Explain
everything is a fantastic application that could be incorporated into a range
of lesson. If used correctly it allows students to create comprehensive notes,
utilising visual images, text and also allows learners to record sessions. This
type of application can promote learning amongst a range of learners including: auditory, visual or kinaesthetic/ tactile learners. (Armitage, 2007)
Magic Kingdom
Friday, 22 November 2013
My experiance of micro soft and other technologies so far
Ok,
although I am far from an IT expert. I
do believe that since starting this course my ITC skills have rapidly developed.
For example prior to this course I never really gave ITC a great deal of thought and I
was ever so slightly distress with the
thought of having to create this blog.
However……. I’m
now utilizing ITC in a totally different way. Before I use Microsoft to just
complete assignments and did my references by copying each one directly from books or web sauces. Now I use
the program within word to create my references
for me. This has saved me so much time….. I have passed this on to my students
also.
Thanks to the ITC education I have received I have been able to enhance my teaching practice as I’m able to use Smart board technology to engage students. This has also helped me overcome some of my issues associated with spelling and grammar.
Academic blog post 3
This blog post intends to address the notion that within modern day society particularly within the first world, technology has had a huge impact on how we learn new information. Furthermore incorporated within this academic blog post shall be a brief overview into some of the area that technology has impacted upon learning within an educational setting; including, how research by both students and educators is conducted, which shall include addressing Online self-study and the utilisation of online tools. To summarise this post shall also provide a brief analysis with regards to the question “Has technology changed the way we learn".
In terms of research, it is evident that the internet and android technology have given rise to a wide range of applications and electronic learning devices which have greatly altered the way in which students are carrying out the vast majority of their self-directed research (Harasim, 2012). This has arguably been very useful for that vast majority of students who are utilising these resources in order to conduct their research as it provides them with a wealth of knowledge and information that is readily available online. Furthermore, has also been a fantastic resource for teachers also as they are able to supply learners with relevant websites and online resources that are ideal to obtain information and effective tools in order to research specific subject matters. The Internet also provides teachers with the opportunity to further their knowledge of the subject and to be up to date with current trends and research within the profession. Thus, promoting continued professional development (Sutherland, R., John, P. and Robertson, S. (2007). Furthermore, with the use of online liberty’s individuals pursuing an academic discipline are now able to gain access to primary literature with relative ease.
A further notion in reference to the way in which the technology has altered the way in which individuals learn is that now a number of academic institutions are implementing technological advances, such as the internet and web based tools within their education setting. To the point where an individual could complete an entire course without ever stepping foot inside a classroom. Therefore, It appears that this has actually altered the way which some individuals choose to studying an academic discipline as a wide range of courses are now available with relative ease gain as a result of applied technological advance within the field of educating. This form of self-study has enabled people to take classes at their own pace and convenience, which is of particular use to students in full time employment and students with a disability.
The Internet has also made it easy to get study materials such as textbooks, software and other tools needed for learning with ease (Harasim, 2012). This point can be illustrated by highlighting that websites such as Blackboard.com are utilised by a number of educational institution and have` been used to produce a number of internet notice boards that students can exchange ideas over, check their grades and gather information about their assessments. This has arguably improved communication between the institution and the students which is essential. As communication is an essential part of education, therefore, to use technology in such a way has improved and changed the way in which educators and students communicate. One such area of changes to the medium of communication is that a vast majority of teacher/ student communication is done via electronic mail, which has opened up a rapid/ open channel of communication between teachers and students (Mc Cormick etal (1993)
After reflecting upon the literature in accordance to how technology has changed the way in which we learn could be concluded, that the advances in technology have given rise to an online / technological revolution which in turn. This has altered to way we live and learn just as much if not more than the industrial revolution did. Therefore, upon drawing upon this conclusion it could be argued that the Internet is here to stay and it will affect how we learn and how we continue to learn so it could be proposed that ITC is now an essential part of the educational system within a post-industrious, technological society.
References
Bastock j. a. (2013). Teaching 14-19 A handbook. Mc Grawhill international.
Harasim, L. (2012) Learning Theory and Online Technologies New York/London: Routledge.
Mc Cormick, R, Murphy, P and Harrison, M (1993)Teaching and Learning technology, Open University press, Cornwall
Sutherland, R., John, P. and Robertson, S. (2007) Improving Learning with ICT.
London: Routledge
Academic blog post 2
It could be proposed
that there are a number of barriers to the effective use of technology in education.
For the propose of this blog these barriers shall be categorised into three sections,
which include ; barriers at an individual level, with educators (teachers, not being
up to date with the most current ITC equipment) and issues within the education
system( funding to implement and train teachers to use up to date technology
within their teaching practice). This blog shall analysis the assumption that combined
these factors place limitations on how ITC is utilised within education.
At an individual level, there are a number of barriers that prevent the individual from being fully engaged within an educational system that utilises computer technology ( Mc Cormick, Murphy, and Harrison, 1993). To illustrate this point, please consider the following example; if an individual is IT illiterate it is extremely difficult for them to engage in activities that require the use of computer technology. This may include keeping up to date with the course due. Due to the fact t that within many institutions, the majority of hand-out are only available on a blackboard/moddle programme which has been specifically designed for their institution and course. Furthermore, lack of ITC ability can also impact on handing in assignments correctly and on time as most establishments require the student to utilise Turnitin to submit work. Finally, it could be proposed that limited computer literacy places a great deal of added stress upon the individual in terms of research as they are limited in their research as they can only use books to conduct research. Although, books are truly a fantastic resource it could be suggested that in order to gain access to the most up to date information. In regards to the majority of disciplines are done so with ease online as it enables individuals to retrieve and utilised primary evidence within their academic research. (Sutherland, John, and Robertson, 2007).
A prominent argument that has continually surfaced within the literature concerning ICT and education is the notion that ICT detracts from teaching (Sutherland, John, and Robertson, 2007). Suggesting that the ITC itself is a barrier to learning. In accordance to this argument, it could be suggested that one possible explanation as to why issues may arise within the educational system. Is the result of the wide range of ICT skills teachers are required to utilise to conduct their lessons in accordance with the national standards in reference ICT. Moreover, according to Jager and Lokman (1999) a key problem experienced as a result of the implementation of ICT in education is the lack of ITC ability of many educators. Therefore, it is logical to propose that in some incidents, an educator attempting to operate complicated equipment may divert from the learning objectives as a result. Therefore, it seems logical that ITC plays such an important role not only within teacher’s training but also as part of teachers continued professional development. In order to address the question, in regards to barriers against ICT within education. It could be proposed that if the educators are not up to date and fully engaged with ITC then this could pose as a barrier for students and their development of technology within education.
At an economic level, it is apparent that the cost implication of installing up to date ICT equipment that is fit for purpose is of great detriment to the budgets of many local authority educational establishments. Although, it is evident that the cost implication of the installation and upkeep of expensive ITC equipment make obtaining them partially difficult, especially during a time where the education sector is being continually squeezed and drained of resources. Nevertheless, It could be suggested that it is crucial that these investments are made in order to ensure that the United Kingdome are producing individuals who are able to compete at a global level which in the long term is good economics. (Jager and Lokman, 1999)
In conclusion, it could be argued that although there are a number of barriers that affect the effective use of technology within the education system. Further to this that it is of paramount importance that they are addressed. As it could be proposed, that lack of sufficient funding for ITC equipment for an educational establishment is a barrier that will have a lasting impact upon the next generation and their job prospects within a global economy.
References
Mc Cormick, R, Murphy, P and Harrison, M (1993)Teaching and Learning technology, Open University press, Cornwall
Jager, A and Lokman, A (1999) Impact of ICT in education: The role of a teacher and teaches training.Stoas Reseach, Weigeningen, The Netherlands. - Presented to the European conference on educational research, Lahti, Finland.
Sutherland, R., John, P. and Robertson, S. (2007) Improving Learning with ICT. London: Routledge.
At an individual level, there are a number of barriers that prevent the individual from being fully engaged within an educational system that utilises computer technology ( Mc Cormick, Murphy, and Harrison, 1993). To illustrate this point, please consider the following example; if an individual is IT illiterate it is extremely difficult for them to engage in activities that require the use of computer technology. This may include keeping up to date with the course due. Due to the fact t that within many institutions, the majority of hand-out are only available on a blackboard/moddle programme which has been specifically designed for their institution and course. Furthermore, lack of ITC ability can also impact on handing in assignments correctly and on time as most establishments require the student to utilise Turnitin to submit work. Finally, it could be proposed that limited computer literacy places a great deal of added stress upon the individual in terms of research as they are limited in their research as they can only use books to conduct research. Although, books are truly a fantastic resource it could be suggested that in order to gain access to the most up to date information. In regards to the majority of disciplines are done so with ease online as it enables individuals to retrieve and utilised primary evidence within their academic research. (Sutherland, John, and Robertson, 2007).
A prominent argument that has continually surfaced within the literature concerning ICT and education is the notion that ICT detracts from teaching (Sutherland, John, and Robertson, 2007). Suggesting that the ITC itself is a barrier to learning. In accordance to this argument, it could be suggested that one possible explanation as to why issues may arise within the educational system. Is the result of the wide range of ICT skills teachers are required to utilise to conduct their lessons in accordance with the national standards in reference ICT. Moreover, according to Jager and Lokman (1999) a key problem experienced as a result of the implementation of ICT in education is the lack of ITC ability of many educators. Therefore, it is logical to propose that in some incidents, an educator attempting to operate complicated equipment may divert from the learning objectives as a result. Therefore, it seems logical that ITC plays such an important role not only within teacher’s training but also as part of teachers continued professional development. In order to address the question, in regards to barriers against ICT within education. It could be proposed that if the educators are not up to date and fully engaged with ITC then this could pose as a barrier for students and their development of technology within education.
At an economic level, it is apparent that the cost implication of installing up to date ICT equipment that is fit for purpose is of great detriment to the budgets of many local authority educational establishments. Although, it is evident that the cost implication of the installation and upkeep of expensive ITC equipment make obtaining them partially difficult, especially during a time where the education sector is being continually squeezed and drained of resources. Nevertheless, It could be suggested that it is crucial that these investments are made in order to ensure that the United Kingdome are producing individuals who are able to compete at a global level which in the long term is good economics. (Jager and Lokman, 1999)
In conclusion, it could be argued that although there are a number of barriers that affect the effective use of technology within the education system. Further to this that it is of paramount importance that they are addressed. As it could be proposed, that lack of sufficient funding for ITC equipment for an educational establishment is a barrier that will have a lasting impact upon the next generation and their job prospects within a global economy.
References
Mc Cormick, R, Murphy, P and Harrison, M (1993)Teaching and Learning technology, Open University press, Cornwall
Jager, A and Lokman, A (1999) Impact of ICT in education: The role of a teacher and teaches training.Stoas Reseach, Weigeningen, The Netherlands. - Presented to the European conference on educational research, Lahti, Finland.
Sutherland, R., John, P. and Robertson, S. (2007) Improving Learning with ICT. London: Routledge.
Academic blog post 1
As a result of ever evolving
technological advances, teaching and learning has been greatly impacted in regards
to the way in which information is transmitted. One of the greatest impacts
within recent years has been the use of Mobile technology within teaching and learning.
In order to gain a comprehension of the value of the utilisation of mobile devices
within the education system. This post shall provide an overview of some of the
literature and evidence in relation to the notion that mobile technology has altered
the way in which we learn.
Within modern day society, mobile technologies are a large part of the lives of most students and teachers, which has given rise to the utilization of mobile technology within the teaching profession. In regards to technologies and ICT, ‘mobile’ refers to portable and personal. (Naismith, Lonsdale, & Vavoula 2004) There is an ever growing body of research that indicates that the use of mobile technology within the post compulsory sector could create an educational revolution. As evidence indicates that there are many areas of learning that are greatly aided with the use of mobile learning, hence why there are a number of paradigms that address learning that this can be applied too . Therefore, for the propose of this blog the use of model technology shall be analysed in accordance to various learning perspectives and ideologies.
In accordance with a behaviourist paradigm learning is best facilitated through the reinforcement of an association between a stimulus and a response (Bastock, 2013). In terms of technology computer- based learning is the presentation of a problem (stimulus) followed by input on the part of the learner to discover the solution (response). According to this model feedback from the system acts as a reinforcer which according to the behaviorist approach is necessary for learning to take place. (Naismith, Lonsdale, & Vavoula 2004)
From a constructivist perspective, activities which involve the learners actively constructing new ideas and/or concepts based upon their current knowledge which is essential to the learning process. In order to acquire knowledge in accordance with the constructivist model of learning, learners are encouraged to be active constructors of knowledge(Bastock, 2013), with the utilization of mobile technology, which is now, immersing learners in a realistic context whilst offering access to support tools in order to promote and encourage learning .(Naismith, Lonsdale, & Vavoula, 2004) In accordance to this notion, it could be argued that mobile technology is very beneficial to promoting learning in accordance with a constructivist model of education.
From a Situated learning model of learning as first proposed by Lave and Wenger (1991) who argued that learning cannot be viewed as simply the transmission of knowledge from person to person, but rather as a social process in which knowledge is co-constructed. In accordance to this notion, it could be inferred that learning is situated within a specific context and within a particular social and physical environment (Lave et al, 1991). It could be inferred according to this theory that learning can be enhanced by Mobil technology, particularly concerning context-aware applications due to the fact that they are available in different contexts. Therefore, it can draw on those contexts in order to enhance the learning objective (Naismith, Lonsdale, & Vavoula, 2004). The utilisation of this can be observed within the museum and gallery sector as it could be argued that they have been on the forefront of context-aware mobile computing by providing a great deal of in depth information about exhibits, this can be viewed at Swansea water front museum.
Within modern day society, mobile technologies are a large part of the lives of most students and teachers, which has given rise to the utilization of mobile technology within the teaching profession. In regards to technologies and ICT, ‘mobile’ refers to portable and personal. (Naismith, Lonsdale, & Vavoula 2004) There is an ever growing body of research that indicates that the use of mobile technology within the post compulsory sector could create an educational revolution. As evidence indicates that there are many areas of learning that are greatly aided with the use of mobile learning, hence why there are a number of paradigms that address learning that this can be applied too . Therefore, for the propose of this blog the use of model technology shall be analysed in accordance to various learning perspectives and ideologies.
In accordance with a behaviourist paradigm learning is best facilitated through the reinforcement of an association between a stimulus and a response (Bastock, 2013). In terms of technology computer- based learning is the presentation of a problem (stimulus) followed by input on the part of the learner to discover the solution (response). According to this model feedback from the system acts as a reinforcer which according to the behaviorist approach is necessary for learning to take place. (Naismith, Lonsdale, & Vavoula 2004)
From a constructivist perspective, activities which involve the learners actively constructing new ideas and/or concepts based upon their current knowledge which is essential to the learning process. In order to acquire knowledge in accordance with the constructivist model of learning, learners are encouraged to be active constructors of knowledge(Bastock, 2013), with the utilization of mobile technology, which is now, immersing learners in a realistic context whilst offering access to support tools in order to promote and encourage learning .(Naismith, Lonsdale, & Vavoula, 2004) In accordance to this notion, it could be argued that mobile technology is very beneficial to promoting learning in accordance with a constructivist model of education.
From a Situated learning model of learning as first proposed by Lave and Wenger (1991) who argued that learning cannot be viewed as simply the transmission of knowledge from person to person, but rather as a social process in which knowledge is co-constructed. In accordance to this notion, it could be inferred that learning is situated within a specific context and within a particular social and physical environment (Lave et al, 1991). It could be inferred according to this theory that learning can be enhanced by Mobil technology, particularly concerning context-aware applications due to the fact that they are available in different contexts. Therefore, it can draw on those contexts in order to enhance the learning objective (Naismith, Lonsdale, & Vavoula, 2004). The utilisation of this can be observed within the museum and gallery sector as it could be argued that they have been on the forefront of context-aware mobile computing by providing a great deal of in depth information about exhibits, this can be viewed at Swansea water front museum.
It seems evident that
within the educational landscape Mobil technology is of great value
particularly concerning learning and teaching support. Activities that assist with the
coordination of learners as well as for learning resources have proven
most beneficial to educator as it enables organising and arguably frees up
educators time. As most educators are aware the process of education relies on
a great deal of coordination of learners and resources. Most mobile
devices can now be used by teachers for taking the attendance register,
reviewing student marks, general access of the institutions’ central data base, and the effective management of their schedules.
Within the higher education setting, mobile devices can provide course
material, due dates for assignments and information about timetables. (Naismith et al 2004)
After much deliberation it could be concluded that it is
evident that mobile technology is of great value within the educational sector.
Furthermore, it could be argued that in a world with ever evolving
technological advancement the use ITC within our day to day education is
essential for the development of the education system within the 21 century and
for those involved with the education system as it provides them with the still
and ICT abilities to compete in a competitive global arena.
Bastock, j. a. (2013). Teaching
14-19 A handbook. Mc Grawhill international.
Lave, J. a. (1991). Situated
Learning. Legitimate peripheral participation. Cambridge: University of
Cambridge Press.
Naismith, L., Lonsdale, P., &
Vavoula NAD Sharples, M. (2004). Literature Review in Mobile Technologies
and Learning . Retrieved October 30, 2013, fromFutureLab: http://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf
Thursday, 21 November 2013
Wednesday, 20 November 2013
Reflection / Week One
My first week of teaching at Gower College seems to be going rather well. I have started to team teach and actually delivered a session on Reflexes. However, I have noted that I’m struggling with my timing of the lessons. This week has given me more confidence towards in my delivery and teaching strategies. I have also grow far more confident in utilizing ICT whilst teaching as I have began to incorporate a wide range of itc resources within my teaching practice including links, videos and even a ted talk
Monday, 11 November 2013
Micro teach Two
On the 1st November 2013 I had delivered my second micro-teach session to my peer group. Whilst preparing the session I was a little apprehensive about this micro teach as we were not allowed to deliver any of our lesson via PowerPoint. I was initially very concerned about this as PowerPoint is my preferred method of delivery. However, upon reflecting upon my first micro teach I noted that the main criticism was my over reliance on the PowerPoint presentation. So after a deal of deliberation I decided that removing the PowerPoint could potentially improve my teaching skills.
Therefore, I decided to incorporate the video of Jane Elliott’s a class divided experiment which would then lead on to a class debate about the subject matter. Due to technical issues within the University I was unable to deliver the session as I intended. Therefore, because of the issues, I had to adapt my session on the spot without the resources I had intended to utilise. In order, to get around this issue whilst ensuring that the learning objectives were met I relied the information by delivering a didactic lecture which was followed by a class discussion.
After reflecting upon this experience, I have realised that as technology can be very unreliable you should always have a backup plan. In fact the term not putting all your eggs in one basket springs to mind
After reflecting upon this experience, I have realised that as technology can be very unreliable you should always have a backup plan. In fact the term not putting all your eggs in one basket springs to mind
Tuesday, 5 November 2013
Tuesday, 15 October 2013
Day Five
Today I only had one lesson to observe which was a level three lesson on discrimination. During the course of the lesson the teachers showed students a very powerful video of an experiment conducted by Jane Elliot on her third grade class.
Please see video below:
Please see video below:
Day Four
The morning began with administration tasks, during the course of this my mentor Gee provided me with a list of the various subjects I shall be taking, which are as follows;
I have also been given a wide range of resources and literature in order to prepare these lessons and been informed that I shall be taking students on a trip to St Fagans
check this out
11.00-1.30
Observed a psychology lesson that was to being delivered to access to social welfare students . During this lesson the learners were required to complete part of their on going assessment which was for Learners to deliver 15 minute PowerPoint presentations in groups of three. However, only one group of pupils had carried out the required work.
2.00-3.00
In the afternoon I was afforded the opportunity to go on a placement visit with my mentor. The visit was at a local sure start center. I found this a very interesting as it was good to see how the skills and knowledge that the learners had learnt from a class room setting were applied to working within a child care environment.
- Psychology (level two and level 3 Child care students)
- Safeguarding (level two and level 3 Child care students)
- Communications (level one, two and three childcare)
- Nutrition (Level three, child care students)
- Abnormal Psychology (Access to social welfare )
I have also been given a wide range of resources and literature in order to prepare these lessons and been informed that I shall be taking students on a trip to St Fagans
check this out
11.00-1.30
Observed a psychology lesson that was to being delivered to access to social welfare students . During this lesson the learners were required to complete part of their on going assessment which was for Learners to deliver 15 minute PowerPoint presentations in groups of three. However, only one group of pupils had carried out the required work.
2.00-3.00
In the afternoon I was afforded the opportunity to go on a placement visit with my mentor. The visit was at a local sure start center. I found this a very interesting as it was good to see how the skills and knowledge that the learners had learnt from a class room setting were applied to working within a child care environment.
Day Three
Day Three
Lesson Cancelled
I was suppose to sit in with the medical officer who would deliver a lesson about sexual health. However this lesson was unfortunately cancelled due to unforeseen circumstances
Due to this my mentor took me though full induction and ensured that the human resource department provided me with a staff Identity card and fob to open doors. I was also given my own email account.:)
1.30-300
Safeguarding
I observed a lesson about safeguarding for level two students (both in terms of child protection and protection of vulnerable adults) .The learning objectives were for students to gain an understanding of what safeguarding is and way it is so important in a health and social care setting. Students were also to be able to identify five different types of abuse. The information was presented to the class via a PowerPoint presentation . This learning was reinforced and also assessed by the posters that the students designed. Students were required to research the subject matter via a search engine and compose a poster in relation to the subject.
Lesson Cancelled
I was suppose to sit in with the medical officer who would deliver a lesson about sexual health. However this lesson was unfortunately cancelled due to unforeseen circumstances
Due to this my mentor took me though full induction and ensured that the human resource department provided me with a staff Identity card and fob to open doors. I was also given my own email account.:)
1.30-300
Safeguarding
I observed a lesson about safeguarding for level two students (both in terms of child protection and protection of vulnerable adults) .The learning objectives were for students to gain an understanding of what safeguarding is and way it is so important in a health and social care setting. Students were also to be able to identify five different types of abuse. The information was presented to the class via a PowerPoint presentation . This learning was reinforced and also assessed by the posters that the students designed. Students were required to research the subject matter via a search engine and compose a poster in relation to the subject.
Day two
9.00-10.30
This morning began by me observing a level three lesson on Nutrition. The learning objectives of the lesson were to develop an understanding of nutrition for children and to demonstrate an understanding of what a healthy diet for a three year old child looks like. The assessment criteria was for the learners to develop an informative leaflet which was to incorporate a healthy menu for a three year old child.
In terms of ITC the students were given access to a pc in order to research information to incorporate within their leaflets. I noted that all of the students research engine of choose was Google. Students were instructed of which reliable web souses they could access in order to ensure that the information they were retrieving in relation to dietary nutrition for three year olds were accurate and ethical
BREAK
11.00-12.30
Today’s second session that I observed was a level 1 lesson on communications. The learning objectives of this session was to gain an understanding of communication and to outline the different types of communication.
The ITC technology that was utilised to relay this information was firstly a smart board with was utilised to relay information via a power point presentation and secondly the learners were given access to computers in order to research relevant information . The learning objectives were assessed by getting the learners to create a display about communication. (Please note, that this form of assessment also reinforces the learning
This was the first time within a lesson in which there was a behavioral issues. Whereby, a learner become rude and challenged the teachers choice to use a power points presentation. The teacher dissolved this situation very quickly by informing the learner that this would be how the lesson would go ahead. This issue propped myself to consider how I would deal with a challenging student. Furthermore, upon reflecting upon this event made, I questioned if the situation (ie the learner board and not engaged with the PowerPoint presentation) could have been avoided . I concluded that perhaps as there were a number of students within the room with behavioural issues the teacher could perhaps utilise a more interactive systems to relay this information. Therefore, I decided that I would create an interactive PowerPoint with perhaps a game to engage these students
LUNCH
1.30-200
Administration
2.00-3.00
Individual Tutorials
This morning began by me observing a level three lesson on Nutrition. The learning objectives of the lesson were to develop an understanding of nutrition for children and to demonstrate an understanding of what a healthy diet for a three year old child looks like. The assessment criteria was for the learners to develop an informative leaflet which was to incorporate a healthy menu for a three year old child.
In terms of ITC the students were given access to a pc in order to research information to incorporate within their leaflets. I noted that all of the students research engine of choose was Google. Students were instructed of which reliable web souses they could access in order to ensure that the information they were retrieving in relation to dietary nutrition for three year olds were accurate and ethical
BREAK
11.00-12.30
Today’s second session that I observed was a level 1 lesson on communications. The learning objectives of this session was to gain an understanding of communication and to outline the different types of communication.
The ITC technology that was utilised to relay this information was firstly a smart board with was utilised to relay information via a power point presentation and secondly the learners were given access to computers in order to research relevant information . The learning objectives were assessed by getting the learners to create a display about communication. (Please note, that this form of assessment also reinforces the learning
This was the first time within a lesson in which there was a behavioral issues. Whereby, a learner become rude and challenged the teachers choice to use a power points presentation. The teacher dissolved this situation very quickly by informing the learner that this would be how the lesson would go ahead. This issue propped myself to consider how I would deal with a challenging student. Furthermore, upon reflecting upon this event made, I questioned if the situation (ie the learner board and not engaged with the PowerPoint presentation) could have been avoided . I concluded that perhaps as there were a number of students within the room with behavioural issues the teacher could perhaps utilise a more interactive systems to relay this information. Therefore, I decided that I would create an interactive PowerPoint with perhaps a game to engage these students
LUNCH
1.30-200
Administration
2.00-3.00
Individual Tutorials
I was fortunate enough to be allowed to sit in and observe these individuals tutorials. During the course of the tutorials a number of issues were disclosed ranging from problems at home to struggling with the work that was set.
Day one
9.00
I arrived at Gower college feeling very nervous and anticipating what lay ahead of me. However, shortly after arriving at my mentor's office I felt very much as ease. During the morning for the most part I was introduced to college staff and shown around the campus. 11-12.30 I observed my first wellbeing tutorial which was intended to inform students about the impacts of bullying. The facilitator played a video in order for the message to truly hit home.
Please see video;
Lunch
12.30-1.30
1.30-300
I was observing the second half of a double session. During this session level one student were decorating a board about healthy eating for children .
I arrived at Gower college feeling very nervous and anticipating what lay ahead of me. However, shortly after arriving at my mentor's office I felt very much as ease. During the morning for the most part I was introduced to college staff and shown around the campus. 11-12.30 I observed my first wellbeing tutorial which was intended to inform students about the impacts of bullying. The facilitator played a video in order for the message to truly hit home.
Please see video;
Lunch
12.30-1.30
1.30-300
I was observing the second half of a double session. During this session level one student were decorating a board about healthy eating for children .
Placement
I am currently placed within the Human service department at Gower college where I shall be teaching Psychology and Safeguarding to child care and social welfare student students Link to Gower College .
Tuesday, 8 October 2013
Micro teach
On the 3rd October our PCET group participated in our first thirty minute Micro teach session. During the course of the day each student had to deliver a thirty minute session on our subject. I found this very interesting as it enabled the group to gain a brief understanding in one and others subjects. As one of my areas of interest is Criminology and I have a passion for penal reform I decided that an appropriate session for me to take was a session in relation to Women in Prison within the United Kingdom.
Upon reflecting on the micro teach it is apparent that to date the PCET course has enabled me to develop additional skills in order to carry out a successful teaching session. However, it is evident that there are areas that need improvement such as my over reliance on the SMART board as I had a tendency to read directly from it on occasion. Furthermore, it was brought to my attention that I need to be aware of my positioning as there were times throughout my presentation were I was obstructing students view.
In relation to my use of ITC during this session, it has become apparent to me that before organising an activity that places a lot of reliance on Smart board technology. I should ensure that all required equipment is complete and in full working order before the start of my session. As I intended to make my micro teach interactive by encouraging students participate in interactive activities on the SMART board. However, as a result of missing equipment (SMART board pens) I was unable to run this activity . Therefore, I had to improvise and use pen and paper to deliver the activities.
Wednesday, 18 September 2013
Reflecting apon ITC
Upon reflection over the past
three days of the ITC module I am surprised and extremely pleased with the
amount of ITC knowledge that I have gained. The main skills I have developed in
my ICT lessons have been to develop my own personal blog and to evaluate valid
web based sources for use in academic research. Although, I have found the task
of creating and developing this blog rather challenging, I have found the experience
very rewarding as it is apparent that the ability to develop a blog could be a
very useful tool that would enable me to develop as a teacher within the PCET
setting.
As a group we have evaluated the
use of social networking as a teaching tool within the PCET setting. Thus, concluding that social
networking site such as facebook and twitter have many strengths as a teaching
tool, which may include utilising forums and inserting links to various valid sources
associated with the learning activity. However, it was noted that as a teaching
aid such tools should be used with discretion and there should be a clear divide
between personal and professional social networking accounts.
Interesting Information .
Having a fascination in
Criminological research and having studied it as part of my joint honours
degree. It was apparent that one of the first
blogs that I should follow should be the criminology blog, on blog.co.uk. This blog includes a wide range of contents
which would make appropriate reading for anyone with an interest in Criminology.
The contents include; Up to date academic research, a wide range of statistics
and contemporary criminological theory.
The page is visually pleasing,
easy to navigate and presents information in a clear and concise format. The blog contained a number of gadgets that enable the easy navigation of the site. Furthermore, this blog contains extensive
links to related pages. Upon under
taking a brief tour of the page it is apparent that the blog shall provide me
with many interesting reading points to deliberate upon during the course of my academic studies.
Please follow link below to navigate to this blog…
http://criminology.blog.co.uk/
Please follow link below to navigate to this blog…
http://criminology.blog.co.uk/
Tuesday, 17 September 2013
A little bit about me.
I have set up this blog as it is a requirement of the ITCE module of the
PCET course I am currently undertaking. It is my intention to utilise
blogger to create a reflective journal via the media of blogging.
Here is a little bit about my background and my aspirations of the PCET course. In terms of education, I graduated from Swansea University in 2009 with a joint honours degree in Psychology and Criminology. Since graduating, I have been employed with a third sector organisation.
After four years in employment with the organisation I decided that it was time for a career change. Hence, my enrollment on a PCET course at Swansea Metropolitan University. This course commenced on the 10.09.13. So far, I am very much enjoying the course and I am looking forward to gaining a wide range of new skills and developing upon exciting skills, in order to enable me to become a well rounded teacher.
Here is a little bit about my background and my aspirations of the PCET course. In terms of education, I graduated from Swansea University in 2009 with a joint honours degree in Psychology and Criminology. Since graduating, I have been employed with a third sector organisation.
After four years in employment with the organisation I decided that it was time for a career change. Hence, my enrollment on a PCET course at Swansea Metropolitan University. This course commenced on the 10.09.13. So far, I am very much enjoying the course and I am looking forward to gaining a wide range of new skills and developing upon exciting skills, in order to enable me to become a well rounded teacher.
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