Week 2- Digital Pedagogy, SAMR, Blooms Taxonomy and Legal/Safe/Ethical etc

Week 2

Pedagogical Principles

What are the Pedagogical Principles (defined in the Learning Materials)?

1. Facilitating deep knowledge through higher-order thinking. 2. Facilitating collaborative learning in which conversations are important. 3. Supporting students in knowing how they learn best. 4. Planning learning that is problem-based, and situated in real-life contexts. 5. Is relevant to students, and connects to their background knowledge. 6. Supports learning that is owned, controlled and managed by students themselves. 7. Is socially supportive, engaging, and values cultural knowledge. 8. Is supportive of the development of active citizenship, and strong group identity.

What do the Pedagogocial Principles mean to you in common language?

Collaboration between the teacher and the students is essential for developing this fundamental information and providing assistance when applying higher-order thinking skills. Feedback from instructors and peers can help to solidify concepts while maintaining a sense of originality. By providing opportunities for creativity and challenge, students can approach a topic from a variety of perspectives, collaborate with others to explore new techniques, and grasp how theoretical or classroom concepts might be represented in the real world. This keeps learning interesting and enjoyable, especially when it relates to concepts that students find important. Teachers must understand how students learn in order to differentiate instruction and meet the needs of each student. Teens can use a variety of experiences--both their own and those of others--while collaborating to build and develop ideas on specific topics because of their high levels of social interaction. The development of positive relationships between educators and learners, as well as between students themselves, can result in open communication and continuous feedback. This lends support to the idea of creating identities--both individually and collectively--as engaged members of society.

Consider whether the Pedagogical Principles make sense to you in terms of your own experience in learning that has a) been pedagogically sound, and b) been pedagogically woeful?

I have firsthand knowledge of effective paedagogy and can point to specific examples of how certain pedagogical ideas have been implemented successfully. In this case, the teacher prioritised group projects, personalised education, and social support for the students. The use of an online platform was a well-received ICT skill because it was relevant to students' use of technology and provided more time in class for discussions and collaboration. As a result of this type of pedagogy, I was equipped with the knowledge to own, control, and govern my own learning, particularly with regard to summative assessment tasks. In my own experience with a poorly implemented pedagogy, certain pedagogical principles were either not used at all or only partially.In this case, the teacher would try to empower students to understand concepts that previously required explicit instruction. Several students would not understand basic ideas or problems unless they were guided through them step by step. Students struggled to understand the material, and teachers frequently assumed that all students already knew it. Furthermore, there was little emphasis on collaborative learning, assisting students with special needs, connecting prior knowledge, or providing social support.

Can you recognise these pedagogies in the experiences you have identified in the sound category? Elaborate.

Through the use of ICT, students were able to own, control and manage their individual learning experiences. Learning was connected to their background knowledge and was engaging.

Beyond this, can you identify the links between Judy Willis' knowledge of the brain and learning, Sir Ken Robinson's perspective on creativity, the needs of your contemporary learners and these pedagogical principles?

Teachers who can keep students' attention, according to Judy Willis, can create an exciting learning environment in which students can develop their critical thinking skills. Students' brains function well when they are emotionally upbeat. Creativity can be exercised by strengthening neural networks as a result of this activation. Furthermore, Ken Robinson believes that assisting students in discovering their personal learning styles promotes higher levels of thinking and creativity in them. He believes that in schools, academic performance is frequently equated with intelligence and success in the real world. Intelligent people are one-of-a-kind, diverse, and dynamic. Higher-order thinking skills can be developed by educating students to strengthen their creative faculties, which enable students to own, control, and manage their own learning. 

Why is it important to engage social interaction and prior knowledge, and plan for individualised and socially supportive, valued learning?

Adolescents enjoy socialising and collaborating with others to solve problems. When applying to a topic for learning, students can develop concepts and connect them to prior knowledge, learning experiences, and real-world situations by listening to and understanding many experiences from others. With differentiated instruction, all students can make an effort to understand a subject while demonstrating their understanding by using a variety of tools or methods, such as written, oral, and kinesthetic learning styles, to maximise learning achievement for all students.

Reflect on your experiences of pedagogy as a learner. How many of these pedagogies are you familiar with?

I am familiar with all of these paedagogies because I am currently employed in a school. These ideas, in my opinion, are also relevant to the unit studies we are currently taking at our university. We are given the fundamental background knowledge through the use of our weekly unit tiles and then encouraged to learn more through important reading, document links, and other helpful resources.

Reflecting on higher order thinking

Secondary discipline areas are often content-laden. Use Robyn Collins Curriculum and Leadership as a foundation, and consider the Australian Curriculum in your selected junior discipline area. Identify the process/research/inquiry skills that are required. They are skills that, according to Collins, are best developed through application to real-life contexts. Use the Aims, rationale and structure of the curriculum to uncover the global approaches of importance, as well as the content.

Teaching secondary discipline students must emphasise research skills, according to Robyn Collins' Curriculum and Leadership. Practical applications are the best way to develop these skills. The Australian Curriculum is one curriculum that emphasises these qualities. As part of the Australian Curriculum, students must learn process skills such as investigating, analyzing, evaluating, and communicating. These abilities are required for students to develop critical thinking skills, solve problems, and make sound decisions. The curriculum also emphasises the concept of enquiry-based learning, which involves students investigating and researching issues from the outside world. In the junior science field, for example, students are expected to develop skills such as questioning, planning, conducting, analyzing, and evaluating. These abilities are used in scientific research and investigation. The curriculum emphasises the importance of developing scientific literacy, which includes understanding the nature and methods of science as well as how science affects society and the environment. The Australian Curriculum prioritises multicultural understanding, sustainability, and digital literacy. They are part of the curriculum and are essential for students to grow into responsible global citizens. In terms of content, the Australian Curriculum provides a framework for learning across a variety of subject areas, including English, mathematics, science, humanities, and social sciences, languages, the arts, health and physical education, and technologies. The curriculum is organised around three interconnected strands: knowledge and understanding, skills, values, and attitudes. In general, the Australian Curriculum emphasises the development of enquiry skills in the context of real-world applications, as well as the importance of global perspectives and subject-specific content knowledge. 

SAMR Drawing it all together

Write a reflection that draws together Blooms Taxonomy, your understanding of ICT pedagogy and the SAMR model as it relates to your teaching context.         Rather than think about what you have experienced in schools, try to take an aspirational position on this reflection. Examine not what currently exists, but what is possible.          This will become the foundation of your own pedagogical framework which will later be mapped against a learning design.

In terms of teaching and learning, Bloom's Taxonomy provides teachers with a framework for categorising the various levels of cognitive abilities that students may acquire. Recall, comprehension, application, analysis, evaluation, and creation are the six levels. Information and communication technology (ICT) paedagogy can improve and transform traditional teaching methods by utilising digital tools to aid learning, increase engagement, and foster creativity. Using IT resources, educators can promote collaborative learning, active learning, and knowledge development. The SAMR model is a useful framework for evaluating how educators incorporate technology into their teaching methods. The four levels of the SAMR model are substitution, augmentation, modification, and redefinition. Rather than simply substituting technology for traditional teaching techniques, this concept encourages educators to redefine and transform the learning process.  These three frameworks can be combined to create efficient and interesting classes that encourage higher-order thinking skills, creativity, and effective technology integration. A teacher, for example, might begin the process of developing a lesson by selecting the learning objective and determining which level of Bloom's Taxonomy it corresponds to. They could then use ICT to create group projects or online conversations that encourage collaboration and active learning. Finally, the teacher could use the SAMR paradigm to assess their use of technology in the classroom. Using these three frameworks, teachers will be able to create engaging classes that improve higher-order thinking skills, encourage creativity, and effectively incorporate technology.

Legal, safe and ethical practice and what it means for you

What are the dimensions of legal, safe and ethical practice outlined in the Australian Curriculum: ICT as a General Capability?

The Australian Curriculum: ICT as a General Capability specifies three dimensions of legal, safe, and ethical behaviour that students should cultivate in order to become proficient in using digital technologies. These measurements are: Legal and ethical practises: This dimension is concerned with comprehending the legal and ethical implications of utilising digital technologies. Students must understand issues such as intellectual property, plagiarism, privacy, and security. They must also be able to recognise and avoid illegal and unethical behaviour such as cyberbullying, hacking, and identity theft. Personal and social capability: This dimension focuses on the development of social and emotional skills required for responsible and respectful use of digital technologies. Communication, collaboration, empathy, and self-awareness are all expected of students. They should also be able to manage their digital footprint and understand how their actions affect them and others. ICT literacy: This dimension focuses on developing the technical skills needed to effectively and efficiently use digital technologies. Students are expected to learn digital communication, digital creation, digital data management, and digital problem-solving skills. They should also be able to assess digital data and use it to make sound decisions. Overall, these dimensions aim to prepare students to be responsible, ethical, and safe digital citizens capable of enhancing their learning and positively contributing to society.

What will you need to consider in your curriculum learning areas?

When developing a curriculum for any given learning area, several key factors should be considered. These elements will contribute to ensuring that the curriculum is comprehensive, effective, and tailored to the needs of the learners. Among the most important considerations are Learning objectives: Specific learning objectives should be considered when developing the curriculum. These objectives should be specific, measurable, and attainable, and they should guide the choice of learning activities and assessment strategies. Learner requirements: The curriculum should be tailored to the needs of the learners, taking their age, background, and learning styles into account. This may entail utilising a variety of teaching methods and resources to engage and support various types of learners.  Curriculum development should be based on a clear understanding of the subject matter and its relevance to the learners. This may entail selecting content that is both engaging and relevant, as well as aligning with the curriculum's overall goals and objectives. Content sequencing: The curriculum should be organised logically and progressive, with content arranged in a sequence that builds on prior knowledge and skills. This will assist students in developing a thorough and integrated understanding of the subject matter. Assessment: A variety of assessment strategies that are aligned with the learning goals and content should be included in the curriculum. Formative assessments may be used to support ongoing learning, as well as summative assessments to measure progress and achievement. Feedback and reflection: The curriculum should allow learners to receive feedback on their learning as well as reflect on their progress. This can assist students in identifying areas for improvement and developing a more in-depth understanding of the subject matter. Implementation: The curriculum should be designed to be practical and feasible to implement while taking available resources, time constraints, and other logistical considerations into account. When developing a curriculum, educators can help ensure that it is effective, engaging, and tailored to the needs of the learners by taking these factors into account.