The potential of IWB use in Accounting and Mathematical Literacy

So what exactly is an Interactive Whiteboard (IWB)? It is a large interactive display that connects to a computer. A projector is then used to project the computers display onto the board’s surface where users control the computer by using a pen, finger or other device. The board can be mounted to a wall or floor stand and generally, at first glance, looks like a typical white board used previously with ‘cokey’ pens.

These IWB provide a teacher with a lot of benefits and since technology is constantly evolving it is important for us as future educators to stay up to date with these changes and learn how to incorporate IWB’s in giving learners an interactive and efficient lesson. The board is also mess free and in a sense more environmental friendly.

The potential of this board is mainly to be more mobile around the classroom and not having to run back and forth between the computer to change for example, a slide on PowerPoint. A graphic tablet can also be connected to the whiteboard which adds to the mobility. This speeds up a lesson and in so increases productivity. Another benefit is being able to capture notes on the whiteboard that will also be saved on the PC for future use.

In Accounting the IWB will enable me to fill in balance sheets as I explain each answer and receive inputs from learners. It makes it easier to first insert the learners attempt and then correct it if necessary. I can also highlight important terms directly on the slides with a simple glide over the board. This will be helpful when explaining difficult terminology.

Using the IWB for Mathematical Literacy will be just as useful since drawings can be made on the board to explain a sum or list all the steps needed to get to a specific answer. Filling in answers on activities displayed on the board will also be more efficient and students can also be given the opportunity to write their attempts on the board.

Despite all the benefits it is important for the teacher to remain his or her focus on the content of the lesson and not place attention on the technology. Lower-ability groups of learners could also slow down the pace of the whole class as an individual takes turns on the board. Despite these arguments I solely believe that anything managed well enough will only reap benefits.

The meaningful involvement of learners in the classroom.

A learners well-being, teaching practices and school environment all play an important role to teach the child as a whole. It is important to take all factors into consideration to help each learner with regard to their specific situation to flourish in his or her academics. This can also be referred to as a holistic approach since a learner’s success cannot be pinned down to one factor.

Foley recommends that teachers should always be available and accessible to create an environment of open communication. An understanding from the teacher’s side is needed especially when things like bullying and harassment take place, not only on school grounds but also at learners’ homes.

The reason all these factors are so important, is that it influences the learners behaviour in the class. Teachers should want their learners to have the best possible attitude in class to ensure that an effective communication structure is set in each classroom. This will in return lead to increased academic outcomes. Incorporating resources such as multimedia, books, posters and stationary can help teachers to prosper in effective learning.

Wills assigned learners to particular desks which lead to greater participation but found that the noise levels were still an issue. She then tried whispering to set a quiet tone and even arrived early to move furniture. It was at this point where she realised she was taking full responsibility and not trusting her students to bring their side. She asked students what their ideal classroom would be like. They envisioned rooms surrounded by waterfalls, equipped with fibre-optic lightning and aromatherapy misters. It is clear that learners too have a need for a calm environment to learn in but sometimes forget what is needed to reach their full potential.

It is important for teachers to have an honest approach to their teaching methods. Realising from the start what is and what is not working which will lead each teacher in the right direction to enhance each learner’s potential and cause a form of self-realisation for students to reflect on and give their own input or opinion in the classroom. When we involve learners in a classroom they feel valued and confident in their approach to learning and asking questions.

Since school learners are the future of this country, we need to teach them from a young age that working together is the key to success.

The potential of technology-mediated selfdirected learning.

Every student is different, or more specific every student is an individual. It is clearly obvious that they do not learn or think in the same way and the biggest hinder with the current education system is that they are trying to fit all of these students into one box. I do see why this has worked over the past few decades but I think the fact that technology is evolving so quickly in today’s world it has become more of a problem or rather the problem is only now more visible than ever due to all the different types of media.

The education system limits the students’ creativity and the Independent Project breaks this barrier where students get the opportunity to decide which project they want to undertake in a semester for example like building a boat or recording an album. They also have a good supporting system which improves each student’s confidence and gives them a sense of purpose and reason to learn.

I think a lot of people will agree that the current education system is limited. It is not providing to a learners specific needs and aspirations. Maha Bali and Shyam Sharma stated that the complexities and challenges don’t change the fact that though “full inclusion may be an impossible goal; educators can and should strive for genuine attempts toward inclusion”. In my opinion this is the best way to sum it up. It will never be possible to keep everyone happy, but we can at least make a good effort towards this goal. There will always be room for improvement.

The biggest challenge is that we are not starting from a new point since technology has been around for quite a while. The problem is the mind shift that has to be made to adapt to the new era and incorporate technology into the education system to reap the fruits of the many benefits available to us when we use technology as a tool to enhance learning.

The potential in self-directed learning is that it will provide in each student as an individual’s needs. Each student will be able to work on his/her own pace and there will be room for creativity. Students will also not be intimidated by other learners and the idea that maths and science is only for the ‘smarter’ kids will be broken down. It will recognize each learners own intelligence and promote a better learning environment.

My reaction to Davis' and Provenzo's articles

In the article by Davis she asks if social media is relevant in the classroom.  There is a myth about Social Media that if used, learners will not pay attention in class and rather be on Facebook, Snapchat or Tweeting while you are trying to teach. The article suggests to not mistake social media for socializing and that there exists a definite extinction between these two. Recommending to not even use real social media by introducing Fakebook and FakeTweet to use writing techniques and other competencies to enhance learning through social media.

Davis suggests there are 12 ways teachers are using social media in the classroom right now.

1. Tweet as a class for parents to read.
2. Writing blog posts about what students are learning.
3. Students can write for the world.
4. Connecting to other classrooms using social media,
5. Using Facebook to get feedback for online projects.
6. Using YouTube to host a show or podcast.
7. Twitter accounts for special interest projects.
8. Using social media to ask questions and engage students in authentic learning.
9. Communicate with other classrooms.
10. Create projects with other teachers.
11. Share learning with the world.
12. Furthering a cause that the students care about e.g. saving the rhinos.

It is clear that social media cannot be ignored in the classroom as it has become such a big part of everyday life that it would be ignorant to ignore the technological changes that are happening around us.

Provenzo argues that social media is about alternative ways to communicate and that there are so many great tools that allow us to connect. He has used some medias as a teacher to connect with his students when the school day is over: Remind, Twitter, Instagram and blogging.

Remind allows teachers to create a group that students can join on their mobile devices. The teacher can then send text messages to groups of students without anyone having access to other students’ numbers. It’s one-way communication. This is ideal since groups can become quite annoying when everyone replies and asks unnecessary questions regarding to the reader.

Twitter is used by Provenzo to announce the day’s homework and sharing random thoughts and ideas. Students can even use Twitter to share something they came across after school and enhance learning through engagement with other students.

Using Instagram for teaching is much more relaxing and activities such as scavenger hunts where students post photos of their findings and use a certain hashtag.

Davis and Provenzo proved that when one thinks initiatively and critically one can engage social media to ensure that learners are educated on a fun and holistic manner that brings into account the all so fast changing technological environment.

Digital Pedagogy part 2

The article suggests that in order to become an expert in digital pedagogy we need to research, experience and be open to each new learning activity, technology or the collaboration. Digital pedagogy is a discipline but in a dynamic and playful sense of the word. I agree with this and feel it is necessary to not take it too serious but rather to enhance teaching with the tools that are available to create a fun and creative environment for learners. This is after all the best way to take in any information and it will end up feeling like something you want to do instead of something that requires effort and hard work.

Today we do not rely solely on books for information. We have several ways to collect knowledge or data by means of the internet, E-books, databases, digital archives etc. Information has become readily available for use and the digital tools inspire us to often use them in a way the designer couldn’t anticipate. Since it has become so easy it is important for us to handle our technologies roughly and to think critically about these tools and how we use them and who has access to them.

Howard Rheingold argues we must develop a participative pedagogy that are assisted by digital media and networked publics that focuses on catalysing, inspiring and nourishing literacies essential to individual and collective life in the 21^st century. Digital pedagogy should thus be seen as less about knowing but more of a process of play and rediscovery. This will ensure that pedagogy honours learning that is life-long and that cultivates a desire to write or learn beyond the years of graduation.

Although it is important to consider all the tools and the importance of digital pedagogy, we should also remember that there is a place for all styles of classroom practice and that not all teachers are pedagogues.

The article also argues that the Learning Management System was a mistake because it was premature and also not a creative decision. I agree with this since it is important for today’s learning systems to take advantage of the possibilities the internet provides us with and to use it in such a way that we benefit from it.

It is of utmost imprtance that teachers realize the worth of digital pedagogy since it is willing to improvise, respond to a new environment and also be open to experimentation.

My response to the article Digital Pedagogy unplugged

What is digital pedagogy? Digital pedagogy is not using digital technologies for teaching but rather approaching these technological tools from a critical pedagogical perspective.

The article asks an important question regarding digital pedagogy: does it have to be electronic? Technology has become such a big part of our lives and we simply cannot imagine our day to day life without it which brings us back to their question: can digital pedagogy exist without it? There are both positive and negative connotations linked to this debate but one thing is for certain, the digital and non-digital are both tools that can be equally helpful when teaching.

The article suggests that we must not only explore unfamiliar technologies but also de-familiarize those we think we already know. This is very important since it is assumed that everyone is on the same page when it comes to the use of technology. For example, it was expected from the students in my PGCE class to create their own blog and link this with their current or new twitter account. It occurred to me after our lecturer briefly explained how to set up both accounts that there are still people who struggle to understand the concept of technology and that this might not be the most effective tool to further their knowledge. This does not mean their abilities are considered inferior to those who thrive on technology; it simply means we cannot assume a general method for each learner since this might lead to conformity which in my opinion is not the best practice... Anyway, back to the article:

José Bowen, a dean at Southern Methodist University suggests we start “teaching naked”. This means removing all the computers and projectors from the classroom. He promotes in-person discussions that have been displaced by these technologies. Similar approaches have been followed by high school teachers. To me this is a very drastic approach. Although I agree that the focus has been placed on the technology rather than the actual information teachers are trying to get across, I firmly believe this has happened since not enough time has been spent on intertwining the two tools in a way that the learners do not get side tracked by e.g. the video being showed rather than the content that is being given. Teachers merely have to be more creative when combining lessons with technology.

To answer the articles question whether or not digital pedagogy has to be electronic, I would say no. This does not mean other ways have to be used to work around technology when teaching but simply that when these digital tools are being used, they should not be used for the sake of only using them but rather ensuring they serve a purpose and further the learners’ knowledge.