Mobile Phones in Education, Assignment 1- Task 1

Mobile phones in education, is a irresponsible and unsafe!

The fact that a very large amount of teenagers have smart phones in there pockets available to them around the clock is worrying! they can look up what ever and who ever they like, say what ever like to who ever they like and take pictures when ever they feel like it. allowing phones within the classroom bring in new ways of harassment and bulling.

Students are more likely to get distracted by the phone rather than use for education reasons, many teenagers rather be watching 'fails' on YouTube than learn the quadric formula.


Reflection:

The Design of the wiki activity has been done well to incorporate diverse ways of thinking, it allows students to put forth there opinion, and yet still keep an open mind about others perspectives. It allows students to think about a topic 'under someone else's hat'.

21st century education has allowed ICT to form new creative educational strategies, this activity has developed a scaffolding learning approach and allows students the opportunity to engage in higher order thinking. The wiki activity holds clear links Blooms taxonomy and the S.A.M.R model that contributes to students higher order thinking. 

Week 1 Reflection

The first class of the first day of the first term for 2015, was EDSE12024 'Digital Pedagogies in Secondary Schools'. 8AM classes are always going to be hard for me to get my head around as I'm defiantly not a morning person! despite this I'm very interested in knowing what this course has to teach me.  Technology can be a very useful tool within the classroom, but for it to be an affective tool we first need to understand the students, understand the technology and learn how to manage it within a learning environment.

Until next week...

SAMR model in 120 seconds

SAMR Model:

• Substitution 

• Augmentation 

• Modification 

• Redefinition 

Developed by Dr. Ruben Puentedura
http:/hippasus.com/.

Beyond this, review what you know already about pedagogy. My personal pedagogical principles, and those I use in the course are:

1. Facilitating deep knowledge through higher order thinking

2. Facilitating collaborative learning in which conversations are important

3. Supporting students in knowing how they learn best

4. Planning learning that is problem-based, and situated in real life contexts

5. Is relevant to students, and connects to their background knowledge

6. Supports learning that is owned, controlled and managed by students themselves

7. Is socially supportive, engaging, and values cultural knowledges

8. Is supportive of the development of active citizenship, and strong group identity.

Set up a table in your blog with columns titled Pedagogy, What does it ‘look like’ in practice?, What does it NOT ‘look like’ in practice?

Add each of the pedagogies above (or your own list!) in the left hand columns, and reflect on what they actually mean in your classroom and the way your learners learn in the other two columns. This uses a “looks like” “does not look like” thinking scaffold. Often when we have to think about what it does not look like, we clarify what it actually is. So you might start like this: (Incidentally, keep this table active and improving, it will be submitted as part of Assessment 2).