PEDAGOGY
Pedagogy is the art or science of teaching. It is the design of learning and the interaction between learner and teacher.
At the start of this week, I was struggling to grasp the concept of Pedagogy and I found this video from Dr Sonwalker Nish very helpful.
DIGITAL PEDAGOGY
It is important for students in the 21st Century to have to opportunity to learn through ICT. By having ICT available:
- Students use ICT to access, integrate, manage and evaluate information.
- They use ICT to develop new understandings, and to participate as global citizens through collaboration across local, national and international borders.
- Digital Pedagogy has been shown to transform learning. It enables students to develop deep knowledge through inquiry, connecting to sources of information, both primary and secondary across the world.
- ICT supports thinking, organizing ideas, planning solutions, modelling, and visualizing the invisible.
- ICT allows learners to build solutions and products through highly creative, expressive and reflective processes
As teachers it is important that we understand what is expected of us in then realm of ICT and these expectations can be found here in the AITSL graduate standards. We are also encouraged to understand what is expected from students and these expectations are provided here on the Education Queensland website.
There are 5 elements in which ICT competences are articulated from Prep through to Year 12:
- Inquiring with ICT
- Creating with ICT
- Communicating with ICT
- Ethics, Issues and ICT
- Operating ICT.
TPACK FRAMEWORK
TPACK is the incorporation of technology, pedagogy and content knowledge. Teachers must be able to incorporate these three elements into their teaching to ensure that students learn effectively as learning can be compromised by little pedagogy knowledge and little technology knowledge.
TPACK consists of
7 different knowledge areas:
- Technology Knowledge (TK)
- Content Knowledge (CK)
- Pedagogy Knowledge (PK)
- Pedagogy Content Knowledge(PCK)
- Technology Content Knowledge (TCK)
- Technology Pedagogy Knowledge (TPK)
- Technology Pedagogy Content Knowledge (TPCK)
I thought the picture to the right was a humorous spin off on what we are learning this week so I had to add it in. I think the important message with this picture is that, as teachers, we do have to create balance in technology, Pedagogy and content knowledge.
BLOOMS TAXONOMY OF LEARNING DOMAINS
Blooms taxonomy of learning domains was created to promote higher forms of thinking in education. It consists of three domains of educational activities:
- Cognitive: mental skills (Knowledge)
- Affective: growth in feelings or emotional areas (attitudes or self)
- Psychomotor: manual or physical skills (Skills)
This is often referred to as 'the goals of the learning process' and it is expected that learners should have acquired these skills after a new learning experience.
COGNITIVE The cognitive domain involves knowledge and the development of intellectual skills. For example:
- Recall of specific facts
- Procedural Patterns
- Concepts that serve in the development of intellectual abilities and skills.
The cognitive domain (after being revised) has 6 major categories: Remembering, understanding, applying, analyzing, evaluating and creating. Examples of all of these categories can be found here.
AFFECTIVE
The Affective domain looks at the way in which we deal with things emotionally. For example:
- Feelings- Values
- Appreciation
- Motivations
The five major categories are: Receiving Phenomena, responding to Phenomena, valuing, organisation and internalizing values. Once again, further explainations of these categories are available here.
PSYCHOMOTOR
The Psychomotor domain looks at physical movement, coordination and the use of motor skills. Development is measured in terms of speed, precision, distance or procedure and requires practice.
There are seven major categories as explored by Simpson (1972): Preception, set, guided response, mechanism (basic proficency), complex overt response, adaption and origination. These categories were also revised by Dave (1975) and Harrow (1972) and can be found here.
So why do we use Bloom's theory?
Because it has been demonstrated in research findings that simple learning such as knowledge and understanding is not necessarily better when ICT is used to support learning. But we also need to understand that sound teaching does not always work in a linear approach such as Bloom has set out. It is a process of
1. introducing student-held knowledge,
2. analysing this knowledge,
3. deriving and strengthening knowledge and theory from this analysis,
4. moving towards evaluation of the knowledge
5. creating as the culmination of learning.
WIKI ACTIVITY
Lastly, I would like to reflect on my participation in the wiki activity. Generally I am pretty confident with most things 'technology'. This class has definitely opened me up to some very new and unusual ways of using the internet as a teaching platform.
The wiki activity for week two provided me with a very broad range of opinions on the use of mobile phones as a learning tool. However, I am still not convinced. There are a lot of downfalls for providing the students with personal tools when in the classroom. Having said that, I believe that with the right class and the right approach it COULD work.
REFERENCES
Youtube, Sonwalker Nish, viewed 10 July 2013 http://www.youtube.com/watch?v=jkoRR670fj8
Digital Lit Project, TPACK for teachers, Viewed 11 July 2013, http://digitallitproject.wikispaces.com/TPACK+for+educators
ICT by Teachers, Pedagogy Framework, viewed 11 July 2013, http://ictbyteachers.weebly.com/frameworks.html
Meme Generator, viewed 10 July 2013 http://memegenerator.co/instance/34389481
Brain GIF, viewed 11 July 2013, http://vicforprez.tumblr.com/post/14967685527
My Emotions GIF, viewed 11 July 2013, http://www.tumblr.com/tagged/my%20emotions%20gif
Baby with football GIF, viewed 11 July 2013, http://now.msn.com/funny-kid-fails-a-gallery-of-hilarious-gifs
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