Middle Schooling: Using ICTS

(Prestridge, S & Finger, G 2017, ‘Using Information & Communications Technologies’ in DL Pendergast, K Main & NM Bahr (3rd Edition), Teaching Middle Year: Rethinking Curriculum, Pedagogy and Assessment, Allen & Unwin, Crows Nest, pp. 170-187)
 
Digitally Annotated by Andrei Apostol
 
Theme Summary: 
This theme looked a range of Middle Schooling Pedagogies and there uses in provide a meaningful and relevant curriculum to our middle school learners.

• Cooperative and Collaborative Learning, which is underpinned in the social constructivist theories with evidence showing benefit socially, physiological and academically in this type of pedagogy.
• Teams and Teaching, learning communities of students with key teachers facilitating learning).
• Higher Order Thinking, enable the student to think critically and creatively in a variety of way and for the process of life-long learning.
• Information Communication Technologies, urging teachers to be computer and digitally literate as a way to keep their student engaged in a meaningful, connective curriculum

 3 – CAPTURE THE ESSENCE OF THE CHAPTER
There should be connections made in the curriculum to student's use of ICTs for a range of purpose in their person life and for learning purpose. This means where they can make connections through what is used in class to their everyday life.
 
Teachers need to be digitally literate, as defined by ACARA (2015c, as cited in Prestridge, S & Finger, G 2017) reflects a functional or skilled based perception. Therefore, using ICTs to leverage relevant meaningful learning for middle year’s student matter. Doing this can help combat the disengagement issues that is seen in the middle school transition phase of an adolescent’s life. (it is also worth noting what students enjoy in an ICT domain, and using those if possible)
 
Educators are not left alone when designing use of ICT in the classroom, there is a conceptual framework for middle school learners that enable teacher and give them guidance in designing appropriate relevant use of ICTs in the curriculum and content design (Prestridge, S & Finger, G 2017)
 
 
 
 
2 – PRACTICAL IMPLICATIONS FOR YOUR TEACHING
A number of students are supplementing their learning through the use of YouTube clips to aid their understanding. I as a teacher should embed this into my practice. Especially, when teaching practical skills in Home Economics (food and textiles) where students will be more visual learners. This way I am able to demonstrate as needed to the class but have student's self-directing their learning during and outside of class hours. (ICT is valuable as it can flawlessly be integrated into any other curriculum area)
 
Students will be seeking meaningful use of ICTs in my curriculum to enable student success in different ways and to strengthen their engagement in the lesson and content. 53% of student reported receiving better grades by using technology within their learning (Prestridge, S & Finger, G 2017, p.268). (However, be wary that students do not end up using technology as a crutch to the point that they cannot work without it!)
 
 
1A – RICH, OPEN-ENDED QUESTION OR PROVOCATION
Students of the digital generation are more and more mobile and they are doing things on the go, with 76% of students being mobile on the device through the day and wanting their learning to combine this(Prestridge, S & Finger, G 2017, pp.268). What can we as teachers of these students do to make our learning more mobile to suit our students’ lifestyle and learning needs?
 
 
1B- REFLECTIVE RESPONSE ON TO THE QUESTION OR PROVOCATION
ICT is valuable as it can flawlessly be integrated into any other curriculum area, in order to cater for students learning needs and to provide this meaningful integration of ICTs into lessons, we as teachers have a big role to play, this is clear. There is a pre-requisite of knowing my students’ lifestyles and learning needs ought to be met… build that relationship know their interests and like/dislikes. Only then can these needs be provided for. However, negotiated curriculum can go a long way towards allowing students to work how and when they are best suited.