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E-pedagogy for the future portfolio

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Boffin box

on 6 December 2012

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Transcript of E-pedagogy for the future portfolio

Blogging To summarise my learning in the area of blogging, I have reviewed my work using three questions E-Safety Evaluating the impact of the use of ICT in teaching and learning is important, however it is not straightforward, as Selwyn (2011) discusses when he considers the question `Does Technology Inevitably Change Education?' My intention is not to debate this question and try to reach a conclusion, but to use it as a catalyst for analysing blogging as a teaching and learning tool. Evaluation of the impact of blogging on learning My journey starts here:
I'm intrigued about how technology, and blogging in particular can be used to support learning ... I need to find out what a blog is. I'll do a mini literature review to search e-books, e-journals, books and websites where blogs can be created. Some educators are trying some innovative work with blogging ... The Palgrave pocket study skills book is a little gem of information, back to basics is what I need right now. There is new terminology to understand, such as `netiquette' i.e. how to conduct your writing in a blog. I have also learned that using Twitter (2012) is actually micro-blogging. (Pulman, 2009, p35, 27) Having received the details of our submission requirements for e-pedagogy, I want to maximise the impact of my research, so I am going to link my article critique to my chosen area of e-learning which also links with my dissertation. There is a link to my thoughts on this article later ... I have been following David Mitchell on Twitter (2012) and followed a tweet to a blog from a primary school where I offered a comment ... it was accepted and posted... it felt great to collaborate and contribute, I wonder how it made the author feel? OK, so I've taken the plunge and started my own blog, take a look: http://reflectolearn.blogspot.co.uk/
(Butler, 2012) My personal statement explains a little about about me and my thoughts on ICT; teaching; learning and blogging.
To find out more, click over here ... Personal statement part 1: http://www.voki.com/pickup.php?scid=6879992&height=267&width=200

Personal statement part 2:
http://www.voki.com/pickup.php?scid=6880050&height=267&width=200 E-Pedagogy for the Future After my tutorial today, and discussions with colleagues I think that my understanding of the portfolio for e-pedagogy was too narrow. I need to also include: considerations of the physical learning environment; would the learning be the same without the technology?; e-safety and ethics; higher order thinking i.e. Blooms, as blogging requires analysing and interacting with postings. and to see my views another way ... I have read some articles to increase my understanding of the use of ICT in primary classrooms. Some of which made me question whether it is always used to its full potential, or used in situations when it has no real benefits. I explored one of these articles (Kelly and Safford, 2009) - which is about blogging - for the critical review assessment for this module. My critique can be read here:

https://docs.google.com/a/brookes.ac.uk/open?id=0B7aHxq_lME5jcC1ZVDhOTVdoQ2M I found a link to a web site called Brainpop (no date) on the Bure Park blog (Bure Park, 2012) , this would be a great resource to remind my year 6 kids about e-safety issues before we set off on our blogging adventure. I need to make sure I'm up to speed on all the issues surrounding e-safety before I introduce blogging in year 6 for my dissertation. I read a book about Primary ICT (Allen et al, 2012), which offered links to information sites which I have been exploring, it also referenced some important publications about e-safety which will be a useful source of information:

Childnet International (2007) E-safety: An introduction for trainee teachers. [Online]. Available at: www.childnet.com/kia/traineeteachers/(Accessed 09/11/12)
The Child Exploitation and Online Protection Centre (CEOP)[Online]. Available at: www.ceop.police.uk (Accessed 09/11/12)
Byron, T. (2008). The Byron Review: Safer Children in a Digital World. [Online] Available at: www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00334-2008 (Accessed 09/11/12)

I agree with Allen et al (2012, p.214) that as educators we are in an important position to increase children's digital literacy through introducing the use of new web-based technologies, however we also have a duty to ensure this is done in a way that helps children keep themselves safe online. For me, knowledge building came before community and communication. It was my reflections on my use of the blog that led me to change the way I felt about sharing my thoughts with a selected group of people. I find it useful to see my thoughts about articles or issues that are relevant to me written down. The act of writing them on the blog is a way of developing my ideas and testing and exploring hypotheses as suggested by DECK. I was surprised at my excitement when I received comments on my blog and it made me feel as though I wanted to enter into a dialogue with that person to expand my thinking further.
I have come from not wanting to share my thoughts at all, to feeling frustrated when I write a new post and no-one comments. My motivation was to understand blogging, therefore I had to experiment with designing one. I acknowledged the risks I felt it presented in my first blog, and initially didn’t want to share it publicly I had to decide what I wanted to blog about. This led to me sourcing articles which I critically analysed on my blog. Collaboration did not feature at the beginning. To assess the impact on learning that the use of blogging as an ICT tool may have, I analysed my use of a blog against the DECK framework (Fisher et al, 2012). I began with asking myself the question: How does my use of blogging fit within each area of DECK?' D E C K Blogging I have been exploring blogs used by other schools, and discovered some interesting ideas. The following link is to an article about a teacher who used a class blog as well as tweeting in an attempt to engage his students in the history of the gunpowder plot. The school's headteacher is reported to be impressed at the extent to which the inclusion of ICT in this way has impacted on the children's learning.

(Leach, 2012)
http://www.guardian.co.uk/teacher-network/teacher-blog/2012/oct/22/guy-fawkes-school-gunpowder-tweeting-blog?CMP=twt_gu It seems that the interesting and exciting thing about using ICT in education is that the possibilities are limitless. It is important to remember though that ICT can be temperamental and sometimes you can spend as long getting your chosen tools to work as you can planning the activity in the first place. If as an educator you are brave enough to experiment and try something new (which I think should be a requirement of the job), you are likely to be embarking on an amazing adventure.
I refer again to David Mitchell who is a good example of someone with desire to innovate. This link is to a prezi that David created which highlights his experiences with blogging to engage and motivate children in their learning. (Mitchell, 2012a)
http://prezi.com/pirxgj9_oann/bolton-school-presentation/ I looked for examples of blogs created by children to see how they are using them. The examples below are interesting, but I noticed that some posts didn't have any comments, and the frequency of posting tailed off - I wonder whether these two facts are linked? :

http://boyreader.blogspot.co.uk/ (Swain, 2012)

http://story.heathfieldcps.net/ (Fern, 2012) Pulman, A. (2009) Pocket Study Skills: Blogs, Wikis, Podcasts & More. Basingstoke: Palgrave MacMillan Mitchell, D. (2012) Mitchell, D. (2012) `State of Now #140conf NYC2012: David Mitchell, "Quadblogging - linking learning to global audience" ' Available at: www.youtube.com/watch?v=W8J8Jrr_eq4 (Accessed 01/10/12) Butler, E. (2012) `Reflect to learn' [Online] Available at: http://reflectolearn.blogspot.co.uk/?zx=25ccfe7b04e02400 (Accessed 20/12/12) Leach, C. (2012) `Remember the fifth of November - gunpowder, tweeting and blogs' Guardian teacher network 22/10/12 [Online] Available at: http://www.guardian.co.uk/teacher-network/teacher-blog/2012/oct/22/guy-fawkes-school-gunpowder-tweeting-blog?CMP=twt_gu (Accessed 22/10/12) Mitchell, D. (2012a) `Linking Audience to Learning' Available at: http://prezi.com/pirxgj9_oann/bolton-school-presentation/ (Accessed November 2012) Swain, M. (2012) `The Golden Acorn' on The Boy Reader. Available at: http://boyreader.blogspot.co.uk/2012/11/book-of-week-251112.html (Accessed 04/12/12) Fern. (2012) `This is a VERY special blog! I'm only 11 too!' on Fern's Big Idea. Available at: http://story.heathfieldcps.net/ (Accessed 26/11/12) Childnet International. (2007) `E-safety: An introduction for trainee teachers'. [Online]. Available at: www.childnet.com/kia/traineeteachers/ (Accessed 09/11/12) CEOP (2012) `The Child Exploitation Online Protection Centre[Online]. Available at: www.ceop.police.uk (Accessed 09/11/12) Byron, T. (2008). The Byron Review: Safer Children in a Digital World. [Online] Available at: www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00334-2008 (Accessed 09/11/12) Allen, J., Potter, J., Sharp, J., Turvey, K, (2012) Primary ICT: Knowledge, understanding and practice, 5th edn. London: SAGE. Brainpop (no date)`Online Safety' Available at: http://www.brainpop.co.uk/psheandcitizenship/pshekeepingsafe/onlinesafety/ (Accessed 25/11/12/ Bure Park. (2012) `Bure Park Primary: Class 7' Available at: http://burepark72011.creativeblogs.net (Accessed 29/11/12) Fisher, T., Denning, T., Higgins, C., Loveless, A., (2012) `Teachers' knowing how to use technology: exploring a conceptual framework for purposeful learning activity' on Taylor and Francis Online, Vol.23, Issue 3, pp.307-325 [Online] Available at: http://dx.doi.org/10.1080/09585176.2012.703492 References This prezi forms one half of my e-portfolio about blogging. The other half is my blog, a link to which is referenced part way through this presentation. Both parts can be read independently.
Elaine Butler, 12064148 Kelly, A., and Safford, K. (2009) `Does teaching complex sentences have to be complicated? Lessons from children's online writing' in Literacy. Vol.43, Issue .3, pp.118-122. EBSCOHost [Online] Available at http://ejournals.ebsco.com/Article.asp?ContributionID=19921620 (Accessed 21/10/12) Twitter. (2012). [Online] http://www.Twitter.com (Accessed 05/10/12) Wordle. (2012). [Online]. http://www.wordle.net (Accessed 05/10/12) Selwyn, N., (2011) `Does Technology Inevitably Change Education?' in Education and Technology: Key issues, and debates. London: Continuum, pp.21-39. E-Pedagogy for the Future, U71772 [Online]. Available at: http://www.brookes.ac.uk/bv-gateway/ (Accessed 03/10/12). What have I learned on my travels? At the start of this prezi, I was interested in the use of ICT for teaching and learning and knew nothing about blogging. I am now the proud owner of a blog and therefore have a better understanding of what it is like to have an audience for your work. I have posted comments on other people's blogs and have experienced the positivity of collaboration. I am now aware of the varied ways blogs can be used both in and out of formal educational settings. My journey has led me to conclude, that the way in which ICT it is integrated into a teaching and learning situation, and the interactions experienced with it, are important factors in the quality of learning that occurs . Where next? This investigation has equipped me with knowledge, evidence and therefore courage, to question the use of technology in school and to suggest alternative ways of working. I will continue to be enthusiastic about the possibilities of using technology in primary education. I will also continue my blog. How will what I have learned affect my practice as a teaching assistant? Investigating blogging has led me to be curious about how it can be integrated into a primary classroom. We have seen how ICT can be used as a tool to engage and motivate, and a realistic view would acknowledge that it can be temperamental at times. Contrary to this being a reason to avoid it however, it could be argued that incorporating problem-solving skills into learning experiences, is a desirable for a generation who will be entering their working adult lives in a rapidly changing technological world. I may have reached the end of my prezi but this is not the end of my journey ... (Wordle, 2012)
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