Linking Pedagogy to ICTs

 

In my previous post, I explored what the contemporary teacher and contemporary learner look like. In today’s post, I will explore the link between pedagogy and ICTs in the classroom. How exactly do we guide students towards higher thinking order and deeper learning with technology?

The Eight Pedagogical Principles

There are eight pedagogical principles associated with deep thinking and learning:

1.       Facilitating deep knowledge through higher order thinking.
2.       Facilitating collaborative learning in which conversations are important.
3.       Supporting students in knowing how they can learn best.
4.       Planning learning that is problem-based and situated in real life contexts.
5.       Is relevant to students and connects to their background knowledge.
6.       Supports learning that is owned, controlled, and managed by students themselves.
7.       Is socially supportive, engaging and values cultural knowledge.
8.       Is supportive of the development of active citizenship and strong group identity.

On a surface level, these principles seem to align with the 21st century skills, which outline how students need to possess the following skillset in order to prepare for a changing world:

•          critical thinking
•          creative thinking
•          communication
•          collaboration and teamwork
•          personal and social skills
•          ICT skills

In gaining these skills, through the principles outlined above, students will become innovators, entrepreneurs, lifelong learners and responsible global citizens (QCAA, 2019).

Reflecting my own experiences

When I reflect on my experiences, both as a student and as a pre-service teacher, it is clear that aspects of these principles are used in classrooms every day; however, their effectiveness is based upon the skills of the practitioner. The jam-packed curriculum, in addition to other administrative requirements and classroom management, means that teachers are at risk of being time-poor in their classrooms. Where this is the case, it is easy to see how these principles, designed to elicit deeper thinking, can be pushed to the side to allow for the next item on the imaginary checklist to be ticked off. In addition to this, in schools or classes where student engagement is poor, I have seen and experienced the difficulty in generating interest for a topic at the basic level - in these cases, how are we to move towards deeper thinking where the student buy-in is not present?

Despite this lack of engagement by students, I have seen a particularly skilled teacher draw out responses and engage deeper thinking in a class of lower literacy and low academic students. Upon reflection in the context of these pedagogical principles, I can see how he generated interest through linking the topic to real life and relevant contexts, allowed students to take control of the conversation through facilitating and encouraging. This observation should serve as a reference point for me in future as to how to manage such situations.

A neuroscience link

Dr Judy Willis outlines how boredom limits learning through overactivation of the amygdala in the brain (Edutopia, 2011). Students are bored where they cannot see the meaning behind or the relevance of the information in their own lives - this ties in with the pedagogical principles outlined above. Likewise, Dr Willis has also outlined the importance of creating safe environments which will enable open sharing and participation; again, this aligns with principles of being socially supportive. Sir Ken Robinson's thoughts tie in with the 21st century learners, in that they need to be innovative and life long learners - we do not know what the world will look like and as such, teachers today need to foster creative students who are not afraid to make mistakes (TED, 2006). Again, this position aligns neatly with the pedagogical principles.

Ensuring students are heard and supported in the classroom should be at the forefront of our planning as teachers. To do so will foster those safe and creative classrooms lauded by Dr Willis and Sir Robinson. A classroom which promotes social interaction, building on prior knowledge and values all input will result in students actively participating and helping each other along.

Blooms Taxonomy

Reflecting on higher order thinking in science

Image source: 
https://commons.wikimedia.org/wiki/File:Blooms-pyramid.png

Within science, higher order thinking is vital to interact with the nature of science – that is instilling a sense of curiosity and willingness to explore (ACARA, 2010), thereby encouraging students to question and seek answers. Bloom’s taxonomy can provide the framework for which teachers can plan and encourage cognitive growth. Building a sound knowledge base through explicit instruction is necessary to ensure students understand and recall key content. This can then be expanding upon by students applying this knowledge to different situations, which may involve analysis, comparing and contrasting. Finally, an integral aspect of any science unit is research and synthesis of new knowledge through experimentation or project-based work. The cycle then repeats for each strand and sub-strand of science, and eventually leading to students being able to recognize and identify links between these strands. For me, this final stage would be the ultimate aim of any unit of work as it would demonstrate students’ appreciation of the science around them.

Using SAMR to draw it all together

The SAMR model is the framework for which we teachers can reflect on the use of ICTs in the classroom. The SAMR concept can be simply broken down as follows:

Image source: https://upload.wikimedia.org/wikipedia/commons/5/5e/The_SAMR_Model.jpg

It is clear to see how SAMR ties in with Bloom’s Taxonomy as outlined in the image below:

Image source: https://commons.wikimedia.org/wiki/File:SAMR-Bloom-Schrock.jpg

The SAMR model provides a simple method for assisting teachers in designing and planning lessons which will enhance students’ learning experiences with the help of technology, but also encouraging deeper engagement in the topic. Since the onset of the COVID-19 pandemic, educators have been required to move more into the augmentation and modification space due to remote learning. This may have created confusion and frustration early on where students and teachers alike struggled with the change. Despite this, I do wonder what impact this will have on teaching and learning into the near future. Perhaps some schools or teachers will see the value of a flipped classroom and allow students to work at their own pace, with the teacher facilitating and assisting as necessary during lessons. Perhaps teachers will also have more scope for differentiation within lessons, where the student work can be monitored in real time and adjustments made as necessary. The SAMR model, aligned with Blooms Taxonomy, will guide teachers to ensure students are engaging with the content and progressing their students.

 

Legal, Safe and Ethical Practice

Ensuring ICT safety within the classroom is a constant necessity for teachers. Within the Australian Curriculum, the ICT General Capability, the element of applying social and ethical protocols and practices when using ICT guides the use of ICTs in a responsible manner. Close study of this element provides teacher with the key aspects of the development of students ICT skillset development. Intellectual property, security practices and protocols, and impacts of ICT in society are all covered in this sub-section of the general capability and teachers must be cognisant of the learning continuum.

ICT is used prolifically within science for research and problem-solving reasons. As such, it is imperative that students are aware of the underlying basis for their information they are researching to ensure their arguments are founded upon ethical and appropriate sources. As such, it is imperative that teacher continually reiterate the influence and significance of sourcing genuine and truthful information. This can be achieved through modelling desired web searching and highlighting particular aspects which may bring into question the authenticity of the source.

References

ACARA. (2010). Learning continuum of information and communication technology (ICT) capability (version 8.4). Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/learning-continuum/?element=Applying+social+and+ethical+protocols+and+practices+when+using+ICT&page=2 

ACARA. (2010). Science: aims. Australian curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/science/aims/

Edutopia. (2011, June 22). Big thinkers: Judy WIllis on the science of learning [video]. YouTube. https://www.youtube.com/watch?v=J6FqAiAbUFs 

QCAA. (2019, January 16). 21st century skills. https://www.qcaa.qld.edu.au/senior/senior-subjects/general-subjects/21st-century-skills

TED. (2007). Do schools kill creativity? Sir Ken Robinson [video]. YouTube. https://www.youtube.com/watch?v=iG9CE55wbtY