My semester statement

Introduction

To use technology effectively, teacher should help students to learn meaningfully (Jonassen, 2008) (blogpost- meaningful learning)), learn by making (Paper, 1991) and must to go beyond their particular disciplines, technologies and pedagogical techniques to achieve the technological pedagogical and content knowledge (TPACK) (Punya, 2009) (blogpost- TPACK). During this semester I have acquired new knowledge on how to achieve these demanding goals by using e-portfolios (Barret, 2004), blogs, podcasts (Sprague, 2008), digital stories (Hoffenberg, 2001), k-6 softwares (Squires 1994) and wikis (Lamb,2004)(blogpost-wiki wiki) have used in my practicum and referred to in my blog posts in the goal of merging technology, pedagogy and content knowledge in my future career. In this summary, I will first present how I used technology in my practicum, and secondly, offer an overview of what interested me the most in how to use technology in our classroom. 

I) Practicum and meaningful learning

Applying and experimenting theories learnt during the first part of the semester was one of our objectives during this practicum. In the intention to help my students to learn meaningfully, I engaged them in intentional, active and cooperative learning processes (Jonassen, 2008). In fact, with the use of some e-learning resources (blogpost- Prac) and the interactive white board (blogpost- Prac) students were actively engaged in my activities, had a clear goal to achieve and used peer learning.

II) How to use technology in our classroom 

a)    Technology: values, ethics and moral

A new awareness about values, ethics and moral (blogpost - Values, ethics and moral) necessary whilst using technology in education was brought to my attention during this semester. Firstly, educators need to have a notion of values - whilst being personal they play an outstanding role in education. Secondly, ethics are well-based standards of right and wrong that prescribe by society on what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, and specific virtues. There are there to address educators’ behaviour. Thirdly, moral is a global vision of standards of right or wrongs. Good educators should have those qualities: They should have personal values, they should be aware of what is appropriate and they should be concerned with the judgment of the goodness or badness of human action.

b)    Technology: Constructionism

Papert (1991) explains that students learn when they are engaged in constructing a public entity – “learning by making”. Constructionism emphasizes the significance of the publication and sharing of students’ end products as a key factor that motivates their learning. By using various softwares in class, we uncovered various ways to get students motivated by sharing their work and fulfill the five characteristics of meaningful learning. Here are a few of these softwares and their use in the primary classrooms.

Conclusion

Technology is an ever-evolving world that teachers have to keep up with. Having discovered so many simple ways to integrate technology in the classroom has showed me that educators have to include this powerful motivational tool to achieve a meaningful learning. These days technology has a few short terms objectives- as improving existing school practices and introducing very elementary forms of technological literacy in school (Papert, 2004) (blogpost - changing schools). But should technology be more that just improving what educators are already doing? Should it be changing the system? Will I use it to change the system? I will soon discover the answer.

References:

-     Papert, S. (2004). Technology in schools: To support the system or render it obsolete. Milken Family Foundation.

-     Hoffenberg, H., & Handler, M. (2001). Digital video goes to school. Learning & Leading with Technology, 29(2), 10-15.

-     Barrett, H. (2004). Electronic portfolios as digital stories of deep learning. Accessed Dec 18, 2008 from http://electronicportfolios.org/digistory/epstory.html  

-     Jonassen, D. et al (2008). What is meaningful learning? In D. Jonassen et al.(Eds).Meaningful learning with technology. 3rd Edtn. pp1-12. Pearson/Merrill Prentice Hall: Upper Saddle River, N.J.

-     Papert, S. (1991). Situating Constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 1-11). Norwood, NJ: Ablex Publishing Company.

-     Sprague, D. & Pixley, C. (2008) Podcasts in Education: Let their voices be heard. Computers in the Schools. 25(3-4), 226-23

-     Squires, D. & McDougall, A. (1994). A perspectives interactions paradigm for studying educational software. In D. Squires & A. McDougall (Eds.) Choosing and using educational software: A teacher’s guide. (pp. 65-71). London: Falmer Press

-     Mishra, P. & Koehler, M. J. (2009). Too cool for school?  No way! Learning & Leading With Technology, 36(7), 14-18.

-     Lamb, B (2004). Wide Open Spaces: Wikis, Ready or Not. EDUCAUSE Review, 39 (5), 36–48. Last accessed 17th August 2008 from: http://connect.educause.edu/Library/EDUCAUSE+Review/WideOpenSpacesWikisReadyo/40498?time=1218970952