EER 500: An update

I am working through my first major assignment where I get the chance to examine two research questions, look at their strengths and weaknesses, and how the research literature is linked to the question.

Alot of people have doubted whether they can do 2000 words, but I knew it wasn't going to be an issue because there is alot out there you can look at. I have even examined the wording as I have found that wording is crucial in the construction of the question. A well worded question will guide one in research, but if not clear, you will find it hard. How will your audience understand it?

Personally, I found my research question poorly constructed, and as part of my evaluation I will have to find how I can adjust the question to focus on the topic and also establish an objective. Without an objective, what is the point of research? Honestly there were few strengths in it

Readings on research methods are limited, but I'm trying to link my evaluation to the literature as much as possible. Thats what will be pivotal to getting the marks - linking it to literature, not just the text by Bryman.

ETL411 - Entries

I'm posting my articles from the asynchronous sessions in ETL411 for record keeping purposes.

1c: Myschool & Assessment of Learning

The general theme in Thomas (2003) is about using data on the academic performance of students, converting that data, identifying trends and relationships and drawing on that information to improve learning outcomes.

Thanks to Myschool, assessment of student learning and increased standardised testing such as Naplan, schools have become heavily dependent on using that information to improve learning outcomes for their students.

I remember a Curriculum Co-ordinator at one school, who spent numerous hours digesting NAPLAN results for that school, staying up until 1am the day he was due to present that information to us. It was a huge chunk of information for that person to digest. I thought it was amazing that the overall trends could be identified.

But I wonder how the school has ended up using the information? Have they made changes to teaching and learning? Did the school see improvement? Did all teachers take interest or was it just those that teach Maths and English?

The main challenge though is informing the wider school community. Teachers may have at least some understanding of the results, but what about parents? What does it say about their child’s performance? What does it say about the school?

What do I see as important in this process?

1. Identify the stakeholders – principal, curriculum co-ordinator, parents & friends association etc
2. Collect the information – review, analyse and discuss
3. What are the general trends in the information? Identify strengths and weaknesses.
4. Have internal or external factors influenced the outcome?
5. How can the weaknesses be addressed?
6. Communicate the information to the wider school community – explain the facts and consider how it will affect each member of the school community. What does it mean for teachers? What does it mean for students? What does it mean for parents?

At every stage of the process, the stakeholders need to collaborate and communicate.

One thing I know from my experience and knowledge of student assessment is that they are not a true measure of whether or not a student learns effectively. That’s a tough comment to make being a teacher. It’s important that schools look at their teaching practices? Are they teaching the concepts effectively? Are the students engaged? Do students end up learning other schools?

Posted on August 10, 2011

1a: Personal Use of the internet in the classroom

Johnson, (2004) makes an interesting point about allowing students to use the internet for personal purposes such as emailing, social networking etc.

It is opposite to what schools normally do where they block email sites such as hotmail and facebook which means that students cannot access the sites on the school premises at all even at recess and lunch.

I remember in my internship back in 2009 that the TL was telling me that sites had appeared that enable students to access facebook etc breaking through the server, easily obtainable by websearch. I tried it for myself and couldn't believe it.

This is also in stark contrast to my schooling at the start of last decade - a time when I could still access hotmail etc on the school computers.

I think we need to revert to that attitude of a decade ago. Blocking a site creates its own problems.

I do agree that personal use would deter people from doing activities that would result in the loss of internet access and in some cases, their laptop. Access to the internet is a privilege, and we should teach students to use it responsibly.

Schools do monitor where students visit, so those visiting pornography and inapproriate sites would still be caught out. ICT policies are generally explicit as to what is appropriate behaviour and what is not.

But the guidelines on when to access such sites should be explicitly stated. Facebook, hotmail etc is OK during break times such as recess. In a school library, priority should be given to students with recreational users expected to vacate computers for students that are working, or maybe designate computers for recreational use.

Obviously during lessons, hotmail etc should not be allowed, unless it is work related.

Posted July 25 2011

1a: Technology and Learning

Dede (2005) makes a few good points relating to learning in the 21st century.

• Reflecting on learning – A good learner is definitely one who can look back at what they have learnt. What do they know? Where can they improve their learning? What concepts are they unsure of?
• Applying real life experiences - Personally I think it’s a good way for students to learn. It enables students to make connections between what they know or have experienced and link that back to their learning.
• Virtual learning environments – We are so lucky that digital technology opens the world up in ways that one cannot fathom. In a learning environment this is great and since children love technology, they will want to interact with it. As many students are visual learners, they benefit from the imagery that is available to them. They would enjoy virtual tours for a site study in subjects like history and geography.
• Students love being creative with technology – For starters they enjoy using technology such as digital cameras, sound recorders etc for social reasons. The classic rule in teaching is to prepare lessons around their interests. They love technology so we as teachers should structure lessons around technology, for they will engage in their learning more effectively.
• Mobile technology – It feels more complex to use for learning purposes, but if we as teachers provide guidelines, it can become a useful learning tool. I do feel we need more evidence of how it is used in practice before we can incorporate it into the curriculum.

Posted on July 31 2011