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A personal philosophy on teaching and learning with ICT.
1 comment November 6, 2008
Mobile Learning Technologies
Immersing myself in the issue of mobile learning technologies in the English classroom I was lead once again to Papert’s work on constructionist teaching practice. Again, these technologies seem to provide the classroom with a whole new range of possibilities for exposition and discovery.
I have noted just a handful of these possibilities in a mindmap:
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Let them blog!
Dave Huffaker presents us with an interesting contention in his article on ICT in the classroom. He emphasises how important blogs (and similar tools) are in creating an instant sense of literary gratification in the English classroom. While textual construction has always been an instantaneous process, blogging pushes this much further by providing students with an instant audience – well beyond the person sitting beside them!
This access to a ready readership allows students a sense of pride in their creative work that can simply not be rivaled by any other teaching process. It also allows them the benefit of peer critique and support from non-interested parties – another highly beneficial process, if directed appropriately by the teacher.
Photo via msnbc.com
1 comment November 6, 2008
Are we the subaltern?
Prominent postcolonial theorist Spivak presents us with a concern originally directed at the context of the British occupation of India, and this occupation’s implications for textual reaction and linguistic accessibility. Spivak suggests that wherever a group of people exist who are completely external to the dominant discourse of a culture there is a ruction in communication. The argument is that if there is enough of a divide between those engaging in any form of dominant linguistic discourse and those who are outside of this discourse there must necessarily be a transliteration of meaning across this divide (of perhaps even a complete disconnect).
Spivak used the term ’subaltern’ to describe the group of people (not necessarily a minority) external to the normative culture as it does not only imply a removal from hegemony, but a sense of being below or inferior to it. Essentially the concern with communication resulting from the metaphysical distance this subaltern group is placed from hegemonic culture is a problem of both parties, but is much more likely to negatively affect the subalterns as they are the dominant discourse will certainly dictate which forms of communication are acceptable.
My question in raising this postcolonial issue concerns once again the issue of digital natives. Since the ICT is continually permeating contemporary culture and society, it has unarguably become a part of our normative cultural context. Clearly digital natives will slide into this discourse with little problem. My open question to fellow educators is: are we, as digital immigrants, the new subaltern?
If indeed we are the subaltern, we must take it on ourselves as the leaders of learning to overcome this hurdle. In order to effectively motivate and inspire in our classrooms, we must first be able to speak the language of our students. ICT has become far more than a teaching tool, it has become an innate part of the new generation of student’s communication process, exploratory practice, and semantic methodology.
In this respect, making ICT a part of our teaching practice is no longer simply something which should be encouraged for motivation and innovation, it is a linguistic imperative. We must strive to meet students on their level of technological competency as it is now an implicit part of their world, and the only way to shape them as critical thinkers are responders to this new dominant discourse.
Photo via flatrock.org.nz
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If you open your mind too much your brain will fall out – a reaction
In the gorgeous Libby Brown’s recent post about collaborative learning environments she draws our attention to how open and collaborative the classroom can become through the use of Web 2.0 technologies. These technologies provide students with such a unique and interactive learning experience that they are truly able to interact with texts and mould their learning experience to suit their own intentions and educational goals.
Teachers who are brave and savvy enough to bring this innovative tool into the classroom have to potential to open their student up to new realms of experiential learning, fantasy contexts, and discovery learning. Since we know all of these strategies foster a deeper knowledge than what are accepted as the more traditional teaching strategies, I hope that teachers take a ‘maverick’ approach and bring themselves to the frontline of this new development for the profession.
Just remember that the old epigram will always remain – ‘If you open your mind too much your brain will fall out.’
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Deep-net FISHing
Distinguished literary scholar Stanley Fish is one who I personally admire for his approach to literary theory and criticism, particularly for his works on poststructuralism and Milton’s Paradise Lost. In doing a close reading of some of his work, I was lead to question the ICT and teaching implications for one of his core theories.
Fish coined the term ‘interpretive communities’ in describing the way particular groups of textual responders interpret and process the information they gain from their analysis of a literary text. He suggests that each person belongs to a specific set of ‘interpretive communities’, which combine to form that individuals particular cultural response to a text, and ultimately shape the text’s very meaning. For instance the responder may be a woman, gay, german, left-handed, living in Dubbo, with a dog, and red hair. Each of these individual constraints comes with a particular interpretive communities, and members of this community may all react to particular aspects of a text in a similar way. The combination of these communities creates a unique blueprint of analysis, particular to each individual – in this case, our red-headed-German-lesbian-dog-owner from Dubbo.
In terms of ICT this poses a unique proposition. Digital natives all belong to a distinct interpretive community, and hence will be looking at any text we provide them with in the English classroom through this lens. Perhaps the very meaning of texts utilising ICT will be slightly skewed for these students when compared to a teacher who is less immersed in digital culture. In diving into a postmodern English syllabus teachers must be ever aware that meaning and perspective are completely fluid. Students approach multi-modal texts in a way which may not be congruent with out own thinking, and we must be able to adapt our teaching practice (and understanding) in order to maximise the learning experience.
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The cloud of fear
Dr William Reville poses an interesting point about the fear of technology in an academic article of his. He addresses the general notion of a fear of technology from a perspective I personally has not considered. Reville suggests that technology is simply another tool utilised by humankind. It is a product of our own intelligence, and our own creative innovation, and hence in fearing technology we are really fearing ourselves. The contention seems to be that in any cultural or temporal context humans have called on the use of “tools”, and that these tools are always a direct manifestation of the upper reaches of thinking in that particular time and place. Fear for technology is hence not motivated by the technology’s innate being, but rather the thinking that created it.
While I have not yet allayed my own fears completely, I can attest that I don’t believe our concerns about the technology should limit our teaching strategies. Just as the humble blackboard was once a ‘bells and whistles’ innovation, these new technological additions to our teaching toolbox simply need time to permeate the fraternity. As teachers we can surely see the potential of integrating ICT into our teaching practice. Coming from an English teaching standpoint personally, the possibilities that digital learning can offer the classroom are limitless. With a syllabus that is constantly adapting to student’s changing, multi-modal literacy, access to the internet’s global village is an invaluable asset in uncovering new texts and media. This technology is also a beacon of motivation when it comes to allowing students the opportunity to compose their own texts in a way that is interactive, fluid and interesting.
Hence I feel that the moral of the blog-story is that the motivated and inspired teacher will do everything in their power to adapt to a changing digital culture. Teachers should make full use of student knowledge, experiment in new forms of composition and presentation, and allow their fears about technology to be the excitement that they need to embrace it. While it is certain that ‘caution must be taken,’ this is true of any teaching practice, and should not simply be a catch-cry of the techno-phobic educator. I believe that if integrating ICT into our classrooms motivates and inspires the new generation of digital native we have in front of us, then it needs to be our responsibility to evolve as necessary to keep in touch with our students and their needs as learners.
1 comment November 6, 2008
Constructionism… constructive?
Papert’s well-known article on constructionism vs instructionism is another unique example of what I have earlier suggested to be ‘teaching with a spoon full of sugar.’ The article suggests, in a way, that the use of computer technology in classroom learning can allow for students to form a more personal and productive relationship with the content material. Due to the interactive nature of these tools, students are able to explore content at a pace, and with a focus, that is of genuine interest to them. We know from a psychological perspective that creating deep understanding and genuine meaning rely on building on a student’s existing knowledge base and cultural context. From this perspective it would seem that utilising a technology that allows for students to shape their own learning experience must surely be a positive teaching strategy.
In essence this style of teaching utilises ICT as a teaching tool, which provides access to new means of exploring the same content. While this may a legitimate for subjects where content is fairly unchanging, I feel in the teaching of English we may need to push Mr Papert one step further. Students in this subject area need to utilise technology not only as a contructionist teaching aid, but also as a new realm of multi-modal exploration itself.
Teachers in the English need to integrate ICT into both their practice and content in order to create critical thinkers who can fully appreciate the world around them… all the while without ‘blinding them with science.’
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Visual Learning and Special Needs – a reaction
In Ben’s Blog, he provides us with another possible use of technology for the new classroom. The fact that a significant amount of special needs cases thrive on the use of visual cues and aids suggests that the utilisation of multi-modal technology can be a great way to increase the learning potential of these students in a non-intrusive way, without limiting other students. There is even technology which is specifically designed for students with Asperger’s and autism, such as software to remind them of the social cues most of us take for granted. Kelly May’s article, referenced by Ben, suggests that more than content must be considered. Teaching delivery and instruction is also a vital tool for retention and engagement.
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Paper to blogspace – a reaction
Tom raises an interesting point in his blog regarding ICT and Motivation. There seems to be a risk that ICT may simply slide into the English classroom as a replacement for traditional texts and teaching. Perhaps students will read their stories on the internet and publish their own texts in some kind of digital processing software. Ultimately though, nothing is gained by this. While the medium has changed, the full potential of the ICT is not being utilised.
What teachers need to realise is that they are not simply dealing with a new manifestation of the standard paper and pen. The software and innovation that accompanies this technology provides a new range of options which should alter teaching practice itself, rather than simply change the tools for the same old jobs.
Thanks for lighting the spark Tommo.
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2 comments November 6, 2008
