Advancing yourself as technology advances

It sounds so overwhelming but we, as teachers, are expected to be technologically advanced as the technology advances. It is difficult to keep up with all the changes but how are we to keep up with it?

Since 'Personal Computer' was introduced in the 1980's the technology has advanced at faster rate than ever before. Since then, NZ government has been enforcing the use of technology in education. (Brown, 1998) However well or badly it was incorporated into education, one cannot object to the fact that it is taking a big part of teaching nowadays.

I remember learning about DOS back in the early 90's when I was in elementary school. Then came the Windows, WWW and now, Web 2.0. I must admit, some of the technology content was overwhelming for me and I have struggled - and still am - to keep myself updated with some aspects of new technology.

I'm now learning about the use of Web 2.0 and I do see the benefit of delivering Science content via interactive interface. However, what I'm more worried about, is how I'm going to keep up with all the new technology to come. It can be predicted that what is to come will be overwhelmingly hasty than ever. Are teachers expected to be updated with all of these changes?

I remember back in my uni days, purchasing a ZIP disk which was then new technology - it was great as it could store nearly 100 floppy disk worth of data. However, the popularity was soon overridden by still popular USB drive and not even a trace of ZIP disk can be seen these days (well, that's not entirely true, I know, but it can hardly be seen). Like so, one could never be able to predict how successful a new technology would be. Is it worth learning and familiarising with new technologies then? Is the effort and time (and possibly money) going to be paid off?

For me, it still remains as a question hoping the time will provide a solution.

Reference

Brown, M. E. (1998). The use of computers in New Zealand schools: A critical review. Computers in New Zealand Schools, 10(3). 3-9

Cluster-wide Cyber Science Class

While reading through Lowe's article on Problem-based learning in teams for a cluster-wide cyber Science class (2007), I remembered a student of mine from couple of years ago, who did a project with other students overseas (one from Australia and another from New York) and ultimately winning a global award - I can't quite remember exactly what it was, but it sounded pretty cool.

What they had done was they had invented a device to recycle electricity that was used at home. Again, I don't remember what they had worked on, but I remember being astonished from amount of organisation that had gone through their work - I mean, working with people who are on the other side of the world and winning a prize never seemed possible. I had no idea of how they would have overcome the distance and time difference. However, now, knowing about the Web 2.0 technology, I just realised how possible this is.

In the Lowe's article, teams of yr10 G&T students were brought together through ICT community and face-to-face camp to carry out an problem-based investigation.

Several findings fascinated me.

First, how the students showed a positive improvement in their attitude and enjoyment of Science. Because of the nature of problem-based learning, G&T students would easily engage themselves into learning. Relating their knowledge to their everyday life is a key factor in learning especially for teenagers.

Second, although the author had pointed out some difficulties such as timetabling issues and finding venues for the students to work in while managing a 'virtual' class, it seemed feasible. I had thought of incorporating technology as extra work but once it's set up, it would be less for the teachers.

I'm interested to find out, however, if this sort of methodology would work on 'mainstreamed' students. These students are generally less motivated and engaged than G&T students. Secondly, how PBL would suit NZ Science Curriculum. For Junior Science at Secondary level, it might be feasible to do such activity as a unit or an assessment but for Senior level, it is difficult to incorporate this into NCEA achievement standards. It will require careful planning and structuring - and may also need the Ministry's intervention.

Overall, I liked the idea of using technologies such as wiki and video conferencing as tools for the students to work in groups online and one day, I hope to use it to enhance my teaching and students learning.

Finally, a Blog of my own!!!

Blog...
I had never thought it would enter into my life...

As a teacher, I didn't want to share any part of my life with the students - including the 'e' side of my life such as my Facebook. I did a good job keeping my life well secluded from the students by 'ignoring' friend requests.

However, doing this e-Learning in Practice opened up my eyes to a whole new world!
I had been using educational technology well in my class - or at least I thought I did. As a 'youngster' amongst staff at my school, I was the 'technology wizard' who frequently used different technologies available at the school.

I knew the definition of e-Learning, or should I say, I knew 'a' definition of e-Learning. Use of technology in education - namely, at this time of history, computers and Internet. But I never thought Blogs and Wikis would be beneficial in teaching and learning!! I always thought these were for personal and social use - and that was one of the reason for me not to get familiar with it to seclude myself from the students!! But now I see the whole new side of blog and wiki...

I have decided to call this an 'e-Classroom'. If learning can happen through 'e', why not a classroom in 'e'? I'm so excited to see where this is going to lead me to. I have to admit, that I am a bit agitated to be out of my comfort zone, but hey, I ain't gonna get anywhere if I don't get myself out of it!

So, here it is.

WELCOME TO THE FASCINATING e-CLASSROOM!!!