I’ve started reading about Web 2.0, and the first thing that stuck me was that I know the words but I still don’t understand what I read because I don’t know their meaning used in the computer or ITK context. So, before reading on, I will have to look up what these words and letter combinations mean.
But there are a lot. Do I need to know all of them? How much of the technical background do I need to understand or at least to have an idea, to be able to use the applications and services (or were they servers?)…
Well, for a beginner it takes more time and work to read, understand and reflect on the issues we are meeting in the texts and weekly questions.
All the red in the thermometer was unnerving at first, but I decided to do things at my own pace and learn all I need to learn before trying to apply it. Something I would like to do soon.
Anta att du är lärare i en liten by i Botswana. Ni har inte tillgång till datorer och Intenet men du och alla elever har tillgång till mobiler.
Hur kan du använda mobilen som pedagogiskt verktyg?
Sounds like a very simple question; easy to answer. Yet, once you start thinking, you realize it is not. It generates more questions:
What age group are we talking about? I suppose, being a small village, it’s an elementary school.
What is the curriculum?
What subject are we talking about?
What kind of mobiles do they have? (I have one that doesn’t even take pictures.)
The first thing I would think the mobile phone could be used for is to ensure attendance. Pupils or their parents could SMS the teacher if they were absent.
Teacher or friends could SMS the assignments, especially if the child is absent for several days.
If they have a phone that takes pictures, I could use it in Biology or other Natural Science subjects.
Another question: would we use a language with correct grammar and spelling or the SMS short forms. The latter would promote the acceptance of this new “dialect” or language. I don’t really know what linguists think about this.
Hello, I'm back. I travelled to Budepest with some members of my reading-club last week. We had an overambitious program (I am "guilty" for making it so) but I think it was worth it. In spite of the 35-40C heat we could enjoy both recreational and cultural activities. We even joined the anti-war Hiroshima anniversary. It made me think of several issues I hope I can share with you soon.
Every week we get some interesting news-items. I just read the headlines. I usually read the headlines in newspapers, too. I don’t trust journalists because even the good ones present mostly one side of the story, are biased, and most aren't even serious, just attempt to sell a morbid, scandalous or strange aspect of the “truth”.
That was my reaction to swine influenza. It is probably coming; but I also believe those who say that it’s a great business opportunity for medical companies.
What I thought very interesting, and has a direct link to what we are studying is a headline on Yahoo! about kids that make so much money with games that they can have even enough for their college founds. Now, that, I found interesting enough to go back and read it sometime later today. Although the questions it raises have to do more with psychology: how will this affect his/her attitude towards learning? Or sociology: identity and life values in general.
(And a thought in parenthesis: if I don't manage to read today's story; will I miss out on something? Probably. But how important is that? The older I get the more I realise how much I am missing of the world- news. When I was younger, because of my work I needed to know what was happening in the world. Today I sadly realize that it doesn't matter that much if I do know or if I don't .)
How do we relate to the dangerous and/or illegal activities (young) people publish on the Internet.
What can teachers do?
Is it being discussed in the classroom and/or with individual students?
Most of the time these activities take place without the teachers’ knowledge outside the classroom and the school. Often, even only a few of the friends know. In these cases it’s not discussed.
When the activity involves the use of a school computer or a school web-site, there are different measures according to the gravity of the posting. It can involve the student(s), teacher and head-teacher, the class or affected students, the principal, parents and the police.
Students use the school’s web-site PIMPONG to communicate and discuss issues that are mostly school- and subject related, and they are really eager waiting for some teachers to participate. In one case that I know of, teachers did not participate mainly because of lack of time. The present work load does not permit any additional activity that is not strictly related to teaching.
On the other hand, for example, if an issue comes up in class because it worries the students, or they have been discussing it in another class and are too involved in the discussion to be able to concentrate on the current lesson, it is taken up to the extent of the teacher’s knowledge about the issue, or his/her willingness to allow to take time from his/her subject.
The questions I ask myself is: When and how is source analysis introduced in the curriculum?
When and how are references analyzed and how is this tool practiced?
When and how are these types of ethic, moral and civic bahaviour topics dealt with?
We tend to think that our students know a lot about computers. They do, of course; but are not necessarily very good at using the tools that would help them with school work.
If a teacher has digital competence and uses the computers in school-work there are more possibilities to discuss these types of questions as well.
A follow up question: Do teachers talk about The Pirate Bay?
Yes, in Civics (Samhällkunskap), and where it follows naturally from the subject.
No, if it is not related to the given subject (e.g. languages –basic levels).
Technical development is so fast that it is hard to follow even for those who have good basic knowledge. For mostly self-taught teachers like myself it looks like a ball-game where following the ball is the only thing one can do because the rules of the game are a code we haven’t learnt.
I always keep an open mind (and eyes and ears) to technical development and pick up as much as possible to use in my work. I applied to this course hoping to learn in an organized way the possibilities lying in the use of Internet; both for my work as a teacher, but more importantly, as a teaching-material writer.
The first week of this course made me realize that most of my difficulties are related to this new language. I feel like I know the melody but I don’t know the rhythm. I understand the words but not in the meaning they are used in the “IKT” context.
I also realized that I am interested in the subject, and approach it from the practice point of view. Every question makes me think of my experiences in the two specific Swedish secondary schools (gymnasiet) I have been working in for the past 10 years. Although this might be a limitation, the fact that the first school was considered at the time Sweden’s most modern school complex, and the second school is a quite traditional one, give me the possibility to reflect on the questions we are asked, from the practice of two quite extreme examples.
I find it very interesting to read about other schools’ experiences, as well as visit different sites. What I’d like to work with, and find out answers for are the practical aspects, e.g.:
How much time is used by a teacher in preparing for the first time these lessons/courses?
How do students with different learning skills profit from this method?
How the result of an Internet based work is evaluated? As in group- and individual work?
How do I keep up with all the new gadgets that students use, and that could be used to an advantage in the classroom?
Do all students have the newest gadgets?
What happens to those few who don’t even like to use Word or e-mail?
I have tried out some of the methods myself and found some answers. I would like to use many more possibilities, thus my questions. I’m sure I’ll get answers to most of my questions from the materials in this course. I look forward to it.
I'm Ilona. This is my firt practice with blogging. So far I find it a little cumbersome, but no worries; I'm a slow starter. And I find learning new things exciting.
Hope to hear from you soon.
