First Week Reflections

Digital Pedagogies Week 1 - Personal Reflections 

Having completed High School in the mid 90's during the 'chalkboard' era, the realisation of the differences between my classroom and the classroom of today are mind blowing. Before the lap top and the Internet, learning was virtually exclusive to face to face contact of teacher/student or through external sources such as textbooks, documentaries or the very seldom visit to the local library to use a microfilm. Students of today, known as Generation 'Z' living in the digital age benefit from 'digital pedagogies' to learning material. Although this is an exciting period that I will be teaching in, I find the prospect a little daunting as my personal use of the Internet (prior to study at CQU) was far limited. I look forward to learning about blogs and wikis and other digital methods available in order to teach my future students.    


In order to effectively use digital media it is important that the teacher understand the technology available. However it is vital that the teacher understands the generation of which they are educating. Sparks and Honey indicate the importance of the teacher/student relationship in terms of the knowledge and needs of individual students. The process of understanding is continuous throughout a teachers career as will advancements in digital platforms. Generation 'Z' have information literally at their fingertips and they have a certain familiarity and adaptability to digital technology that previous generations do not possess. They are also a comparatively higher chance of wanting to make an impact on the world through their job than previous generations and are far less likely to remain in just the one profession during the working life.


Generation 'Z' have shorter attention spans due to the evolution of the brain being conditioned to taking information in segments. While this may on the surface appear detrimental, the student is able to interpret and process information at a faster rate. Symbols known as 'emoticons' and 'emojis' in part replace traditional text, abbreviating communication. About half of gen 'Z' spend 3 hours per day using a digital device for non-school work compared to 22% a decade ago. Compared to their predecessors, Gen 'Z' are more mature towards learning and are able to collectively group on line in order to achieve goals. In my future classroom, I need to understand the diversity of my students, communicate with them visually and provide information into bite size pieces. It is also important to allow for the free flow of ideas and make each student a part of the decision making process of how they learn best. 


There are many different ways that a teacher can deliver information through ICT. The Science of Learning is explained by Judy Willis who provides approaches in gaining the students attention and maintaining focus. The use of visual aids or text written in different fonts or colours can also be used to draw extra attention to important points. Willis also describes the value of student participation, "Only the person who thinks, Learns" and stresses the importance of removing any fear the student may have of failing in front of their peers. This can be achieved through simple means such as showing answers on a flash board or similar, where only the teacher can see each students answer. Other major areas of importance include the removal of repetition from the classroom. The Gen 'Z' brain is stimulated by progression and movement up certain levels that relates to interests such as on line gaming. There is also the important need for the teacher to tailor learning specifically to match the ability of their student and to be aware that all students will be at different levels. 


The continual development and change in the classroom is described as challenging and unpredictable by Sir Ken Robinson in Do Schools Kill Creativity. The area of the students ability to be creative is described as being a vital ingredient to overall success. Robinson makes the important point that around adolescence, the student becomes embarrassed about making mistakes and fears being singled out for something adverse. Further important points are made reflecting on the need for gratification given to students that excel in different areas of curriculum, away from the traditional norms of science and mathematics. Active encouragement needs to be given for students to pursue success in areas that they enjoy, rather than what they should be good at. Robinson also draws reference to intelligence being interactive and describes the importance of educating the students whole being. The old belief that a degree was the only avenue to success is challenged due to future possibilities presented via the digital age. Creativity and entrepreneurship should be actively encouraged to allow students a greater scope for achieving great things. 


Week 1 has provided a great deal of new information, and while somewhat overwhelming at first, I have learnt about valuable tools that I can use to teach my future students. I will be able to use this as a creative outlet for not only myself, but also my students. The Introduction to Technology Integration provides an insight into how students can create their own apps or digital content to help and guide their own learning. The advantage of collaboration through the world wide web is also explored and gives students a sense of ownership and pride in their work, as it could potentially be seen by a very large audience as opposed to an assignment that will only be read by a teacher. ICT can also be used by the teacher to monitor the individuals progress and can indicate areas that need attention.