DEC Scan Journal : Volume 34 Issue 3
2015 Volume 34, Issue 3 23 Contents Editorial Reflections Teaching & learning Research Curriculum support Share this Resource reviews world beyond school • technology gave students a voice • technology gave students a sense of ownership over their work and possibility for the future • technology was highly effective in bridging the gap between the worlds of school and beyond. Contextual Accommodations The fifth conception and final part of the HPC model is Contextual Accommodations, or the adaptations required to maximise the effectiveness of the technology for teaching. Teachers had to navigate both the personal aspects of their own technology use and how that played out professionally. Technology had implications for the way the school day was organised: • longer blocks of learning time were put in place, so that students could get into flow with the new way of working • technology helped to nurture a community of learners in their classrooms • technology defined who they were as teachers. It wasn’t always easy to teach the way these teachers believed learning should occur when current school structures focused on testing, so they played the game of school most of the time. They found ways to work with existing arrangements to teach the way they believed was a better way to learn. Pedagogical approaches in all of the classrooms varied, as did the technology tools and pathways the teachers and students, used to create and explore content. What was interesting, however, was that the teachers believed that they had all ended up in the same place. Case studies Four case studies were developed from the research findings. They are expressed here as snapshots and give a glimpse of the classrooms involved in the study. The third case study of Nina will be used as a specific example later in the article, in the context of teaching primary school History. More information about each case study can be found in a series of articles on the Education HQ website. Links to each article can be found embedded in the title of each case study below and in References and further reading. Full research findings are included in Technology integration and High Possibility Classrooms (Hunter, 2015). Case study one: Gabby’s early years classroom Gabby taught a composite class of 28 students in a relatively middle-class school in a major city. The classroom was set up with an interactive whiteboard (as a tool for the students to use, rather than as a device only for the teacher), digital cameras and scanners, projectors, microphones, laptops and an iPhone. Gabby considered herself an early years specialist and in her classroom student learning was made public through performance. This classroom was a place where active engagement, better quality outcomes and audience were important aspects of technology integration. As she stated: (Interview 1a) Case study two: Gina in the primary years Gina taught students in a primary classroom. She was also fulfilling the role of technology consultant for the region and was available to work with Learning should flow and teachers should go with the flow. Seeing what is important to each student is better revealed without everyone producing the same thing at the same time. hundreds of teachers to enhance technology integration practices by literally working at their elbow. One of two teachers in the study, Gina spoke about the importance of students learning to write computer code. In Gina’s practice every lesson had a clear and well-defined purpose; comprehensive planning and connections to larger concepts were made through language and conversation. Constructivist teaching was a key factor in learning design and Gina used a pedagogical framework reflecting that approach to support her aim of quality teaching. The framework she used was built on: • stating explicit goals for students learning • explaining to students why the learning mattered • ensuring students had the opportunity to demonstrate their deep understanding • providing explicit guidelines about the quality of finished work. (Interview 2a) Teachers must be willing to learn and know how texts work in technology mediums, and know what makes an effective text.
Volume 34 Issue 2
Volume 34 Issue 4