1.1 Module 1 Introduction
THIS is what I have to do to complete my MOOC #MENTEPCourse…
My task is to complete 4 modules of work over the coming weeks. My learning diary will be an important part of this as it will provide my reflection on what I am learning each week. I also have to complete various learning activities, take part in peer feedback and be assessed by various quizzes to show that I am developing my competency along the journey. This first module is designed to get delegates thinking about how we use technology and reflect on how, as a teacher, it is currently being used. In module one I will have to upload a lesson where I have used technology and reflect upon its use.
Each module is split into sections. I aim to reflect on each of these modules and sections in my upcoming blogs.
This is the first Module…
1.2 What is TET competence?
Interesting fact is that over use of IT can have an adverse effect on teaching. It needs to used in moderation and selected for activities where it will enhance the pedagogy. To be an effective citizen in the 21st century young people need to be collaborative problem solvers. Learning needs to be based around using IT and developing a digital culture to link the learning taking place to the real world. The TET competence is how teachers use technology to develop the learning of young people.
1.3 Games-based learning for teaching foreign languages.
Cramlington Learning Village use games to enable students to work collaboratively. Instructions are provided in the foreign language so learners have to engage with the language to be able to participate. Learners feel that they find it easier to understand the words because it makes them feel that it is associated with their own interests and not removed from the real world.
1.4 Using Game maker and Flash to teach programming and creativity.
Creating games through programming. The main learning theme regarding 21st century skills is that the learners are constantly problem solving and working together.These games are put together as day long projects which allow young people to make decisions about their learning. It engages the learner as it enables resilience education by overcoming the many problems that are faced when they come up against problems.
1.5 Using a Smartboard to teach literacy and numeracy.
Using a Smartboard creates active learning as learners have the opportunity to get out of their seats and work the board for their peers. It allows them to discuss answers and responses with an immediate feedback facility included. Learners are therefore encouraged to take charge of their own learning and in some cases, and with guidance, lead the lesson. This allows the teacher to go round and give more individualised help to try and make sure ALL learners make progress. The teacher commented that learners who find academic learning difficult are more engaged.
1.6 Using Scratch to teach programming.
I have been on ‘Scratch’ training courses before and have delivered this in ICT lesson at KS3. Learners are very engaged in the concept of how elements fit together in order to create their own designs or games. It helps to prepare learners for more in-depth programming in KS4.
1.8 My Learning activity.
I share learning activities and lesson plans via my blog and this is an example of one where I have used technology to try and lead the learning. The lesson was a PSHE lesson based on British Values and can be seen via this recent blog.
I must be honest and say that my use of technology is currently in a very basic form. I tend to use the Smartboard to deliver PowerPoint which gives the added value of enabling learners to follow the lesson more easily and help introduce certain parts of the lesson in a clearer format. This comes back to the earlier point about not over using the technology. However I do want to develop ways in the future of using it more effectively to enhance the learning activities that I already use. Except for using the PowerPoint to introduce concepts there was no other additional integration of technology in this lesson.
The learner did have sufficient digital skills to use this technology and it did support learner choice and personalised learning but only in their choice of non-digital learning activities (as can be seen). The learners were enabled to be not only a consumer but also a producer by having the opportunity to guide the way the learning in the lesson went based on the choices that they were empowered to make. This is 21st century learning through collaboration. In this activity the learners did not have much opportunity to interact with technology. However I would argue that learning can be interactive, personalised and allow the learner to be a producer without the requirement to use technology all the time.
My reflection so far is that technology can enhance learning and should be used. Like anything though it should only be used in moderation and when it is really appropriate and genuinely adds value to the learning outcome and not just as an ‘add-on’ to tick a box.
Featured Image: http://www.europeanschoolnetacademy.eu My first Mozilla Badge showing that i have completed the first module of the course.