(1) KNOW THE STUDENTS AND HOW THEY LEARN
AITSL Standard 1.2 - Understand How Students Learn
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Pedagogical Knowledge
Based on current research into how students learn with ICT (information and communication technology), it was found that effective learning was achieved by using higher-order thinking skills. Therefore, we can use ICT to stimulate these higher skills such as creating, evaluating and analysing. Moreover, ICT can be used to increase student engagement through challenging, creative, and competitive tasks. ICT also provides opportunities for collaboration which ties in well with current pedagogy such as Vygotsky’s theory of social constructivism (Vygotsky, 1978).
The SAMR Model
Furthermore, research by Puentedura (2010) has developed a hierarchical framework to help teachers evaluate their use of ICT in the classroom. This framework is known as SAMR which includes Substitution, Augmentation, Modification, and Redefinition. The easiest being substitution which is directly substituting a component with no functional improvement. As teachers become more familiar and proficient with integrating ICT, they will eventually move onto modification and redefinition. These processes involve the redesigning and creation of new tasks through ICT.
Image taken from Flickr - Created by the Center for Teaching Vanderbilt University (2016)
Image of SAMR Model taken from Puentedura (2010)
Supporting Practical Learners
Research has shown that students learn effectively through the stimulation of higher-order thinking skills. We also know that our classes are diverse in student ability, interests and learning preferences (Tomlinson, 2014). Therefore, I decided to implement an activity that catered towards my Year 7 students with an affinity for practical tasks. This was a model-building task that involved working in groups to build a model of the Earth, sun, and moon. I created a handout that included a step-by-step method on how to build the model as well as images to complement the steps. These were done to cater to practical, visual and auditory learners.
This task had a positive impact on practical learners who struggled with literacy and written tasks. These students were engaged which naturally reduced incidences of misbehaviour. They were also able to demonstrate their understanding of the moon’s phases using the model.
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Photo of a student's model - taken by Peter Lam (2019)
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Collaborative Learning
One of the main ways that students learn is by constructing knowledge through social collaboration. For this reason, I planned for an ICT tool that promoted collaboration in the classroom. Instead of using a traditional KWL chart on paper, I decided to adapt the task into a digital format. To do this, I used an ICT tool known as Padlet. This application allowed my Year 7 students to post what they know about the topic and what they would like to know. The class discussion on Earth and Space phenomena sparked the students’ interests. Following this activity, the students were engaged and frequently asked questions about the topic. Furthermore, students were able to generate a list of things they had learned which was visible to the whole class.
According to the SAMR model, this would be an example of augmentation. The traditional KWL chart was adapted into a digital form with functional improvements including whole-class transparency and a shared/collaborative workspace.
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Screenshot of KWL activity for Year 8 Digital Technologies - created by Peter Lam (2019) with Padlet
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Screenshot of model task sheet - created by Peter Lam (2019)