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 The sense of community has been replaced by an undercurrent of discontent with notable divisions between parents of the old community and the ‘new arrivals’.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/
Problem 2.0 - Difficulties, limitations and issues surrounding utilisation of Web 2.0 technologies in education, Part 4; Changing the educational paradigm
So far I've drawn attention to a few barriers that must be overcome before Web 2.0 technologies can be used extensively in class rooms. However, realising the many benefits such technologies can afford requires more than teachers and students making functional use of them.
For example, in this unit, a number of students are drafting their journal in word documents before copying them into their blog. They are using the technology, but they are not immersing themselves in the educational experience that blogging can provide. Furthermore, drafting in word first can lead to formatting problems and other difficulties in submitting the assessment. This highlights the issue that for students and teachers to greatly benefit from using Web 2.0, they must engage with the technology, and not simply see it as a different way to learn traditionally. A study titled Classroom Uses of Social Network Sites: Traditional Practices or New Literacies? (Moayeri 2010) made similar observations, noting that some students saw no difference between their Web 2.0 assignments and regular assignments. Moayeri (2010) also noted that "teachers were still using the technology in a way that allowed them to maintain their authoritative position".
Inability to adopt appropriate pedagogies for utilising technologies has the potential to inhibit the educational paradigm shift that could otherwise result (Hodas 1993). Arguably, in the case of Web 2.0 technologies, this eliminates some of the key benefits of their use. As with the previously mentioned issue of 'digital literacy', it seems some groundwork on pedagogies and learning with Web 2.0 technologies is required with students and teachers in order for much of the potential for their use in education to be unleashed.
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. Hodas, S 1993. 'Technology refusal and the organizational culture of schools', Educational Policy Analysis Archives, 1(10).
For example, in this unit, a number of students are drafting their journal in word documents before copying them into their blog. They are using the technology, but they are not immersing themselves in the educational experience that blogging can provide. Furthermore, drafting in word first can lead to formatting problems and other difficulties in submitting the assessment. This highlights the issue that for students and teachers to greatly benefit from using Web 2.0, they must engage with the technology, and not simply see it as a different way to learn traditionally. A study titled Classroom Uses of Social Network Sites: Traditional Practices or New Literacies? (Moayeri 2010) made similar observations, noting that some students saw no difference between their Web 2.0 assignments and regular assignments. Moayeri (2010) also noted that "teachers were still using the technology in a way that allowed them to maintain their authoritative position".
Inability to adopt appropriate pedagogies for utilising technologies has the potential to inhibit the educational paradigm shift that could otherwise result (Hodas 1993). Arguably, in the case of Web 2.0 technologies, this eliminates some of the key benefits of their use. As with the previously mentioned issue of 'digital literacy', it seems some groundwork on pedagogies and learning with Web 2.0 technologies is required with students and teachers in order for much of the potential for their use in education to be unleashed.
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. Hodas, S 1993. 'Technology refusal and the organizational culture of schools', Educational Policy Analysis Archives, 1(10).
Problem 2.0 - Difficulties, limitations and issues surrounding utilisation of Web 2.0 technologies in education, Part 3: Cyber-safety and Accountability
The digital divide and digital literacy are key issues relating to use of all ICT in education. However, use of Web 2.0 technologies relies specifically on relatively unrestricted access to the internet and other forms of digital network, which raises another difficulty with its utilisation. Schools have a duty of care to their students, and as such internet access in schools must be restricted to prevent access to illegal and inappropriate content. In the current educational environment in Australia, some popular Web 2.0 sites are also blocked. This is generally to mitigate perceived risk relating to cyber-safety. These risks are as a general rule, poorly understood by society at large, which further amplifies perceived risks to schools in increasing access to internet tools and content (SICTAS 2009).
There are of course many perfectly safe and powerful Web 2.0 tools (we've looked at a number in this unit), assuming that the administrator has appropriate awareness of the dangers and security and privacy options on offer. However, inflexibility of school site blocking systems may still result in access restriction to these tools, as well as educationally relevant content from blocked sites (SICTAS 2009). If these barriers are not overcome to some extent across all schools, some students could be disadvantaged, which would only further the previously mentioned 'digital divide'. Regardless, accountability to students, parents, governments and society at large means that extensive use of Web 2.0 in education would require schools and education departments to continually balance unleashing its full potential with concerns relating to cyber-safety (SICTAS 2009).
References
1. SICTAS 2009. 'Web 2.0 site blocking in schools', strategic ICT advisory service,
There are of course many perfectly safe and powerful Web 2.0 tools (we've looked at a number in this unit), assuming that the administrator has appropriate awareness of the dangers and security and privacy options on offer. However, inflexibility of school site blocking systems may still result in access restriction to these tools, as well as educationally relevant content from blocked sites (SICTAS 2009). If these barriers are not overcome to some extent across all schools, some students could be disadvantaged, which would only further the previously mentioned 'digital divide'. Regardless, accountability to students, parents, governments and society at large means that extensive use of Web 2.0 in education would require schools and education departments to continually balance unleashing its full potential with concerns relating to cyber-safety (SICTAS 2009).
References
1. SICTAS 2009. 'Web 2.0 site blocking in schools', strategic ICT advisory service,
Problem 2.0 - Difficulties, limitations and issues surrounding utilisation of Web 2.0 technologies in education, Part 2: Digital Literacy
In my last post I mentioned 'digital literacy', an issue closely associated to the digital divide. However, it is undoubtedly a major issue relating to use of Web 2.0 technologies in education in its own right. Similar to the digital divide, digital literacy is broad in scope, encompassing functional skills, as well as a broad range of other skills for effective use of ICT, including 'critical literacy' and 'network literacy'. Significant use of Web 2.0 in the class room requires both teachers and students to be 'digitally literate'. In particular, teachers (and certainly a number of pre-service teachers in the grad dip ed) may feel that their functional and network digital skills relating to ICT are inadequate (SICTAS 2009). Equally important, and interestingly, many students have major holes in their digital literacy, particularly relating to their ability to appropriately uncover and assess information (MCEECDYA 2010).
On one hand, use of Web 2.0 in education provides an opportunity for teachers and students to improve their digital literacy while reaping many of the other educational benefits they afford. However, poor student digital literacy highlights a need for appropriate and competent guidance if such technologies are to be utilised in learning, and lack of teacher confidence in use of the technology has the potential to form a barrier in providing such guidance (SICTAS 2009). Therefore, generic digital literacy is something that must be addressed, particularly on part of teachers, before Web 2.0 can be effectively utilised in education.
References
1. SICTAS 2009. 'Web 2.0 site blocking in schools', Report.
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. Atwell 2007. 'Web 2.0 and the changing ways we are using computers for learning: What are the implications for pedagogy and curriculum?', Article.
On one hand, use of Web 2.0 in education provides an opportunity for teachers and students to improve their digital literacy while reaping many of the other educational benefits they afford. However, poor student digital literacy highlights a need for appropriate and competent guidance if such technologies are to be utilised in learning, and lack of teacher confidence in use of the technology has the potential to form a barrier in providing such guidance (SICTAS 2009). Therefore, generic digital literacy is something that must be addressed, particularly on part of teachers, before Web 2.0 can be effectively utilised in education.
References
1. SICTAS 2009. 'Web 2.0 site blocking in schools', Report.
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. Atwell 2007. 'Web 2.0 and the changing ways we are using computers for learning: What are the implications for pedagogy and curriculum?', Article.
Problem 2.0 - Difficulties, limitations and issues surrounding utilisation of Web2.0 technologies in Education, Part 1: The Digital Divide
There seems to be a wealth of information relating to the possible benefits of utilising Web2.0 technologies in education (SICTAS 2009). On the other side of this, as my research question suggests, the negative issues and concerns surrounding use of these technologies are also of interest to me, and will be the focus for this research journal. These issues will no doubt also be of interest to other pre-service teachers, teachers and policy makers, who to a large extent, will determine the extent to which Web2.0 is utilised in classrooms of the future.
The 'digital divide' is a key difficulty relating to use of all ICT in education. It is broader in scope than Web 2.0, and presents multiple research topics on its own. However, it essentially refers to the inequality resulting from parts of the community having limited 'access' to ICT technologies. This 'access' can be over simplified to account only for access to computers. However, it should be recognised that unequal opportunity arises from limited access to a range of different hardware, as well as connectedness to information and telecommunications networks, and proficiency in all of the above. This proficiency is very broad in scope, and must encompass a range of other 'non-technological' skills and competencies such as literacy and numeracy (Selwyn & Facer 2007).
The proficiency aspect of the digital divide seems to be of particular relevance to use of Web 2.0 technologies in education, as such technologies require ICT competency extending beyond the scope of basic 'digital literacy'. There may be many benefits to use of Web 2.0 in education, but who would we be benefiting most in its use? or more importantly, who would we be disadvantaging?
References
1. Selwyn, N & Facer, K 2007, 'Beyond the digital divide', futurelab, http://archive.futurelab.org.uk/.
2. SICTAS 2009. 'Web 2.0 site blocking in schools', Report.
2. SICTAS 2009. 'Web 2.0 site blocking in schools', Report.
Tuesday, March 8, 2011
STS Module D (3-10 March)
This week's lecture on pedagogy drew together concepts that have been examined in previous weeks and other units, and for me, partially closed a void between the constructivist pedagogies that have been put forward and my memories and impressions of the practices implemented by my teachers. Until now, the concept of constructivism seemed completely removed from my school experience, because the authority and specific direction with which we were taught seemingly contradicted the concept of students constructing their own learning and knowledge. However, the introduction of authentic pedagogy and productive pedagogy has allowed me to reflect on the practices of my teachers, and realise that despite the generally authoritative nature of the teaching, I was often taught in ways consistent with constructivist concepts. Certainly, when I reflect on the most valuable things I learned at school, my understanding is tied to my own and often unique experiences within the class room, something that would not have been possible without the teacher providing an appropriate environment.
I feel this reflection is strongly connected to the provocations I identified last week. What kind of teacher do I want to be? What will students want and need from me? and should we teach students or subjects?
I feel this reflection is strongly connected to the provocations I identified last week. What kind of teacher do I want to be? What will students want and need from me? and should we teach students or subjects?
Thursday, March 3, 2011
Something to work towards...
The phone beeps, message received. A short but simple message from someone I haven't heard from in a while.
"Hey Michael, still keen on XPD? I have an offer to buy a team entry". Momentary excitement leads to a quick response, "YES!". I'd been dreaming about entering this a few months earlier, but a serious knee injury, relationship difficulties and a general lack of direction in life had led to me watching the entry cut off date fly past.
A few more messages back and forth, and then he calls. Three significant things are mentioned: 110% commitment required, $2000.00 entry fee, and a decision is required there and then, cos he'd be buying the entry that evening. There's a brief moment of serious indecision, but then something comes over me and I think, "what the hell, yes!".
So, two days later, I find myself very suddenly committed to what must surely be one of the most demanding sporting events in the world, XPD, which this year will also be combined with the adventure race world championship.
Most of you will be unfamiliar with the race, so I'll sum it up by saying that it will be a week and a half of non-stop trekking, mountain biking and kayaking, most likely with some other exciting adventure activities thrown into the mix. When I say non-stop, I mean NON-STOP. The top teams will barely sleep and cover the course in around 4-5 days. The course is 700km long, which doesn't sound like much until you see it drawn on a map of Tasmania, on which it covers most of the state. Tasmania's hardly renowned for being flat either.
Most teams will be just aiming to finish within the 10 day cut off, as will ours. I'm not sure it's possible to stay awake that long, so we'll definitely be sleeping at least a little bit at some point, but it's definitely not going to be easy.
http://www.xpd.com.au/
"Hey Michael, still keen on XPD? I have an offer to buy a team entry". Momentary excitement leads to a quick response, "YES!". I'd been dreaming about entering this a few months earlier, but a serious knee injury, relationship difficulties and a general lack of direction in life had led to me watching the entry cut off date fly past.
A few more messages back and forth, and then he calls. Three significant things are mentioned: 110% commitment required, $2000.00 entry fee, and a decision is required there and then, cos he'd be buying the entry that evening. There's a brief moment of serious indecision, but then something comes over me and I think, "what the hell, yes!".
So, two days later, I find myself very suddenly committed to what must surely be one of the most demanding sporting events in the world, XPD, which this year will also be combined with the adventure race world championship.
Most of you will be unfamiliar with the race, so I'll sum it up by saying that it will be a week and a half of non-stop trekking, mountain biking and kayaking, most likely with some other exciting adventure activities thrown into the mix. When I say non-stop, I mean NON-STOP. The top teams will barely sleep and cover the course in around 4-5 days. The course is 700km long, which doesn't sound like much until you see it drawn on a map of Tasmania, on which it covers most of the state. Tasmania's hardly renowned for being flat either.
Most teams will be just aiming to finish within the 10 day cut off, as will ours. I'm not sure it's possible to stay awake that long, so we'll definitely be sleeping at least a little bit at some point, but it's definitely not going to be easy.
http://www.xpd.com.au/
The Climate Change Debate
"You always hear climate change theorists talking about all these consequences that seem incomprehensible. That's why I continue to be a climate change sceptic. They say we could be looking at several metres sea level rise. Well, show me one metre and I might start to be convinced." - a senior employee in a company specialising in large scale project and risk management.
With the recent government announcement to "put a price on carbon", the climate change debate has been thrown back into the limelight. However, it seems that the opposition, its followers and a number of climate change sceptics have immediately shifted the debate to a nonsensical political one, by labelling it a "carbon tax". Whatever you want to call it, it seems a good opportunity for me to put forward some long held opinions about this whole climate change thing, and maybe try to shift the debate back to something more relevant to intelligent Australians.
So, I'll start by putting forward what seems to be the common question. Do you believe in climate change? Before you answer though, I'd like you to consider this. I don't care what you believe, and neither, in my opinion, should anyone hoping for any sort of sensible and research supported action or non-action on the issue. After all, we're not talking about religion here, it's not about belief. We're also not talking about pure mathematics, so there's little scope for a sensible definitive 'yes or no' debate either. The fact that (again in my opinion) many of the central figures in the debate treat it as a 'with us or against us scenario', and that many of the people they're trying to persuade continually demonstrate little understanding of the scientific method, evidence and peer review process pushes the issue out of the realms of academic debate all together. Therefore, rather than try to put forward evidence for why I 'believe in global warming', I will put forward a rational case for why we might want to consider taking action regardless of what truly is.
I'll begin by putting forward some more questions. When will someone next break into your house? and when will a fire next sweep through your neighbourhood? You've probably answered, "I don't know", a very sensible answer unless you're God, or at least some sort of prophet. In view of that fact, consider this. If you own your own home, you probably spend upwards of $1000/year on home and contents insurance (http://www.insurancecompared.com.au/explained/in-the-home/home-ins.php). The insurance council of Australia reports that approximately 5.8 million Australians have house and contents insurance. So, collectively we spend upward of $5.8 billion a year on home and contents insurance (If someone wants to go to the trouble of finding the real figures, that would be great!). A brief look at our ever reliable media implies that a significant portion of victims of the recent Queensland flood were uninsured for their losses, many of whom thought they would be (http://www.abc.net.au/news/stories/2011/01/15/3113439.htm, http://www.heraldsun.com.au/news/special-reports/no-insurance-no-payout/story-fn7kabp3-1225987475477). This suggests that not only do Australians spend a lot on insurance, but many do so without comprehensive background research or consideration of the risks. Why are we happy to throw money at insurance companies without a complete understanding, without guarantee that our expenditure will work, and without any guarantee that an incident will occur in the first place? It seems to me that we do so because there's a risk, and even if we can't be sure of stopping it, we want to do something to mitigate that risk. We don't know our house will burn down, but we don't know that it won't either.
Now let's examine the common arguments against climate change action:
Argument 1 - We don't know the extent to which climate change is caused by humans, or (for the serious sceptics) whether it's influenced by us at all.
Argument 2 - Action is expensive, we can't afford it, and we don't know if it will be effective anyway.
Assuming you believe both these arguments to be valid, ask yourself this? Can you say for sure that humans are not causing climate change? and can you say for sure that any of the proposed forms of climate change action will be ineffective? If so, unveil your evidence, and you will soon be rich and famous. If not, maybe ask yourself why you pay so much house and contents insurance to protect against something which you don't know will occur, and may not protect you even if it does occur.
If you think I'm not comparing apples with apples, you're right. A fire, or serial burglar might rob you of your house and all your possessions, or possibly even your entire town or community. Weigh this up against theorised consequences of global warming which include global famine, increased incidents of extreme weather events, economic devastation and much much more (IPCC Fourth Assessment Report: Climate Change 2007). If you don't 'believe' in these things, just remember, I don't care, and in my opinion neither should you if you're sensible. There seems to be a lot of evidence out there suggesting that these are likely consequences, and maybe you're not convinced, but at the very least you have to acknowledge a risk. Anyone who's familiar with AS/NZS 4360:2004, the Australian standard for risk management will be able to tell you that mitigating action should consider both the likelihood and the consequences. Maybe, if you're a climate change sceptic, it doesn't seem likely, but consequences don't get any more severe.
Ironically, I'm one of the minority without contents insurance.
With the recent government announcement to "put a price on carbon", the climate change debate has been thrown back into the limelight. However, it seems that the opposition, its followers and a number of climate change sceptics have immediately shifted the debate to a nonsensical political one, by labelling it a "carbon tax". Whatever you want to call it, it seems a good opportunity for me to put forward some long held opinions about this whole climate change thing, and maybe try to shift the debate back to something more relevant to intelligent Australians.
So, I'll start by putting forward what seems to be the common question. Do you believe in climate change? Before you answer though, I'd like you to consider this. I don't care what you believe, and neither, in my opinion, should anyone hoping for any sort of sensible and research supported action or non-action on the issue. After all, we're not talking about religion here, it's not about belief. We're also not talking about pure mathematics, so there's little scope for a sensible definitive 'yes or no' debate either. The fact that (again in my opinion) many of the central figures in the debate treat it as a 'with us or against us scenario', and that many of the people they're trying to persuade continually demonstrate little understanding of the scientific method, evidence and peer review process pushes the issue out of the realms of academic debate all together. Therefore, rather than try to put forward evidence for why I 'believe in global warming', I will put forward a rational case for why we might want to consider taking action regardless of what truly is.
I'll begin by putting forward some more questions. When will someone next break into your house? and when will a fire next sweep through your neighbourhood? You've probably answered, "I don't know", a very sensible answer unless you're God, or at least some sort of prophet. In view of that fact, consider this. If you own your own home, you probably spend upwards of $1000/year on home and contents insurance (http://www.insurancecompared.com.au/explained/in-the-home/home-ins.php). The insurance council of Australia reports that approximately 5.8 million Australians have house and contents insurance. So, collectively we spend upward of $5.8 billion a year on home and contents insurance (If someone wants to go to the trouble of finding the real figures, that would be great!). A brief look at our ever reliable media implies that a significant portion of victims of the recent Queensland flood were uninsured for their losses, many of whom thought they would be (http://www.abc.net.au/news/stories/2011/01/15/3113439.htm, http://www.heraldsun.com.au/news/special-reports/no-insurance-no-payout/story-fn7kabp3-1225987475477). This suggests that not only do Australians spend a lot on insurance, but many do so without comprehensive background research or consideration of the risks. Why are we happy to throw money at insurance companies without a complete understanding, without guarantee that our expenditure will work, and without any guarantee that an incident will occur in the first place? It seems to me that we do so because there's a risk, and even if we can't be sure of stopping it, we want to do something to mitigate that risk. We don't know our house will burn down, but we don't know that it won't either.
Now let's examine the common arguments against climate change action:
Argument 1 - We don't know the extent to which climate change is caused by humans, or (for the serious sceptics) whether it's influenced by us at all.
Argument 2 - Action is expensive, we can't afford it, and we don't know if it will be effective anyway.
Assuming you believe both these arguments to be valid, ask yourself this? Can you say for sure that humans are not causing climate change? and can you say for sure that any of the proposed forms of climate change action will be ineffective? If so, unveil your evidence, and you will soon be rich and famous. If not, maybe ask yourself why you pay so much house and contents insurance to protect against something which you don't know will occur, and may not protect you even if it does occur.
If you think I'm not comparing apples with apples, you're right. A fire, or serial burglar might rob you of your house and all your possessions, or possibly even your entire town or community. Weigh this up against theorised consequences of global warming which include global famine, increased incidents of extreme weather events, economic devastation and much much more (IPCC Fourth Assessment Report: Climate Change 2007). If you don't 'believe' in these things, just remember, I don't care, and in my opinion neither should you if you're sensible. There seems to be a lot of evidence out there suggesting that these are likely consequences, and maybe you're not convinced, but at the very least you have to acknowledge a risk. Anyone who's familiar with AS/NZS 4360:2004, the Australian standard for risk management will be able to tell you that mitigating action should consider both the likelihood and the consequences. Maybe, if you're a climate change sceptic, it doesn't seem likely, but consequences don't get any more severe.
Ironically, I'm one of the minority without contents insurance.
Tuesday, March 1, 2011
STS Module C (24 Feb - 3 March)
Reflections
I'm becoming increasingly aware of how much my background and values will influence my teaching. This week we were encouraged to think about what should be passed on to students, and it was only upon thinking about it, that I realised how tempting it seems to try and make my students just like me. However, my students aren't me, they have different backgrounds, skills, interests, and values. Reading for my other units has suggested that consideration of who they are and what is of interest and relevance to them will keep them more engaged, and is more likely to help them become life long learners. I feel this is something to keep in mind continually through this course and my teaching career. It also relates to some of our course provocations, in particular, what kind of teacher do I want to be? What will students want and need from me? and should we teach students or subjects?
I'm becoming increasingly aware of how much my background and values will influence my teaching. This week we were encouraged to think about what should be passed on to students, and it was only upon thinking about it, that I realised how tempting it seems to try and make my students just like me. However, my students aren't me, they have different backgrounds, skills, interests, and values. Reading for my other units has suggested that consideration of who they are and what is of interest and relevance to them will keep them more engaged, and is more likely to help them become life long learners. I feel this is something to keep in mind continually through this course and my teaching career. It also relates to some of our course provocations, in particular, what kind of teacher do I want to be? What will students want and need from me? and should we teach students or subjects?
Monday, February 21, 2011
Education Foundations Module A
Stan (1)
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.
Response
The key point in this scenario seems to be that the school has gone downhill. Therefore, I have attempted to ascertain how the school might have 'gone downhill', and give possible explanations as to why.
'Going downhill' implies the school is worsening in performance, presumably in fulfilling its educational purpose. There are many views to the purpose of education, including passing on culture and values, preparing students to function in society, value to the economy, allowing people to live enriched and fulfilled lives, teaching students to be life long learners etc. (Kaplan and Owings, 2011). I will assume that 'going downhill' means worsening performance relating to all these purposes.
Stan's community seems representative of many outer western suburbs in Sydney and other eastern capitals around Australia. What was once a semi-rural community, close to the big city, has become an outer suburb, with immigrants who want to move to the city and the opportunity it provides, buying in the more affordable outer areas.
Mention is made of division between the old community and 'new arrivals/new Australians', implying a difference in cultural backgrounds and values. The observation that the parents are working longer hours sheds some light on the values of the immigrants. There could be multiple reasons for this, such as a poor family wanting to make a new start, or cultural and socio-economic background valuing a particular type of success. Without further details in the scenario, their specifics are unknown, however it is certain that there would be differences in the values of the 'new Australians' and those typically fostered in the Australian education system throughout its history.
This gives us our first hint at why the school may be 'going down hill'. Australia's education system and educational values have been very heavily influenced by British and western cultures, the values of which differ greatly to many of the cultures now immigrating to Australia. (Sherington and Campbell, 2007). It is also worth noting that Australia's educational roots had heavy Christian influence, while our likely 'new Australians' could have values influenced by a number other religions.
Misaligned culture and values of students with those of the education system can affect student outcomes. The prime example in Australia is the continual failure of the education system to meet the needs of aboriginal students (Vick 1992). In this scenario it seems particularly relevant that the parents have become less involved with the school. Parental involvement in education is known to be particularly valuable in student outcomes (Desforges and Abouchaar, 2003, http://education.gov.uk/publications/standard/publicationDetail/Page1/RR433).
The scenario mentions in a number of ways in which the changes in community have impacted the school. Growth is mentioned, with a suggestion that the school's resources are being stretched, as demonstrated by the need to have demountables on the old oval. While not necessarily a major influence on the school performance, educational resources and technology, and all that they encompass play a significant role in teaching and its outcomes. This includes, but is not limited to potentially affecting teaching methods and classroom management approaches (Churchill, 2011).
The scenario also mentions that a fence has been put around the school. Why is the fence needed? One possibility is an increase in truanting. Students leaving the school suggests discontent or disinterest on their part. There could be many reasons for this, however discontent and disinterest implies that the school is disconnected from the needs of the students, and in this case it seems likely that it is related to a social and cultural divide (Zyngier, 2006). This point has shed some light for me on one of the nine provocations, "what will students want and need from me?". What they want and need will vary greatly, and be strongly influenced by many aspects of their community, their background and their values.
Teaching, and all that it encompasses including curriculum and classroom management can easily be bogged down in 'normalised practice' (Churchill, 2011). It is possible that in view of the changes in the community described in the scenario, and the history of Australian education in general, that the values, teaching practices and curriculum of the school have become less appropriate for the needs of its students in the past 20 years.
Monday, February 14, 2011
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