As I let the week's proceedings sink in - the big rush of getting assignments done , tests to study for.. I also pondered on dr. Tan's session last week.
Yes the future is scary and I admit maybe I was jumping the gun at being afraid of the changes that will occur. Looking back at how we gen x people started off with text based pcs to windows to graphical wsyisyg platforms and now with readily available Internet connections as compared to the dialup nightmares of the past, maybe th future isn't so bad after all.
Especially so with education and with the recent initiatives that moe is actually looking into educational games and such. Something that I never thought would happen when I was a schooling lad in the 80s and 90s.
I have idealisitic dreams of turning my english lessons into a fun filled experience and by doing so I would love to provide all 40 of my kids with netbooks in my classroom. Their English lessons will mostly be online with blogs, facebook, msn and wikis used. Essays will now be vetted online, expository essays - researched via the Internet. Junglebyte will be my watchdog.
I hope I will b able to achieve this. Maybe it's time I go look for sponsors for netbooks.. I don want to be just another boring english teacher who destroys the joy in learning by adopting old 19 or gasp! 18th century classroom practices...
I'm a digital native myself. Guess I should embrace my own technology in my job. Why should I fear what my Hod or colleagues say? I'm not here to play the game. I'm here to teach and enjoy the process. Technology is in our hands . Embrace it.
-- Post From My iPhone
Tuesday, October 20, 2009
Friday, October 9, 2009
second life.
the previous lesson has given a second chance to second life. My first experience with SL was bad. For e-learning week, we did not have a F2F tutorial but instead has it in SL. so what did we do? forum discussion. Firstly, we have other platforms for discussion. And it certainly did not help that it was quite unstable and I crashed out a more than once in an hour, and was ejected from my 'class' and ended up somewhere foreign. Basically, I swore of SL.
I am glad that Dr. Tan's class allowed me to see the other affordances of SL. After the initial orientation, my group decided to go to the Great Wall and we were surprised to see how detailed it was. I think that made me realize that maybe, SL could be a great tool in History class (:
Creating a new place would take time and money of course, and I doubt I will go into that. But I hope to be able to find more sites which can be used for 'experiential learning'. It can be a virtual fieldtrip, and we can get students to do activities similar to those we'd do in a real one. Sounds good eh?
One drawback is the possible limitations of the Teen Grid. I have yet to explore this but some have highlighted that the limited environment of the Teen Grid hinders its educational potential. [http://thejournal.com/Articles/2009/01/01/A-Second-Life-For-Educators.aspx?Page=1]
A virtual fieldtrip will provide for more meaningful learning than using SL as an LMS. Neither do I see the benefit of using SL as a virtual 'classroom' where discussions can take place. As I experienced, having a class discuss issues online in real time can get very messy. Imagine chatting with 40 others in one window. Things will move on too fast and students will probably get frustrated having to scroll up again and again to read the discussion thread.
I also like the idea of having a role play in SL. As highlighted in the video, students can find clothes appropriate to any period/country. This will make their role play more interesting and authentic. Students can record their role play, and teachers can assess them after class. This allows the whole class to be active participants in the role play. Often, to save time role plays are short or allows only some of the students to act. SL can allow all students the opportunity to play a character as all groups can be role playing simultaneously in SL.
Tuesday, October 6, 2009
E-learning: Part B
The possible future of the educational landscape as presented by Big Picture High School, EdisonLearning and the videos ‘Did You Know?’ and ‘Singapore’s iN2015 Vision’, shows the possible educational opportunities that can be provided for the students to better prepare them for jobs that did not exist in the past or do not yet exist. Big Picture High School promotes self-directed learning with teachers facilitating the learning process and prepares the students for survival in the real world. EdisonLearning allows for differentiated learning to cater to students of different needs through the use of advanced technologies. The video on Singapore in 2015 shows the futuristic possibility of enhancing teaching and learning with the use of technological gadgets.
However, these give rise to numerous concerns. If such futuristic educational landscapes were to be realized, what would happen if technology fails to function? Will everything come to a standstill? Using technologies in classes would require students to be equipped with the gadgets and the knowledge to use them. Would all students be able to cope with handling the use of technologies on top of digesting academic knowledge? Would all students be able to afford such advanced technologies? These questions need to be addressed and solved in order to advance into the future.
The first step to all of these would be to introduce students to existing technologies and make them understand the teaching and learning potential of these tools and widen their exposure. NIE aims to equip teachers with this skill through courses such as ICT for Meaningful Learning. It is crucial to ensure that the use of ICT tools complements the topic that is taught. It would be useful for teachers to familiarize themselves with these technologies so that they would be able to relate better to the digital natives whom they will be teaching through their lessons.
However, these give rise to numerous concerns. If such futuristic educational landscapes were to be realized, what would happen if technology fails to function? Will everything come to a standstill? Using technologies in classes would require students to be equipped with the gadgets and the knowledge to use them. Would all students be able to cope with handling the use of technologies on top of digesting academic knowledge? Would all students be able to afford such advanced technologies? These questions need to be addressed and solved in order to advance into the future.
The first step to all of these would be to introduce students to existing technologies and make them understand the teaching and learning potential of these tools and widen their exposure. NIE aims to equip teachers with this skill through courses such as ICT for Meaningful Learning. It is crucial to ensure that the use of ICT tools complements the topic that is taught. It would be useful for teachers to familiarize themselves with these technologies so that they would be able to relate better to the digital natives whom they will be teaching through their lessons.
E-learning: Part A
What are some characteristics of digital natives? (What are they good at? What are they poor at?)
The term ‘digital natives’ refers to the generation of people for whom digital technologies such as computers, handphones, internet access and video games existed when they were born. These people grew up with these technologies and were exposed to them at a very early age. The difference between this new generation of digital natives and the older generation is evident from the huge number of hours spent by digital natives in playing video games, surfing the internet, using handphones and MP3 players and watching television. According to Prensky, digital natives spend “over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; (and) over 20,000 hours watching TV.” And, these are accomplished at very young ages while even many adults may not be spending as much time on these.
It is a known fact that the way of thinking differs according to the way people are brought up and the culture and surroundings in which they grow up. Thus, digital natives who grow up amidst all these advanced technologies and use them in their daily lives think differently from the older generation. This might be to their advantage in this changing world that is shaped by technological advancements. For example, just like how “boomers’ brains were programmed to accommodate television, and literate man’s brains were reprogrammed to deal with the invention of written language and reading, (digital natives) have been adjusting or programming their brains to the speed, interactivity, and other factors in the games” that they play. The attention of digital natives can also be sustained in schools if appropriate teaching methods involving gaming technologies or others that interest them are incorporated in lessons.
However, most digital natives seem to lack in the area of reflection which is the process of learning from experience and enables one to create mental models from experience. This can be attributed to the fact that digital natives are provided with “less and less time and opportunity for reflection” in their everyday usage of the advanced technological gadgets. For example, while most video games promote interactivity, reflection and critical thinking are not emphasized.
Which portrait did you select? (In your blog, create a link to the portrait.) In terms of their digital background, how similar was that student compared to a Singapore student?
Justin (http://www.edutopia.org/digital-generation-profile-justin) is a 16-year old student in Washington, studying in McKinley Technology High School. The school provides various opportunities and resources for the students, like Justin, to work with technology. With technology education and innovative teaching practices, Justin’s school prepares the students for the global world of advanced technologies. Hence, Justin learns advanced 3-D modeling, simulation, and animation at school and this does not only fuel his passion but also paves the way for his future career in those fields. In this aspect, Singaporean students do not receive as much exposure to such technologies at this age in schools. Most secondary school students at the age of 16 are only entitled to weekly computer lessons that teach them the basics such as web designing and this is also dependent on the school administration. Only those who are truly interested in such technologies take up such courses in their free time.
Some of Justin’s class activities include creating videos to upload to YouTube or using shared notebook computers in class as learning tools to retrieve information for history lessons. Although such activities may not be seen in a daily basis in Singaporean schools, students in Singapore are introduced to such activities and this is the efforts of teachers to incorporate ICT tools to enhance lessons. However, many teachers in Singapore are using ICT in their lessons merely for the sake of fulfilling requirements or to simply arouse interest and the exposure of students to such activities and technologies are hampered by the teachers’ lack of expertise in these areas.
However, similar to Justin, the digital natives of Singapore are introduced to technology, such as computers and gaming gadgets, early and view technology as a tool to express themselves. Justin says in an interview that he spends an average of 2-3 hours a day on computers, mostly playing online games. This accumulates to about 21 hours a week which is similar to Singapore students who spend spend about 27 hours a week playing online games. Although Justin’s mother is not worried about her son being addicted to the games but confident that her son is able to balance his time, Singapore parents are worried about cyber addiction. (refer to Straits Times article ‘Youth stuck on gaming’ http://www.straitstimes.com/Breaking+News/Singapore/Story/STIStory_438220.html)
How might teachers in Singapore today engage and teach our digital natives?
As mentioned by Prensky, “digital natives’ brains are likely physically different as a result of the digital input they received growing up (and thus) learning via digital games is one good way” to teach them. This is because digital games might capture the interest and attention of the students. Moreover, it is advisable for teachers to incorporate digital game-based learning in their lessons as “linear thought processes that dominate educational systems now can actually retard learning for brains developed through game and Web-surfing processes on the computer.”
The term ‘digital natives’ refers to the generation of people for whom digital technologies such as computers, handphones, internet access and video games existed when they were born. These people grew up with these technologies and were exposed to them at a very early age. The difference between this new generation of digital natives and the older generation is evident from the huge number of hours spent by digital natives in playing video games, surfing the internet, using handphones and MP3 players and watching television. According to Prensky, digital natives spend “over 10,000 hours playing videogames, over 200,000 emails and instant messages sent and received; over 10,000 hours talking on digital cell phones; (and) over 20,000 hours watching TV.” And, these are accomplished at very young ages while even many adults may not be spending as much time on these.
It is a known fact that the way of thinking differs according to the way people are brought up and the culture and surroundings in which they grow up. Thus, digital natives who grow up amidst all these advanced technologies and use them in their daily lives think differently from the older generation. This might be to their advantage in this changing world that is shaped by technological advancements. For example, just like how “boomers’ brains were programmed to accommodate television, and literate man’s brains were reprogrammed to deal with the invention of written language and reading, (digital natives) have been adjusting or programming their brains to the speed, interactivity, and other factors in the games” that they play. The attention of digital natives can also be sustained in schools if appropriate teaching methods involving gaming technologies or others that interest them are incorporated in lessons.
However, most digital natives seem to lack in the area of reflection which is the process of learning from experience and enables one to create mental models from experience. This can be attributed to the fact that digital natives are provided with “less and less time and opportunity for reflection” in their everyday usage of the advanced technological gadgets. For example, while most video games promote interactivity, reflection and critical thinking are not emphasized.
Which portrait did you select? (In your blog, create a link to the portrait.) In terms of their digital background, how similar was that student compared to a Singapore student?
Justin (http://www.edutopia.org/digital-generation-profile-justin) is a 16-year old student in Washington, studying in McKinley Technology High School. The school provides various opportunities and resources for the students, like Justin, to work with technology. With technology education and innovative teaching practices, Justin’s school prepares the students for the global world of advanced technologies. Hence, Justin learns advanced 3-D modeling, simulation, and animation at school and this does not only fuel his passion but also paves the way for his future career in those fields. In this aspect, Singaporean students do not receive as much exposure to such technologies at this age in schools. Most secondary school students at the age of 16 are only entitled to weekly computer lessons that teach them the basics such as web designing and this is also dependent on the school administration. Only those who are truly interested in such technologies take up such courses in their free time.
Some of Justin’s class activities include creating videos to upload to YouTube or using shared notebook computers in class as learning tools to retrieve information for history lessons. Although such activities may not be seen in a daily basis in Singaporean schools, students in Singapore are introduced to such activities and this is the efforts of teachers to incorporate ICT tools to enhance lessons. However, many teachers in Singapore are using ICT in their lessons merely for the sake of fulfilling requirements or to simply arouse interest and the exposure of students to such activities and technologies are hampered by the teachers’ lack of expertise in these areas.
However, similar to Justin, the digital natives of Singapore are introduced to technology, such as computers and gaming gadgets, early and view technology as a tool to express themselves. Justin says in an interview that he spends an average of 2-3 hours a day on computers, mostly playing online games. This accumulates to about 21 hours a week which is similar to Singapore students who spend spend about 27 hours a week playing online games. Although Justin’s mother is not worried about her son being addicted to the games but confident that her son is able to balance his time, Singapore parents are worried about cyber addiction. (refer to Straits Times article ‘Youth stuck on gaming’ http://www.straitstimes.com/Breaking+News/Singapore/Story/STIStory_438220.html)
How might teachers in Singapore today engage and teach our digital natives?
As mentioned by Prensky, “digital natives’ brains are likely physically different as a result of the digital input they received growing up (and thus) learning via digital games is one good way” to teach them. This is because digital games might capture the interest and attention of the students. Moreover, it is advisable for teachers to incorporate digital game-based learning in their lessons as “linear thought processes that dominate educational systems now can actually retard learning for brains developed through game and Web-surfing processes on the computer.”
E learning Part B
My impression is that education now and in the future is a relentless slog—to ensure that our students are learning properly, adequately and correctly. The educational landscape in Singapore changes ever so frequently, so teachers and curriculum planners are constantly trying to keep up with the ideals of the authorities as well as the educational situation on the ground.
I consider myself a digital immigrant so naturally I fear that I can never catch up to the speed technological advance. Of course, one possibility would be to constantly update myself with courses and through talking to my students about the latest technological gizmos and ICT tools.
Having experienced the MxL and the COTF, I am also amazed at the possibilities that exist in the future. Certainly the COFT would revolutionalise the way teachers conduct lessons and the way students learn. If I live long enough to see the mass production of such COTFs across all schools, I will certainly anticipate and look forward to the challenges of conducting lessons through such a medium.
Looking at how fast the world is developing in terms of technological advance, we may very well be more dependent on technology and the internet to live, learn and work in the near future at least. Lesson will involve more use of ICT tools. They will become more interactive. Perhaps, game-based will become the norm, seeing as the proponents of game based learning are putting up a really strong case about how quickly students learn in a game based situation.
I think that thus far NIE has prepared me for this possible future pretty well. My ICT lessons have opened up my mind to the active use of ICT in my lessons. Moreover, we have had ample practice given regarding the use of these ICT tools. Thus far I can say that I am prepared—mentally and theoretically :)))
Jin Xun
I consider myself a digital immigrant so naturally I fear that I can never catch up to the speed technological advance. Of course, one possibility would be to constantly update myself with courses and through talking to my students about the latest technological gizmos and ICT tools.
Having experienced the MxL and the COTF, I am also amazed at the possibilities that exist in the future. Certainly the COFT would revolutionalise the way teachers conduct lessons and the way students learn. If I live long enough to see the mass production of such COTFs across all schools, I will certainly anticipate and look forward to the challenges of conducting lessons through such a medium.
Looking at how fast the world is developing in terms of technological advance, we may very well be more dependent on technology and the internet to live, learn and work in the near future at least. Lesson will involve more use of ICT tools. They will become more interactive. Perhaps, game-based will become the norm, seeing as the proponents of game based learning are putting up a really strong case about how quickly students learn in a game based situation.
I think that thus far NIE has prepared me for this possible future pretty well. My ICT lessons have opened up my mind to the active use of ICT in my lessons. Moreover, we have had ample practice given regarding the use of these ICT tools. Thus far I can say that I am prepared—mentally and theoretically :)))
Jin Xun
E learning Part A
What are some characteristics of digital natives? (What are they good at? What are they poor at?)
Digital natives, also referring to the youth of today, are good at using the computer, internet, video games, emails, instant messenger. They learn how to use the computer since very young. As such, these digital natives may have entirely different mindsets from their teachers and parents, who are digital immigrants.
As aptly put by Marc Prensky (2001), the youth of today develop hypertext minds and it is as though their cognitive structures were parallel, not sequential. Prensky also adds that linear thought processes that dominate educational systems now can actually retard learning for brains developed through game and Web-surfing processes on the computer (Marc Prensky, 2001).
Digital natives do not have short attention spans. Rather, our digital natives today prefer to engage in discussions, teamwork and hands-on projects. Marc Prensky pointed out that, contrary to prevailing perceptions, the attention spans of youth are not short. For example, they have very long attention spans for online/video games. Rather, Digital Natives crave interactivity—an immediate response to their each and every action (Marc Prensky, 2001). As such, our lesson plans have to be premised on the fact that our students will not be able to sit still at their desks for more than ten minutes at a time.
Which portrait did you select? (In your blog, create a link to the portrait.) In terms of their digital background, how similar was that student compared to a Singapore student?
I chose Nafiza.
However unlike a typical Singaporean student, she does a lot more with her skills and expertise as a digital native. It was mentioned that on top of being a regular student, she is a video producer, activist, social networker and gamer. On top of that, she helps raise awareness for Tibetan students online. 18 year olds in Singapore are currently mugging very hard for their A levels/N levels or various other exams. We will be hard pressed to find a person who is as engaged with international affairs Nafiza is. In her interview, she mentions that she has “learned so much through Global Kids, and not just about filming and editing, but also about the world and people around [her]."
How might teachers in Singapore today engage and teach our digital natives?
Most teachers themselves are not digital natives. Therefore this will take quite a bit of effort. First, when planning for lessons, teachers should consider more group based, interactive lessons and student directed learning. Second, perhaps teachers can consider ICT as an integral part of a lesson. Making use of the same ICT tools the students use in delivering lessons and in conducting assessments would better engage them. Teachers who have been in the service for long can consider going for ICT courses so as to better understand the usefulness and effectiveness of an ICT based lesson. Finally, a more intangible suggestion would be to keep an open mind about aspects of ICT based learning such as game-based learning/ online learning etc. To engage our digital natives, teachers must not be repulsed by the digital world in the first place.
Digital natives, also referring to the youth of today, are good at using the computer, internet, video games, emails, instant messenger. They learn how to use the computer since very young. As such, these digital natives may have entirely different mindsets from their teachers and parents, who are digital immigrants.
As aptly put by Marc Prensky (2001), the youth of today develop hypertext minds and it is as though their cognitive structures were parallel, not sequential. Prensky also adds that linear thought processes that dominate educational systems now can actually retard learning for brains developed through game and Web-surfing processes on the computer (Marc Prensky, 2001).
Digital natives do not have short attention spans. Rather, our digital natives today prefer to engage in discussions, teamwork and hands-on projects. Marc Prensky pointed out that, contrary to prevailing perceptions, the attention spans of youth are not short. For example, they have very long attention spans for online/video games. Rather, Digital Natives crave interactivity—an immediate response to their each and every action (Marc Prensky, 2001). As such, our lesson plans have to be premised on the fact that our students will not be able to sit still at their desks for more than ten minutes at a time.
Which portrait did you select? (In your blog, create a link to the portrait.) In terms of their digital background, how similar was that student compared to a Singapore student?
I chose Nafiza.
However unlike a typical Singaporean student, she does a lot more with her skills and expertise as a digital native. It was mentioned that on top of being a regular student, she is a video producer, activist, social networker and gamer. On top of that, she helps raise awareness for Tibetan students online. 18 year olds in Singapore are currently mugging very hard for their A levels/N levels or various other exams. We will be hard pressed to find a person who is as engaged with international affairs Nafiza is. In her interview, she mentions that she has “learned so much through Global Kids, and not just about filming and editing, but also about the world and people around [her]."
How might teachers in Singapore today engage and teach our digital natives?
Most teachers themselves are not digital natives. Therefore this will take quite a bit of effort. First, when planning for lessons, teachers should consider more group based, interactive lessons and student directed learning. Second, perhaps teachers can consider ICT as an integral part of a lesson. Making use of the same ICT tools the students use in delivering lessons and in conducting assessments would better engage them. Teachers who have been in the service for long can consider going for ICT courses so as to better understand the usefulness and effectiveness of an ICT based lesson. Finally, a more intangible suggestion would be to keep an open mind about aspects of ICT based learning such as game-based learning/ online learning etc. To engage our digital natives, teachers must not be repulsed by the digital world in the first place.
Jin Xun
Monday, October 5, 2009
E-Learning Part B
The future educational landscape will be one which is integrated with the use of technology. It will also involve more collaborative learning in the classroom and outside of the classroom through effective use of ICT. Our living, working and learning will also definitely be more reliant on technology. We may not need to go personally to the supermarket to do marketing as we can purchase our goods online and have them delivered to our residences. Students may not need to go to school everyday as they are able to learn online and have conferencing with the teacher and their classmates via online platform. Almost every part of our life will be made more convenient with technology. However, I would think that an over reliance of technology in our life is not really beneficial. I agree with Fatma that technology can be proven to be unreliable at times and may overload us with non essential information. I cannot imagine just doing our marketing of groceries only online. The pleasure of strolling in the supermarket to look at products would be gone. Moreover, an over reliance on technology would also cause us to be absolutely helpless when technological glitches set it to impair the system. This is seen in many instances in Singapore when the internet connection is down due to natural disaster and technolgy glitches. many of us are left helpless and clueless. We do not know how to continue to perform our work as all the information are stored inside the computer.
Essentially, this course is preparing us to be better equipped with ICT tools and approaches to teach our students. I would say that it has prepared me adequately and to get acquainted with some of the tools which can be use in the classroom to simulate learning.
Essentially, this course is preparing us to be better equipped with ICT tools and approaches to teach our students. I would say that it has prepared me adequately and to get acquainted with some of the tools which can be use in the classroom to simulate learning.
E-Learning Part A
Digital natives are very common in our society. They are borned and bred in the digital age and are able to use technology without much difficulties. It would not be exaggerated to say that they can't survive without computers, mp3 and cell phones. In Prensky's article, he stresses that the digital natives have different cognitive strucures. They think differently from the adults and their cognitive structures are parallel and not sequential. The digital natives are good in reading visual images, have good spatial skills, have inductive discovery and can give attention to many things at one go. They also response faster to expected and unexpected stimuli. However, the digital natives may not be able to have the time and space to self reflect and they just choose to be interested in the things they like.
I have selected the portrait of Dylan. http://www.edutopia.org/digital-generation-profile-dylan-video. He uses technology to improve his community and the world through collboration with youths of other countries to develop a ThinkQuest website and Green Your Lives Initiative. He also uses technology to learn his alphabets when he was young. He had this to say "Without technology, I might not know my alphabets". Therefore, technology is integrated and central to his life. In terms of digital background, it is very similar to Singapore student. More and more Singapore students know how to use technological skills effortlessly. Many Singapore students are able to create websites for academic and leisure purposes and animated videos. For example, some Singapore students had also form collaboration groups with their classmates to develop ThinkQuest website to explore subject matters like history.
Teachers in Singapore today need to be able to integrate technology in the curriculum to teach the digital natives. It is essential to integrate ICT as they are exposed to technology since young. It serves to engage them and make them more interested in learning the subject matter and content. Asking them to just sit in their desk and listen to the teacher lecture is unable to gain their interest in learning. Teachers can exploit technology to engage them in authentic tasks and making them an active learner rather than a passive learner.
I have selected the portrait of Dylan. http://www.edutopia.org/digital-generation-profile-dylan-video. He uses technology to improve his community and the world through collboration with youths of other countries to develop a ThinkQuest website and Green Your Lives Initiative. He also uses technology to learn his alphabets when he was young. He had this to say "Without technology, I might not know my alphabets". Therefore, technology is integrated and central to his life. In terms of digital background, it is very similar to Singapore student. More and more Singapore students know how to use technological skills effortlessly. Many Singapore students are able to create websites for academic and leisure purposes and animated videos. For example, some Singapore students had also form collaboration groups with their classmates to develop ThinkQuest website to explore subject matters like history.
Teachers in Singapore today need to be able to integrate technology in the curriculum to teach the digital natives. It is essential to integrate ICT as they are exposed to technology since young. It serves to engage them and make them more interested in learning the subject matter and content. Asking them to just sit in their desk and listen to the teacher lecture is unable to gain their interest in learning. Teachers can exploit technology to engage them in authentic tasks and making them an active learner rather than a passive learner.
Sunday, October 4, 2009
E Learning 2
Part A:
1. What are some characteristics of digital natives?
(Done before reading article as per instructed)
Digital natives are flexibles and able to adapt to changing environment fast. This might be due to their upbringing and brain development. Upbringing in my opinion is the most impotant attribute that could determine the later part of their life as it is that time where children's motor skills, thinking skills...etc starts to develop.
Digital natives are relatively impatient lot of people. They are very task orietated and result orientated... Similar to those games they have adapted to. This is good as an employee but is bad in family setup cos events or expectation in family only happen after a period of time... and involve love and patient which sometimes games (virtual world) is lacking in.
2. Which portrait did you select? (In your blog, create a link to the portrait.) In terms of their digital background, how similar was that student compared to a Singapore student?
Selected:
Cameron's Portrait : http://www.edutopia.org/digital-generation-profile-cameron-video#
Singapore student are not as "technological advance" when compare to Cameron. I believe Cameron is exception from his cohoots and don't think that majority of the students in US does what Cameron is doing.
Singapore studenst I am sure a small percentage of them can be comparable as Cameron... only with the luxury of finacial support from various parties and the right environment. I am glad that our education system is evolving fast and ICT will soon be integrated into the education system although now is still at its infant stage.
3. How might teachers in Singapore today engage and teach our digital natives?
Teacher has to adjust themselves and be ready to accept any critics/teaching from students while they are teaching... cos information are very fluid and fast changing which sometimes may be out of pace for most of us.
School facilities has to be updated and teachers has to be trained on how to use those facilitities. Peers (teachers) sharing session is important so as to keep the teachers up to date and teach each other on more difficult topics.
Student teacher or the existing teacher will need to constantly update themselves with the most current subject content and also to constantly keep themselves relevant to the changing environment.
1. What are some characteristics of digital natives?
(Done before reading article as per instructed)
Digital natives are flexibles and able to adapt to changing environment fast. This might be due to their upbringing and brain development. Upbringing in my opinion is the most impotant attribute that could determine the later part of their life as it is that time where children's motor skills, thinking skills...etc starts to develop.
Digital natives are relatively impatient lot of people. They are very task orietated and result orientated... Similar to those games they have adapted to. This is good as an employee but is bad in family setup cos events or expectation in family only happen after a period of time... and involve love and patient which sometimes games (virtual world) is lacking in.
2. Which portrait did you select? (In your blog, create a link to the portrait.) In terms of their digital background, how similar was that student compared to a Singapore student?
Selected:
Cameron's Portrait : http://www.edutopia.org/digital-generation-profile-cameron-video#
Singapore student are not as "technological advance" when compare to Cameron. I believe Cameron is exception from his cohoots and don't think that majority of the students in US does what Cameron is doing.
Singapore studenst I am sure a small percentage of them can be comparable as Cameron... only with the luxury of finacial support from various parties and the right environment. I am glad that our education system is evolving fast and ICT will soon be integrated into the education system although now is still at its infant stage.
3. How might teachers in Singapore today engage and teach our digital natives?
Teacher has to adjust themselves and be ready to accept any critics/teaching from students while they are teaching... cos information are very fluid and fast changing which sometimes may be out of pace for most of us.
School facilities has to be updated and teachers has to be trained on how to use those facilitities. Peers (teachers) sharing session is important so as to keep the teachers up to date and teach each other on more difficult topics.
Part B:
1. As you look into the possible future of the educational landscape, what sort of impressions, fears, or possibilities crossed your mind?
Future education will have virtual classroom. Lots of calloborative learning with peers and teachers will take up mentoring role. Students might design their own learning and pace themselves towards their goal. I will see more early specialising of subject areas as the students will deem certian subjects has got not "financial value"!
Beside virtual environment where they can make all the mistakes that they could afford, the real environment will also be part of their education venue. Student will be assigned for attachement earlier if speciallisation is adopted.
What fear crossed my mine? I think in general our job will be at stake! Teacher's position will be greatly reduced. You simply don't need them anymore. Anyway, I am prepared for this.... as this is my 2nd career and had previously worked for 2 organisations within a short period of 7years, I forseen that this will be the future (there will not be any life-long career anymore! Forget civil servant). We need to find a nichee and start to think and prepare for the day to come, and I believe my third career in 10years time will emerge... we just need to size the opportunity when the window is open! This will also be the student future job environment.
2. What might living, learning and working be like in the future?
As per mentioned, living environment will be much more comfortable = LAZY people will be created! All we expect is fast and efficient with a push of button! BUT ARE WE READY FOR IT? What is required in a company point of view to deliver all these? (be it a service or product) Are the future generation of workers ready for it?
In a fast paced environment, a product life cycle is getting shorter and shorter (think of your h/p, computer and TV), it is happening right now! When a product life cycle goes short from 2-3years (a decade ago) to 1year/half a year now, means workers need to work much harder to cope with the changes and to deliver it to the consumer's hand.
Similar to learning, student are expected to solve a problem faster and the only way is to capitalise on calloboration and with the help of ICT.
OR can society revert back to basic? Can we go without H/P? I really cant! I can 10 years ago but not now!
How is NIE preparing you to prepare your students for this possible future? How might you prepare yourself?
Student teacher or the existing teacher will need to constantly update themselves with the most current subject content and also to constantly keep themselves relevant to the changing environment.
Wednesday, September 30, 2009
Civilisation - Singapore edition for schools?
A thought just flashed through my mind, while i was reading my communication studies package. Yes regardless of the lack of cohesion and relatedness, it just flashed through my cognitive process (or lack thereof).
A great idea for a history game! CIVILISATION - SINGAPORE EDITION!!
I remember playing Civilisation , Civilisation I, and II? back in the 90s and boy was it addictive. During the course of gameplay however, as you get carried away with looking for resources and mining for supplies, you actually get snippets of technological advancements, historical moments, building the Wonders of The World to improve your score and 'status'.
Can we perhaps in the future see a Singapore edition? Although this will not be a MMORPG (Massive Multiplayer Online Real Playing Game) Game play can consist of students controlling natives in the island of Temasek, from the early 1700s or even earlier, adapting to the various technological changes (new fishing techniques?), to the emergence of Raffles, (send a diplomat to greet Raffles? Then open the ability to harness resources?), followed by the affects of the world wars, Japanese invasion, and finally to modern times.
The game can possibly capture the attention of the students (until expansion packs can be made...) for a short period of time, but at least they subconsciously can learn the pivotal moments and historical information that encompasses Singapore's history?
The possibilities are endless. You can even have world history running concurrently, and affecting the economic situation of the game scenario, etc, and students will then understand why their empire of Singapore is collapsing... etc.
Or wait.. what about a SIM Singapore (Remember Simcity?). Where they play the role of urban planners? The possibilities are endless....
(Eugene rubs his hands in glee...) (No i'm not heavily intoxicated with caffeine...)
A great idea for a history game! CIVILISATION - SINGAPORE EDITION!!
I remember playing Civilisation , Civilisation I, and II? back in the 90s and boy was it addictive. During the course of gameplay however, as you get carried away with looking for resources and mining for supplies, you actually get snippets of technological advancements, historical moments, building the Wonders of The World to improve your score and 'status'.
Can we perhaps in the future see a Singapore edition? Although this will not be a MMORPG (Massive Multiplayer Online Real Playing Game) Game play can consist of students controlling natives in the island of Temasek, from the early 1700s or even earlier, adapting to the various technological changes (new fishing techniques?), to the emergence of Raffles, (send a diplomat to greet Raffles? Then open the ability to harness resources?), followed by the affects of the world wars, Japanese invasion, and finally to modern times.
The game can possibly capture the attention of the students (until expansion packs can be made...) for a short period of time, but at least they subconsciously can learn the pivotal moments and historical information that encompasses Singapore's history?
The possibilities are endless. You can even have world history running concurrently, and affecting the economic situation of the game scenario, etc, and students will then understand why their empire of Singapore is collapsing... etc.
Or wait.. what about a SIM Singapore (Remember Simcity?). Where they play the role of urban planners? The possibilities are endless....
(Eugene rubs his hands in glee...) (No i'm not heavily intoxicated with caffeine...)
The Future. It scares me - Eugene's Part B
It's something to look forward to , with a classroom of the future that enables students to dictate or pace their own learning - they can decide at what pace they would want to learn a certain topic, or perhaps they would be given a myriad of interesting subjects to choose from that would be pertinent to their needs and aspirations. No streaming examinations, no classifications into the normal stream, express, etc, just self-paced.
The myriad of technologies that would be available as highlighted in the video also is something to look forward to. However i have my fears. Yes we are teaching students today to be technologically savvy (if possible), and to think critically and adapt to changes (which the video terms this world is exponentially changing). Would we be able to keep up with these changes? What happens to the institution of education and schools? With self-paced learning, students might not really need to go to school anymore. They can always do their learning at home. What becomes of teachers? Will we just become facilitators? Sitting in the comforts of our home, answering and monitoring our student's progress? How will our students be able to learn EQ, relationship management, and face to face interaction and group dynamics?
Yes the virtual world now exists for us to play out what might entail in real life. This however does not replicate or replace what really happens in the real world. Yes in WOW or any other virtual game, you can make mistakes and try again. If our students make a mistake in life, for example commit a crime, or partake in pre-marital sexual relationships and get pregnant, is there a second chance?
You cannot hit the reboot button on your pc. You cannot perform a restore function. Life carries on, with the lessons learnt and baggages carried. How do we teach these skills to our children if they have no such exposure to real lessons as compared to virtual and computer game-based learning?
With technology being the forefront of our future living and work, what happens to our sense of privacy? Will we be able to switch off and go on a holiday? Or have we already been electronically enslaven? Can we live without our phones for a day? Without text messaging for a day? How will work take place. Will our newspapers become a thing of the past? I would not trade a physical newspaper for an electronic plate which acts like a virtual screen displaying the news of the day which was what the taxi driver was doing in the video which depicts a possible Singapore in 2015. (How hypocritical, we have phones now that allow us to surf the web online)
Learning will definitely be dynamic and possibly self-paced in the future. And NIE is preparing us to learn how to harness technology alongside traditional curriculum like psychology and concepts to better equip us to handle the future of education. Even though the possiblities excite me, the myriad of changes that are about to take place scares me. Life will be come more complicated, more dynamic and exponential.
Sometimes i wish life and education were simple. I guess not.
The myriad of technologies that would be available as highlighted in the video also is something to look forward to. However i have my fears. Yes we are teaching students today to be technologically savvy (if possible), and to think critically and adapt to changes (which the video terms this world is exponentially changing). Would we be able to keep up with these changes? What happens to the institution of education and schools? With self-paced learning, students might not really need to go to school anymore. They can always do their learning at home. What becomes of teachers? Will we just become facilitators? Sitting in the comforts of our home, answering and monitoring our student's progress? How will our students be able to learn EQ, relationship management, and face to face interaction and group dynamics?
Yes the virtual world now exists for us to play out what might entail in real life. This however does not replicate or replace what really happens in the real world. Yes in WOW or any other virtual game, you can make mistakes and try again. If our students make a mistake in life, for example commit a crime, or partake in pre-marital sexual relationships and get pregnant, is there a second chance?
You cannot hit the reboot button on your pc. You cannot perform a restore function. Life carries on, with the lessons learnt and baggages carried. How do we teach these skills to our children if they have no such exposure to real lessons as compared to virtual and computer game-based learning?
With technology being the forefront of our future living and work, what happens to our sense of privacy? Will we be able to switch off and go on a holiday? Or have we already been electronically enslaven? Can we live without our phones for a day? Without text messaging for a day? How will work take place. Will our newspapers become a thing of the past? I would not trade a physical newspaper for an electronic plate which acts like a virtual screen displaying the news of the day which was what the taxi driver was doing in the video which depicts a possible Singapore in 2015. (How hypocritical, we have phones now that allow us to surf the web online)
Learning will definitely be dynamic and possibly self-paced in the future. And NIE is preparing us to learn how to harness technology alongside traditional curriculum like psychology and concepts to better equip us to handle the future of education. Even though the possiblities excite me, the myriad of changes that are about to take place scares me. Life will be come more complicated, more dynamic and exponential.
Sometimes i wish life and education were simple. I guess not.
Eugene's Part A
What are Characteristics of digital natives?
1) Children raised with the computer 'think' differently from previous generation of children. They develop 'hypertext minds, leap around, and that their cognitive structures were parallel, not sequential.'
So apparently linear thought processes that are part of educational systems apparently retard learning for these students whose brains have been brought up on game and web-surfing processes.
These children would be good with mind-maps, pictorial representation in their minds,responds better and faster to 'expected and unexpected stimuli'.
These children crave for interactivity. And are not to be mistaken for having short attention spans. It's simply that the old fashioned way of thinking bores them terribly. So they choose NOT to pay attention.
The cons- Students have lost the ability to reflect on their experiences. This is because they need to be interactively engaged in activities, and multi-task. Reflections require someone to pause and think through their experiences, which is what a digital native has trouble doing.
Digital Portrait----
http://www.edutopia.org/digital-generation-profile-justin-video
Justin is 16, and would fit the bill of a secondary 4 student in a Singaporean school. I could identify with Justin, because he has a similar background to mine in terms of early computer introduction and interaction.
My contract school also offered animation, and 3-D modelling in school. This gave an avenue for students to explore expressions through the medium of an animation program.
Most singaporean students now also have exposure to technology just like Justin. Most children have their playstations and Nintendo DS-es by the time they are in Primary school. If we could incorporate technology and educational game play into curriculum, this would be an advantage for we could be 'speaking' their language. We cannot use linear ways of teaching or front loading anymore. We have to start using interactive ways to depart knowledge and engage our digital native students. Whether this has to take place on a gaming platform, or gaming methodologies.
And yes i'm guilty of being addicted to World Of Warcraft too in my earlier years fresh out of University. Just like Justin i spent a night or two playing it without sleep.....
1) Children raised with the computer 'think' differently from previous generation of children. They develop 'hypertext minds, leap around, and that their cognitive structures were parallel, not sequential.'
So apparently linear thought processes that are part of educational systems apparently retard learning for these students whose brains have been brought up on game and web-surfing processes.
These children would be good with mind-maps, pictorial representation in their minds,responds better and faster to 'expected and unexpected stimuli'.
These children crave for interactivity. And are not to be mistaken for having short attention spans. It's simply that the old fashioned way of thinking bores them terribly. So they choose NOT to pay attention.
The cons- Students have lost the ability to reflect on their experiences. This is because they need to be interactively engaged in activities, and multi-task. Reflections require someone to pause and think through their experiences, which is what a digital native has trouble doing.
Digital Portrait----
http://www.edutopia.org/digital-generation-profile-justin-video
Justin is 16, and would fit the bill of a secondary 4 student in a Singaporean school. I could identify with Justin, because he has a similar background to mine in terms of early computer introduction and interaction.
My contract school also offered animation, and 3-D modelling in school. This gave an avenue for students to explore expressions through the medium of an animation program.
Most singaporean students now also have exposure to technology just like Justin. Most children have their playstations and Nintendo DS-es by the time they are in Primary school. If we could incorporate technology and educational game play into curriculum, this would be an advantage for we could be 'speaking' their language. We cannot use linear ways of teaching or front loading anymore. We have to start using interactive ways to depart knowledge and engage our digital native students. Whether this has to take place on a gaming platform, or gaming methodologies.
And yes i'm guilty of being addicted to World Of Warcraft too in my earlier years fresh out of University. Just like Justin i spent a night or two playing it without sleep.....
Tuesday, September 29, 2009
Games Games Games!!!! (I know this is a bit late, apologies)
Frankly i've enjoyed every bit of the last 3 weeks, because i guess computer games have always been a pertinent part of my life since i was a wee little lad. I grew up playing Coleco - a console game made in about 1982? I was able to play games like the Dukes Of Hazard, donkey kong, to name a few. I was in Primary 2.
Upper Primary saw Nintendo come into my life, with games like Super Mario Brothers and the Legend Of Lynx partaking my leisure time. We received our first PC when i was in Primary 5. We had our first PC, running on DOS. My first computer game was Alley Cats, and Ultima, and there was no such thing as Windows. You basically had to type commands to run games like C:\alleycats\alleycat.bat. We had to learn how to edit Autoexec.bat files and config.sys files to enable your computer to boot properly.
What's my point? My point is that games and computers have always been a part of my life. And what it afforded me was that it afforded me to fail in my exploits, and to reinforce and build on my identity of who i am. I have been playing World Of Warcraft since 2005. For the last 4 years, on and off, i've been playing the role of a healer.
I've healed various dungeons, raids, and group missions. That's my character and that's what i do best. My nurturing and healing instincts of wanting to help others and keeping others alive is what fuels me to keep playing. When i die, i know all is not lost, and i can resurrect and try again. I foster relationships with real people. I confide in them. When my girlfriend of 9 years dumped me, i played WOW. My online family grieved with me and took my side. There was no facade. Everyone accepted everyone as they were. I went on msn. I grieved. Online messengers have been part of my life since 1991 when we had Teleview and chat forums. Then came ICQ. And Msn messenger.
I saw Paul Gee's learning principals embedded in what i was engaged in.
1) I take risks - "Psychosocial Moratorium" Principle. If i fail, i just say sorry and we try again.
2) Identity Principle - i reinforce my character in game play.
3) Self-knowledge principle - I learnt to adapt to the environment, what my limitations were and how much potential i had.
4) Achievement principle - the more i quested, the more gold i had, the more raids i cooperated with people in, the better chances i had in getting better loot and rare items to don myself and upgrade myself in.
And so on and so forth. I could go on and write a whole paper on this. Which i did for my final project thesis at university.
It would be most interesting if we could go beyond the 'front-loading' principle and try to embed 'game play' principles in our teaching methodologies.
Even more so if we could design games that would have content and sufficient fun and play factors embedded so that students can be engaged and subconsciously learn concepts, theories or historical facts. A new game about the History of Singapore is due for release in the near future. I wonder whether this will be sustainable? How long can students stay engaged before they lose interest and move on?
Realistically, how can a game engage students long enough for them to acquire the knowledge and content that the teacher would like to depart. For most students, at this point of time it would be a 'one-off' experience. Yes Dafur is dying. I played it once, but that's all i was going to do. Game play was too simple, and although the content was noble, i wasn't going to re-visit it during my spare time. Would others do so?
The McDonalds game was an eye-opener. Yes we were aware of the atrocities (rumors) that were swirling around the capitalistic giants, and this had enough challenge for students to want to revisit. What do they learn subconsciously? Heaps! Micro management? Economics? And real life politic-ing.
The Wii Stations were absolutely engaging. It can teach students how to play sports, which encompasses the rules and regulations, and also the surgery station was awesome. Students can be inspired to even try a career in medicine.
I can't wait to see the day computer games take the leap into the classroom. I wonder if i can even start a CCA - Computer game play , or a WOW club, fully funded by the school, with the premise that it would help students learn to be motivated, intellectually challenged, and also learn how to EQ with one another?
I know one school has successfully won that battle. I wonder what it would take for us to win this one and change old conventional teaching stereotypes?
Upper Primary saw Nintendo come into my life, with games like Super Mario Brothers and the Legend Of Lynx partaking my leisure time. We received our first PC when i was in Primary 5. We had our first PC, running on DOS. My first computer game was Alley Cats, and Ultima, and there was no such thing as Windows. You basically had to type commands to run games like C:\alleycats\alleycat.bat. We had to learn how to edit Autoexec.bat files and config.sys files to enable your computer to boot properly.
What's my point? My point is that games and computers have always been a part of my life. And what it afforded me was that it afforded me to fail in my exploits, and to reinforce and build on my identity of who i am. I have been playing World Of Warcraft since 2005. For the last 4 years, on and off, i've been playing the role of a healer.
I've healed various dungeons, raids, and group missions. That's my character and that's what i do best. My nurturing and healing instincts of wanting to help others and keeping others alive is what fuels me to keep playing. When i die, i know all is not lost, and i can resurrect and try again. I foster relationships with real people. I confide in them. When my girlfriend of 9 years dumped me, i played WOW. My online family grieved with me and took my side. There was no facade. Everyone accepted everyone as they were. I went on msn. I grieved. Online messengers have been part of my life since 1991 when we had Teleview and chat forums. Then came ICQ. And Msn messenger.
I saw Paul Gee's learning principals embedded in what i was engaged in.
1) I take risks - "Psychosocial Moratorium" Principle. If i fail, i just say sorry and we try again.
2) Identity Principle - i reinforce my character in game play.
3) Self-knowledge principle - I learnt to adapt to the environment, what my limitations were and how much potential i had.
4) Achievement principle - the more i quested, the more gold i had, the more raids i cooperated with people in, the better chances i had in getting better loot and rare items to don myself and upgrade myself in.
And so on and so forth. I could go on and write a whole paper on this. Which i did for my final project thesis at university.
It would be most interesting if we could go beyond the 'front-loading' principle and try to embed 'game play' principles in our teaching methodologies.
Even more so if we could design games that would have content and sufficient fun and play factors embedded so that students can be engaged and subconsciously learn concepts, theories or historical facts. A new game about the History of Singapore is due for release in the near future. I wonder whether this will be sustainable? How long can students stay engaged before they lose interest and move on?
Realistically, how can a game engage students long enough for them to acquire the knowledge and content that the teacher would like to depart. For most students, at this point of time it would be a 'one-off' experience. Yes Dafur is dying. I played it once, but that's all i was going to do. Game play was too simple, and although the content was noble, i wasn't going to re-visit it during my spare time. Would others do so?
The McDonalds game was an eye-opener. Yes we were aware of the atrocities (rumors) that were swirling around the capitalistic giants, and this had enough challenge for students to want to revisit. What do they learn subconsciously? Heaps! Micro management? Economics? And real life politic-ing.
The Wii Stations were absolutely engaging. It can teach students how to play sports, which encompasses the rules and regulations, and also the surgery station was awesome. Students can be inspired to even try a career in medicine.
I can't wait to see the day computer games take the leap into the classroom. I wonder if i can even start a CCA - Computer game play , or a WOW club, fully funded by the school, with the premise that it would help students learn to be motivated, intellectually challenged, and also learn how to EQ with one another?
I know one school has successfully won that battle. I wonder what it would take for us to win this one and change old conventional teaching stereotypes?
Sunday, September 27, 2009
Elearning2_PartB
The future? This reminds me of art works we used to draw in primary school. 'Imagine you are in year 2000.' or 2010. And often enough we'd see pictures of people travelling (flying more specifically) in UFO-like vehicles. now we are in 2009, and we are still stuck in jams on the roads.
The future can indeed bring many new possibilities, most of which I will attempt to embrace. I saw the concept of smarthomes in a module during my undergraduate years and I admit that I would love to have that in my future home (though it will probably burn a hole in my pocket). It can be really convenient if you have the lights switched on when you enter, music choosen according to my mood, and have items automatically added to my shopping list.
But the pervasive reach of technology can be disconcerting. While getting an sms notification that a shop is selling my shampoo at a discounted rate (yes that can be possible in the future) can be a boon, where do we draw the line between being informed, and bombarded unnecessary information. Online shopping for example can suggest items based on our initial selections. Yes, that gorgeous dress (which we do not need) may not have been found since it was the 199th item on the list. But since it conveniently appeared under 'you might like this too' and you add it to your shopping cart and have yet another item in your already overflowing wardrobe.
This module has been useful in preparing us to prepare our students for the possible future. The indiv assignment being a case in point. One way to prepare for the future and its many possibilities is to know how to use them effectively. Users need to be aware of the benefits of technology as well as its possible detriments.
Overall, I will honestly admit that I do not feel adequately prepared for what teaching will bring. I think we have not been exposed to schools and students enough and are merely absorbing theories without seeing its applicability in actual lessons. But I do believe that we will learn more on the job (:
To prepare myself, I shall attempt to play more games during the holidays. I am tempted to buy myself a wii set :D I admit it will take time before I will be convinced that games can deliver proper lessons, but I do hope that that day will eventually come.
I liked the design and layout of the COTF. Having the space segmented will definitely aid the learning of a mixed ability class. As Kapp shared, having a large space allows students to work on different tasks at the same time and in the same place. Technology can indeed help teachers cater to the varied needs of their students.
The future can indeed bring many new possibilities, most of which I will attempt to embrace. I saw the concept of smarthomes in a module during my undergraduate years and I admit that I would love to have that in my future home (though it will probably burn a hole in my pocket). It can be really convenient if you have the lights switched on when you enter, music choosen according to my mood, and have items automatically added to my shopping list.
But the pervasive reach of technology can be disconcerting. While getting an sms notification that a shop is selling my shampoo at a discounted rate (yes that can be possible in the future) can be a boon, where do we draw the line between being informed, and bombarded unnecessary information. Online shopping for example can suggest items based on our initial selections. Yes, that gorgeous dress (which we do not need) may not have been found since it was the 199th item on the list. But since it conveniently appeared under 'you might like this too' and you add it to your shopping cart and have yet another item in your already overflowing wardrobe.
This module has been useful in preparing us to prepare our students for the possible future. The indiv assignment being a case in point. One way to prepare for the future and its many possibilities is to know how to use them effectively. Users need to be aware of the benefits of technology as well as its possible detriments.
Overall, I will honestly admit that I do not feel adequately prepared for what teaching will bring. I think we have not been exposed to schools and students enough and are merely absorbing theories without seeing its applicability in actual lessons. But I do believe that we will learn more on the job (:
To prepare myself, I shall attempt to play more games during the holidays. I am tempted to buy myself a wii set :D I admit it will take time before I will be convinced that games can deliver proper lessons, but I do hope that that day will eventually come.
Saturday, September 26, 2009
Elearning2_PartA
Thoughts on Prensky's article:
'Digital natives' have hypertext minds; it is not linear or sequential. For example when you are reading a text, you may wander off to certain issues along the way, and then (hopefully) return to your initial text/task.
Attention spans are apparently short but definitely not for games, or anything that interests them. Well, not different from so-called non-digital natives. If I am disinterested I tend to switch off. Regardless of whether or not I am considered to be a digital native or a digital immigrant, I believe this trait is applicable to everyone. I would consider it human nature to not pay attention when the subject/issue is not appealing.
The research for Sesame Street came up with an interesting observation: children as young as 5 can apparently strategically distribute their attention between toys and television. This suggests that even with 'distractions' they can learn as much.
I hate to be skeptical, but indeed I am. It would be of course be wonderful to have students smsing/reading a book and whatever else during lessons, yet able to absorb all the critical content/skills. But does this happen?
Come to think of it, the experiment can be seen as a similar situation in classrooms. A lesson without 'distractions' and another where students are allowed to use their mobile phones, use the internet etc. while a class is ongoing. Will they absorb the same amount of content and skills?
I suppose it brings us back to the point above - if the television (and lessons) are interesting and engaging, audience will give their full attention, even with distractions abound. How many of us refuse to pick up the phone/reply an sms during soccer? Certainly myself. Turn away from the screen and you may miss a spectacular goal (of course there are replays but the excitement comes from seeing it 'live').
So what does this mean? If students are distracted and choose to sneak an sms during our lessons or prefer to watch cars go by outside, we ought to reflect on our lessons and try to make it more engaging. It's not them. It's us.
Badly designed games?
We need real games with real content. But what content? To teach students values? E.g. they should not give up. Or content as required in the syllabus? I do think games can teach analytical skills which is useful for any subject. But delivering content/information via games for subjects like history can be difficult.
Digital Youths
Finding out about Olivia set me thinking about a few things.
I make the assumption that students without computer and internet access would find it a chore if they are to get assignments that requires them to get access. Olivia however seems to relish such activities and even uses technology for her own leisure (and I have to say going to stores to use computer and internet on the sly is indeed VERY street smart.). How many of our students are like her? Well I have no idea.
Singstat reveals that as of 2005 74% of Singaporean hh have computer access, and 66% have internet access. So in a class of 40, about a quarter will not have computer access, and a bit more will not have internet access.
How many of these students will be motivated enough to head to the school library to do their work and pick up new skills? Being my skeptical self, I'd say 50-50. In addition, they may not have the motivation but do not have the time. After all, those without computer and/or internet are likely to be from families of low SES. These students may be working part-time after school hours to earn extra incoem for themselves or their family.
I find it surprising that Olivia can personalize MySpace page because I know a lot of my peers who have computer and internet access at home do not how a hoot about CSS and HTML. It has always been my assumption that those without access would have less knowledge and skill, but she has proven me wrong. I wonder how many Olivias there are out there though. Hmmm
Application to our teaching?
To engage our digital natives, it becomes imperative that our lessons are not too structured or linear. Allow students to explore the concepts and issues in any manner they are comfortable with. Provide students with the end goal/skill which they have to acquire.
Using game techniques in lessons can also attract and appeal our students.
'Digital natives' have hypertext minds; it is not linear or sequential. For example when you are reading a text, you may wander off to certain issues along the way, and then (hopefully) return to your initial text/task.
Attention spans are apparently short but definitely not for games, or anything that interests them. Well, not different from so-called non-digital natives. If I am disinterested I tend to switch off. Regardless of whether or not I am considered to be a digital native or a digital immigrant, I believe this trait is applicable to everyone. I would consider it human nature to not pay attention when the subject/issue is not appealing.
The research for Sesame Street came up with an interesting observation: children as young as 5 can apparently strategically distribute their attention between toys and television. This suggests that even with 'distractions' they can learn as much.
I hate to be skeptical, but indeed I am. It would be of course be wonderful to have students smsing/reading a book and whatever else during lessons, yet able to absorb all the critical content/skills. But does this happen?
Come to think of it, the experiment can be seen as a similar situation in classrooms. A lesson without 'distractions' and another where students are allowed to use their mobile phones, use the internet etc. while a class is ongoing. Will they absorb the same amount of content and skills?
I suppose it brings us back to the point above - if the television (and lessons) are interesting and engaging, audience will give their full attention, even with distractions abound. How many of us refuse to pick up the phone/reply an sms during soccer? Certainly myself. Turn away from the screen and you may miss a spectacular goal (of course there are replays but the excitement comes from seeing it 'live').
So what does this mean? If students are distracted and choose to sneak an sms during our lessons or prefer to watch cars go by outside, we ought to reflect on our lessons and try to make it more engaging. It's not them. It's us.
Badly designed games?
We need real games with real content. But what content? To teach students values? E.g. they should not give up. Or content as required in the syllabus? I do think games can teach analytical skills which is useful for any subject. But delivering content/information via games for subjects like history can be difficult.
Digital Youths
Finding out about Olivia set me thinking about a few things.
I make the assumption that students without computer and internet access would find it a chore if they are to get assignments that requires them to get access. Olivia however seems to relish such activities and even uses technology for her own leisure (and I have to say going to stores to use computer and internet on the sly is indeed VERY street smart.). How many of our students are like her? Well I have no idea.
Singstat reveals that as of 2005 74% of Singaporean hh have computer access, and 66% have internet access. So in a class of 40, about a quarter will not have computer access, and a bit more will not have internet access.
How many of these students will be motivated enough to head to the school library to do their work and pick up new skills? Being my skeptical self, I'd say 50-50. In addition, they may not have the motivation but do not have the time. After all, those without computer and/or internet are likely to be from families of low SES. These students may be working part-time after school hours to earn extra incoem for themselves or their family.
I find it surprising that Olivia can personalize MySpace page because I know a lot of my peers who have computer and internet access at home do not how a hoot about CSS and HTML. It has always been my assumption that those without access would have less knowledge and skill, but she has proven me wrong. I wonder how many Olivias there are out there though. Hmmm
Application to our teaching?
To engage our digital natives, it becomes imperative that our lessons are not too structured or linear. Allow students to explore the concepts and issues in any manner they are comfortable with. Provide students with the end goal/skill which they have to acquire.
Using game techniques in lessons can also attract and appeal our students.
Monday, September 21, 2009
Some thoughts on Game Based Learning
My group had tried all the stations except the Wii Sports station. The station which left the most impression was the Wii Trauma Centre. It requires two players to operate on a patient who was attacked by a bear and in the next stage, a patient with stomach tumor. For this game, the more you play the better you will get the hang of it. This game is also collaborative in nature in which two players collaborate to perform the operation. It tests the coordination and the chemistry of the team and I think that it would make a good team bonding game. Overall, the "gaming" experience was fun and I had a totally new perspective on gaming. Gaming when utilised in a proper way can bring about more meaningful and experiential learning to the students.
I do agree with Dr Tan that most of the time, the games played would not be linked directly to the contents taught in the curriculum. It would be difficult to find a game that fits totally with the contents of the syllabus unless it is specially created for content related purposes (e.g. The World of Temasek which explores early Singapore history developed by Magma Studios). So, how can we utilise game based learning when it is not directly link to the content in the curriculum?
In this aspect, I agree with Fatma that game based learning can be used to teach students values. I think that game based learning can also be utilised to teach skills. For example, the Macdonald game which we played can be used to teach and inculcate economic and financial literacy. By playing the game, students would better appreciate the concepts of running an enterprise, bankruptcy, profit as they experience it themselves by playing the game. This is better than just giving them a lecture and handouts on what is brankruptcy, what is profit making and how to run a business. This traditional approach may bored them and they would not absorb a lot.
At the end of the day, we should not adopt game based learning for the sake of fun and entertainment in the classroom. It is also important to mitigate the negative aspect of gaming when used for education. More importantly, there should be some key take aways and these games should be beneficial to student learning. A sharing session with the students at the end of the lessons could help reinforce the key take aways.
I do agree with Dr Tan that most of the time, the games played would not be linked directly to the contents taught in the curriculum. It would be difficult to find a game that fits totally with the contents of the syllabus unless it is specially created for content related purposes (e.g. The World of Temasek which explores early Singapore history developed by Magma Studios). So, how can we utilise game based learning when it is not directly link to the content in the curriculum?
In this aspect, I agree with Fatma that game based learning can be used to teach students values. I think that game based learning can also be utilised to teach skills. For example, the Macdonald game which we played can be used to teach and inculcate economic and financial literacy. By playing the game, students would better appreciate the concepts of running an enterprise, bankruptcy, profit as they experience it themselves by playing the game. This is better than just giving them a lecture and handouts on what is brankruptcy, what is profit making and how to run a business. This traditional approach may bored them and they would not absorb a lot.
At the end of the day, we should not adopt game based learning for the sake of fun and entertainment in the classroom. It is also important to mitigate the negative aspect of gaming when used for education. More importantly, there should be some key take aways and these games should be beneficial to student learning. A sharing session with the students at the end of the lessons could help reinforce the key take aways.
Friday, September 18, 2009
reflect on what you learned from the activities
This week my grp played Trauma Center on Wii and (attempted) some flash games in station 3.
Trauma Center was fun, but wish we mastered it earlier so we can move on! anyway, I belatedly realized (after observing another grp) that we could have collaborated further by getting all 4 members involved! But i suppose we were 'by the book' and followed instructions (i.e. one on right hand, the other left). Or we are just not creative enough ;)
The next station was a little frustrating because the games we picked either had to be downloaded, came with a worksheet (!!), or didn't make much sense to us. After the initial tries, we opened a few games in separate tabs, and ended up with a Forensics game, and one about Conquests. We ended up not achieving much since we could not figure out how to advance for the second game (we only got to far as sending our army to invade another country, but couldn't figure out if we won or lost!, and didn't download the accompanying worksheet for the first.
I think game-based learning can be beneficial provided students can see the link between the games and their curriculum content. Will definitely have to scout around for games relevant for History (fellow HY teachers, we can look forward to one which will be released in a year's time!) if I were to incorporate games in my lessons. But for now, I will probably leave it to teach values to students. Highlight how losing should motivate them to try harder instead of giving up, etc.
The report regarding the use of games in learning is an interesting read reinforced what we learnt in class. It looks at incorporating computer and video games more commonly associated for entertainment and recreation (as opposed to games created for learning in lessons as highlighted in the article highlighted by Dr. Tan).
As Dr. Tan mentioned during the debrief, the report highlights the pertinent need to highlight the link(s) between the games, lessons learnt, and its application to the students' daily lives. One way to do this would be to get students to share their experiences after playing the games, and pick out learning points which are applicable to the real-world.
As we all know, there are always two sides to a coin. While I found the idea that games affect students' thinking most compelling in advocating for the use of games in classrooms, I realize that the subtle messages that students get from games (and generally the media) may be negative ones. Hence it becomes imperative to teach them to be critical thinkers and one way to do this would be to get them to articulate what they see/notice in the games, and question how are those issues/portrayals applicable to the world around them.
This week my grp played Trauma Center on Wii and (attempted) some flash games in station 3.
Trauma Center was fun, but wish we mastered it earlier so we can move on! anyway, I belatedly realized (after observing another grp) that we could have collaborated further by getting all 4 members involved! But i suppose we were 'by the book' and followed instructions (i.e. one on right hand, the other left). Or we are just not creative enough ;)
The next station was a little frustrating because the games we picked either had to be downloaded, came with a worksheet (!!), or didn't make much sense to us. After the initial tries, we opened a few games in separate tabs, and ended up with a Forensics game, and one about Conquests. We ended up not achieving much since we could not figure out how to advance for the second game (we only got to far as sending our army to invade another country, but couldn't figure out if we won or lost!, and didn't download the accompanying worksheet for the first.
I think game-based learning can be beneficial provided students can see the link between the games and their curriculum content. Will definitely have to scout around for games relevant for History (fellow HY teachers, we can look forward to one which will be released in a year's time!) if I were to incorporate games in my lessons. But for now, I will probably leave it to teach values to students. Highlight how losing should motivate them to try harder instead of giving up, etc.
The report regarding the use of games in learning is an interesting read reinforced what we learnt in class. It looks at incorporating computer and video games more commonly associated for entertainment and recreation (as opposed to games created for learning in lessons as highlighted in the article highlighted by Dr. Tan).
As Dr. Tan mentioned during the debrief, the report highlights the pertinent need to highlight the link(s) between the games, lessons learnt, and its application to the students' daily lives. One way to do this would be to get students to share their experiences after playing the games, and pick out learning points which are applicable to the real-world.
As we all know, there are always two sides to a coin. While I found the idea that games affect students' thinking most compelling in advocating for the use of games in classrooms, I realize that the subtle messages that students get from games (and generally the media) may be negative ones. Hence it becomes imperative to teach them to be critical thinkers and one way to do this would be to get them to articulate what they see/notice in the games, and question how are those issues/portrayals applicable to the world around them.
Saturday, September 12, 2009
COTF
First up was the presentation where the group used Facebook as the ICT tool. I liked how we thought of how to use the distractions in FB to our advantage in lessons. But of course, monitoring by teachers to ensure they use these tools productively is imperative to ensure they are focused on their task and not using lesson time to surf their friends' pages. After all, we adults lapse into that at times too! ;)
Which brings me to something I heard on Class95 a couple of days ago. Two girls were trapped in a drain and used their handphones to update their FB status, caught the attention of a friend who alerted the police. (read news article here) A case showing how useful FB is? Yeah maybe. But why didn't they use their use their hps to call the police instead?
I remember reading that some of the hostages of the Mumbai terrorist attacks used their Blackberries to update their families and friends about their predicament. But that makes sense as they probably wanted to remain as quiet as possible to avoid detection.
But updating FB status instead of calling the police when you are stuck in a drain? hmmmm
Playing games during ICT class was fun. What did I learn?
The first station my group visited reinforced what we already know: technology can be really unreliable. We stood there, trying to login to the class Wiki to edit the page but to no avail. In addition, the touchscreen wasn't responsive (or we were really lousy!) and that was frustrating. But good ol laptop came to the rescue and we managed to type in some of our thoughts. Yes, MUST always have a Plan B.
Next, we played flash games and Shobi and myself bankrupted McD twice -_- tsk. shame on us! First up, we weren't sure how to play (i.e. how to win), and that was frustrating as we clicked around without knowing why/how/what. We could have been more patient and wait and observe instead of frantically trying to make our cows and crops grow asap. Further, we were distracted and did not notice that our money was depleting. I suppose we were too fixated on the end but not the means?
Which brings me to something I heard on Class95 a couple of days ago. Two girls were trapped in a drain and used their handphones to update their FB status, caught the attention of a friend who alerted the police. (read news article here) A case showing how useful FB is? Yeah maybe. But why didn't they use their use their hps to call the police instead?
I remember reading that some of the hostages of the Mumbai terrorist attacks used their Blackberries to update their families and friends about their predicament. But that makes sense as they probably wanted to remain as quiet as possible to avoid detection.
But updating FB status instead of calling the police when you are stuck in a drain? hmmmm
Playing games during ICT class was fun. What did I learn?
The first station my group visited reinforced what we already know: technology can be really unreliable. We stood there, trying to login to the class Wiki to edit the page but to no avail. In addition, the touchscreen wasn't responsive (or we were really lousy!) and that was frustrating. But good ol laptop came to the rescue and we managed to type in some of our thoughts. Yes, MUST always have a Plan B.
Next, we played flash games and Shobi and myself bankrupted McD twice -_- tsk. shame on us! First up, we weren't sure how to play (i.e. how to win), and that was frustrating as we clicked around without knowing why/how/what. We could have been more patient and wait and observe instead of frantically trying to make our cows and crops grow asap. Further, we were distracted and did not notice that our money was depleting. I suppose we were too fixated on the end but not the means?
Friday, September 11, 2009
Singapore's Obsession
When school officials from across the world come here to learn why Singapore's students score so well on international science and math tests, it doesn't take them long to discover the secret -- a national obsession with education.
It even shows up on its dollar bills. While U.S. and Latin American currencies portray images of national independence heroes, Singapore's 2-dollar bill -- the most widely circulated since there is no smaller denomination -- shows students in a classroom listening to a professor, with a university in the background. Underneath, there is just one word, ``Education.''This is a piece from the Miami Herald about Singapore's education system. Despite the positive light shown on our public education system, I find myself troubled by some of the opinions given.
At the Rulang Primary School, a 2,100-student public elementary school specializing in robotics teaching, teachers looked at me somewhat puzzled when I asked whether letting a 7-year-old child know that she is the worse of her class isn't putting too much pressure on her too early in life.
``No,'' school principal Cheryl Lim shrugged. ``We rank them in a way to tell them that this is their ranking at this point in time, and that they can do better next year. It's not to tell them that they are the worst in their class.''
...
``By the time you are 10, you are put on a stream,'' says Kishore Mahbubani, dean of the National University of Singapore's Lee Kuan Yew School of Public Policy, and one of the country's best-known intellectuals. ``No brain is wasted in Singapore.''If I was in a race and my results were open for the world to see. And it showed "Adam Chan. Last out of 40 in Division 3". How deep within must I search myself to find motivation to win the next race? Honestly, if I wanted to protect my self-worth, I'd just quit and find some other activities that I'll be better at. Now that's from a 26 year-old but what about a 7 or 10 year old kid? Would they quit even faster? And what options of other 'competitions' do they have but the PSLE?
No brain is wasted in Singapore. Is the human brain's only function to pass exams? I think not. And I think we are wasting our most precious resource doing things this way.
Wednesday, September 9, 2009
"You have been captured by the militia..."
For today's lesson, we did game-based learning at NIE's Classroom of the Future. One of the games I played was called 'Darfur is Dying'. In this Flash-based computer game, players took on a role of a Darfur child who had to bring back water to his village. The challenge was not to get caught by the militias through running and hiding. It's basically a Pacman game. Pacman runs around trying not to get eaten by the Ghosts. Darfur kid darts around trying not to get kidnapped and abused. Some of my friends could be heard shouting and screaming while playing it as though they really got run over by the militia's evil evil jeep. I think that is where game-based learning is most powerful. It allows a person to be drawn into a world which he or she may never step into if not for the power of games. A good book or a movie also does the same thing but a game requires that you interact. A two-ways street where you participate and be a part of that world, even for just a few minutes. This I feel makes learning much more personal and intimate. If you wanted your students to learn what life is like in a war-stricken country, and you had to choose between a reading material, a video and a game, which would you pick?
Monday, September 7, 2009
E learning summary: before, during, after
After reading the blog posts, I came to realise that in order for effective learning in an ICT-mediated environment to occur, the teacher should consider what happens before, during and after the lesson.
The following are the questions the teacher may consider when it comes to planning, executing and following up on an ICT-based lesson:
How do I plan an ICT-based lesson? Fatma has aptly pointed out that prior detailed planning is essential. This involves preliminary work. For example, Mrs Xing was unaware that some of her students did not know how to surf the internet. As Eugene suggested, she could have surveyed her students prior to her lessons on their computer literacy levels.
What am I trying to teach? The teacher has to keep in mind the SIOs set out for the lesson. ICT should only be incorporated insofar as it benefits the teaching of a particular subject. If the topic is something new for students, the n it would make sense to provide hard copy instructions or articles for the students to browse through before the lesson.
What do I look out for? As Adam mentioned, it is also important to understand repercussions of an ICT-based lesson. For a lesson that requires students to do research online for example, it would be wise to highlight the issues of Cyberwellness to the students face to face. According to Adam, relevant websites can also be given to the students to reinforce the concept of Cyberwellness.
Who are my students? Are they familiar with ICT? Will they be receptive towards a lesson that involves contributing to an online mind map for example? How about something more ambitious such as maintaining a website? The teacher has to be aware of the attitude and aptitude of his/her students. Perhaps it is useful here to adopt the ABDC approach when it comes to crafting tasks during the ICT-based lesson. This can help in the crafting of an appropriate lesson plan, as well as class room management during the lesson itself.
Why integrate ICT? Would this benefit my students? Would this help in the learning process? Do the students know how to use the online application needed for the lesson? If not how will I teach them? It is important not to allow oneself be carried away by the use of ICT in a lesson. The teacher has to consider the importance of non-ICT tools as well in helping with classroom management and the teaching of any subject. This was clearly shown in the Secondary school e-learning video we were tasked to watch.
Finally, how do I ensure that my students have benefited from an ICT based lesson? Once again, I liked Adam’s suggestion of doing reflections using the 3-2-1 method or the KWLQ framework. A good lesson necessitates following up on what the students have learnt. It also helps if the teacher himself or herself does a bit of self-reflection and ponder over what went wrong or right during the ICT-based lesson.
Jin Xun
The following are the questions the teacher may consider when it comes to planning, executing and following up on an ICT-based lesson:
How do I plan an ICT-based lesson? Fatma has aptly pointed out that prior detailed planning is essential. This involves preliminary work. For example, Mrs Xing was unaware that some of her students did not know how to surf the internet. As Eugene suggested, she could have surveyed her students prior to her lessons on their computer literacy levels.
What am I trying to teach? The teacher has to keep in mind the SIOs set out for the lesson. ICT should only be incorporated insofar as it benefits the teaching of a particular subject. If the topic is something new for students, the n it would make sense to provide hard copy instructions or articles for the students to browse through before the lesson.
What do I look out for? As Adam mentioned, it is also important to understand repercussions of an ICT-based lesson. For a lesson that requires students to do research online for example, it would be wise to highlight the issues of Cyberwellness to the students face to face. According to Adam, relevant websites can also be given to the students to reinforce the concept of Cyberwellness.
Who are my students? Are they familiar with ICT? Will they be receptive towards a lesson that involves contributing to an online mind map for example? How about something more ambitious such as maintaining a website? The teacher has to be aware of the attitude and aptitude of his/her students. Perhaps it is useful here to adopt the ABDC approach when it comes to crafting tasks during the ICT-based lesson. This can help in the crafting of an appropriate lesson plan, as well as class room management during the lesson itself.
Why integrate ICT? Would this benefit my students? Would this help in the learning process? Do the students know how to use the online application needed for the lesson? If not how will I teach them? It is important not to allow oneself be carried away by the use of ICT in a lesson. The teacher has to consider the importance of non-ICT tools as well in helping with classroom management and the teaching of any subject. This was clearly shown in the Secondary school e-learning video we were tasked to watch.
Finally, how do I ensure that my students have benefited from an ICT based lesson? Once again, I liked Adam’s suggestion of doing reflections using the 3-2-1 method or the KWLQ framework. A good lesson necessitates following up on what the students have learnt. It also helps if the teacher himself or herself does a bit of self-reflection and ponder over what went wrong or right during the ICT-based lesson.
Jin Xun
My Reflection
This course has changed my initial notions of ‘integrating ICT into lessons’ and ‘engaging the students’. I had thought that a well-prepared PowerPoint presentation with videos or a CD-Rom to guide students through their learning process would make great examples of ICT-integrated lessons that engage students, in the sense of capturing their attention. However, I have come to realize that there are numerous ICT tools that can be exploited to deliver effective lessons and engaging the students means more than to merely capture their attention. As teachers, we have to encourage them to be active learners who take responsibility for their own learning.
When choosing an ICT tool to plan a lesson, it is essential to ensure that the ICT tool is appropriate for teaching and learning. The ICT tool should not be chosen for the sake of incorporating ICT but it should genuinely enhance the teaching and learning process. The teacher should also bear in mind the capabilities of the students, the facilities available in the school and the limited time of the lesson when designing ICT-integrated lessons. Apart from ensuring that the students are able to understand the lesson well, are able to do the assignments and handle the tools properly, it is also the responsibility of the teacher to educate the students on social responsibility and cyberwellness along the learning journey. Infusing ICT into the notions of self-directed and collaborative learning and pedagogical approaches such as resource-based learning can result in effective lessons. However, proper classroom management and good lesson preparation is crucial for making it a success.
E-learning is a good example of an effective lesson that infuses ICT into self-directed, collaborated and resource-based learning that engages students by requiring their active participation. The benefits of e-learning include students taking the initiative in their own learning and students actively participating in the online platform to share their knowledge and improvise on their work. With e-learning, students are able to learn at their own pace as students can take their own time to understand the lesson and learning is not confined to the classroom. Moreover, students can learn much from each others’ work or can clarify their doubts and improvise their work from looking at the work of others. The disadvantage of e-learning is that it can become a chore if there are too many tasks to be done as some students might not be motivated to work on it and can be a huge problem if students do not have easy access to the Internet.
When choosing an ICT tool to plan a lesson, it is essential to ensure that the ICT tool is appropriate for teaching and learning. The ICT tool should not be chosen for the sake of incorporating ICT but it should genuinely enhance the teaching and learning process. The teacher should also bear in mind the capabilities of the students, the facilities available in the school and the limited time of the lesson when designing ICT-integrated lessons. Apart from ensuring that the students are able to understand the lesson well, are able to do the assignments and handle the tools properly, it is also the responsibility of the teacher to educate the students on social responsibility and cyberwellness along the learning journey. Infusing ICT into the notions of self-directed and collaborative learning and pedagogical approaches such as resource-based learning can result in effective lessons. However, proper classroom management and good lesson preparation is crucial for making it a success.
E-learning is a good example of an effective lesson that infuses ICT into self-directed, collaborated and resource-based learning that engages students by requiring their active participation. The benefits of e-learning include students taking the initiative in their own learning and students actively participating in the online platform to share their knowledge and improvise on their work. With e-learning, students are able to learn at their own pace as students can take their own time to understand the lesson and learning is not confined to the classroom. Moreover, students can learn much from each others’ work or can clarify their doubts and improvise their work from looking at the work of others. The disadvantage of e-learning is that it can become a chore if there are too many tasks to be done as some students might not be motivated to work on it and can be a huge problem if students do not have easy access to the Internet.
Scenario 1, Activity B
Adapting lesson ideas from other teachers
Mrs. Xing should ensure that she modifies the lesson ideas to meet the needs and interests of her own students. She should also take note that not all of her students would be familiar with using the computer and choose an ICT tool that is easy to use or has already been exposed to the students.
Students surfing the Internet without paying attention to the lesson
She should introduce strict guidelines, such as prohibiting students from accessing the Internet without teacher’s permission, before the start of the lesson. Moreover, Mrs. Xing could have made use of management software that enables her to view her students’ screen via the Internet. If students are made aware of this prior to the lesson, they would refrain from surfing the Internet and be more focused on their assigned task.
Students needing help to get started
A big group of students were in need of help from the teacher and time would be wasted if Mrs. Xing had to attend to each student individually. For this, she should have assigned seats in such a way that the more IT-savvy kids were seated beside the less IT-savvy ones to help them. She could also have employed an IT representative in the class to do minor troubleshooting or sought the help of the IT staff in the school to be present during the lesson.
Lab arrangement
Since Mrs. Xing could not see the faces of some students due to the lab arrangement, she could have made use of the forty new tablet PCs acquired by the school to create a one-to-one notebook environment in class or even mobile computing.
Submission of work to teacher
Instead of getting all the students to submit their work to her for checking, she could have employed strategies such as peer-marking for the first round and then check their improvised second draft. In order to keep the students who finish faster than the others occupied, Mrs. Xing should have come prepared with post-assignment activities or could also have paired them up with weaker students to help them. The students’ work did not meet her expectations as she did not inform the students of her expectations. She could have set some guidelines for the writing assignment or given them additional materials such as model essays or links to websites that would help them to improve their writing skills.
Incomplete lesson
Mrs. Xing was also unable to complete the lesson she had planned. She should have set reasonable SIOs during her lesson preparation that takes into account her students’ capabilities, the time they have for the lesson and the time taken to get started.
Mrs. Xing should ensure that she modifies the lesson ideas to meet the needs and interests of her own students. She should also take note that not all of her students would be familiar with using the computer and choose an ICT tool that is easy to use or has already been exposed to the students.
Students surfing the Internet without paying attention to the lesson
She should introduce strict guidelines, such as prohibiting students from accessing the Internet without teacher’s permission, before the start of the lesson. Moreover, Mrs. Xing could have made use of management software that enables her to view her students’ screen via the Internet. If students are made aware of this prior to the lesson, they would refrain from surfing the Internet and be more focused on their assigned task.
Students needing help to get started
A big group of students were in need of help from the teacher and time would be wasted if Mrs. Xing had to attend to each student individually. For this, she should have assigned seats in such a way that the more IT-savvy kids were seated beside the less IT-savvy ones to help them. She could also have employed an IT representative in the class to do minor troubleshooting or sought the help of the IT staff in the school to be present during the lesson.
Lab arrangement
Since Mrs. Xing could not see the faces of some students due to the lab arrangement, she could have made use of the forty new tablet PCs acquired by the school to create a one-to-one notebook environment in class or even mobile computing.
Submission of work to teacher
Instead of getting all the students to submit their work to her for checking, she could have employed strategies such as peer-marking for the first round and then check their improvised second draft. In order to keep the students who finish faster than the others occupied, Mrs. Xing should have come prepared with post-assignment activities or could also have paired them up with weaker students to help them. The students’ work did not meet her expectations as she did not inform the students of her expectations. She could have set some guidelines for the writing assignment or given them additional materials such as model essays or links to websites that would help them to improve their writing skills.
Incomplete lesson
Mrs. Xing was also unable to complete the lesson she had planned. She should have set reasonable SIOs during her lesson preparation that takes into account her students’ capabilities, the time they have for the lesson and the time taken to get started.
Sunday, September 6, 2009
My thoughts on e-learning
Reflections
I think all of us here would have done at least two E-Learning tasks this week. One for ICT and the other for Education Psychology. I do agree with Kelvin that e learning is very demanding on students as we need to have deliverables of tasks by a stipulated deadline. And these tasks would need some research for information to deliver the tasks.
Although e learning is really demanding but I think it do benefits us. At the very least, it makes as work, makes us use our brains to write our thoughts on issues. It also turns students into active learner. I would say that e learning is a student centred activity whereby students are participating while the teacher acts as a facilitator. This is in contrast to a lecture in a traditional classroom setting whereby it is a very teacher centred activity and the students are more passive in their learning. Students just take down notes and would not have much deliverables of tasks.
Through e learning, collaborative learning is practised. We could comment on each other posting via this group blog and also on the discussion board on Blackboard for the Education Psychology module.
I guess that in the future as teachers, we can introduce collaborative learning more into the curriculum. Well, it may not necessary be in the form of e learning to achieve this aim. The idea is to design lessons where it is student centred, have them take an active role in their learning and have collaborative learning to learn how to work with each other in an effective manner.
I think all of us here would have done at least two E-Learning tasks this week. One for ICT and the other for Education Psychology. I do agree with Kelvin that e learning is very demanding on students as we need to have deliverables of tasks by a stipulated deadline. And these tasks would need some research for information to deliver the tasks.
Although e learning is really demanding but I think it do benefits us. At the very least, it makes as work, makes us use our brains to write our thoughts on issues. It also turns students into active learner. I would say that e learning is a student centred activity whereby students are participating while the teacher acts as a facilitator. This is in contrast to a lecture in a traditional classroom setting whereby it is a very teacher centred activity and the students are more passive in their learning. Students just take down notes and would not have much deliverables of tasks.
Through e learning, collaborative learning is practised. We could comment on each other posting via this group blog and also on the discussion board on Blackboard for the Education Psychology module.
I guess that in the future as teachers, we can introduce collaborative learning more into the curriculum. Well, it may not necessary be in the form of e learning to achieve this aim. The idea is to design lessons where it is student centred, have them take an active role in their learning and have collaborative learning to learn how to work with each other in an effective manner.
ICT E-Learning Scenario 1 Activity B
From the scenario, we can see that Mrs Xing’s ICT lessons ended in a disaster and not having met the objectives she had set out before the lesson. I agree with Jin Xun that the learning objectives were not met due to Mrs Xing poor classroom management. As in any classroom setting, lessons conducted in a computer lab will also need good classroom management to ensure that learning can take place effectively. In her case, she had failed to manage her class effectively to ensure that lessons were conducted smoothly.
Based on the posts I read, many agreed that Mrs Xing should have set firm ground rules before the start of the lesson. I agree with this point as in a computer lab, firm ground rules like not switching on the computer and logging on to the internet until told to do so by the teacher will help Mrs Xing to manage her class. When these ground rules are set out as pre-emptive measures, the computer lab will not turn into a rowdy place. Moreover, Mrs Xing should have a seating plan for her students to conform (Chai and Wan eds, 2010). A seating plan will allow the teacher to have a control of students sitting arrangement and minimize talking and disruption. I think Mrs Xing can place the more talkative and weaker students in the front rows of the computer lab to give them close supervision.
I like Jin Xun’s idea of suggesting Mrs Xing to bring in additional laptops for the students whose workstations are not working properly. To ask those students whose workstations are not working properly to pair up with their classmates should be the last resort as this disrupts the learning of the two students and the other two who had to share the workstations with them. The students will not be able to get the fullest experience they could have when compared to using their own workstation.
Mrs Xing can bring in collaborative learning in this ICT lesson to help lessen her load and to manage the class properly. Many of us have suggested that the students can do peer editing to lessen Mrs Xing load and by doing peer editing, the students will be able to spot their peers mistakes and critique their essay. This is a good way to improve one’s writing skills. I would also like to suggest that for those students who finished faster than other students, a reward such as allowing them to surf the internet to research on more information for their essay would keep them occupied and not let them disturb the other students. Of course, the ground rule on not surfing on unrelated stuffs and gaming should be enforced.
I guess with better classroom management and clearer instructions, Mrs Xing would be able to make the essay edits lesson using ICT tools to its fullest potential and the students will be able to benefit from it.
References:
1. Chai, C.S. & Wang, Q.Y. Eds. (2002). ICT for self-directed and collaborative learning. Singapore: Pearson.
2. Video Clip on Secondary School level
Based on the posts I read, many agreed that Mrs Xing should have set firm ground rules before the start of the lesson. I agree with this point as in a computer lab, firm ground rules like not switching on the computer and logging on to the internet until told to do so by the teacher will help Mrs Xing to manage her class. When these ground rules are set out as pre-emptive measures, the computer lab will not turn into a rowdy place. Moreover, Mrs Xing should have a seating plan for her students to conform (Chai and Wan eds, 2010). A seating plan will allow the teacher to have a control of students sitting arrangement and minimize talking and disruption. I think Mrs Xing can place the more talkative and weaker students in the front rows of the computer lab to give them close supervision.
I like Jin Xun’s idea of suggesting Mrs Xing to bring in additional laptops for the students whose workstations are not working properly. To ask those students whose workstations are not working properly to pair up with their classmates should be the last resort as this disrupts the learning of the two students and the other two who had to share the workstations with them. The students will not be able to get the fullest experience they could have when compared to using their own workstation.
Mrs Xing can bring in collaborative learning in this ICT lesson to help lessen her load and to manage the class properly. Many of us have suggested that the students can do peer editing to lessen Mrs Xing load and by doing peer editing, the students will be able to spot their peers mistakes and critique their essay. This is a good way to improve one’s writing skills. I would also like to suggest that for those students who finished faster than other students, a reward such as allowing them to surf the internet to research on more information for their essay would keep them occupied and not let them disturb the other students. Of course, the ground rule on not surfing on unrelated stuffs and gaming should be enforced.
I guess with better classroom management and clearer instructions, Mrs Xing would be able to make the essay edits lesson using ICT tools to its fullest potential and the students will be able to benefit from it.
References:
1. Chai, C.S. & Wang, Q.Y. Eds. (2002). ICT for self-directed and collaborative learning. Singapore: Pearson.
2. Video Clip on Secondary School level
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