Learning Beyond Limits – Embrace IT!!

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I remember hearing someone, somewhere, that when we are researching for our assessment tasks then we should only be choosing from educational databases or databases that have to do with our profession.  When I heard this I agreed to a certain extent but there was something that did not sit comfortably after all the reading we have been doing about connected learners, connectivism, the convergence of media, networked knowledge.  Also, being a teacher librarian, perhaps it was because while that is my professional identity, my personal learning  does not restrict me in going beyond the boundaries to open my eyes to new concepts and ideas that could keep me at the cutting edge of my professional learning, knowing and ability to share with others.

For example, in my GBL Chapter, I was able to draw links and make connections between digital literacy and how GBL allows the learner to practise those skills.  To get to this space, I needed to read a little bit from psychology, a little bit from cultural studies, a little bit from media and well, I think it can be seen that this is what learning looks like for everyone. It is “lifelong and lifewide” (O’Connell, 2014, p. 13; Erstad, 2013)  Mimi Ito outlines this fact of learning beyond the formal space of learning in the following YouTube clip.

Retrieved from:  https://www.youtube.com/watch?v=xuV7zcXigAI

While the changes needed to participate in a digitally, networked information ecology are challenging, I am now seeing them as positively challenging.  By this I mean, how lucky we are that we can move beyond our pigeon-holed identities and be recognised as learners.  I am so privileged to be able to ‘connect’ to my learning, even though my hardware breaks and some frustrations do happen as a result, ultimately, I always have an option to connect.  I don’t have to enrol in a Uni degree but I choose to so that I can be accountable for my learning and my knowledge sharing.  I want to add to the conversation from my experience and my learning and whether that be media, psychology, cultural studies, game-based learning, I want to know my learning has meant something.  Is this not giving education the value it deserves in our global context?  This is what formal education settings need to realise that learning happens beyond their formal settings but it is the social space of schools and Uni that refine our learning through the ability to dialogue with others who are pursuing the same commonality of learning.  Hmmm…Dialogic learning in fact!?! (Note to self, go back and read Anna Craft and Rupert Wegerif.)

When we allow students the same permission we allow ourselves to learn in informal spaces as well as formal settings we open up the possibilities.  We are learning beyond limits.  Leander, Phillips and Taylor (2010) use the idea of ‘classroom-as-container’ as a metaphor that limits the potential of learning and research.  I like this metaphor as it is the packaging learning as happening only in the classroom that is one of the biggest challenges I face in my role as teacher librarian, which still remains a very misunderstood role.  In the following clip, John Seely Brown explains the boundaries of learning has moved and compares GBL mentality as the way of learning in all areas of life.

Retrieved from:  https://www.youtube.com/watch?v=bGdpbba1i9c

They are bringing it from the context of the game to the real world.  Wouldn’t it be great if this transference of learning happened across all areas of curriculum.  This is where I think 21st Century libraries and teacher librarians are even more important as we have always moved learning beyond the classroom – we need to connect this fact for our students though by providing relevance and purpose to their learning (without limits!)

Welcome to the 21st Century???We are 15 years into this phenomenon called the 21st Century.  Let’s embrace what it has to offer and instead of limiting our students learning…….let the learning move beyond.  Embrace ITand all the affordances it brings. (How you read this might be a reflection of where you are at, it was a typo but when I reread, there was something crucial in there for me! What about you?)

References:

Erstad, O. (2013). New Literacies and Digital Epistemologies, Volume 52 : Digital Learning Lives : Trajectories, Literacies, and Schooling. New York, NY, USA: Peter Lang AG. Retrieved from http://www.ebrary.com

Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34, 329-394. doi: 10.3102/0091732X09358129

O’Connell, J. (2014). Researcher’s Perspective: Is Teacher Librarianship in Crisis in Digital Environments? An Australian Perspective. School Libraries Worldwide, 20(1), 1-19. doi: 10.14265.20.1.002


Teaching Forward In a Roundabout Way

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Altmann, G. (2012) "Traffic Sign"  Retrieved from: http://pixabay.com/en/traffic-sign-road-sign-shield-108779/

Altmann, G. (2012) “Traffic Sign” Retrieved from: http://pixabay.com/en/traffic-sign-road-sign-shield-108779/

 

An awareness exists in our schools that pedagogical change is necessary as digital technologies continue to pervade every aspect of our students lives.  The educational arena is in a state of transition, there is a shift and it is “not optional” (Richardson, 2012). Practices with digital technologies are still inconsistent, some teachers are open to the possibilities, some teachers are still cautious of the possibilities and some are rarely using technologies.

Within the educational system I work, provision has been made for all students and staff to access Google accounts providing opportunity for collaborative and creative practices.  It is all happening in a roundabout way but it is beginning to happen. One of the challenges is access to Professional Development is mainly given to those in leadership positions. Teachers who are not in leadership have played to learn and there are ‘gaps’ in their learning. There are still those teachers who haven’t had the opportunity for PD or choose not to participate in the opportunities offered because it is yet another chunk of time.

As a teacher librarian in a large primary school I interact with 550 students across the school for a 50 – 60 minute lesson once a week.  There is no time for collaboration between teachers and myself, unless I catch teachers on the run throughout the day.  We still need to overcome the challenge that learning happens only in classrooms.  Some teachers still prefer to work in the context of their grade and not recognise a whole team of teachers within the school and beyond (Richardson, 2012).

Retrieved from: https://www.youtube.com/watch?v=9ekcWQxgk3k

The challenge is bringing value to what is presented to the students in our community.  How do we take advantage of the ‘abundance’ of opportunities that are available to us as educators and to our students, to make our students learning authentic in this digital age?  He also makes the point that it is the immeasurable that we should be putting our attention to – problem solving, creativity, critical thinking.  We need to see our students not as “tool users” but rather collaborators, problem- solvers, critical thinkers (Haste, 2009).

Another of the challenges in this inconsistency in adopting the technologies available is that students are not acquiring the social practices and values needed to be participatory digital citizens.  While teachers see the need for developing good digital citizenship practices they tend to only understand it as cyberbullying and netiquette issues.

The following clip below has challenged my thinking  and is motivating my practice as I participate in the learning of this course.  My aim this year is to expand my knowledge and practice in the use of digital technologies.  I am taking more risks and partnering my learning with our students and throwing the need to be ‘expert’ to the wind.  John Seely Brown (2012) I believe says it best, “the technology is the easy part, the hard part is what are the social practices around us and also the institutional structures, we gotta ask ourselves what are the institutions of schooling, universities, (research universities) going to look like in 5 – 10 years from now and if they look the same as they do now……we got problems.”

Retrieved from:  https://www.youtube.com/watch?v=fiGabUBQEnM&feature=youtu.be

Another goal is to try to be as paperless as possible with those classes where 1:1 iPads have started.  It is still difficult to believe that we can be entirely paper free but it is a goal.  The main challenge is my own fear and knowing and understanding the Web tools that are best to drive these lessons. This was also recognised in an article by Edudemic Staff (2014) along with the need to be choosing the most appropriate apps for learning.  Having access to 9 computers with with some classes of 32 is another challenge to be overcome. I need to become creative in how to ensure each student has access to a computer during the learning time.

I want to continue to move my teaching forward and not get disheartened or frustrated and to persist when the learning happens in a roundabout way. By teaching forward I am teaching for not what our students need now but for what they need in the future.

REFERENCES:

Brown, J. S. (2012)  “The Global One Room Schoolhouse” Retrieved from:  http://youtu.be/fiGabUBQEnM

Edudemic Staff (2014)  “Ultimate Guide to the Paperless Classroom” Retrieved from: http://www.edudemic.com/ultimate-guide-paperless-classroom/

Haste, H. (2009) “Technology and Youth: Problem Solver Vs. Tool User”, Retrieved from: http://youtu.be/YZRoS5QlJ44

Richardson, W. (2012) “Education Leadership” TEDxMelbourne Retrieved from; https://www.youtube.com/watch?v=9ekcWQxgk3k

 

 

 

 


The Next Learning Chapter Begins

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Geralt (2010) "Shield" Retrieved from: http://pixabay.com/en/shield-transport-panel-board-229112/

Geralt (2010) “Shield” Retrieved from: http://pixabay.com/en/shield-transport-panel-board-229112/

Having just read the subject outline and Introduction to INF530 Concepts and Practices for a Digital Age, there is a definite knowledge that I am on a HUGE learning curve.  I have always thought that I was an active participant in social media and having just signed up, joined and renewed accounts that I have let sit idle for a very long time, I now realise I still have so much to learn and my participation may not be participatory.

Having completed my M. Ed (Teacher Librarianship) in 2013, I was introduced to the work of Joyce Valenza and one article which has always been remembered is “Fully Loaded: Outfitting a teacher librarian for the 21st century. Here’s what it takes”(Valenza, 2011).  Since the completion of the M. Ed (Teacher Librarianship) I was left with a feeling that there was more I needed to do to become ‘fully loaded’ in my role as teacher librarian at a large primary school.  Even, Valenza (2011) acknowledges in her article that the list she provided in 2011 would need to be reviewed regularly.  I have searched to see if she has updated her ‘fully loaded’ inventory and cannot seem to find a review and would love anyone to share if they have been successful in finding said review.

Geralt (2014) , "Street sign, note, direction" Retrieved frm: http://pixabay.com/en/street-sign-note-direction-141361/

Geralt (2014) , “Street sign, note, direction” Retrieved frm: http://pixabay.com/en/street-sign-note-direction-141361/

Another reason why I have embarked on this new chapter is that I am a mum of two curious and avid users of technology.  I am at a stage where I have to question my values as a parent as a ‘tweenager’ challenges my beliefs as he wants to play games such as ‘Call of Duty’ and all the other kids do it.  ‘Minecraft’ is a daily event building amazing worlds and sharing them online.  There are Instagram accounts and discussions about Snapchat.  They are using icloud to message their friends and call it a conversation.  Yes, as a mum, I have come to realise that I need to keep up-to-date and know what I am talking about when discussing the way they engage with their devices.

As I watched Douglas Thomas’, “A New Culture of Learning”, I was struck by his notion that the idea of learning should be “natural and effortless.”  I was equally impressed by the way he has defined the 4 components of learning:

1.  passion

2.  imagination

3.  constraint and

4.  play.

I reflected on these 4 components and pondered are these 4 components present for me in this the beginning of the next learning chapter.

Passion – I am passionate about working with our school learning community and advocating for change in the way educators teach. I am passionate that we need to equip our students with the necessary tools for their learning where technology is evolving so rapidly.

Imagination – The ‘what if?’ (Thomas, 2012) for me is what if all our students could effortlessly and seamlessly move from one app to another?  What if we allowed them to learn from their mistakes rather than making their efforts wrong?  What if we allowed students to design their own learning through their own inquiry rather than teaching them what they already know?

Constraint – The obstacles in my way, time (as for every person on the planet!) My own beliefs in my own technological abilities.

Play – Am I willing to have some FUN on this new journey….absolutely.  Let’s look at this next chapter as play rather than work, something to be enjoyed rather than endured.