Benita's Miscellany

In Step 2 of the Technology Integration Planning (TIP) model, Roblyer and Doering (2014) underline the importance of assessing the 'TechPACK'. This involves assessing the 'who' (content knowledge), followed by the 'what' (technological knowledge) and the 'how' (pedagogical knowledge). I personally prefer using the TPAC assessment for Step 2. The TPAC assessment stipulates that the choice of technology should be guided by the 'what' (content knowledge) and the 'how' (pedagogy) within the boundaries of local context. Here is an example of how I use TPAC when integrating technology into the curriculum.

While both the TechPACK and TPAC assessments focus on curriculum and pedagogy (both important), TechPACK does not place enough emphasis on the importance of taking the local context - or the equitable selection of technology - into consideration (also important). More information about why this is essential in the Australian context here and here.

This is a partial re-post. Read the full article in its original form here.  

The use of Web 2.0 tools such as social media can assist students in learning how to communicate information online while interacting with each other, developing their information literacy and soft skills. Tumblr is an ideal tool to engage students in subject matter and extend their “Internet world [ICT competencies] beyond their first language” (Godwin Jones in Stanley, 2013, p. 121). It does, however, present challenges in terms of preventing students from accessing inappropriate materials and maintaining a student safe environment.

I am preparing a unit at the moment which involves using Tumblr in the context of a BYOD program. The first step was to set up a class Tumblr with a password protected login to protect the students’ identities and allow both myself and the students to upload and embed photos, sound bites and videos, run a real-time historical role play with post-level commenting and organize content with hashtags. The Tumblr can be accessed here (password esc407). It includes an ask feature for students to post questions anonymously, a submit feature for the students to post their writing samples without requiring a Tumblr account of their own (both features can be enabled in the Tumblr control panel under ‘Settings’) and a resources page with links to information relevant to the unit. Most importantly, the class Tumblr and all associated features (submit feature, ask feature etc.) have been made available through a separate URL (listed in the Tumblr control panel under ‘Settings’). I can give the students access to the class Tumblr via a link or a link embedded in a QR code. The advantage of sharing access to the site via the separate URL is that the students do not need to enter the Tumblr site, open a Tumblr account or download the Tumblr app to access the course material, blocking advertising and unsavory content while allowing the students to interact with each other in a safe, social online environment. Problem solved!

This is a partial re-post. Read the full article in its original form here.  

The potential... Web-based learning activities provide an opportunity for students to how to communicate and collaborate responsibly in an increasingly digital world (see Roblyer & Doering, 2014).  Particularly in rural and regional areas of Australia, web-based learning activities have the potential to provide students with resources and ‘virtual’ excursions or experiences that may not have otherwise have been accessible to them.

The catch... One of the main barriers to implementing web-based learning activities is access to digital services. Recent research conducted by the University of Technology, Melbourne, found that while federal initiatives such as the roll-out of the National Broadband Network have increased access to digital services, the affordability gap is widening and disadvantage is frequently geographical, tied to location and place (Thomas, Barraket, Ewing, MacDonald, Mundell and Tucker, 2016). For students with average or advanced socio-economic backgrounds, digital services are becoming increasingly affordable for both themselves and the schools they attend.  Low-income families face a higher proportionate cost relative to their income and an estimated sixty percent of these students attend under-resourced schools (Nous Group, 2011). Keeping in mind that the benefits that web-based learning can offer are not as accessible for disadvantaged students, teachers and school communities need to actively find opportunities to do more with less (more on how that can be achieved here, here, here, here and here).

I am preparing a unit at the moment which involves using web-based resources in the context of a BYOD program. The unit can be accessed here – comments (either on the blog or directly in the Google Doc) are welcome.

In the era of alternative facts, #seanspicersays and #pizzagate in which we now find ourselves it is more important than ever that students are equipped with the critical thinking and ICT skills they need to access, process and communicate reliable information.

Stanford has published lessons that were used in a recent study in which students were asked to view social media posts and critique their validity. The study can be downloaded as a PDF file here. The lessons cannot be photocopied and distributed freely, however their design and the results of the research are useful for teachers preparing lessons on selecting and evaluating information. The study is available free of charge.

Hope you have a lovely day with lots of cake! 🎂 🎂 🎂 🎂

Lots of love from Aunty Benny and Uncle Mike 🐪 ☀️🐪 ☀️

xxxx