This week i was very confused as to what do to with the wiki. Me and my group were having a few technical difficulties with the wiki page and not all of us could get into the group wiki. Nobody could explain what the wiki was for and what we had to put in the wiki. We had a class discussion but i still walked out of the class not knowing what needed to be in the wiki page. Hopefully after discussing with my group in class next week, i hope i have a better and more clear understanding of what to put into the wiki.
this week we were asked to set up a twitter account. we had to write a 140 character reflection on what we got out of the 3 short clips about technology and how children learn through technology. It was quite difficult to write a reflection using only 140 characters which was roughly around 20 words. i found i had to delete a few letters and make words shorter to fit my reflection in and for it to make sense. I thought it was a good activity and i enjoyed trying to reflect with such a short amount of characters. i have used twitter before so i have a brief understanding on how to use it, but i do not intend on using my twitter account after the course has finished.
Skills for the 21st Century: teaching higher-order thinking
- The way in which higher-order thinking skills are taught seems to be an area of debate with many teachers expressing their concerns with young people not being about to ‘think’.
- higher-order thinking being categorised into three categories (1) transfer, (2) critical thinking, (3) problem solving.
- problem solving is the general mechanism behind all thinking, including recall, critical thinking, creative thinking, and effective communication.
- higher-order thinking is divided into three domains of educational activity: (1) cognitive:mental skills (knowledge). (2) affective: growth in feelings or emotional areas (attitude or self). (3) Psychomotor: manual or physical skills (skills).
- teachers should be able to explain why higher-order thinking skills are necessary for them to problem-solve at school and in everyday life.
- teachers should encourage students to reflect on their learning so they can understand their thinking strengths and weaknesses.
- some students need to be shown how to problem solve, some students need to be told, where as some students need both.
- higher-order thinking skills shows to assist disadvantaged students.
Thomas and Thorne: A multi-step process for teaching and learning concepts
- name the critical features of the concept
- name some additional features of the concept
- compare the new to the already known
- name some false features of the concept
- give the best examples or prototypes of the concept
- give some non-examples or non-prototypes
- identify other similar or connected concepts
Collins, R. (2014). Skills for the 21st century: teaching higher-order thinking. Australia: independent schools queensland.
Beyond ‘the design process’: An alternative pedagogy for technology education.
This reading focuses on the pedagogy of teaching technology. throughout the article Mawson explains that he believes the design cycle is not necessarily the best way to teach the children, because every child is different and they all learn in numerous divergent ways. Mawson believed that students need to be encouraged to ask their own questions instead of just solving problems given out by the teacher.
Creativity- A framework for the Design/problem solving discourse in technology education.
This reading focuses on the creative process of technology education. The article states that creativity is not easily defined due to its ‘unseen character.’ There are five kinds of implications for teaching technology education. These implications include:
– design/problem solving pedagogy
there are also five creative cognitive precesses which make the subject easier to teach and to understand.
– Metaphorical thinking
These five processes are identified and briefly detailed in the article.
Creativity in technology education: providing children with glimpses of their inventive potential.
This reading states that we need more creativity in the schooling curriculum because the schools main focus today are on the academic subjects, such as numeracy, literacy and science. these subjects are paid more attention too because they use ‘divergent thinking’ and not ‘creative thinking’. The reading states that ‘children who do not perform well in exams, produce highly creative projects’.
in the reading it states that ‘it recommends that students should be allowed to make mistakes and to learn from them; and that playfulness and humor should be tolerated.’ i fully agree with this quote as i believe that all children should be able to go to school to learn and to have fun. All teachers should be able to teach the children what they want the students to learn but teach it in a fun and enjoyable way so the students feel the want to get involved. Students should feel comfortable with making mistakes and be confident enough to move on and learn from them.
The developing field of technology education: a review to look forward
Alister Jones, Cathy Butting, Marc J.de Vries
This reading focuses on the development of technology education over the last 20-25 years. It indicates how far the field has come and where it might go in the future.
The reading explains that the Philosophy of technology is developed into four main categories of interest. These are:
-technology as artefacts
-technoogy as Knowledge
-technology as activities
-technology as an aspect of humanity
all of these categories are relevent to technology education. the four categories are ought to be taught separately.
in the reading it explains many different ways of incorporating technology into the classroom. it states that class discussions are important for the teacher as well as the students. by discussing technology among the class they are helping each other clarify and develop ideas.