learningblog

Danny’s article on mathletics identified some web based mathematics learning software used at many Australian schools. I have worked with a class using this, and the students responded positively to it. There is an element of play in the software, where students create their own identity as a character, which they can add accessories to, if they successfully finish a section. The students were very focussed on the outcomes, and I found mathletics very useful. Year 11 and 12 students can also use it, and this provided an alternative learning experience that they enjoyed. In retrospect I can see how this approach fits in well with Resnick’s ideas.

I was reading Romeo’s article and thinking about one of the main problems of technology that Plainville High didn’t seem to suffer from. That is the variety of formats, application software, interfaces (hard and soft), compatibility issues, different operating systems to name a few. I think this is the main barrier to use of technology by time poor teachers. The education industry needs to set up some standards for its’ tools of trade. The huge potential market for education technology products worldwide would drive adoption of these standards. An integral part of this would be ease of use and inter-operability of devices and software. This would be a challenging task, but with huge benfits to the adoption of new technology in classrooms.

I like the idea of using GPL software as discussed in Nicolas’ post. This sounds like a good way to make education more cost effective. However

1.  I am unsure how compatible for instance ‘Open office’ is with ‘Microsoft office’. Due to the pervasiveness of the latter, could this cause problems in communication?

2. Do large companies already use this software? It would not be ideal for education entities to be at the ‘bleeding edge’ of new software. And is there technical support, etc?

It is important to look at all the costs/risks involved. If such software can meet this criteria then Nicolas’ suggestion looks like an ideal approach.

I found this article by Ackermann very helpful in distinguishing between Constructivism and Constructionism. The seperate ideas from Papert and Piaget of ‘dwelling in’ and ’stepping back’ are integrated into a complementary approach to learning that makes a lot of sense. In my KLA of Maths/Science, a good example is the wavicle model of Quantum physics where concrete ideas of waves and particles are used to explain something with characteristics of both. We then have to both ’step back’ and ‘dwell in’ to try to understand the deeper meaning of this model.

Sana’s post on the use of the use of technology to help students with special needs raises many ideas I had not considered before. The idea of intellectually mild students using the internet to research topics, and then exchange thoughts and ideas with others in a collaborative environment would definitely help both their learning and social needs. I am sure this article provides fertile ground for ideas to impove learning outcomes for students with special needs. 

Although I use computers, this has been principally limited to basic word, excel and googling on the internet. The gap to how today’s teenagers use digital technology is immense. As a student teacher, it is essential that I bridge this gap to be able to communicate ideas and concepts more effectively using the students communication medium of choice. Courses to teach ‘digital learning’ are now becoming a required part of a teaching degree. However with a wide range in the knowledge base of student teachers, this becomes a diffcult exercise. I think spreading as much ‘digital learning techniques as possible across the total time period of the teaching degree, helps student teachers find time to really understand and use digital technology

Comment on ‘Listen to the Natives’ by Marc Prensky (http://www.ascd.org/authors/ed_lead/el200512_prensky.html)

This article suggests the idea of the present generation being digital natives, and older generations digital immigrants. This concept is useful in considering differences in learning, but we should be careful not to stretch it too far. Some previous generations are digitally competent, but they use these technologies differently to the ‘digital’ generation.

The d generation uses instant messaging when they are on their computer ‘doing homework’ to meet both parents and their own wishes at the same time. Whereas older workers can use internet and mobile,texting, but the fluency of their (and my) digital language is at a much lower level compared to the d generation. So you could say digital natives and digital immigrants are divided by a common language. Teachers need to make an effort to become more proficient at their students’ language.

The question What sort of adults will the children of the digital era become? (http://www.abc.net.au/tv/differenceofopinion/episodes/episode_11.htm) This got me thinking about similar questions asked of previous generations. The pre-home computer generation have a lot of trouble using computers. As computers came down in price, they became ubiquitous at home and work. The generation that grew up with the PC, knows how to use it for word, excel and email. The latest generation grew up with texting, instant messaging (or instant communicating by text and pictures, music). I think the main difference is their expectation of what can done using computers and the internet (and their ability to do it).

I found Lee Raine’s article (http://coe.sdsu.edu/eet/articles/digitalnatives/index.htm) thought provoking, for example regarding how different he finds the millenium generation to their parents in their use of technology. I (along with other members of my generation) find these tools useful, but we did not grow up with them. For many of us the internet is the first port of call, but the millenennium generation use these tools far more extensively and widely. I think this is the major difference which has an effect on how they think. As they grow up with convenient communication devices, it is easy to see how a new tribalism is formed. This together with multi-tasking is chewing up any time students have for self reflection.

My name is Don. I am interested in the use of digital technology in improving learning outcomes for students in secondary school.

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