After being lucky enough to find a supervisor (well actually two), have begun afresh trying to put together a research proposal. After initially struggling to get my head around a pared down topic and finding it difficult to leave behind all the reading and review of literature I had done, have started again and feeling a little more focussed. If only it was easier to find the right key words to help search the topic!
Focus will now be how a school uses its written language programme to help improve children's beginning school oral language. The school will be my employer, a low decile school with many children beginning with oral language ages of less than 4 years. At this stage, I think a case study and then linking what I observe with what works, what doesn't and where to from here.
Its been good to re-read Harry Hood, Marie Clay and other literature that was necessary at University but at the time didn't always make sense - it sure does now!
Here's hoping it all comes together in a succinct research proposal and ethics application!
Monday, January 17, 2011
Thursday, June 10, 2010
And that is the end!
Although, I would like to keep my blog going this year as I WILL be trying a podcast and trying some new ideas learned from the course! Just need to manage the workload a little better.
I am applying for study leave next year to complete my Masters in Education so fingers crossed.
I have found the "blogging" interesting although it would have been great to have more people post and interact on the course - its hard to comment on the blogs of others if they don't post anything or if they don't interact with the blogs I post! Live and learn!
My class has benefited with the addition of digistore activities in class time to add to the other programmes they use and I have found youtube is not for just weird and funny videos - we watched a great piece of NASA footage when learning about the sun earlier in the term.
Time is certainly an issue with ICT, but the benefits are worth it!
I am applying for study leave next year to complete my Masters in Education so fingers crossed.
I have found the "blogging" interesting although it would have been great to have more people post and interact on the course - its hard to comment on the blogs of others if they don't post anything or if they don't interact with the blogs I post! Live and learn!
My class has benefited with the addition of digistore activities in class time to add to the other programmes they use and I have found youtube is not for just weird and funny videos - we watched a great piece of NASA footage when learning about the sun earlier in the term.
Time is certainly an issue with ICT, but the benefits are worth it!
Saturday, June 5, 2010
Virtual Learning Environments
Well, these are certainly interesting, but after doing an assignment on their use at our school, am not sure the one we have chosen is right for us... made it very hard to try to "sell" it to the BOT! There are some issues with editing and privacy and some great options are available on the website (like profiles) which can't then be transferred to individual caves. The layout and presentation of the site is also a little limiting - because of its name "caves" the only available set up is a black screen with white writing - a little difficult to see and not able to be changed.
It has also highlighted to me the truth in how if the senior management doesn't support good ICT use then it doesn't happen! In reality, I can't see the learning caves being utilised by staff as its not seen as an important part of learning which is disappointing.
I am still determined to continue setting up and using my learning cave and getting the best out of it. While privacy/editing issues have been a problem, I have been given some ideas to help solve these which I will try out. My plan is for the children in the ICT club to take their own photos and create mini profiles of themselves to share.
I think my next step will be to look at some other options I could use such as wikispaces, and I've heard of a VLE called Blackboard, which although it might not be suitable for me, sounds very exciting!
Onward and upward!
It has also highlighted to me the truth in how if the senior management doesn't support good ICT use then it doesn't happen! In reality, I can't see the learning caves being utilised by staff as its not seen as an important part of learning which is disappointing.
I am still determined to continue setting up and using my learning cave and getting the best out of it. While privacy/editing issues have been a problem, I have been given some ideas to help solve these which I will try out. My plan is for the children in the ICT club to take their own photos and create mini profiles of themselves to share.
I think my next step will be to look at some other options I could use such as wikispaces, and I've heard of a VLE called Blackboard, which although it might not be suitable for me, sounds very exciting!
Onward and upward!
Wednesday, June 2, 2010
Understanding and Links
I love it when things start to come together in my head and I can see links between other papers I have done and other readings from previous courses and essays. It was great to see Michael Fullan being quoted in Study Guide 7B - But Tony, its not in your references aaaggghhh!!
I think these links show me I have gained a better understanding of what I have learned and it becomes more "known" and understood.
I think these links show me I have gained a better understanding of what I have learned and it becomes more "known" and understood.
Saturday, May 29, 2010
TPACK and Integration of ICT
After some initial confusion as to what TPACK was (more teacher language!), found this little diagram which made it a little easier to understand.
http://www.tpack.org/tpck/index.php?title=Image:Tpack-contexts-small.jpg
After all my reading for assignment three, I have been pleased to see that, after finding pedagogy was an important issue in the integration (or even use) of ICT in an earlier paper, things have not changed. It seems to be a real issue - how do we get teachers to more fully and effectively integrate ICT into classroom practise?
I think Cuban (1986) describes the problems well (as Tony referred to in Study Guide 7b) "technologies went through a cycle: exhilaration, scientific credibility, disappointment and blame". How often do we have a wonderful new ICT innovation introduced by and enthusiastic member of staff, we fall all over ourselves to use it, works great for some but not so well for others, we don't have the time to really learn to effectively use it and then we blame either the technology (or worse the person who introduced it) for our extra workload, confusion or lack of results!
Too often we adopt all kinds of new ICT tools/software, etc - it fits our curriculum needs, meets the content requirements of the student, we know enough about the content to teach it but our own values and beliefs (pedagogy) on how we teach prevents us from doing so effectively. There are so many issues around using ICT - how do you manage the equipment AND the children, how do you ensure everyone has equal time (to learn and with the teacher), does the ICT you are using really fit the learning outcomes or is it "close enough" or "that'll do"?
What seems to be the key is "integration" and its definition - perhaps it needs to be defined so that educators, educational institutes and other interested parties are all on the same wavelength?!
http://www.tpack.org/tpck/index.php?title=Image:Tpack-contexts-small.jpg
After all my reading for assignment three, I have been pleased to see that, after finding pedagogy was an important issue in the integration (or even use) of ICT in an earlier paper, things have not changed. It seems to be a real issue - how do we get teachers to more fully and effectively integrate ICT into classroom practise?
I think Cuban (1986) describes the problems well (as Tony referred to in Study Guide 7b) "technologies went through a cycle: exhilaration, scientific credibility, disappointment and blame". How often do we have a wonderful new ICT innovation introduced by and enthusiastic member of staff, we fall all over ourselves to use it, works great for some but not so well for others, we don't have the time to really learn to effectively use it and then we blame either the technology (or worse the person who introduced it) for our extra workload, confusion or lack of results!
Too often we adopt all kinds of new ICT tools/software, etc - it fits our curriculum needs, meets the content requirements of the student, we know enough about the content to teach it but our own values and beliefs (pedagogy) on how we teach prevents us from doing so effectively. There are so many issues around using ICT - how do you manage the equipment AND the children, how do you ensure everyone has equal time (to learn and with the teacher), does the ICT you are using really fit the learning outcomes or is it "close enough" or "that'll do"?
What seems to be the key is "integration" and its definition - perhaps it needs to be defined so that educators, educational institutes and other interested parties are all on the same wavelength?!
Tuesday, May 11, 2010
Term 2 and Assignment 2
Wow, the term is rushing by, week 4 already and the next assignment is looming. Deadlines are tight - Assignment 2, long term planning and mid-year reports all due on the same day : Now there's a challenge!!
Have had an idea for Assignment 2 and have decided to move away from my first assignment. Our school has a website run by Spike@School which has "learning caves". These are a great online learning environment for the children which they can access from home but not utilised at all by staff. My aim is to report whether they are beneficial, reviewing the current situation and looking into why they are not used and whether there is a case for professional development, etc.
Feeling relieved that I have an idea for content - can now start READING!!
Have had an idea for Assignment 2 and have decided to move away from my first assignment. Our school has a website run by Spike@School which has "learning caves". These are a great online learning environment for the children which they can access from home but not utilised at all by staff. My aim is to report whether they are beneficial, reviewing the current situation and looking into why they are not used and whether there is a case for professional development, etc.
Feeling relieved that I have an idea for content - can now start READING!!
Monday, March 29, 2010
Assignment One
Okay an aspect has been chosen - e-learning in the early school years (namely year 1 and 2). Tentatively titled: E-learning in the first year of school - enrichment or entertainment.'
I'd like to look at how e-learning can assist in building children's literacy and numeracy skills. Ideally I love the children using the computer within the classroom and the two computers I have hum away all day with all the children getting at least 30-40 minutes each a week working individually on numeracy and literacy activities. I always worry about avoiding "playing" and try to aim for "learning" or "practising new skills". Not always easy to achieve!
Some key words searched are : computer assisted learning, e-learning, early childhood, literacy and technology... and more to try. Many thanks to Kirsty and her helpful library search notes. If only I had known in my earlier papers about logging into the library and search multiple databases!
I've thought about some definitions I'll need to include ie literacy, e-learning, computer assisted learning, multi-literacies... I'm sure this list will be added to. The main problem has been finding articles and readings specifically related to the first two years of primary school - there is a lot of information on older children (8 years and upward), and early childhood, but not much in the middle.
The search continues!
I'd like to look at how e-learning can assist in building children's literacy and numeracy skills. Ideally I love the children using the computer within the classroom and the two computers I have hum away all day with all the children getting at least 30-40 minutes each a week working individually on numeracy and literacy activities. I always worry about avoiding "playing" and try to aim for "learning" or "practising new skills". Not always easy to achieve!
Some key words searched are : computer assisted learning, e-learning, early childhood, literacy and technology... and more to try. Many thanks to Kirsty and her helpful library search notes. If only I had known in my earlier papers about logging into the library and search multiple databases!
I've thought about some definitions I'll need to include ie literacy, e-learning, computer assisted learning, multi-literacies... I'm sure this list will be added to. The main problem has been finding articles and readings specifically related to the first two years of primary school - there is a lot of information on older children (8 years and upward), and early childhood, but not much in the middle.
The search continues!
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