INF537 Final Reflections

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Posted by Liz Eckert | Posted in INF537, required blog tasks | Posted on October 19, 2015

It is time to start reviewing what I have learnt and experienced over the past semester. I directly participated in four of the five guest presented colloquiums and am currently listening to the final presentation by Cathie Howie.  Presenters have covered such topics as the resources of ABC Splash (Annabel Astbury), big data (Simon Welsh), cosmogogy (Julie Lindsay), data control (Tim Klapdor) and MacICT (Cathie Howie).  With such a broad range of topics and concepts to consider it’s been hard to connect the dots at times and understand why we would be looking at them without a lot of background information given prior to the sessions, similar to what I have previously experienced in my earlier tertiary study.

However, this subject has continued to broaden my understandings in newer to me educational trends. I am still trying to get my head around some of the data sharing concepts and ideas and why we should be concerned with our data in the future. In some ways I am like my secondary students who are not concerned, or have no interest in understanding who owns my data, musings and other information shared on various on-line platforms.  This is something I will need to continue to keep abreast of, most likely via twitter and various educational blogs that I have followed over the course of the past two years while studying in the M Ed (Knowledge Networks & Digital Innovations) course. I am making more of an effort to read the e-newsletter by Stephen Downes, that I signed up to in INF530 originally, which often summarises topics like this. Some of these are more of a tertiary level concern. However, given that many things filter down into secondary schooling levels, it is useful to become aware of these trends.

Looking back over this subject, I can say that I have developed in my awareness of technological educational trends. Aspects of my digital scholarship paper, helped influence my case study, particularly in looking at how information can be accessed for learning and scholarship of all kinds. Allowing secondary school students access to their mobile phones in the classroom, under guidance can ensure that students have equitable access to learning materials that are globally available. Learning and teaching is no longer confined to the four walls of the classroom. Having access to other digital resources and audiences assists in making our students global learners. By preventing access to these materials and people, we are doing our students a disservice; they will not be able to fully appreciate and develop the skills they will need to interact with the society they are members of, and that their work will need. This subject has helped me be able to articulate these concepts to my teaching colleagues, some of whom are interested in seeing the results of my case study. It may not change their views on using mobile phones in the classroom, but they are aware of the disruptions they can be but are not entirely sure how to harness them to be an effective tool in the 21st century learning environment that educators are grappling with.

This subject has made me aware that I need to have conversations with my teaching colleagues about the possibilities of the here and now, as well as the future to ensure my students have success in their lives outside of school. I also need to discuss aspects of educational trends with students so they can potentially understand some of the potential issues arising from the way data is treated and used by various on-line platforms. They may be the ones to solve some of the concerns that educators have with the newer trends that are happening.

Teacher survey questions (feedback requested)

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Posted by Liz Eckert | Posted in INF537 | Posted on October 1, 2015

I have included my draft questions for my teacher survey. This survey is using Surveymonkey. I am not sure that the formatting will translate when I publish this post, so please ignore the formatting errors. 

Teacher Survey

This survey is for teachers and administrators of Foundation – 12 schools and Year 7/8 – 12 schools, with a focus on secondary schooling levels. The aim of the study that this survey is linked to is to investigate the question “To what extent does school policy match practice in terms of student’s mobile phones?” as a part of a Masters of Education with Charles Sturt University.
From Question 4, the term “mobile phone policy” will include either a stand-alone mobile phone policy OR an acceptable use policy for the school.
Thank you for your participation in this survey. The results may be published anonymously with any identifying data removed.

*1. What socio-economic status is your school?

*2. In what education sector is your school?

*3. Does your school have an official mobile phone policy document?

*4. Does your school policy allow the use of mobile phones in the classroom?

*5. How often do you follow your school’s mobile phone policy in the classroom?

*6. Do you have issues with students when enforcing your school’s mobile phone policy?

*7. How distracting are mobile phones in your classroom?

*8. On a scale of 1 (very concerned) to 5 (definitely not concerned), please rate how much you feel your school mobile phone policy is concerned with each of the following statements.

Very concerned Somewhat concerned Neither concerned or not concerned Somewhat not concerned Definitely not concerned Unsure
Reducing classroom disruptions
Maintaining security of members of the school community
Protecting student and staff privacy
Prevention of cyberbullying
Preventing cheating and academic dishonesty

*9. Do you think your school’s mobile phone policy should allow educational use of mobile phones in the classroom?

*10. Would you consider mobile phones in the classroom for educational purposes, regardless of your current school policy? Please share what you do, or would like to, use them for.

Please share what mobile phone uses for educational purposes in class you would like students to be able to do.
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