Skip to main content

Posts

Featured Post

Insight into my project work 6.2.4

In an attempt to state the curriculum objectives of the project with specific 21st Century skills and higher-order skills, I have written down the following: Objectives: Identify aquatic organisms in a water sample. (curriculum) Use sampling and counting techniques to estimate population size. (curriculum) Collaborate in groups to agree, with substantial reasoning, on the most appropriate sampling method to apply for each of the different water samples to be taken.(21st Century skill) Critically examine data on numbers of micro-organisms in the different samples and, considering other environmental factors observed, draw a conclusion about the patterns. (21st Century skill) Create a blog with content compiled by all learners, containing details of the story of the entire project, the observations made and the conclusions/hypothesis deduced.  (higher order thinking) Together influence the community to implement workable solutions which either guarantee the safe use of drinking
Recent posts

Bring Your Own Device 7.5.4

I was not so familiar with BYOD until after this lesson. It was something that I associated with the corporate world (and not the classroom) - with big organisations allowing their employees to bring their own devices to work as a measure of motivating them with the feeling of greater contribution to the company. BYOD assumes many models in classroom learning which generally allow learners to bring their own devices to school. The devices brought may or may not be dictated upon by the school but, ideally, must be those that support the teaching and learning process. Looking at BYOD now in the classroom context,it is to me more of a challenge than an idea to implement. I see it as something that is long over due and I consider myself little bit behind schedule with a lot to get done. I have particularly taken interest in the cell phone as a device I feel would bring more success in meeting teaching and learning objectives in my classroom. Why you may ask? Well, it is a device that I

Breaking down the Traditional Classroom Walls the easy way 7.4.4

We have been trying to find common ground while  doing a kind of cost benefit analysis of each of the two directions we should be considering i.e. Technology and innovative learning visavis Construction of new learning spaces. It is important to reach a consensus now  considering that both options have their pros and cons. Technology having to by-pass costs of construction and construction by pass those of technology and innovation. The costs here, of course, analysed looking at both the money that has to sink into each of the projects and the  adaptability to current and future relevant pedagogical trends. Agreeing on  a plausible approach can be a very daunting experience because in pursuing one end you have to be willing to part with the benefits of the other. But this should not be the way to look at it because you can actually experience both as you carefully lay down a plan that gradually integrates technology into the current 'four walls', virtually breaking them do

My changing view learning spaces and the personal learning environments of your students 7.3.4

The classroom walls have been up for long. They have been up with those who support the walls in position sticking to the traditional way of teaching and not embracing new trends in educational technologies which would have otherwise opened up learners to beyond the classroom. In attempt to integrate technology into the teaching learning process, attempts have been made in using old things in old ways (dedicated technology venues) where specific areas referred to as learning labs, collaboration rooms or media labs are used; use of old things in new ways were one device is used to facilitate technology integration in the classroom; use of new things and old ways which integrates technology using mobile devices; and finally the new things in new ways which monitors trends of different technologies and their applicability in the context we are addressing. My case was a mix of the traditional four walls and the use of dedicated technology venues with a slight bias towards the four

The wiki on classroom management 7.2.4

Building knowledge together is a very fulfilling experience. As you embark on this hilarious task you get to know that the proverbial two heads are actually better than one! What your eyes could have missed can be captured by one of those many eyes that are working with you to bring the wiki (that is if you are using a wiki) to its final glorious state. It is important, though, that you know your role in the activity; more as an inspiration than a sole source for ideas and knowledge. Your content could have been written with 'careful consideration' and may appear to be 'without flaw' until someone actually comes and, probably, erases it or 'edits' it for the 'better'. Inasmuch as it may seem a blow to your ego, it is worth considering this new view point as fresh insight, with new perspectives and matter, that could be valuable and relevant; before jumping to unrealistic conclusions of doing uncalled for 'edits'. Many at times, after reading t

The wiki on classroom management 7.2.4

Building knowledge together is a very fulfilling experience. As you embark on this hilarious task, you get to know that the proverbial two heads are actually better than one! What your eyes could have missed, can be captured by one of those many eyes that are working with you to bring the wiki (that is if you are using a wiki) to its final glorious state. It is important, though, that you know your role in the activity; more as an inspiration than a sole source for ideas and knowledge. Your content could have been written with 'careful consideration' and may appear to be 'without flaw' until someone actually comes and, probably, erases it or 'edits' it for the 'better'. Inasmuch as it may seem a blow to your ego, it is worth considering this new view point as fresh insight, with new perspectives and matter, that could be valuable and relevant; before jumping to unrealistic conclusions of doing uncalled for 'edits'. Many at times, after reading t

CLASSROOM WALLS

Breaking the traditional classroom wall is like tearing down a large building. It requires proper planning, high will power, a passion to see them down and yes; the right alternative technological tools to do the job. Technology has proven to be literally limitless when it comes to facilitating the teaching learning process both in and out of the classroom setting and is the only alternative to this long enduring model – traditional four walled classrooms. The traditional four walled classroom model portrays itself in a number of ‘glorified’ ways but still maintains a somewhat common paradigm that learning – despite the use of technology – should take place within four walls of the classroom. Use of technology is more of a separate activity with little or no relevance to the usual ‘very important’ lessons within the allocated and fixed lesson periods. All learning that takes place outside our traditional classroom walls (in this paradigm) is considered to be accidental and not d

6.9.4 A summary of the Web quest Phase

My web quest was on communication (English) although it integrated elements of taxonomy (biology) and Primary Health Science. Along the way, I have gathered  so much to feed and grow my lesson design and management abilities. The web quest project prompted me to apply lessons learnt in other course sections in the CCTI course e.g. emphasis on application of learner centred technologies looked at during the innovative approaches to learning with technology course. This was used when learners were tasked to come up with an original communication model using the internet to browse and find out criteria used in selecting effective communication media. While at this, the learners would also get actively into using digital media skills to decipher the different graphics their colleagues came up with and vet them as accurate ways of communicating the health information that needed to be communicated. Contrary to the usual Lecture Method I and a number of my colleagues have used on severa