Success came from a shift in pedagogy NOT from technology per se. 67% lecture to 21%. Student engagement from 21% - 75%. This is improved teaching not improved technology or even improved use of technology.
The 'how to' of technology is still imperative but the freedom to effectively use these skills to promote transformative change in learning outcomes comes from the teacher recognising their role as facilitator rather than 'font of all knowledge and wisdom'.
Discipline improves with engagement. Engagement improves with the improvement of fundamental skills. Fundamental skills come through quality teaching that is both individualised and appropriately timed to allow for maximum success for the learner. Engagement improves with choice. Technology provides choice. Should we as teachers be more skill than content focused? Are our silos (syllabus documents) inhibiting learning??
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Chapter 3 delves deeper in the difference between the 'Bypass' and 'Engage' approaches and also reinforces the need to reduc... -
The first chapter focuses heavily on reducing change to increase improvement. The most interesting point I took out of th...
The questions you have included are ones I often ask myself , Mark. Developing our pedagogy so we use the syllabi in ways that move from silo documents but implement the outcomes across the curriculum is so important.
ReplyDeleteI always worry about engagement - especially with technology involved as students are so engaged with technology but that does not mean they are engaged with the task we think they are. It is so important to build in the accountability of students so they have to take control of their learning and feel empowered to improve their work. So hard when the focus still seems to be on what grade they received.
Let's hope we can make the positive impact we are striving for.