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.
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