1)    How is the Teaching for Understanding framework similar to your current teaching approach, and how is it different?

I personally believe the Teaching for Understanding framework is very similar to my own personal teaching approach. This is because upon deciding on a topic to which I am going to have my children explore I do look at how I can integrate and draw on their own personal experiences and knowledge in order to provide an authentic learning experience to which is meaningful to the children. It is in selecting a topic that I also look at what will engage me as a teacher as this is very important in my opinion as if the teacher is not interested in what is being taught and thus learnt then one will not engage the children into their teaching and thus the children will not learn or rather their learning will be only limited. When teaching various teaching and learning to my children within my classroom I always make sure that I provide them with clear learning outcomes of the particular lesson as this helps them understand the focus of the lesson and thus what they should know and understand at the end of the lesson. It is in doing this that the children do feel a sense of ownership as they can assess their own learning against the learning outcome. This is done by myself also going through the assessment criteria to which not only I as the teacher will use to identify whether or not the children have understood their learning but also the children themselves can use this as a way of assessing their own learning. When assessing my children within the classroom I do try to employ a variety of assessments in terms of first identifying through diagnostic assessment what they know already. This I usually do through discussion rather than a set test as children are less unaware you are testing them. Throughout my teaching and thus the children’s learning I employ formative assessment (ongoing assessment) as I find this the most beneficial for not only me as teacher but the children themselves. This is because, I can use this assessment to identify what the children understand which in turn can enable me to identify whether or not I need to slow my teaching down to enable the students more opportunity to achieve the desired outcome or in fact that I may be addressing teaching that they already know thus not extending their thinking which ultimately means I need to change my teaching. Also the students themselves can use this form of assessment to guide their own learning which in turn can promote more meaningful learning to occur. Summative assessment I do use at the end of teaching the unit to identify solely what the children have retained over the duration of the teaching and learning. Thus, what information comes from this I use as revisiting points throughout ongoing teaching and learning. Throughout my teaching I do encourage children to work together within a collaborative environment as I believe children learn more through sharing their ideas and knowledge whilst interacting with others.

2)    What are your thoughts about how this framework might help you to plan to make use of educational technologies to support your students’ learning?

I feel I employ a variety of this framework’s features into my teaching approach already with many of these features in my opinion being that of common sense to effective teaching. However, when reflecting on how I could better use this framework to make use of educational technologies I do see that unless one has an understanding of how the educational technology can be used effectively within one’s teaching and learning environment then using this framework will not be sufficient enough. Thus, when having my own classroom I will first ensure that I have an understanding of what the educational technology is and how it can be used effectively and then using this information and knowledge I will then employ the educational technology into my teaching and learning where I think is acceptable and where I think it will aid children in reaching a deeper understanding whilst also continuing to employ the features of this framework. I would however employ the educational technology within the performances of understanding part of this framework in which children can use the educational technology to gain deeper understandings and to demonstrate their learning using media to which will be different to how children normally show what they have learnt through that of a test.

Firstly, i felt my group presented a stimulating presentation which sparked discussion. But like i have said before i do not have expectations for this paper but rather am taking my learning lesson by lesson.

What concerns do i have?

I am just concerned that i havent gained a deeper understanding as to how the theories discussed relate to technology (digital) use within our classrooms.

What have i achieved?

 I have achieved a basic understanding of the theories discussed and how these relate to technology (digital) use within our classrooms.

What could have been improved?

More sound and justified examples of technology (digital) use within our classrooms that hightlights the theories discussed.

What have i learnt?

I have learnt that the theories discussed will underpin our discussions of the various use of technology (digital) use within our classrooms based on how these theorists feel about how children best learn.

What issues do i wish to address tommorrow?

 I would just like to clarify various examples of how technology (digital) is used within our classrooms that highlights the various theories discussed.

In terms of providing the students with more opportunities with integrating technology with other learning and teaching I feel that the computers could be used more so for learning than just other than researching on the internet and or typing up work using Microsoft Word. For example, I believe computers could be incorporated more into such subjects as reading and mathematics on a daily and regular basis through incorporating more appropriate teaching and learning software programmes that can support teachers and students learning. Alongside this belief, I strongly feel this would become easier for teacher and students to do so if provided access to more computers within the classroom.

The opportunities I feel appropriate computer software programmes would provide students would be it would enable students fun activities that are of a different style of learning which could in turn enable students to develop more understandings as they may accommodate for a variety of diverse learning styles. Thus, in utilizing such programmes students may consolidate their learning more easily which could in turn provide teachers with opportunities to use and incorporate a 21^st century style of learning into their programmes which I feel all students can benefit from for a diverse number of reasons including not only consolidating their thinking and learning of particular concepts but also as a way of extending students ICT skills with using and working computers. Incorporating such simple computer activities can also encourage students to get a feel for using computers and thus develop their confidence and competence. In doing so it would also help to instill in the minds of the students how ICT technology in particular  computers can be used as an effective tool to guide learning and teaching other than just for recreational purposes which is currently what most students would say they use the computer for.

All the changes suggested I believe would encourage the teacher themselves to refine their teaching practices within the classroom by first looking at ways of utilizing ICT equipment more effectively within the classroom and thus in doing so become more knowledgeable of the changing nature of technology and how it can impact on not only one’s own teaching but also the students learning.

I feel it is important to note that the other day whilst attending whole school staff meeting all the teachers met together with their teacher laptops to look at basic skills of using and working the computer more efficiently and effectively. This was the result of the teachers themselves asking for professional development to extend their own personal skills to ensure they are confident and knowledgeable to teach the children computer skills within the classroom. This I believe reflects the teachers positive attitudes towards the use of technology within the school as a whole whilst also showing that the teachers want to encourage the children to use this form of technology as a learning tool and thus help instill in them a knowledge and positive attitude towards using them in life.

Currently, the school upholds their ICT policy which states that ICT technology will be integrated within the classroom teaching and learning environment where each teacher feels is necessary. Thus, this encourages teachers to begin to implement ICT technology where they feel confident and in doing so extend integration of such equipment at their and the students learning needs. As discussed at the whole school staff meeting this eliminates teachers being told and forced when to use ICT technology and thus enables teachers more control over their classrooms.

Over the duration of teaching experience I have personally witnessed how the use of the computer can be used as a motivator, especially with students who are not the most efficient and tidy writers and whom in using the computer can present work to a high standard like that of other students.

It is evidently clear from dicussions with majority of teachers within school on Teaching Experience that we all believe that technology should be integrated and linked with effective teaching. That is, technology use should not replace the teaching but rather that it should reinforce what is being taught and thus learnt by the students.

It is important to note that before having the students use the computers, I my-self created a Delicious Homepage just for my classroom in which I had bookmarked appropriate websites which I felt were of relevance for the students to use to collect information. These websites had all been viewed by my-self. This was important when I saved you tube video clips as I needed to have made sure that they were appropriate; that is with no offensive language or inappropriate images. After having established this delicious homepage, I made sure I modeled to the students how to access and work this homepage correctly. This I felt was important as it is in students knowing how to correctly access and work it that the students can feel confident with using it within not only the classroom but also whilst at home as their research project was also their homework for the next two weeks. Alongside this, I ensured I sent a letter home to parents informing them of the delicious homepage and how it is accessed and the benefits of the students using this to guide their research. This I felt was necessary for a variety of reasons. Firstly, because this is the first time many of my students are participating in social inquiry and thus will need parental support at home. This site I felt would achieve that guided support from parents. Also I felt it was necessary to inform parents as some parents may be concerned with the site their child is on (considering the name) for many parents such porno graphic sites may have popped into mind as many sites regarding this are easily accessible and are often associated with such terminology as ‘delicious’ etc.

As the week progressed and the students used the computers to access information I modeled to the students how they could successfully save pictures of their person to print at a later date to make their research project more visual. Thus, this was one way of helping to extend their computer skills. As students progressed with their collected research I then encouraged the students to use the computer to type up their collected research into their own words using Microsoft Word. Whilst encouraging the students to do this I modeled such skills as using boarders, justifying their work so it is presented more tidily and also how to create headings using word art.

During the week I also used the computer and internet to show the students a video of a young group of guys skipping whilst they incorporated dance. This video was shown to the students before commencement of our jump rope unit as inspiration for what skipping can be used for and also to encourage students how at the end of the unit they themselves could use dance and skipping to create their own one minute routine in small groups as a way of utilizing the jump rope skills taught and learnt throughout the unit and thus give more meaning to the students learning.

On Friday I again incorporated the use of the computer when encouraging the students to carry out an inquiry to confirm their answers to posed questions, “What is a koru?”, “What is the meaning of a koru?” and “What does a koru symbolize?” which was part of integrated curriculum-English and Arts. It was in doing this that the students themselves developed their own understandings through finding their own answers to posed teacher questions instead of having that information transmitted to them via the teacher. This I feel is beneficial as it gives the students themselves ownership over their own learning and thus provides meaningful learning experiences.

Also, throughout the week the students used the computers to investigate the māori words for given English words to complete a set activity for māori language week. In doing this the students used the website www.maoridictionary.com which provided the students with easy access as all they had to do was type in the English word in the search engine and the māori word would pop up. This was effective as the students who worked in small groups helped one another decipher which māori word was correct as often more than one word would come up. Also, it was effective as all students were able to complete activity even though there were not enough māori dictionaries for all students to use. 

When incorporating all modeling of how to use the computer and showing videos etc I feel this could all be improved by having a projector which enables the displayed data to be of better quality as is larger in size for the students to view instead of hovering around a small computer screen. As a result I will inquire into whether or not the school has access to a projector for the next time I plan to use the computer with the whole class for teaching and learning.

I would just like to note that I haven’t really seen computers utilized on a daily basis on any other teaching experience. Thus, initially I was a little apprehensive of having the students working on the computer as I thought this would require a lot of constant supervision from my-self. However, it has been made evident to me that children need to be given more credit as they can and will be sensible when using the computer as a learning tool and thus computers should be utilized within the classroom on a daily and regular basis as not only can they be used to learn specific information but also to gain skills with working one’s way around computer technology and thus encouraging students to become competent users of computer technology.

Whilst teaching within the school during teaching experience, i on a regular basis used my ipod to play music within my classroom. This was used whilst the studenst learnt and completed their work as it encouraged children to relax and settle into their learning. This i found benefical especially in art lessons as it definitely helped the students to relax which inturn encouraged them to be more creative with their artworks which in turn encouraged them to extend their artistic skills.

When reflecting on my intermediate and college years again there was a computer within the classroom but again this was mainly used as a wet day lunch activity; computer games. However, the school had a computer lab which was utilized when participating in research assignments, typing up work etc. Also the library had a collection of about six computers which were again used for similar purposes. I do recall teachers in college using laptops within the classroom. However, these laptops were used for their own purposes, such as submitting assessments etc. In all my schooling experiences I do not recall the use of power point projectors but rather the use of the OHT with most classes having their own. Also within college I recall some classrooms having access to a television and either a DVD player or a video player. Within such subjects as English and Science these were used on a regular basis for teaching and learning, often with a video of the concept being discussed.

However, now within schools particularly primary schools there is a push with using technology within the school and classroom learning environment as a teaching and learning tool. This is evidently observable within the school I am teaching at currently. All classrooms have a computer and within the school there is a system of COWS (Computers on wheels which consist of 20 laptops which are rotated around various classrooms across the day based on scheduled bookings). However, at present this term these laptops have been separated into groups of four and spilt across the senior syndicate as all senior syndicate classrooms are participating in social inquiry; research into famous New Zealander’s and Historical Events in New Zealand’s history and thus need access to internet on daily basis with a handful of students using it at given times in order to provide all students with equal opportunities.  

Also, there are currently three classrooms which have access to smart board technology. There is also a library computer lab which provides access to 10 computers. Also, all teachers have their own teacher laptops which at times are also made available to the children for various learning activities but which are mainly used for teachers’ purposes such as submitting assessments and planning. Within the school there is also available two power point projectors that all teachers and access when needed.

When observing how the use of computer technology is utilized within the classroom learning environments of a selection of classrooms, it was observed that they were used as learning tools within the teaching and learning of reading with students using them as part of the reading programme. They were also observed as being used within the mathematics programme with students using them to play maths games that reinforced the concept being learnt. Within the junior classrooms in particular they have access to listening posts which allow for six children at a time to participate in such a reading activity. Also, the school has one television which is on wheels to which classroom teachers can access from the library for use in their classrooms.

Within my own teaching, I have utilized the computers when having my students involved in social inquiry in terms of using them to research the internet and also to watch video clips which are relevant to our New Zealand topic being inquired into. Also within my classroom the students currently have access to electronic dictionaries which the students use on a daily and regular basis across all teaching and learning but particularly reading and writing programmes when finding out what words mean and also how to spell words correctly. When using this form of technology the students enjoy using this equipment rather than having to search through a paperback dictionary.

I do believe over the years there has been a push for schools to be more inclusive with technology especially computers as they have become such an important component of our everyday way of life. It has been because of this that people have come to have more value for computers and thus feel it is a critical skill that all people should have to be successful in life.  Alongside this view, it is thus believed that people need to be exposed to them earlier on in life if they are to become competent and confident users of this form of technology and thus as a result children are being exposed to them and are being encouraged to use them as learning tools within the classroom. Also, computer technology in particular has expanded within the schooling environment as these days they are less expensive than what they have been in the past. Also, schools are now more able to receive funding to help pay for such technology being purchased for classroom usage. Also, teachers are entering the teaching profession with more knowledge about how to use ICT equipment effectively, thus consequently teachers are more capable and competent to teach children the skills of using the ICT equipment as teaching and learning tools within the classroom and as a result are more inclined to do so. As a result, it is evidently clear that classrooms of the 21^st century have changed and are completely different environments to what they have been in the past. These changes I personally believe are essential and reflect the changing nature of our world especially our changing technological world. Consequently, I agree classrooms should adapt to suit the changing society as at the end of the day this is the environment in which these children are immersed in and thus it is important that they have the skills needed to achieve to their potential.

Personally, I do not have any expectations about this paper as it is too early on into the paper to know what to expect. I initially however did think this paper would be more hands on like Friday’s lecture but I also know there is some theory work that must also be covered etc. I do hope that as we progress through this paper that theory stuff we are learning becomes relevant to the practical side of using digital technology as teaching and learning tools within our classrooms.

What concerns do I have?

After today’s lecture my concerns are that I will become lost in this paper as today I found it hard to draw any understandings from what was being discussed. As a result I am worried that because I won’t understand what is being discussed or find it hard to draw full understandings that I will fall behind in my learning which may result in me not achieving a pass in this paper.

What have I achieved?

Well today what I believe I achieved from this lecture was an understanding that the bullet points on pg 431/432 of the Lipman reading are the criteria to which we as critical reflective teachers can use to assess digital technology within our classrooms.

I also achieved the understanding that digital rhetoric refers to anything that is presented to you that tries to sell you something. An example provided was you tube.

What could have been improved?

I feel it would have been beneficial to discuss the relevance of what last weeks readings were about and thus what understandings each had drawn from the readings. This I feel may have helped to consolidate not only my own understandings I drew from the readings but also others.

What have I learnt? (about myself, others and the group)

I have learnt that I am not alone in my misunderstandings as there were also others who felt apprehensive about the lecture and what was discussed. Alongside this I learnt that together if we discuss things and break things down we can draw some understanding which if anything is beneficial to walk out of a lecture with, rather than no understanding at all.

What issues do I wish to address tomorrow?

My only issue to address would be to see if what was discussed in today’s lecture can be re-discussed again in the next lecture but simplified to maybe expand on the some understanding I gained or to gain new understanding having it be discussed a second time.