Module 8 Activity 10 The Flipped Classroom

The flipped classroom is a teaching approach which involves a reverse of the traditional lecture and homework.  Students watch video lectures and complete tasks on their own after which they would interact with the teacher in the classroom to deal with concepts that they do not understand. The video lecture is often seen as the key ingredient  in the flipped approach, such lectures being either created by the teacher and posted online or selected from an online repository. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions,the teacher functions as a coach or advisor, encouraging students in individual inquiry and collaborative effort.

The flipped classroom is one that I would employ because it encourages constructivism at home for the students as well as collaboration when they get back to the classroom. The teacher is able to determine those students who have grasped concepts and those who need individual assistance in dealing with the learning.

Module 8 Activity 9 Cellphones in the classroom

Cellphones are not allowed in schools in Antigua and Barbuda but their use for learning cannot be ignored.  The potential for cellphones  in the classroom is vast. Students can use them to check for facts, to do research or search for specific information, take pictures of the black/whiteboard for reference later on and to check blogs, emails among other things. They are fully mobile and ubiquitous and most students have cellphones. The cellphone possibilities are endless and perhaps if given the chance it could enhance learning in schools in Antigua and Barbuda. One important consideration is that schools will have to put measures in place to control their use and limit them to the learning at hand.

Module 8 Activity 8 Managing online communication and collaboration

In light of the paradigm shift to ICT for learning, it is important that teachers craft learning experiences that involve a number of communication tools to include emails, blogs, instant messaging and cell phones.  Teachers have to be aufait with these tools to be able to effectively incorporate them into the classroom. In addition, schools that are desirous of using social networks for learning should have comprehensive e-safety policies to guide staff, students and parents on acceptable use of the network.

Module 8 Activity 7 – Tablet Devices in the Classroom

Tablet devices allow teachers to pursue individualized learning curriculum.  In addition, their use prevents classroom segregation and conflict since the students are free to pace themselves as they engage in tasks. The teacher will be free to work with different ability groups without moving too slowly for the quicker students or too fast for the slower students. The table initiative in Antigua and Barbuda with students in grades 8-11 receiving a tablet has made it possible for teachers to cater for the individual needs of their students. 

As a teacher, I will employ the following strategies in my class:

1.            Create standardized backgrounds for students’ tablets that include their names, ID numbers and other distinguishing information that can help in the location of misplaced devices.

2.            Set rules for the use and safety of the devices with the help of the students (especially if they are issued by the school).

3.            Make students work at their own pace.  The tablet provides an opportunity for differentiated instruction.

4.            Create enabling environments for use of the tablets by keeping the students engaged in inquiry based learning. This will prevent students from ‘straying’ from the learning.

5.            Select the appropriate apps needed for the learning in advance and ensure that only those selected are used for the activities.

Tablets are known to enable students to become producers and creators rather than passive consumers of knowledge. Students are ‘forced’ to employ 21st century skills such as critical thinking and problem solving when faced with inquiry-based and other forms of active learning in the classroom

Module 8 Activity 6 one-to-one learning

One to one computing learning is one in which each student works independently on a device at home or at school.  Ubiquitous learning is encouraged and there is an attempt to bridge the digital divide between those who can afford and those who cannot afford the devices.  In addition, differentiated learning is encouraged since students are able to learn at their own pace based on their needs.  The use of technology encourages students to become more engaged in the lesson and participate more in class.  On the down side, however, most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless teachers break out of the limited vision that one-to-one computing is about the device, schools are doomed to waste their resources.

Technology will not be in every classroom and there are some principles learnt in the one to one vision that may be implemented in the classroom without technology. Chief among them is the need for teachers to continuously develop and be prepared at all times.  In this way, the learning will be focussed and the tasks meaningful. In addition, it is important that the students manipulate the learning as much as possible, using critical thinking and problem solving skills.

Module 8 Activity 5 Interactive Whiteboards

Interactive whiteboards are useful tools in a classroom with limited computers.  It is a great tool in a one computer classroom where the teacher can connect the computer to the board for projection so that a large number of students can view the lesson at the same time. The availability of presentation software will provide students with the opportunity to manipulate the learning and as a result keep them engaged. The effective use of the interactive whiteboard means that the teacher must employ the 5 p’s of success which are ‘proper planning prevents poor performance’ in order for the teaching learning process to be effective.

Module 8 Activity 4 The One Computer Classroom

The one computer in a classroom can be used by teachers to maximize learning if proper planning is done.  The fact that there is only one computer means that the teacher will have to find innovative ways of using the computer to enhance learning for all students. One great way of using the one computer in a classroom is to use it as a tool for instruction.  The teacher will project aspects of the lesson on the computer to a larger screen for the whole class to see. In cases where printing is possible, the teacher could make individual students print the work so that they can have their individual copies for the tasks at hand.

It may also be used as a resource tool for learners to prepare work and interact with the learning as well as a tool to improve social skills especially when learners are given tasks that they are required to do in groups. This fosters collaboration and sharing.

What transpires with the one computer in the classroom is dependent upon the teacher’s ability to plan and be innovated and creative to make teaching effective and learning improved.

Module 8 Activity 3 Learning Labs

Learning labs are usually associated with subject areas that specifically require the use of ICTs to negotiate the subject, for example, Information Technology. It is usually a room that has individual computer units set out presumably for individual use.  What appears to be missing is the fact that ICTs should be a part of the teaching/learning process and should form part of any subject curriculum with the ultimate aim of improving learning.  This means that computers should not only be restricted to learning labs but should be a part of every classroom so that they may be accessed readily by learners whenever the need arises.

If schools have learning labs as the only means of accessing ICTs, then careful management of same should be emphasized. The design and layout must carefully be considered so that collaboration among learners could be fostered. The lab should also be easily accessible to learners whenever they need to do individual work.

Module 8 Activity 2 Learning in ICT enabled classrooms

Learning in the 21st century is supported by ICT enabled classrooms where students are continuously engaged and responsible for their own learning. I do believe that students learn better when they are involved in the learning and the presence of ICTs create such an environment. This suggests a student-centred environment where the teacher acts as a facilitator and /or guide in the learning process.

In the ICT enabled classroom, teachers and students are exposed to a wealth of information in various subject areas through the Internet and the World Wide Web. They do not have to rely on books and magazines from libraries or other sources which may be outdated or unavailable due to limited copies.  The students are also exposed to a number of media to source information. In addition, ICT facilitates access to resource persons and other professionals around the world.

While the pros for ICT enabled classroom are numerous, we must also bear in mind the high cost of hardware and software, maintenance cost as well as the need for training and support of teachers to use it for teaching and learning. Teachers will have to effectively plan for the incorporation of ICTs in their lessons.

Module 8 Activity 1 Classroom Management Principles

As a practitioner for quite a number of years, I have come to realize that effective management of any classroom requires putting measures in place to reduce or prevent disruptions from occuring rather than to use alot of time to try and quel the disruptions. This would involve employing certain measures in the classroom that would focus the students' attention on the tasks at hand rather than to have time on their hands for disruptive behaviour. I believe in having an orderly classroom and I enforce this by setting rules and ensuring that they are understood and adhered to. Another measure that I practise is that of ensuring that I have all students attention before commencing a task. This gets them ready and focused for the task at hand. This is quite an effective measure for my classroom since I do not have to wait for the students to focus. As soon as I step into the classroom, the students become attentive. Another good practice is that of calling students by name to answer questions.  In this way, they will not know when they will be called to respond to a question and as a result will have to keep abreast of what is happening in the classroom.

Module 9 Activity 10 Partnership Letter

As a leader in any institution, it is important that links are formed to make the mission of carrying out the vision a reality. In the context of the school and its desire to be a 21st century institution, alliances need to be formed with corporate society who will assist the school in realizing its dreams. The prospective partner will need to see the benefit of the partnership in helping the youth in their cognitive and social development.

Module 9 Activity 9

It is critical that a school that is trying to integrate ICT into its operation gets the support of its stakeholders. While it is clear that 21^st Century teaching and learning is the order of the day if learning is to be effective, teachers and students must also see the relevance of the technology and must be willing to use it. It is therefore important that the school creates an ICT vision that is shared by all concerned so that every aspect of the school’s operation reflects it.  Ubiquitous learning will take place with ICTs as the main thrust.

To realize a shared vision, stakeholders must first see the need for ICT integration and assist in charting the way forward for the implementation. It is important that all stakeholders ‘buy in’ to the project.

Module 9 Activity 8 Learning Area Vision

ICT Vision

ICT will be used effectively to enhance teaching and learning in all areas of the curriculum, to support collaborative and co-operative learning, to develop higher order thinking skills, to assess learning and to help all students realise their educational and social potential.

Each subject area will use specific skills for ICT integration into the curriculum.

How will the ICT vision be realized?

In order for the ICT vision to be realized, it is important that it fits seamlessly  into the existing curricula, involving all teachers and students and present enough opportunities for practice.

—  Natural Fit:  Ensure that there is a natural fit of ICTs into existing curricula in the school and plan for its use.

—  Pacing student involvement: The school should plan to implement the baseline ICT Standards to all the students in school concurrently or start with some groups of students first before extending to the rest of the school.

—  Opportunities for Practice: The school should look into integration of the baseline ICT Standards into both formal and informal school programmes. Integration will take place in various subjects, project-based work and community involvement programmes to increase the frequency students have to practise the skills.

—  Readiness of Teachers and Students: Integration of the baseline ICT Skills can be achieved through the use of different types of ICT tools.  My school can start with tools that teachers and students are more comfortable with first before moving on to other less familiar tools

Learning Areas

Mathematics

ICTs will permeate every facet of the Mathematics curriculum. Teachers should select or create mathematical tasks that take advantage of what ICT can do efficiently  such as graphing, producing dynamic images, computing and providing access to data. Useful tools include graphic calculators, interactive whiteboards and other audiovisual aids, together with a range of software packages. The internet and the world wide web can also be used to design effective learning tasks, such as simulating problem-solving situations that are difficult to create without technology .

Science

To provide a useful set of ICTs and other tech tools for Science Teachers to utilise in their classrooms.

•       ICT widens the range of material that can be used in teaching and learning to include text, still and moving images and sound, and increases the variety of ways that the material can be used for whole class and individual learning.

•       The multi-media resources available enable visualisation and manipulation of complex models, three dimensional images and movement to enhance understanding of scientific ideas

•       Use of the World Wide Web to source information from the following sources:

v  Wikis

v  ICT Tutorial networks

v  Science e-journals and bulletins

v  Science educational blogs

•       Smart Boards

•       Virtual Fieldtrips

English

Purposeful and appropriate application of ICT in English can provide students with opportunities to use their ICT capability to assist and progress their learning in English

•       Use of the World Wide Web to build language skills.

Ø  www.mapskip.com  for the students to find a location on the map, write about it and upload pictures and voice recordings.

Ø  www.mind42.com  This mind mapping allows students  to create a cluster diagram for writing ideas as well as provides a visual avenue for demonstrating the functions of parts of speech.

Ø  www.pbwiki.com  This provides an avenue for students to work collaboratively on any wiki assignment.  Movies, pictures and documents can be uploaded.

Home Economics

•       Theory  will be supplemented with practice and ‘how to’ videos on YouTube and other teaching sites.

•       Research will be done using the World Wide Web by teachers and students.

•       Students will be given tasks that require the use of ICTs, for example, create videos on how to complete practical tasks.

•       Students will use ICTs to make presentations

•       Lessons will be planned and taught incorporating the use of ICTs.

Comparison of Traditional Teaching with ICT Integrated Teaching

Traditional Teaching

ICT Integrated Teaching

•       Use of chalk and talk •       Research involved encyclopedias and other texts in the library. •       Interaction, if any, was mainly between the teacher and the students. •       Learning takes place in the classroom with specific time frames (rigid time frames). •       Students can only access work at school.

•       Use of interactive white board •       Develop or conduct research in order to increase their horizons. •       Increasing levels of interaction between student and teacher learning (enhance interactivity). •       Allows the interaction of learning from anywhere and at any time (time and place flexibility). •       Flexible in terms of time, where students can learn according to the time owned

Module 9 Activity 7 Role of the Leader

The role of the leader of  a school is of paramount importance in ensuring that the ICT vision of the school is realized.  This will mean ensuring that all staff members are on board with the vision and will work towards it.

The article ‘Why Vision Matters’ speaks to the need to articulate a vision and combine this with sound values or principles to effectively run an institution.  A profound statement for me is the one which states that ‘the absence of a vision will doom any strategy -- especially a strategy for change’ which suggests that an institution that has no idea where it wants to go, will never get there if there is no vision.

 

Equally important is the need for staff to be aware of the vision and the principles upon which the company operates.  To equate this with a school, the teachers will know what they need to know in making the school achieve its goals. A disciplined approach to vision and values will help teachers understand what's important for the school in which they work. It tells them not just what, but also how and why they are expected to deliver. If all teachers at a school share in the ICT vision of a school, they will be more inclined to do all in their power to ensure that the schools goals are achieved.

At my school, the principal has a vision for ICT integration and teachers are working towards this vision. It will require some work since there will be need for training/professional development and availability and adequacy of resources.

In the article ‘The art of Chaordic Leadership’, the leader/manager must first be able to manage himself: his integrity, character, ethics, knowledge, wisdom, temperament, words and acts. Once this is done, the leader can then manage the staff so that the vision may be realized. Without their respect and confidence, little or nothing can be accomplished at the school. The school leader must be cognizant of the fact that he cannot bring about change on his own; he must have the backing of the staff to realize an ICT integration vision.

Module 9 Activity 6 Survey Results

Having perused Theo and Terry-Anne's survey results, it is quite clear that their findings are similar to mine.  The results revealed that there is some measure of ICTs that are used at the institutions surveyed but the degree of use differs. In Theo's case, some teachers use ICTs but to a limited degree, while others do not use it at all due to the lack of competence. This was also the case with the results of my survey with the one teacher who responded that she does not use ICTs.  In Terry-Anne's case, the teachers make use of ICTs but they have not integrated it into their teaching and learning. What is common in the three survey result is the need for training and infrastructure so that ICTs can be properly integrated.

Module 9 Activity 5 Lessons Learnt from other Schools

It was an interesting activity in trying to determine what obtains at other schools regarding their ICT vision. It was revealed that schools are at different levels on the continuum of ICT integration, but crucial to their success is the need to have a shared vision.

Learning Communities

The Gayaza High school is an all girls government boarding school covering grades 8 – 13 which has integrated ICT into its operation. It offers a broad array of life skills like communication, analysis and critical thinking, and they boast of cultivating logical and creative approaches to problem solving in their students which they achieve by addressing the needs of each student.

At Gayaza they believe in a high level of academic excellence and this is a challenge that each student must face. Their goal is meet these expectations for all their students in a supportive, loving environment. With their ICT based education they endeavor to make sure that every student has access to the very best 21st century education by engaging them in a hands-on learning in class. Their goal is to educate students to become citizens of the global society, ready to take on the challenges of this still new century.

At present, teachers at Gayaza use ICT to prepare and print exams, prepare lesson materials and record sporting activities.  Most importantly, the teachers also use ICTs to teach lessons.  Students engage in the use of ICTs to do activities such as researching on the internet, and recording sporting activities. Students also get the experience of sitting in classes that are powered by ICTs. The school boasts computer labs which are utilized by students to get their ICT related work done.

The Gayaza High School has as its motto ‘Never Give Up’ and they use this as the guiding principle to execute projects/ideas. Gayaza appears to have a school headmistress who embraces the vision of ICT integration and they are making strides to do this. When compared to my school, there are similarities in terms of the use of ICTs. Like Gayaza, my school has IT labs that may be used for classes, but accessibility at the times when they are needed poses a problem. Teachers at my school also use ICTs to prepare and print exams, prepare lesson materials and teach lessons to some extent. What is lacking is the full integration of ICTs into the existing curricula of my school. Students in my school are encouraged to use ICTs to learn under similar circumstances to what obtains in Gayaza High School but it is taken a step further in Antigua and Barbuda because the fourth and fifth form students were issued with personal tablets that they are expected to use to complete ICT related activities.

Recommendations for my School

If my school is desirous of integrating ICT into its curriculum, it is imperative that the following measures be put in place:

·         Sensitize all stakeholders as to the value of ICT

·         Ensure availability of ICT resources

·         Train all teachers and students in ICT

·         Ensure accessibility to ICT resources

·         Existence of support for ICT at the school

·         Obtain teachers’ commitment to the innovation

·         Ensure that school practice supports use of ICTs

Module 9 Activity 4 Whole School Improvement Framework

Activity 4 Part 1

A school which integrates ICTs is one that is connected and fosters ubiquitous learning. ICT will be used by all elements of the school to enhance learning.  Teachers will use ICTs to adequately plan and prepare their lessons, that is, technology for instruction preparation and instruction delivery.  Students will use them to learn to solve problems, create products, communicate and share their perspectives with each other. The school, on the other hand, will use them to ensure the smooth functioning of the plant. The vision of the school will encompass ICTs being used to

• ·          effectively enhance teaching and learning in all areas of the curriculum,
• ·          support collaborative and co-operative learning,
• ·          develop higher order thinking skills,
• ·          assess learning
• ·          enhance professional development of teachers
• ·          help all students realise their educational and social potential.

The culture of the school will be one that has a supportive environment with leadership fully on board. ICTs will not be taught as a distinct activity (just in case learning), but rather will be acquired ‘just in time’ as it will have more meaning for the learners.

There are certain principles that permeate schools embracing ICT integration. This includes the concept of experimentation where teachers and students are not afraid to venture into unchartered waters as far as using ICTs to learn.  

Module 9 Activity 3 Thinking about the Whole School

I have done an assessment of my school and have found that some areas are in need of improvement in relation to ICT integration. Although my school has some ICT resources, it is not fully integrated.

How ICT integration will affect my school is discussed below:

Leadership: For ICT integration to be successful in a school, the school leader must ‘buy in’ to the idea.  Unfortunately, school leaders stifle interventions that are beneficial to their schools when they do not see the wisdom in embracing the idea. ICT is one way in which learning in a school may be enhanced especially when the students use it as a tool for learning. In my school, there is still the need to incorporate ICT in the curricula of the various subject areas. Teachers are given laptops to jumpstart their preparation for the integration process and students at the upper levels are given tablets to do their part.  Yet, the synergy between the teachers, students and the way in which learning takes place is still missing. The school leader needs to embrace a school plant that is infrastructural and human resource ready for ICT.

Curriculum and Assessment: A major part of ICT integration in any school is fashioning the curricula to support ICT for learning.  Subject disciplines would need to revisit their curriculum offerings and ensure that they support the use of ICT. At present, my school’s curriculum offerings do not show ICT integration.  There are some attempts for students to use ICT in their learning, but it is not fully integrated.  This will require serious curriculum reform with input from the necessary stakeholders. If ICT is integrated into the curriculum of my school, the culture of the school will change to be one that shows connectivity in all areas and ubiquitous learning will be the order of the day. Assessment will incorporate the use of ICT in all subject areas.

Critical Reflection: Reflection is an integral aspect of the teaching/ learning process. Teachers need to reflect on what they plan to teach, what they are actually teaching (reflection in action) and reflect on what transpired in the classroom (reflection on action) in order to enhance learning. When teachers practice to reflect, it gives them the opportunity to determine what works and what does not work. At my school, reflection is not a wide scale practice although there are some teachers who claim to reflect on their teaching. To determine the impact of ICT integration in any school, reflecting and making changes to the way things are done will positively impact the way teaching and learning take place.

Teamwork: ICT integration in a school suggests the use of communication, sharing and collaboration between teachers.  Gone are the days when teachers sat and worked in their ‘egg crates’ to get the job done. For ICT integration to be successful in my school, teachers need to be willing to share and exchange ideas about what they do to make learning meaningful for their students. Getting teachers to work together is still a work in progress at my school, but in time, the school will see the benefits of the practice.

Staff Appraisal and Development: ICT integration into a school suggests that staff must be appraised to determine where they are in terms of their knowledge of ICTs. At my school, many staff members know basic ICT skills but require more knowledge, skills and competencies if they are to make ICT as a part of learning. There are still some staff who are afraid of computers and make very little attempt to use same. If ICT is integrated, it would mean that staff development would be the order of the day so that the skills needed to teach the students to learn using ICTs will also be known by the teachers.

Module 9 Activity 2 School Scenarios

As a leader in a school, there are numerous problems which you will encounter on a daily basis and it is up to you to ensure that measures are put in place to solve them. As in the case of the Thuto primary school, the school leader must start the ball rolling to prevent the pirating of utilities and to correct the internet issues which they have.  Even if he/she does not take on the responsibility first hand, the measures that are put in place must be initiated by the leader. It is also very important that the leader leads by example and do not take a back seat when things are there to be done. Once the leader is visible and there are signs of commitment from him/her, the other members of the school will also be motivated and committed to the tasks of getting rid of the problem.  The school leader’s role is pivotal to the direction in which the school moves in its undertakings.

Module 9 Activity 1 Self Assessment

Self Assessment as a Leader

For several years, I have played the role of a leader dealing with a myriad of personalities to ensure that a specific set of curricula meet the needs of the children and are that they are taught the correct way. The leadership skills used ensured that at the end, each person works towards the common goal of the programme. I practice leadership skills that are commensurate with the individuals that I have to deal with.  I do not believe in fighting fire with fire, and as a result of this, I find different ways of dealing with the matters at hand. Instead of the traditional top down type of leadership, I make each team member see the reason why certain things are done.  With this type of ‘buy in’, the members will be a part of the decision making and will be more compelled to achieve the goals set.

A good leader is one who can achieve goals by having input from each member of his team. He/she has a vision which is the guiding principle upon which he/she operates.  As a leader, I try to incorporate as many of the following characteristics as possible.

• ·         A good leader is capable of inspiring his team members to see the vision and work towards achieving it. He should be able to motivate his team members to want to achieve the goals of the group.
• ·         He uses his intuition to help him to make decisions. When leading a team, there might be unchartered waters and it is up to the leader to lead his team members along the path.  For example, in a school where ICT is to be integrated, there will be areas of uncertainty and it is the leader’s responsibility to chart the course.
• ·         Is creativity: As a leader, it is important to learn to think outside the box and to choose which of two bad choices is the best option. By utilizing all possible options before making a rash decision, a leader can typically reach the end conclusion he/she was aiming for.
• ·         Has a positive attitude: A leader wants to keep his team motivated towards the continued success of the effort, and keep the energy levels up. 
• ·         Has the ability to delegate: The key to delegation is identifying the strengths of the team that you lead, and capitalizing on them.
• ·         Is honesty: A leader must make honest and ethical behaviour a key value and the team will follow suit.
• ·        Is good at communicating: Being able to clearly and succinctly describe what you want done is extremely important in a leader. If a leader cannot relate his vision to his team, team members won’t all be working towards the same goal.
• ·         Is committed: If a leader expects his team to work hard and produce quality content, he is going to need to lead by example. 
• ·         Is confident: As the leader, by staying calm and confident, you will help keep the team feeling the same.

·         Confidence: As the leader, by staying calm and confident, you will help keep the team feeling the same.

Module 7 Activity 11 Flipped Classrooms

Unlike the traditional classroom, the flipped classroom provides the opportunity for the creation of personal learning environments where students use their own spaces to learn.  On an everyday basis, students are generally engaged in communication through social networks by using computers, mobile phones or tablets, and learning using the flipped classroom basically harnesses the same skills and hardware. In this way, the students will feel comfortable as they grapple with the learning.  It is the way to go as far as learning is concerned, since it focuses on students learning at their own pace and the teacher spending time with individual students creating effective differentiation.

21st century learning spaces must cater to the needs of the students by providing opportunities for them to socialize while they work, and use critical thinking skills and problem solving to solve tasks.  The learning spaces must be dominated by areas for student collaboration, communication and  innovation to advance knowledge.

Module 7 Activity 10 Project Ideas

There are many ways in which project ideas may be presented.  I am an advocate for projects that have strong real-world components which have as their bases the implementation of a solution/strategy.  When published, the product will assist the rerader with the information/ideas that may be used in his or her situation.  In publishing their ideas, students will have to communicate and collaborate and find ways and means of presenting their projects that are creative.  Students will be engaged in the exercise and will learn as a result.

Module 7 Activity 9 Collaborative Learning

Collaborative learning involves mutual engagement between members of a group working towards a common goal.  It involves using problemsolving and critical thinking skills to solve problems as they arise when doing tasks.  As a teacher, I see the merit of using this method to develop my students social skills and basically give them an opportunity to deal with their own learning.  They will depend upon each other for decisions that need to be made and steps to be taken to successfully complete an activity.  The teacher in this case will only act as guide.

Module 7 Activity 8 Communication in a Connected Classroom

This activity has caused me to take a second look at what communication isin relation to collaboration. We communicate everyday within our classrooms and throughout our daily lives whether it be through synchronous communication or asynchronous communication, but one of the main focus of communication in the connected classroom is through digital storytelling. There are a myriad of interesting ways in which we as teachers could make learning interesting for our students while at the same time enhancing the learning taking place.  Our students are not strangers to facebook and twitter, and as teachers we need to utilize the resources that are at hand to teach. Communication in the connected classroom will  motivate learners and will increase their creativity and their communication skills.

Module 7 Activity 7 - Social Media in Project Learning

Social media is a way of collaborating or communicating inside and outside the walls of the classroom.  It is critical for the blended classroom where the students are virtually 'taught' by the teacher without being onsite.  In this way, students can access the learning from any avenue as long as they have access to a computer, mobile phone, tablet or similar device.  Teachers will need to plan their lessons ahead of time and determine the tasks that the students will be rerquired to do so that critical thinking and problem solving are involved. The use of social media can make learning fun for our students.

Module 7 Activity 6 Analysing Projects

As a teacher in the 21st century, it is important for me to provide opportunities for project based learning so that the students will learn as they proceed and transfer knowledge and use in new situations.  In this way, the students will become lifelong learners.  Of some significance is the need to incorporate such skills as critical thinking, problem solving, real life/authentic experiences, use of a range of technological tools and the use of expertswhen executing projects. The learning experiences will be more meaningful to the students and learning will be enhanced.

Module 7 Activity 5a, b, c Engaged Learning

Engaged learning is synonymous with 21st century learning.  Students are responsible for their own learning by definining their own learning goals and evaluating their own achievement. Once this culture is cultivated in the classroom, students will always be energized to learn and will quite likely become lifelong learners. As a teacher, I am totally convinced that this is the way to go as a teacher. In light of this, I can see myself setting challenging, authentic, multidisciplinary tasks that relate to real life situations so that they will be meaningful to my students. Students who are always engaged will crave knowledge and will love learning once they make sense of the learning and can tranfer it to new situations.

Module 7 Activity 4 Knowledge Building

Knowledge building experience for students is one that will be part of lifelong learning.  They will be able to use critical thinking as a tool to interpret, analyze, synthesize and evaluate information so that they can build on what they already know.  The regurgitation of facts will be a thing of the past and schools will produce students who can use knowledge building to make difficult decisions in life.

Module 7 Activity 3 a, b, c. Critical Thinking

Critical thinking is the ultimate tool that our students should use to execute tasks in the classroom and without. Critical thinking will help our students to think for themselves; think outside the box to reason out arguments and come to logical, rational conclusions about issues. I particularly like the critical thinking checklist that may be used to determine if a person is a good critical thinker or if there is more to be desired. If arguments or statements can pass the checklist, then it is probably good thinking. I also admire the intellectual standards for thinking that individuals can use to determine if their thinking is considered good since it is said that better thinking gives better solutions. I can see myself using critical thinking as the main tool for learning in any class that I teach since it means that the students will interact more deeply with the learning and will most likely have greater understanding and retention of the material.

Module 7 Activity 2 a,b,c,d

This activity made me realize that as far as the connected classroom is concerned, we have a long way to go. It has opened my eyes to the 21st Century learner and the need for me as a teacher to get students curious so that they always want to learn. I am fully aware of the fact that students are born consuming media and the role the teacher must play in ensuring that they use this to learn rather than merely for entertainment;I am also cognizant of the need for students to be given a baseline set of skills and competencies so that they may proceed confidently into the learning. Of some significance is the need to give value to informal learning and to let students realize that learning outside of the classroom is just as important as within the four walls of the classroom. There is also a need for us as teachers to use digital media to change the way students learn, play and sociaslize.  As a teacher, I realize that there is a lot to be done in this area and I will start to take steps to ensure that my students become digital masterminds in my subject area.

Module 7 Activity 1a

The process of getting and sharing information is intricately linked to the way in which we view technology and the importance that we place on it as we engage in the teaching/learning process. Teachers and students need to move away from the traditional culture of the classroom being the four walls and the idea that learning cannot take place outside those walls. Teachers need to expose students to the ways in which they can use technology to share/exchange information with their classmates as well as other students in other parts of the world.  Tasks should be set that encourage students to want to discover more, to learn more and to hunger for more at the end of the day.  Learning should be enjoyable and meaningful with the use of technology.