JL at the stage of application

This is just for my further self-check teacher development, as I’ve talked about my personal experience in previous post.

Q1: What is my level of interest (or perhaps fear) about the use of ICTs in teaching?

I am feeling not so confident in using ICTs in teaching. But I am pretty sure I am not fear of using ICTs during implementation. I am not confident because I am worry about parents’ perspectives upon my integration of ICTs to their children’s learning. Parents’ thinking maybe different as perhaps they might think that the children have enough exploration of ICTs at home, so the children at school should be keep away from use of ICTs and focus more in paper work. Once during experience with use of ICTs, most of the children will lose control because they feel ‘yeah’ to access the ICTs tools. The children will be very focus and easy to control once educational program is played via the TV. Therefore, parents might feel that children’s learning do not occur during integration of ICTs.

Q2: What do I need to know in order to be able to “completely and confidently” use ICTs with my students?

I think I need to know more depth about knowledge and application of ICTs and construct a positive two-way-communication with the parents in order to  be able to carry out learning experiences that integrated with ICTs. By clarifying my purpose of integration of ICTs into learning experience, stating out the learning outcome of a specific activity, I hope that parents will be able to appreciate the use of ICTs in the children’s learning. By the way, I should have developed a healthy PLN to keep my level of knowledge up-to-date in using ICTs for early childhood education.

Q3: What would your teaching and the learning experiences you create for your learners look like if ICTs were “critical to the support of the learning environment and the opportunity”?

Seeing ICT as teaching and learning materials rather than communication tool, because it really supports children’s learning especially in literacy skill. I would like to give each child a chance of recording peers performance using camera during HPE class. The children take turn to access the camera. The main aim of using camera is to refine the children’s observation skill while accessing the camera. Observation skill is important in HPE class because it enable children to learn effectively when they do self-check from investigating and interpreting observation of peer’s performance. Therefore, they can improve their physical performance.

If you are interested in teacher development’s stage by Trinidad, et al., (2006), check out more information here.

 

Reference

Trinidad, S., Newhouse, P., & Clarkson, B. (2006). A Framework for Leading School Change in using ICT: Measuring Change. Retrieved March 10, 2013, from http://www.aare.edu.au/05pap/tri05123.pdf

 

I’ve just done a mind map!

Bow-wow-wow~~~ Tadaaaaa!

I have just done a mind map!

Can you read my ‘mind’?

Does it look nice and clear enough?

Just put a smiley face for me if you like my mind map.

I like my work. 🙂

Descriptions of my mind map: 

Topic of my mind map is ‘Why do I integrate ICTs into early childhood curriculum?’ There are two reasons where I have put them in the purple boxes. While the branches under purple boxes are the example of activities I provided to elaborate my personal reason of integration of ICTs into the curriculum.

Using text2mindmap to mind-mapping is not that hard compared to others, for me. Therefore, I would like to recommence you to use this if you want to create your mind map. It is as simple as for beginner user, like me. 😀

Thinking back to my primary and secondary school days, I used to create my DIY note using mind map concept in my notebook. Concept maps enable me to critically evaluate and investigate my own understanding and help me to think as a whole completed. Things are connected based on difference kinds of relationships. By reviewing the mind maps, I can memories the content easily. I’ve tried to use pictures to do a concept map. Yet, I found that it could only apply effectively to simple topic like ‘animals’, ‘food’, ‘family members’, the ‘use of water’. Rather words, using pictures to describe a mind map like ‘pros and cons of using Facebook’ is not applicable as those simple topics.

Here is my idea to introduce children about concept map. Topic of the mind map should be familiar to the children. For example, animal.

Teacher assigns the children into groups and then categorizes them by ‘zoo animal’, ‘farm animal’ and ‘insect’. Make sure everybody in charge to online search and find a suitable image, download and print it out, bring to the class next day. (For example, Justin is member of farm animal and he is supposed to bring an image of pig for his group after group discussion and teacher’s approval.) Then, each of them will be able to contribute their work to the small group; and the small group will be able to contribute to the whole class which could show the relationships between their works. Finally they will be able to present a floor collage with the concept of mind map under teacher’s assistance. A snap of the floor collage will be taken as a learning result.

What do you think about my idea?

 

 (Thinking Aloud, n.d.)

 

Reference

Thinking aloud [Image]. (n.d.). Retrieved March 12, 2013, from http://www2.warwick.ac.uk/fac/arts/history/atoz/thinkingaloud/thinking_aloud.jpg 

Teaching in 21st century

Technology is not perfect for individual used. As one of my EDC3100 course-mate, Chee Hoi has shared about discussion in her class regarding individual’s consideration of integrating technology into curriculum. However, undeniably, it is powerful and useful. According to the teacher development’s stage by Trinidad, et al., (2006), I found that I am now sit on the stage of application where defined as has used ICT as instrument while teaching children.

Sometimes, not for fun, I use my Samsung Galaxy Young to record while my 3 years old children are carrying out their activity in classroom. After that, I play back and share the video in a small group. They enjoy the process of being recorded and then watch through the screen. At the end I often praise every child and highlight each their good behaviour/ performance. The following is part of my recording.

3-year-old Angel is practicing her threading skill.

Why I do so, it is because recorder in mobile phone as teaching tool to record the children’s learning process. During video play back time, the children watch their progress while teacher can do reinforcement such as encouragement and rewards, based on the individual performance. I found that using recorder as teaching tool also can be assessment tool. This is to document their progress of learning. However, the video I have recorded is shaky. Perhaps I should have more practice on my recording skill.

For me, integration of ICT into younger children’s learning as teaching tool for documentation is appropriate. For children aged 5 onwards, they are possible to engage in the curriculum that has integrated with ICT by using mouse as controller to refine their eye-hand coordination. Hence, I think appropriate integration of ICT into young children’s learning as their learning tool leads whole child development.

Lastly, I think I should move forward to the stage of integration which means know how to regularly apply ICTs into young children’s learning competently and confidently (Trinidad, et al., 2006)I’m learning to teach in 21st century. Good luck to me! 

 

Reference 

Trinidad, S., Newhouse, P., & Clarkson, B. (2006). A Framework for Leading School Change in using ICT: Measuring Change. Retrieved March 10, 2013, from http://www.aare.edu.au/05pap/tri05123.pdf