EDCN 865 – Community Engagement – David Hall

Response to Adrian Pickworth – Topic 4

Topic 4 – Representing and Sharing Content Using Technology using Tiki-Toki

Hi Adrian,

Thanks for your thoughts. I think I was particularly drawn to your post because it resonated in terms of the tried and true methods of teaching context to students of literature. I also find that due to the ‘squeeze’ in relation to covering content, there is rarely time to try new approaches. Obviously, given the importance of the role context plays in shaping meaning, it is vital that context is covered in an authentic way. I too, use the jigsaw method, as it allows a broader coverage and gives the students the opportunity to reinforce what they have learnt through presenting their findings to the rest of the class.

In terms of using the jigsaw model, have you ever tried the web based tool scoop.it? It is essentially a place where the teacher can curate and collate various websites and other information, compiled in one place from anywhere on the web, for the students to drawn down on, that the teacher has already decided is appropriate. I have found that this negates some of the issues that arise in the breadth of post truth digital world.

Further, once the students become comfortable with the site/process, scoop.it can used by students to curate pages of their own. This develops a whole range of skills, from digital citizenship, organisational and evaluative, but most importantly (I think), through engaging with a variety of perspectives, it promotes critical thinking skills. Which I think is at the heart of the study of literature. The more critical thinking skills are practised in engagement with quality literature, the better our world of tomorrow will be.

Cheers,

Dave

Response to Tanya Daley – Topic 2

Dear Tanya,

Thank you for your insights in relation to ADHD and acquisition of French language through the use of Education Perfect.

I am particularly interested in this platform, as our school has ‘bought in’ to the platform and our students have access to the all the of the various subject specific content.

One thing that I really like about Education Perfect is that it can target the students through individually recognising where they are up to and tailor the content based on their specific needs. And as you have mentioned this should improve the motivation for the student to engage.

From my perspective (an English Teacher), I sometimes find that the students more through the activities by guessing the answers, rather than thinking through their responses. I think the platform rewards them (in some way) by allowing them to do this, because they can repeat their responses until they get the answer right and then move on to the next level. In my mind this is a very behaviourist approach to learning (Bower, 2017) and doesn’t take the context of the learner into account.

I find it very difficult to bring a constructivist approach to this learning platform, and would greatly value your further insights in this area. I also think a social constructivist approach would greatly aid power of this tool, as I think ‘learning through the interaction with a more knowledgeable peer or teacher’ (Bower, 2017) would alleviate some of the shallow interaction that can occur when students rush through topics.

I’d love to hear your thoughts on how I might be better able to use Education Perfect.

Thanks,

Dave