Week 2 of teaching

My second week of teaching has gone well. I feel that the lessons I have given have been relatively well structured and have seemed to keep the students engaged. I aim to try and use different methods of teaching whenever possible rather than me just talking at the class. I feel a lot more comfortable in front of the students now and I think this has helped to improve my teaching.

TedTalk - Ken Robinson: How Schools Kill Creativity

I found this talk form Ken Robinson and found it to be very interesting. He talks about how schools are restricting certain children's creativity. The points he made really made me think about certain issues in a different way, on a subject that had never even crossed my mind previously. I enjoyed the way that he used humour during the talk as I think that this helped to keep my attention and made me want to hear more. I wouldn't say that I completely agree with everything that he was saying, such as creativity being as important as literacy, but I did enjoy the way that his points made me think more in depth about the issue.

Has technology changed the way we learn?

The world of technology has had a significant impact on many aspects of our lives, including our education. According to Heick (2012), there are two main changes that have occurred. The first, being the access to resources. Any information that a teacher or student may need can, in the majority of cases, be found online. However, this can have both a positive and negative effect. On the plus side, it gives teachers a far greater depth of information from which to practice, however, the drawback is a lack of investigation needed to find the information as well as an over reliance on technology. The inclusion of technology in learning has also helped to erase all physical boundaries, meaning that students can now study from their homes, access assignments at any time as well as submit their work electronically.

Due to the reasons spoken about, technology has played a very large part in the development of both blended and distance learning.

“A typical distance learning implementation may utilise information technology to provide audio, video and graphic links between two or more sites, therefore using multimedia for communication” (Webster & Hackley, 1997).

Devlin, et al (2008) also state how the use of computers in distance education is helping to connect students from rural communities across Australia, whether they are located at pastoral stations, remote community schools or are on the road, travelling with their parents or carers.

Thomas (2013), reinforces that distance-learning providers are using virtual learning environments (VLEs) to enable students to engage in a multitude of different areas.  This also, due to the ever increasing poularity of mobile technologies, has lead to Universities now producing specially made apps to cater for these devices and to make the experience even more accessible for the students.

In conclusion, the author believes that there is strong eveidence to suggest that technology has changed the way that we learn today, making the experience easier and far more accessible. Whilst there are some institutions that may be further behind in relation to their level and inclusion of the technologies, every one of them would have been affected in one way or another.

Reference List

Devlin, B., Feraud, P. & Anderson, A., 2008. Interactive Distance Learning Technology and Connectedness. Education in Rural Australia, 18(2), pp. 53-62.

Heick, T., 2012. A Primer: 3 Ways Technology Has Changed Education. [Online]
Available at: http://www.edudemic.com/a-primer-3-ways-technology-has-changed-education/
[Accessed 2 November 2013].

Thomas, K., 2013. Students stuck in remote parts? There's an app for that. [Online]
Available at: http://www.theguardian.com/education/2013/feb/18/distance-learning-through-technology
[Accessed 27 October 2013].

Webster, J. & Hackley, P., 1997. Teaching Effectiveness in Technology-Mediated Distance Learning. The Academy of Management Journal, 40(6), pp. 1282-1309.

The value of mobile technology in teaching and learning

It was inevitable that with the popularity of mobile technologies within our culture today that they would then find their way into our classrooms as well. The ready availability and use of these devices has changed human communication, socialising and entertainment to such an extent that is it rare to find a person in western society who does not own at least one such device (Herrington et al, 2009). This shows that the majority of us are regularly using mobile devices in everyday life anyway, so is there the potential for this to be successfully integrated into the learning environment?
According to Walker (2013), the use of mobile technologies in education is becoming more widespread with each year that passes. For example, teachers in higher education in the UK have already made use of SMS (short messaging service) as prompts for course requirements, polling classes and pop quizzes with some universities experimenting with phone exams where the user’s voice print identifies them as the test taker (NMC and Educause, 2008).

The ‘‘Tablets for Schools’’ project published some initial findings online from a study of ‘‘Children’s Perceptions of One-to-One Tablets’’ with the following results:

·      ‘‘greater motivation to learn’’; ‘‘more fun’’; ‘‘creative’’; ‘‘variety’’

·      ‘‘collaborative’’; ‘‘feedback from their teacher’’

·      “classroom environment has improved’’

·      ‘‘improvements to communication’’; ‘‘closer to their teachers’’; ‘‘friends are supportive’’ (Tablets for Schools, 2012).

Another study, carried out by Walker (2013), attempted to find out whether pupils used their mobile devices to help their learning and if they thought that the inclusion of mobile devices in the learning environment could help them further. The study found out how much pupils are already using mobile devices whether allowed by their school or not. There is clear evidence that many pupils feel that they are deriving educational benefit from the use of their devices. They are using many of the features of their devices and often finding creative ways to employ these features in their schoolwork, both at home and at school. The study also shows that pupils themselves believe that mobile devices help with their learning and that they are convenient and useful. However, pupils also acknowledge their potential for disruption and for harm (Walker, 2013).

The author believes that there is definitely potential for mobile technologies to be used more extensively within the learning environment. They are an obvious tool to enhance the learning experience for certain people. As already spoken about, there are risks and certain issues that need to be overcome, however, there is strong evidence that the use of mobile technologies in teaching and learning can be valuable.

Reference List

Herrington, J., Herrington, A., Mantei, J., Olney, I., & Ferry, B. (2009). Using mobile technologies to develop new ways of teaching and learning. In J. Herrington, A. Herrington, J. Mantei, I. Olney, & B. Ferry, New technologies, new pedagogies: Mobile learning in higher education (pp. 1-14). University of Wollongong: Faculty of education.

New Media Consortium and Educause. (2008). Horizontal Report 2008: Australia - New Zealand. Austin: TX: NMC.

Tablets for Schools. (2012, July ). Key Findings, Stage 1. Retrieved October 5, 2013, from Tablets for Schools: http://www.tabletsforschools.co.uk/?page_id_680

Walker, R. (2013). Research in Learning Technology. "I don't think I would be where i am right now". Pupil perspectives for using mobile devices for learning , 21, 1-13.

Barriers to the effective use of technology

Technology has played a big role in changing the education environment in the establishments across the UK which have chosen to implement it. However, not every school, classroom or learning environment has had the opportunity of using technology in their education system. At times technology can be complex, so, some educators find it difficult to integrate it into their existing curricula. In the majority of cases technology is delivered as an additional subject but they do not integrate it in already existing subjects. Refusing to learn technological tools and how to use them in the classroom can leave many establishments backward and this can also effect on the grades of students (Ramey, 2012).

(Bengimlas, 2009), reviewed the literature on barriers to the use of information and communication technology across a variety of teaching and learning environments. He points out that there have been various schemes for classifying barriers. For example, they can be classified as extrinsic or intrinsic barriers, as teacher-level barriers versus school-level barriers, and as material or non-material barriers. He concluded that the major barriers can be classified as lack of confidence, lack of competence, and lack of access.

Focusing more on the barriers to the effective use of technology within higher education, (Johnson & Maddux, 2010) state that through their experience it is clear that the use of technology in the classroom is highly valuable. However, they believe it to be constructive to think about the opposing pressures or tensions within institutions of higher education that pose problems and impose barriers. An example of this would be the separation of technological from academic roles in the organisation of the typical university.

“Typically, information technology (IT) departments exist completely separately from academic departments. This separation is understandable and may be unavoidable, but the degree to which the two groups of professionals are isolated from each other is the problem. This isolation often results in very little communication between IT professionals and academic professionals.” (Johnson & Maddux, 2010).

In conclusion, the author believes that for technology to play a more thorough role within the classroom, teachers and academics in all fields need to be educated on its importance and its advantages. From the research undertaken, it appears that the cause is in need of someone to take the lead and be brave enough to push it into all curriculums and classrooms across the country to enforce the change.

Reference List

Bengimlas, K. A., 2009. Barriers to the Successful Integration of ICT in Teaching and Learning Environments. Eurasia Journal of Mathematics, Science & Technololgy Education, pp. 235-245.

Johnson, L. & Maddux, C., 2010. Information Technology in Higher Education: Tensions and Barriers. Computers in the Schools, pp. 71-75. Ramey, K., 2012. Barriers To The Effective Use of Technology In Education. [Online]
 
Available at: http://www.useoftechnology.com/barriers-effective-technology-education/
[Accessed October 2013].

My First Week of Teaching

I feel that my first week of teaching at Neath Port Talbot College has gone well. My biggest concern was that the lessons I had planned would not run for as long as they should. However, so far all of my lessons seem to have been timed very well. This may be more luck than judgement at this stage but it has shown me not to worry too much about this certain aspect of the teaching and to focus more on providing interesting and interactive content. The first week has given me more confidence towards the forthcoming lessons and I think this is mostly due to the fact that I now feel comfortable with the students and groups that I have.  

Micro-teach No.2

On Friday (31/10/2013) I had my second experience of delivering a micro-teach session to my peers. The difference with this second session was that we were not allowed to use a presentation  (PowerPoint) to aid us. I initially thought that this was going to be difficult due to the fact that I tend to favour this method, however, after thinking further into it I decided on doing a discussion and role-playing exercise. I also decided to include an exercise that focused around a video that I would show to the class but as it turned out this had to be changed on the day due to further technical issues within the University. On the day, because of the issues, I had to adapt my session so that I met the 30 minute mark but without my planned material. The way I decided to get around this was to engage the students into discussions as well as hear opinions and experiences on the topic form each person. As it turned out, I actually over compensated for thinking that my session wouldn't last the whole 30 minutes and didn't manage to fit the role-play activity in because I had run out of time.

I feel that this micro-teach experience has shown me just how quickly time can pass once you get the group involved in a topic of discussion. I have also, once again, experienced how frustratingly unreliable technology can be and that you should always have a back up plan.

Learning enviroments and techniques - Swansea Waterfront Museum

During our field trip to the Swansea Waterfront Museum I experienced many different learning techniques within different environments. The exhibits ranged from very simple displays of text and pictures up to more much interactive and personal experiences. This meant that a range of learner types are catered for within the museum. One of the elements that I found most interesting was how the museum could stimulate the whole range of human senses from the obvious sight and sound as well as smell, touch and taste. I particularly enjoyed the display in which you had to smell different changing room lockers and then guess the aroma. I think this was an excellent strategy to engage younger children into the learning experience.

Micro-teach No.1

On Thursday I delivered my first 30 minute micro-teach session. I chose to look at some of the varying types/genres of tourism within the industry and gave an in-depth look into which types were emerging strongly and gaining in popularity at the moment. The session went relatively well although I did encounter some technical issues along the way. The first problem I came across was when I asked the class to write on the Smart board. The pen was taken from the holder but when writing on the board nothing at all happened. It wasn't until I tried that I was notified it wasn't working. This was slightly frustrating, however it was my fault as I hadn't checked this before I started and probably should have known better. I got around this by using the paper flip board that was located in the corner of the room and I can't say that it was any great hindrance to the exercise. Another issue that occurred was that there was no audio when playing the video that had I incorporated into my presentation. Again this is something I should have checked prior to starting. From now on I will never assume that a computer + speakers = sound, even if they had been working the day previously because you never know when another member of staff is going to come to the classroom and remove an audio cable. To get over this hurdle I simply narrated over the video myself, giving the class all of the main points. The main issue that I was concerned about before delivering to the class was that I wasn't sure if the session would last the full 30 minutes. However, it ended up working out perfectly as some of the discussions that the class became engaged in did carry on for longer than I anticipated. I received some mixed but very constructive feedback and I was overall pleased with how it went. Every time I speak in front of the class I feel slightly more comfortable so hopefully I will be able to go from strength to strength with every micro-teach I deliver.

10 minute talk

On Monday we each had to stand in front of the rest of the class and give a ten minute talk. We were able to choose any topic we liked as the purpose of the exercise was to help us build confidence and feel a little more comfortable for our micro-teach lessons that were taking place the following Thursday. Even with the free pass to talk about whatever we liked I still chose to keep the theme tourism related, however it was relatively informal as I mostly talked about holidays and trips. I used one visual aid which was an online picture of a map (shown above) and this helped me to point out to the class exactly where in the world I was talking about. I felt that the talk went fairly well even though I had to compensate for my planned content only taking up about half of the allotted ten minute slot. The feedback I received was mostly positive and I definitely think that the exercise on the whole helped to build my confidence further.

ICT teaching session

On Tuesday I taught a short session on Intercultural Awareness to the rest of my class. It was a chance to show off certain skills that I had learnt in the ICT module to hopefully enhance the learning experience for everyone involved. I chose to use PowerPoint for the session as this is the software that I felt most comfortable and confident with. I made sure that the presentation I created was interactive and informative through reinforcing the information I gave by having members of the class come to the board to complete tasks. I think that the session went relatively well and that the students did actually learn something from it. It was discussed that in future I should maybe opt for a different coloured background to my slides as white can cause a glare so in future, if I was still looking to keep the slides simple, i would use a pastel colour.

What is learning?

Today we discussed what learning is and what it means to people. We looked at what learning helps you achieve and why it is important as well as reading and discussing academic, written definitions. I did find the exercises that were undertaken today to be helpful, although it did show me that 'learning' is an awkward thing to define as it has so many different meanings to so many different people. In some ways I feel even further from understanding what exactly learning is now than I did at the beginning of the day.

Looking at 'Heather on her travels'

'Heather on her travels' is a blog created by a lady to document her travels across the world. She gives information on areas such as places to visit, foods to eat and the testing of equipment. She updates pictures as well as the written information for each post and destination. I found the blog enjoyable to look through due to the use of lots of pictures and the detailed information. It would come in very useful to anyone travelling to the same destinations as her and wanting more, in depth information but also to anyone that is wanting to expand their general geographic knowledge.

Interactive white boards

On Friday, we had a look at interactive whiteboards and how they can be used in the classroom. We looked at both the Promethean and Smart board software. The main differences between the two that I noticed were that the Smart board can be navigated around with the touch of any object (including your hand), where as the Promethean board works only with their given pens. I enjoyed Promethean's online resources and think that they will come in very handy to myself when planning lessons and coming up with activities. However, I do prefer using the Smart board as I enjoyed they interactivity of it more. One of the main areas of using interactive white boards that i have always thought to be slightly annoying was that when writing on them, your handwriting would always end up looking scruffy and child like. However, with one of the tools in the Smart software, it manipulates your handwriting into a very presentable and aesthetically pleasing font. I found this to be very enjoyable to use and would also be a great aid in the classroom environment, enabling everyone in the room to clearly read the students handwriting.

Explain Everything

Explain Everything is an interactive tool (app) that has been created to primarily aid in helping individuals learn through allowing the user to annotate, animate, narrate, import, and export. It has shown to be a handy tool when used by teachers as they can provide their students with a more interactive and lively form of learning. My own experience of the app didn't go completely to plan although my time using it was rater limited. I found that it took a little while to become familiar with its functions but I could see the potential it possessed. I now know that a little more planning and fore thought before diving in to using the app is required to produce a satisfactory end product.

Mobile Technologies

Mobile technologies have become a huge part of everyday life for many people. I believe this to be due to the fact that they are convenient, stylish and fun. As their popularity has grown, they have even started to make their way into the classroom. This was first brought to my attention when, after my final exam last summer, my lecturer asked the class how we felt about the exam being done on ipads the following year. Although I wasn't completely open to the idea, it did open my eyes to how the times were changing. With all of the apps that are being created today, it was inevitable that there would be some created to aid in education. My own experience with such apps and mobile technologies are limited but I am sure that they can be used, in certain scenarios, to help in aiding academic development.

Microsoft applications

I would like to think that I am a competent user of the majority of Microsoft applications. 'Word' would probably be the application that I use the most as I type up all of my University assignments with it. It has also helped me to transform my work into neat and presentable documents for handing in to the lecturer. I have used 'PowerPoint' on many occasions when creating slideshows for presentations and find it to be a very useful tool. My experience with 'Excel' and 'Publisher' has been limited, although I do enjoy the use of both when needed.

Reflecting on my learning experience so far .....

So far the main skills I have learnt in my ICT lessons have been to create and edit my own personal blog as well as how to assess information online. I found the tasks to have been relatively simple so far although I did come across some issues when trying to follow the blogs created by my classmates. The main reason I found this to be an issue was because of the constant harassment from Google+ to create a profile with them even though I solely wanted to use Blogger throughout. Today we also looked at how social networking can have both a negative and positive effect on the learning experience. When applying the task to my given subject (Facebook), I found it difficult to distinguish clearly between the pros and cons as most ideas tended to overlap into each category. I think this was due to the fact that Facebook is always looked at in a negative light when thought of in terms of education.

Reflective learning mind map

1st blog as a blogger blogging

About Me

I am originally from Devon in England but have spent my last 3 years in Swansea studying International Tourism Management at Swansea Metropolitan University.  In between leaving school and starting my time at university, I lived in France for a year. I decided to do the PCET course because I have always been drawn to teaching. One experience that really concreted the idea in my mind was when I went out to America for three months as a football coach. Although I’m not completely sure of what I want to do with the PCET qualification once I leave University, I hope that it will help towards whatever I decide to do in the future as well as being a positive and informative experience.