Engagement Activity 1: Productive Pedagogies
Starting this exercise was quite confronting for me (purely because of the visual chaos!), however looking at other peoples blogs and getting an understanding of how they applied this graphic organiser to their scenarios eased my concerns (and I actually found it quite useful!). I found that, while pedagogy theories (with the combination of ICT's!!!) may seem quite confronting a lot of the practical teaching ideas I have are backed up by these theories (I may not realise it just now!).
Engagement Activity 2: TPACK
No TPACK is NOT a rapper!
Above we can see the merging of:
Pedagogy: the method and practice of teaching
Technology: digital computers and computer software and mechanisms
Content: the substance or material dealt with in a speech, literary work
Traditionally teaching has only been based on the merging Pedagogy and Content, however with the influx of technology in our day to day lives it is only natural that went teaching technology must be considered. Hence the creation of the Pedagogical Technology and Content Knowledge (TPACK*).
References
Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record,108 (6), 1017–1054.
Engagement Activity 4: Blog reflection on wiki activity
The mobile phones activity was a great introduction to wikis, I was able to become familiar with basic functions like editing, saving and text formatting. It also initiated thoughts about how this technology could be used in the classroom. I feel that wikis lend themselves to the constructivist (in particular social constructivism) and connectivist learning theories, where knowledge is evolving and being altered at an increasing rate. Wikis also support informal learning where students are encouraged to seek knowledge themselves and amalgamate it in a communal organic environment.
In terms of behaviorism wikis could be used as an activity that encourage behavioral change both inside and outside the classroom. Activities could be completed and edited online and would allow teacher-student feedback more instantaneously, promoting efficiency and confidence in the online world. Study habits would be promoted as the wiki could be accessed outside of school hours encouraging students to continue their learning outside of the classroom.
Wikis are also great for the teaching theory of constructivism as the theory is based on the belief that culture teaches children both what to think and how to think. The theory is also based around the idea that learning is dependent on social interaction (Instructional Design, 2012). Wikis inherently encourage social interaction and allow students to express their opinions together to form a cohesive opinion or idea. Students build knowledge by collaborating and ‘bouncing’ ideas off others.
Under the cognitive theory students shape their own conceptions of reality through continuous interaction with their environment (eLearning Pedagogy, 2012). Wikis would aid in learning under the cognitive theory, as students are able to interact with the site outside of conventional school hours encouraging continuous interaction with learning environments.
Wiki’s and connectivism I also feel go hand-in-hand. The connectivism learning theory proposed by George Siemens states that networked learning on the Internet is vital for today’s students and that knowledge is always evolving. Therefore the technology we are able to use and the connections we make are more important that the holding of knowledge (eLearning Space, 2004). Thus, wiki’s would be most suitable for this learning theory as students are able to learn through the network that wiki’s provides and would be exposed to the concept of evolving knowledge, as people are able to edit and add content.
