The Contemporary Teacher and The Contemporary Learner

 

From having family on the other side of the world to the onset of the COVID-19 pandemic to studying a Master’s degree through distance learning has meant that technology is interwoven throughout my life. But how, as teachers, can we navigate and teach the complexities of technology in an increasing digital world, where numerous competing factors can impact engagement, safety and education of our learners. First we must look at what the contemporary teacher and the contemporary learner actually looks like. 

 

 

THE CONTEMPORARY TEACHER

 

Does a lack of emotion for a new topic mean disinterest or a lack of motivation?

While emotions play a significant role in how we learn, I do not believe that the absence of positive or negative emotions are directly related to disinterest in any topic. When I think about deep thinking, where ideas are explored in depth and broadly, am I experiencing a positive or negative emotions then? I do not think so. The more pertinent question may be - does emotion, in fact, bias our learning? That is, do we shirk away from topics or aspects of topics that result in negative emotions and do we engage more in topics that elicit positive emotions? If this is the case, then it is a bad thing as it would result in incomplete engagement and understanding of a topic.

In the context of the current unit, I cannot quite identify whether I am experiencing positive or negative emotions. If anything, it probably deviates slightly towards negative; however, I do not think this is due to the nature of the unit but rather the stress and anxiety due to the new term commencing.

 

I am feeling positive about engaging further in this unit. This is mainly due to my curiosity and inquisitive nature; I am very interested to hear, see and experience how ICT and digital learning can transform my teaching and classroom. When I was in high school, there was no ICT being used in classrooms. I recall having one "Computer" lesson a week in junior secondary where we learned the basics of the Microsoft Office suite. How times have changed and will undoubtedly continue to adapt and transform throughout my impending teacher career. I am hopeful that this unit will give me the tools to be able to navigate such changes and confront the challenges commonly experienced with ICT integration in the classroom.

 

Making a commitment to interrogate emotions and beliefs

I believe I have the commitment to actively interrogate my emotions; however, my concern is that as the unit and term progress, I will consistently become time-poor and therefore, not engage to the extent where I am challenging my thinking. However, I do appreciate and acknowledge how such interrogation is imperative to ensure I am and will adopt a creative pedagogy in the classroom.

 

Current values and beliefs

While I can see the benefits of ICT in the classroom, I have two main concerns. The first is monitoring student participation and ensuring they are actually engaging in the content and not playing games or accessing social media. This is very time consuming and difficult to monitor.

The second is the issues that comes with accessing ICT, and the amount of time spent troubleshooting issues. It does make me wonder if the disadvantages outweigh the benefits.

Despite these two concerns, I am aware that establishing expectations and following through on consequences is the means to address some of these issues.

  

My approach to teaching and learning – a question of control.

From my observations and experiences so far, there is most definitely a push for learning to be more student-directed and to encourage independent learning in schools. My experience of school as a student has been the teacher directing all learning. I excelled in this type of learning and therefore, see the benefit of it. However, I know that times have changed and continue to change and therefore, teaching must move with the times. Therefore, I do think it will take some time, experience, and trial-and-error before I am confident and willing to give over some control to the students.

 

Identify any challenges to your values and beliefs as you enter this unit?

As outlined above, moving away from the "sage on the stage" adage will be difficult for me. I need to put more trust and expectation on my students that they will engage in their learning to a sufficient level. I am someone who seeks perfection and likes to be in control; as such, this will be a challenge for me to overcome.

 

My experience of ICT in the classroom

I have now completed prac in two very different school - a very large (c. 1300 students) public school and a very small (c. 400 students) private Catholic school. In the public school, only a handful of students had their own devices, and the school laptops were extremely slow and unreliable. As a result, it was a challenge to introduce ICT into lessons as they chewed up a lot of precious time.

In the small private school, all students had their own devices. There was quite a bit of time taken to set them all up on the various platforms at the beginning of the year, especially the Year 7's. In addition, the number of programs or software for students to access and obtain information could be overwhelming - Teams, SEQTA, OneNote, Education Perfect and the subject e-book. Students were allowed to use their devices for notetaking; however, this presented a challenge as continual monitoring of student work was necessary.

While I have noted the challenges and disadvantages of ICT in classrooms, I have observed student engagement and learning while using ICT to be significantly increased compared to non-digital methods.

 THE CONTEMPORARY LEARNER

Will Gen Z learners survive in a traditional classroom?

It is clear that Gen Z learners will not succeed in traditional classrooms. The want change and to lead that change, and as such, will not thrive in an environment dominated by the teacher. Gen Z learners want to be heard and included – this can be achieved in the classroom through discussion and independent learning. The traditional classroom does not allow for such an approach.

 

Creativity in education

There wasn't much creativity in my own schooling - it was the same thing in every lesson with every teacher (i.e. explicit instruction, note-taking,  some discussion). I believe schools are moving more towards a creative approach to learning; however, the temporal limitations of research means that the best contemporary practice is still being determined. In addition, despite ongoing professional development, some teachers may be reluctant to change their established practices for a number of reasons – be it due to being set in their ways or due to the increased workload in other areas limiting capacity to trial and adapt teaching practice.

 

Regarding my current course of study, most units have not been creative. They seem to run off the same template: a great deal of information accessible via readings and videos, some questions to prompt reflection and a tutorial. There have been a couple of units (including this one) which step outside the norm, but not a great deal. I consider this to be due, in part, to the limitations of distance learning.

 

My previous experiences as a student

My undergraduate degree was presented in a very practical and hands-on as it involved the building of skills in injury diagnosis and treatment. As such, the format was very suited to the real-life skills required at the end of the studies. However, there was also very much a reliance on lectures and limited opportunities for independent learning. Lectures very much have a place in such degrees to allow for an abundance of theory to be passed on in a short period of time; however, I believe building a variety of strategies and approaches would have been more engaging.

 

The limitations of the curriculum

Everyone is different - how we learn, how we think, how we interact etc. Everyone knows this; diversity and inclusion could be considered a "trending topic" not only in schools, but in society. So why is it that the curriculum is so rigid? How can we expect diversity of thought and achievement in society if the same is not championed in schools? I am confident, however, that changes are afoot. I can see how pathways in senior secondary have changed considerably and as such, can only hope that the curriculum will similarly merge with the requirements of society. Change will be slow and will only be achieved through continual feedback to the powers that be.

 

The role of ICTs in my development as a teacher

ICT's will help me connect with peers all over Australia and the world. I will not be limited to peers within the staff at my school or cluster schools to build my skills or knowledge in particular areas. This is extremely beneficial as I will be introduced to various ways of doing and therefore, thinking. Such exposure will only strengthen and extend my practice.