Graduating Teacher Standard 4d:
demonstrate proficiency in oral and written language (Māori and/or English), in numeracy and in ICT relevant to their professional role.
This post is adapted from my EDCURSEC 664 assignment, in which I had to reflect and review an article.
Karen Melhuish’s article “2.0 be or not 2.0 be: how English teachers are embracing the world wide web” (2008) is an article that is relevant to me as a student this year, and as a teacher in 2014. The article outlines how teachers either are, or need to be up to date with Internet technologies in order to enhance and improve their teaching practice.
I have outlined some ways I can use the Internet and ICT in my classroom:
Blogging: Blogging is a tool that I already use as a teacher (obviously), but I can do more with blogging in my classroom. I can incorporate blogging into learning though the use of individual student blogs. On blogs, I can ask students to write short articles or observations, or to complete their homework on the blog. This would allow me to provide feedback via the comments that students can see instantly, it also means that I can check up on progress as they go. A class blog in which students can incorporate and share ideas, would also be a great way to encourage community in and out of the classroom.
Image sharing sites: Sites like pinterest and flickr lend so much creativity to the classroom. I can ask students to create an album or a board in the form of a visual essay that is in response to a text. Students would be able to create an album/pinterest board that has examples of camera angles, shots, techniques etc. and explain how these can be used in close reading. This way, if students are unsure what to look for in a close reading of a visual text, they can simply refer to the image sharing website. The creation of their own resources also gives students a sense of agency over their own work enabling them to understand it better and have a feeling of ownership.
Podcasting and YouTube: An excellent tool in teaching. As a teacher, podcasts and YouTube are also helpful for teaching “big ideas”, or teach something in a way that is different to merely reading or listening to the teacher. There are so many podcasts and YouTube clips out there that it would be simple for me to compile a list that students can listen to/watch if they are unsure about an idea or a topic when they are at home (the list of podcasts could be listed on the class blog).
Tagging: A good tool for researching. Students will be able to go onto blogging websites and search for certain tags in order to find out information and various opinions on a certain topic. In the class or individual blogs, students will be able to tag their own posts allowing other people to search and find their blog posts providing “students with audiences much larger and much more authentic than at present” (Melhuish. 2008)
Bochner, S., Duchesne, S., Krause, K., & McMaugh, A. (2013). Educational psychology for learning and teaching South Melbourne: Cengage.
Melhuish, Karen. (2008). 2.0 be or not 2.0 be: how English teachers are embracing the world wide web. English in Aotearoa, April, 23-30.