With reference to one of these scenarios, how might knowledge of the philosophy and history of education help you understand your role?
Stan (2)
Stan has been teaching at his outer metropolitan high school for 20 years now. Over this time he has seen the community change from a reasonably affluent Anglo community, where many people lived on large semi-rural blocks to a near suburb of medium density housing and many ‘new Australians’. If you ask Stan will tell you that the school has gone down hill over the years as the students are just not what they used to be. It has changed from a small high school with a sense of community to a new reasonably large school with rows of demountable classrooms on the old oval. The sense of community has been replaced by an undercurrent of discontent with notable divisions between parents of the old community and the ‘new arrivals’. Last year a fence even went up around the school. In the past parents used to help out a lot at the school, while nowadays you hardly see a parent as they all leave on the 7am train for Sydney and don’t get back till the evening. Stan is worried that a number of the students are falling asleep in class and not keeping up with work, while some are associating with what he thinks are 'gangs'.
Response:
This module introduces some further observations Stan has made about his school environment. These observations can be understood by considering human development, and in particular, physical, mental, emotional, social, cultural and moral development. Consideration of these developments in the students also sheds further light on some of the observations Stan had made previously.
Firstly, "Stan is worried that some of his students are falling asleep in class and not keeping up with their work". This is connected to natural physical and mental development in adolescents. However, Stan is right to be worried about this, as sleep has been shown to be closely connected to academic performance and learning ability, and it is believed that adolescents require more sleep than younger students, despite the fact that a mismatch between their natural sleeping rhythm and school and societal timetabling typically allow them to sleep less (Carskadon 1990; Wolfson and Carskadon 1998). Regardless of the specifics, it is important for Stan to understand that there is a biological basis to this behavior, and his action in response should be in consideration of this.
Stan is also worried that some of his students "are associating with what he thinks are gangs". This provides a link to the emotional, social, cultural and moral development of the students, which are in turn linked to their physical and mental development (Churchill et al. 2011). The association with gangs could be seen as an indication of the students discovering their 'self' identity. Marcia's ideas of identity achievement, identity foreclosure, identity diffusion and moratorium, and Erikson's industry versus inferiority and identity versus role confusion stages of psychological development seem particularly relevant here, as the students are of an appropriate age to be going through these stages and are forming social interactions to support and develop their identities (Marcia 1980; Erikson 1966).
These identity forming interactions influence the students' sense of 'self', particularly their self concept and self esteem. Self concept and self esteem are also heavily influenced by the varying social and cultural backgrounds of the students as mentioned previously in the scenario, and it is particularly worth noting that as immigrants, many of the students' backgrounds differ from both Stan's, and the 'upper class' for whom the education system is arguably designed (Churchill et al. 2011).
A concern for Stan therefore, is that his students are fragile, and may have tendencies towards identity foreclosure, diffusion and moratorium instead of identity achievement. Similarly, inferiority and confusion instead of industry and identity, and particularly what this might all lead to, in low self esteem and corresponding low self efficacy (Bandura 1982). Indeed, this assists in explaining Stan's previous observation that the students "just aren't what they used to be". This also ties in heavily with Vygotsky's idea that culture heavily influences development and learning (Vygotsky 1978).
While these observations and theories justify Stan's concerns, they also provide hints as to how he should address these issues at a classroom level. Bandura puts forward his idea of human agency, which indicates that despite any disadvantages Stan's students may have in the education system resulting from their differing backgrounds, with appropriate guidance they can make choices to engage, succeed and thrive in that environment (Bandura 1982). Stan can provide appropriate educational guidance by understanding the developmental stages his students are going through. At a practical classroom level, this could involve highlighting relevance of what he teaches to help the students find identity, achievement and industry within the class room and consequently improve self esteem and self efficacy of the students. Stan should also ensure he pitches work at an appropriate level and provides appropriate scaffolding, staying within Vygotsky's "zone of proximal development" to help create a learning environment that considers his students' development, further improving their sense of belonging in the class room, as well as their self esteem, self efficacy and self identity (Vygotsky 1978).
References:
1. Churchill, R et al. 2011. 'Teaching: Making a difference', Part 2, John Wiley & Sons Australia, Ltd.
2. Vygotsky, L.S. 1978. 'Mind and society: The development of higher mental processes', Cambridge, MA: Harvard University Press.
3. Bandura, A 1982. 'Self-efficacy mechanism in human agency', American Psychologist, Vol 37(2), Feb 1982, 122-147.
4. Marcia, J. E. 1980. 'Identity in adolescence', In J. Adelson (Ed.), Handbook of Adolescent Psychology, New York: Wiley.
5. ERIKSON, E. H. 1966. 'EIGHT AGES OF MAN', International Journal of Psychiatry, Vol 2(3), 1966, 281-300.
6. Carskadon, M. A. 1990, 'Patterns of Sleep and Sleepiness in Adolescents', Pediatrician, Vol 17, Pg 5-12.
7. Wolfson, A. R. and Carskadon M.A. 2008. 'Sleep Schedules and Daytime Functioning in Adolescents', Child Development, Vol. 69, Issue 4, Pg 875–887, August 1998.
Wednesday, April 27, 2011
Sunday, April 17, 2011
Some 'functions' of ICT in maths teaching - Part 5: Wolfram
Many people with a keen interest in maths and science will have come across 'Wolfram Alpha', a search engine that can gather statistics, solve problems, do calculations, plot graphs etc. Interestingly however, a brief time on prac has demonstrated to me that it may not have occurred to many maths teachers to utilise this powerful tool in the classroom. Extending beyond alpha, Wolfram also have a number of powerful maths tools for those willing to pay, and perhaps most importantly, the free web based resource 'Wolfram Maths World', which claims to be "the world's most extensive mathematics resource" (Wolfram Research Inc. 2011). True or not, there is an awful lot there. Most of it is aimed at a level far beyond that of most highschool students, however it seems like a powerful way to open their eyes to the possibilities. This resource appears to have incredible potential to assist with student motivation, something that is distinctly lacking in many traditional maths classrooms, and is critically important to learning (Churchill 2011).
At the more practical and specific end of things, wolfram alpha's ability to solve many maths related problems relevant to our every day lives, makes it a key tool that should at the very least be demonstrated to students. It also provides an opportunity for students to observe, explore, and apply what they learn, to an extent not possible without utilising ICT in the classroom. Lastly, tools like this will become a regular point of call for all students who go on to careers in maths and maths related fields. Like the calculator, there is definitely a place for their use in the classroom (Ellington 2003). Again, this relates to the all important issue of relevance to the students (Churchill 2011).
1. Wolfram Research Inc. 2011, http://www.wolfram.com/company/background.html, http://www.wolframalpha.com/, http://mathworld.wolfram.com/, viewed 18th April 2011.
2. Churchill, R 2011. 'Teaching: Making a difference', Part 2, John Wiley & Sons Australia, Ltd.
3. Ellington, A 2003. 'A Meta-Analysis of the Effects of Calculators on Students' Achievement and Attitude Levels in Precollege Mathematics Classes', Journal for Research in Mathematics Education, Vol 34. No 5. 433-463.
At the more practical and specific end of things, wolfram alpha's ability to solve many maths related problems relevant to our every day lives, makes it a key tool that should at the very least be demonstrated to students. It also provides an opportunity for students to observe, explore, and apply what they learn, to an extent not possible without utilising ICT in the classroom. Lastly, tools like this will become a regular point of call for all students who go on to careers in maths and maths related fields. Like the calculator, there is definitely a place for their use in the classroom (Ellington 2003). Again, this relates to the all important issue of relevance to the students (Churchill 2011).
1. Wolfram Research Inc. 2011, http://www.wolfram.com/company/background.html, http://www.wolframalpha.com/, http://mathworld.wolfram.com/, viewed 18th April 2011.
2. Churchill, R 2011. 'Teaching: Making a difference', Part 2, John Wiley & Sons Australia, Ltd.
3. Ellington, A 2003. 'A Meta-Analysis of the Effects of Calculators on Students' Achievement and Attitude Levels in Precollege Mathematics Classes', Journal for Research in Mathematics Education, Vol 34. No 5. 433-463.
Some 'functions' of ICT in maths teaching - Part 4: Prezi
Prezi is a web based presentation composer and player. This may seem an odd fit in a maths classroom, however I have decided to mention it because it is designed in a way that lends itself particularly well to maths presentations, so much so that I have already taken the time to experiment with it in the classroom while on prac.
Rather than utilising slides like many presentation editors, Prezi allows the presenter to construct a poster, different parts of which can be zoomed to as the presentation progresses (Prezi Inc. 2011). This makes it particularly useful if the aim of the presentation is to teach or demonstrate a process or construct an argument or proof, as it can clearly show how the different elements of the presentation relate to each other. Furthermore, the software itself is intuitive, simple and well supported with instruction, making it ideal for occasional use, and for use with students. Tools like this are effective in allowing students to create and collaborate, which can play a key roll in the learning process, and are elements all too often missing in the maths classroom (MCEECDYA 2010). Not least of all, prezi looks cool. It is presented in a way that is engaging, particularly when compared with the traditional maths teaching approach of speaking to the class and writing on the white board.
An obvious limitation of Prezi in the maths classroom is that it does not allow for easy manipulation or presentation of equations (Prezi Inc. 2011). This means that any good maths lesson involving Prezi will still need to involve the whiteboard. However, as mentioned in my first post, this will always be the case in a maths classroom.
References:
1. Prezi Inc. 2011. http://prezi.com/, viewed 17th April 2011.
2. MCEECDYA 2010. 'National Assessment Program -- ICT Literacy Years 6 & 10. Report. 2008, viewed 18 April 2011, http://www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdf
Rather than utilising slides like many presentation editors, Prezi allows the presenter to construct a poster, different parts of which can be zoomed to as the presentation progresses (Prezi Inc. 2011). This makes it particularly useful if the aim of the presentation is to teach or demonstrate a process or construct an argument or proof, as it can clearly show how the different elements of the presentation relate to each other. Furthermore, the software itself is intuitive, simple and well supported with instruction, making it ideal for occasional use, and for use with students. Tools like this are effective in allowing students to create and collaborate, which can play a key roll in the learning process, and are elements all too often missing in the maths classroom (MCEECDYA 2010). Not least of all, prezi looks cool. It is presented in a way that is engaging, particularly when compared with the traditional maths teaching approach of speaking to the class and writing on the white board.
An obvious limitation of Prezi in the maths classroom is that it does not allow for easy manipulation or presentation of equations (Prezi Inc. 2011). This means that any good maths lesson involving Prezi will still need to involve the whiteboard. However, as mentioned in my first post, this will always be the case in a maths classroom.
References:
1. Prezi Inc. 2011. http://prezi.com/, viewed 17th April 2011.
2. MCEECDYA 2010. 'National Assessment Program -- ICT Literacy Years 6 & 10. Report. 2008, viewed 18 April 2011, http://www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdf
Some 'functions' of ICT in maths teaching - Part 3: Maths Online
Maths online is a maths tutoring program, specifically designed by Australian teachers for use in Australian schools. Essentially, it can be used like a combined maths text book and tutor/teacher. The content is divided into subjects, topics, sub-topics and lessons, with each lesson comprising clear and concise audio instruction, diagrams and worked solutions. Following the lessons, there are worksheets and topic tests, which are automatically assessed by the program upon completion. Maths online has also been set up to involve parents, providing them with regular reports regarding their child's progress (Mathematics.com.au Pty Ltd 2011).
Maths online has a number of obvious limitations. To start with, it is performing a roll that could be filled by a well prepared teacher with a text book. Also, from a personal perspective, the "clear and concise" explanations could also be described as under emphasised and boring. Even if students don't share this view, the lessons themselves are not interactive. Each lesson simply comprises the narrator 'telling' the student how to perform the task. The narrator is not directly interacting with the student, which is an obvious limitation in engaging them (Churchill 2011). However, the biggest limitation of maths online in my opinion, is the fact that the lessons make little, and in many cases no attempt to highlight how the material might be relevant to the student. The lessons are generally presented as mere tools for problem solving, with little reference to the value of maths to society, and no reference to the intrinsic value (or interest) of the maths itself. Relating subject matter to students in a way that is relevant to them is critical for engaging and motivating them, and this is therefore a major short coming (Churchill 2011).
Despite its limitations, maths online can definitely be a valuable resource for students and teachers. The ability to "rewind the teacher" (Mathematics.com.au Pty Ltd 2011) is valuable for students who need time to grasp the concepts, particularly students who may be shy about asking teachers to repeat themselves. Also, the "clear and concise" explanations may not be exciting, but they are clear, they are concise, and most importantly they are correct. Even the best teachers will find themselves under prepared on occasion, or find themselves sick, leaving their class to an under prepared relief teacher. A boring explanation is better than a bad one, particularly from the perspective of maintaining student respect, which is an important aspect of classroom management. Lastly, the ability of maths online to involve parents is extremely valuable, as parental involvement is another key factor in educational outcomes for students (Desforges and Abouchaar 2003) .
References:
1. Mathematics.com.au Pty Ltd, 2011. 'Maths Online', http://www.mathsonline.com.au, viewed 18 April 2011.
2. Desforges and Abouchaar, 2003. 'The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review', Queen's Printer, 2003.
3. Churchill, R, 2011. 'Teaching: Making a difference', Part 2, John Wiley & Sons Australia, Ltd.
Maths online has a number of obvious limitations. To start with, it is performing a roll that could be filled by a well prepared teacher with a text book. Also, from a personal perspective, the "clear and concise" explanations could also be described as under emphasised and boring. Even if students don't share this view, the lessons themselves are not interactive. Each lesson simply comprises the narrator 'telling' the student how to perform the task. The narrator is not directly interacting with the student, which is an obvious limitation in engaging them (Churchill 2011). However, the biggest limitation of maths online in my opinion, is the fact that the lessons make little, and in many cases no attempt to highlight how the material might be relevant to the student. The lessons are generally presented as mere tools for problem solving, with little reference to the value of maths to society, and no reference to the intrinsic value (or interest) of the maths itself. Relating subject matter to students in a way that is relevant to them is critical for engaging and motivating them, and this is therefore a major short coming (Churchill 2011).
Despite its limitations, maths online can definitely be a valuable resource for students and teachers. The ability to "rewind the teacher" (Mathematics.com.au Pty Ltd 2011) is valuable for students who need time to grasp the concepts, particularly students who may be shy about asking teachers to repeat themselves. Also, the "clear and concise" explanations may not be exciting, but they are clear, they are concise, and most importantly they are correct. Even the best teachers will find themselves under prepared on occasion, or find themselves sick, leaving their class to an under prepared relief teacher. A boring explanation is better than a bad one, particularly from the perspective of maintaining student respect, which is an important aspect of classroom management. Lastly, the ability of maths online to involve parents is extremely valuable, as parental involvement is another key factor in educational outcomes for students (Desforges and Abouchaar 2003) .
References:
1. Mathematics.com.au Pty Ltd, 2011. 'Maths Online', http://www.mathsonline.com.au, viewed 18 April 2011.
2. Desforges and Abouchaar, 2003. 'The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review', Queen's Printer, 2003.
3. Churchill, R, 2011. 'Teaching: Making a difference', Part 2, John Wiley & Sons Australia, Ltd.
Some 'functions' of ICT in maths teaching - Part 2: Google
Google, probably the most visited website on the internet (Most Popular Websites 2011). All Australian maths teachers will have heard of it, almost all will have used it, but how many will have taken the time to consider the possibilities and issues relating to using it in a maths classroom? Starting with the obvious, students can use Google to find maths related facts and figures, or can they? They can't if no one teaches them how. Does the maths teacher have a roll to play here? When you consider how easily numbers, maths and statistics can be misused and misunderstood, and the known issue of ICT literacy in students, the answer is clearly yes (MCEECDYA 2010).
However, Google's use in the maths classroom can extend far beyond appropriate gathering of information. For a start, Google's suite of applications includes maps, calendars, blogs, spreadsheets and many more tools that could be useful in creating engaging maths projects and class rooms. Further to this, the standard Google search engine can perform calculations and unit conversions. In fact, it is so capable, that if the teacher desired, it could more than replace the roll of the student calculator in early secondary school, and Google can't handle the calculation, it can quickly find a service that can.
Most of our students will go on to use Google for themselves, a lot! Arguably the maths teacher has a roll to play in teaching them to use it to its full mathematical potential. Also, since so many of our students will be using it, and Google itself is a beautiful example of applied maths in action, we have the opportunity to teach our students to use a tool which is not only incredibly useful to them, but is also of intrinsic interest to them as maths students (PPC Training blog 2011).
1. MCEECDYA 2010. 'National Assessment Program -- ICT Literacy Years 6 & 10. Report. 2008, viewed 18 April 2011, http://www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdf
2. PPC training Inc, 2011. http://ppcblog.com/how-google-works/, viewed 18th April 2011.
3. Most Popular Websites, 2011. http://mostpopularwebsites.net/, viewed 18th April 2011.
4. Google. http://www.google.com.au, viewed almost every day.
However, Google's use in the maths classroom can extend far beyond appropriate gathering of information. For a start, Google's suite of applications includes maps, calendars, blogs, spreadsheets and many more tools that could be useful in creating engaging maths projects and class rooms. Further to this, the standard Google search engine can perform calculations and unit conversions. In fact, it is so capable, that if the teacher desired, it could more than replace the roll of the student calculator in early secondary school, and Google can't handle the calculation, it can quickly find a service that can.
Most of our students will go on to use Google for themselves, a lot! Arguably the maths teacher has a roll to play in teaching them to use it to its full mathematical potential. Also, since so many of our students will be using it, and Google itself is a beautiful example of applied maths in action, we have the opportunity to teach our students to use a tool which is not only incredibly useful to them, but is also of intrinsic interest to them as maths students (PPC Training blog 2011).
1. MCEECDYA 2010. 'National Assessment Program -- ICT Literacy Years 6 & 10. Report. 2008, viewed 18 April 2011, http://www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdf
2. PPC training Inc, 2011. http://ppcblog.com/how-google-works/, viewed 18th April 2011.
3. Most Popular Websites, 2011. http://mostpopularwebsites.net/, viewed 18th April 2011.
4. Google. http://www.google.com.au, viewed almost every day.
Some 'functions' of ICT in maths teaching - Part 1: Overview
There are a broad range of educational ICT tools available across a range of subjects areas, most of which could be relevant to the maths class room in some contexts. Further to this, there are many other ICT resources developed for non-educational purposes that have the potential to be extremely valuable to maths teachers. Obviously, there are too many resources to examine them all in one research journal. However, rather than skim over the topic at a high level, I have chosen to focus each of the four entries following this one on a specific resource, so that there is sufficient detail for this journal to be useful to maths teachers. Note that maths games will not be examined in this topic, as they would easily comprise a topic in themselves. In this first entry, I will quickly outline just some of the benefits and current uses of ICT in mathematics and maths teaching, so that we can better assess the usefulness of the specific tools we encounter.
It is worth bearing in mind that as an academic discipine mathematics is intimately aquainted with IT, and has a corresponding connection to ICT. Maths students have been dependant on technology since the maths class room was concieved, and arguably, Australian maths students have been making extensive use of ICT since the uptake of calculators. Since that time, the technology utilised by maths teachers and students has improved, however in many maths class rooms, that technological advancement is still limited to the 'humble' calculator.
Many of the mathematical skills and tools required for every day students to function in society can now be performed using ICT. At an elementary level, arithmatic, algebra, probability, calculus etc. can all be performed using basic free web based software. Given that many maths students never learn all of these skills for themselves, it seems important that maths students are instructed in, or at least made aware of these powerful tools (ACARA).
Traditionally, maths is taught in a very particular way, with a strong focus on practice and text book work. This approach consistently fails many students, who are never able to engage with the process. The ability of ICT to facilitate collaborative and interactive learning, combined with its capacity to demonstrate mathematical concepts, suggest that it has great potential to assist in overcoming this problem (Moayeri 2011).
Mathematicians not only depend heavily on IT/ICT, but are also criticle to its development. This immediately highlights the relevance of ICT to maths students, allowing them to see what can be achieved with the skills they are acquiring. Relevance is one of the key factors in engaging students, so it is worth emphasising the elegant benefit of being able to consistenty demonstrate relevance and 'teach' the subject with the same tools and exercises. (Churchill 2011).
References:
2. Moayeri, M 2010. 'Classroom uses of social network sites: Traditional Practices or New Literacies', Digital Culture and Education, 2:1, 25-43.
It is worth bearing in mind that as an academic discipine mathematics is intimately aquainted with IT, and has a corresponding connection to ICT. Maths students have been dependant on technology since the maths class room was concieved, and arguably, Australian maths students have been making extensive use of ICT since the uptake of calculators. Since that time, the technology utilised by maths teachers and students has improved, however in many maths class rooms, that technological advancement is still limited to the 'humble' calculator.
Many of the mathematical skills and tools required for every day students to function in society can now be performed using ICT. At an elementary level, arithmatic, algebra, probability, calculus etc. can all be performed using basic free web based software. Given that many maths students never learn all of these skills for themselves, it seems important that maths students are instructed in, or at least made aware of these powerful tools (ACARA).
Traditionally, maths is taught in a very particular way, with a strong focus on practice and text book work. This approach consistently fails many students, who are never able to engage with the process. The ability of ICT to facilitate collaborative and interactive learning, combined with its capacity to demonstrate mathematical concepts, suggest that it has great potential to assist in overcoming this problem (Moayeri 2011).
Mathematicians not only depend heavily on IT/ICT, but are also criticle to its development. This immediately highlights the relevance of ICT to maths students, allowing them to see what can be achieved with the skills they are acquiring. Relevance is one of the key factors in engaging students, so it is worth emphasising the elegant benefit of being able to consistenty demonstrate relevance and 'teach' the subject with the same tools and exercises. (Churchill 2011).
References:
1. ACARA. Australian Curriculum v1.2 - Mathematics, viewed 18 April 2011, http://www.australiancurriculum.edu.au/Mathematics/Rationale
2. Moayeri, M 2010. 'Classroom uses of social network sites: Traditional Practices or New Literacies', Digital Culture and Education, 2:1, 25-43.
3. MCEECDYA 2010. 'National Assessment Program -- ICT Literacy Years 6 & 10. Report. 2008, viewed 18 April 2011, http://www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdf
4. Churchill, R, 2011. 'Teaching: Making a difference', Part 2, John Wiley & Sons Australia, Ltd.
Sunday, March 20, 2011
Problem 2.0 - Difficulties, limitations and issues surrounding utilisation of Web 2.0 technologies in education, Part 5: Another thing to learn
Web 2.0 technologies have the ability to enhance student learning in many areas. However, as a number of my previous posts have eluded to, teachers and students alike must learn to use the technologies appropriately before their full potential can be realised. Certainly this is true in terms of students abilities to seek, assess and appropriately use the information and tools on offer, however before even getting to this stage, there are also some practical difficulties to consider associated with using Web 2.0.
In the previously mentioned study by Moayeri (2010), completion of the Web 2.0 based assignments was found to be an "onerous task" for teachers and students alike. In this study, and similarly in this course, the teachers had difficulty in accessing the work presented to them in any sort of efficient manner. Similarly, students in the study and in this course have had difficulty navigating the wealth of options and information presented to them through different tools. Indeed, many students in this unit seem to be struggling just to keep up with learning about the different Web 2.0 tools on offer, let alone using them to their full potential. The existence of Megan Poor's (2011) 'Web 2.0 survival guide' is itself evidence of the difficulty some students have in getting the hang of these tools. Without appropriate guidance, it is conceivable that one could spend most of their time playing with the wealth of Web 2.0 tools on offer, before ever using the technology to learn in other areas.
This really begs the question, how much is too much? Arguably, digital literacy of children is improving, and we might therefore expect their uptake of Web 2.0 technologies to be faster. However, the fact remains that a significant portion of children are not digitally literate (MCEECDYA 2010). Furthermore, in this course we are using Web 2.0 to apply skills such as critical thinking, which we have already largely developed through our previous education and experience. Our students on the other hand, will be needing to use Web 2.0 to develop other skills and knowledge (MCEECDYA 2010).
Even if all the difficulties and barriers relating to utilisation of Web 2.0 were addressed such that capable students and teachers had easy unrestricted access to the full variety of technologies and information, the fact remains that any use of technology for learning comes at a time and convenience cost. For example, Moayeri (2011, pg 36) noted that some students complained of "being unable to work on the bus". Even when access is not an issue, loading and downloading take time. The average modern student may be fast on the functional uptake of technology, but arguably any significant time spent playing with new tools is time that could be spent using old ones.
References
1. Moayeri, M 2010. 'Classroom uses of social network sites: Traditional Practices or New Literacies', Digital Culture and Education, 2:1, 25-43.
2. MCEECDYA 2010. 'National Assessment Program -- ICT Literacy Years 6 & 10. Report. 2008, viewed 21 March 2010, http://www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdf
3. Poor, M 2011. 'Web 2.0 survival guide', viewed 21 March 2010, http://web2survivalguide.wordpress.com/
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