATIONAL MEDIA

Before we tackle those 2 terms, let’s define what they all come in common — Media. Media refers to the means of communication that reaches people widely. This can contain means such as radio and television, newspapers, magazines, and the Internet. With that definition of media, let’s define the terms! Educational Media is the channels or avenues of communication that facilitates education and learning. These media can disguise as a youtube video, Google, or a tutorial from Khan Academy. With Educational Media, one must have Media Literacy, which is the ability to access, analyse, evaluate and create communication in a variety of media forms. 

E-LEARNING

This should be easy, because what does E stand for in E-learning? That’s right! Electronic Learning! Electronic Learning is the use of Internet technology to broad array of solutions that enhance knowledge and performance. To explain further, e-learning is interconnected, through network, delivered to the end user and focuses on the broadest view of learning. Simply group chatting with friends to study is part of E-learning, or apps like Canvas. 

Essentially, it is learning facilitated by the use of Internet technology (key word here) that involved interactivity. After all, what is education without pouring stuff in and gaining something out right?

Phew, that was a lot to take in! It definitely took more research than just Googling to define these terms in order for them to be able to comprehend, but I hope these are passable! It took some time but as we break them down into parts and see the bigger picture, they become easy to understand!

So that’s it for my first blog post! Very lengthy, but it gets the job done~ Bye!