Embedded Assessment Task 2: Websites

A website can be used as a strategic tool during a lesson to assist with the scaffolding of a subject an educator is teaching. My teaching area is Industrial Technology and Design (ITD) and I believe that a website would be of great benefit to my class during their theory lessons. Not only will it minimise students time with the dreaded text book, but it would also involve them in a more modern, exciting and productive way of learning.

Websites can be catered to a specific task, which would be like a one stop shop for that specified task. Students who need to find/recall information will not have to search anywhere other than the supplied website, this would allow students to move on at their own pace and remove the fear of failure stigma.

 Anything from videos, web links, music, documents, pictures and surveys can be attached to a web page to help students understand and develop their skills in a particular subject area. For example in my teaching area of ITD (using the SAMR model) I could substitute the text book for a specifically designed web page that displays the exact same information and pictures as the text book. For the augmentation process, I would also link supporting learning materials and online quizzes to the web page. During the modifying process for example (if the students were studying workshop safety) they would be able to explore safety documents and requirements for employees in the workplace. Redefinition process may include collaborating and establishing safety documents for the workshop.

By clicking this web link you will be directed to a web page that I developed, it demonstrates some of the basic tools that can be installed and used on a web page to enhance students learning.

Reflection 1: de Bono's Hats/Mobile Phones wikispaces activity

This whole first task has been a massive learning experience for me, as I have never used any of these web sites before. As Judy Willis states “you need to gain the students curiosity in what you want to teach” and this certainly was the case for me as I was quickly trying to think how I could incorporate Information Communication Technologies (ICT) into my teaching discipline of Industrial Technology and Design.

At first glance I was unsure of what was required of me in this activity where we had to critically analyse (using the de Bono’s Hats thinking routine) the use of mobile phones as a tool for students in class. One quick look at our class wiki page (where all our class share their thoughts and beliefs on this task) cemented in my mind what was required to complete this task. Being able to quickly access other student’s thoughts definitely removed the barrier of making a mistake for me. As Judy Willis suggests, if the fear of making a mistake is removed it will make for a safer classroom and therefore a better learning environment.

When first asked the question for this task I believed that a mobile phone should not be used in class, but after analysing the question using the scaffolding of de Bono’s beliefs I found that my opinion had completely changed and that I really needed more information to make more of an informed decision.  This type of scaffolding makes you investigate all perspectives of the argument so you can come to an informed decision.

Other positives from participating in a wiki like this are that it encourages discussion on the topic which in turn may cause individuals to adjust/correct their beliefs from interpreting the different responses in the post. While there are definite positives there are also some drawbacks for this type of wiki. These include; everybody needs to have a computer and internet connection, students can lose their work if typing directly onto the wiki page as opposed to copying and pasting their work from a saved Word document. Students may be restricted in the way of coming up with original ideas if they rely too heavily on reading other students work and there may be a chance of public ridicule if other people disagree with their post. 

I believe the learning process of this project has followed the six major categories of the cognitive process under Bloom's Cognitive Taxonomy. I gather Bloom's Taxonomy is the basis that all good pedagogy practices are built from.  

Week 1 EDSE12024 Grant Broadhurst

Judy Willis: Science of Learning

• Gain the students curiosity in what you want to teach 
• Focus students attention by using signals (hat) and coloured chalk/pens during writing???
• Make a safe classroom: Remove the barrier of making mistakes in class
• Skills that are required in the 21st century:

1. Critical analysis - fact finding
2. Evaluation
3. Problem solving
4. Long term goal planning
5. Executive Functions - judgement, critical analysis 

• Classrooms should be structured so that lessons create the same excitement and are based on the same theory of advancement as video games.

Sir Ken Robinson: Do schools kill creativity?

• Believes creativity is as important as literacy and should be treated with the same status
• Believes if you are frightened to be wrong you will never be creative/original
• Believes creativity gets educated out of us
• Education was built on industrialisation - certain subjects for certain jobs
• Academic inflation - Once required BA, now MA and maybe a PhD.

Digital Technologies:

• If you can improve class with technology, that's why you do it
• Can allow every student to move forward at their own pace
• It can give teachers/students real time data