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Cybergogy - Developing a digital classroom
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Cybergogy - Developing a digital classroom


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A presentation to History Teachers of Victoria, to explain cybergogy vs pedagogy, with examples of how to develop a project that better reflects contemporary life. Ideas for using the TPACK framework …

A presentation to History Teachers of Victoria, to explain cybergogy vs pedagogy, with examples of how to develop a project that better reflects contemporary life. Ideas for using the TPACK framework and developing a personal learning plan to help them focus on, and develop one project that will allow them to rethink their classroom strategy

Published in: Education

  • Hi there i'm an ESL Student Teacher from Puerto Rico and i have and assigned reasearch in which i chose Cybergogy i would like to use this Presentation as a reference..would that be ok??
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    • 1. Cybergogy. AN EPIC HISTORICAL TALE OF DIVERSITY Dean Groom AND INCLUSION. Macquarie University, 2010 @deangroom For History Teachers Association (Victoria) Annual Conference July 2010.
    • 2. This presentation is About this aimed at teacher educators. It talkspresentation about how technology has collided with education. It is intended to give ideas on teaching in ways Contact work: that better reflect contemporary digital life, within a life: standards focused @deangroom curriculum.
    • 3. What’s inside? Teaching vs Facilitation Pedagogy vs Cybergogy The context for teaching (and reform) How kids use technology TPACK model for development Building your first cyber-project
    • 4. Splashdown Pedagogy is usually driven by information Cybergogy is driven by social-goals Pedagogy is a strategy adopted by a teacher. Cybergogy is a network adopted by the world outside the classroom to learn - anything.
    • 5. Pedagogy Pedagogy is the art or science of being a teacher. "paidagogos" the slave who supervised the education of slave children in the trade into which they were directed. Life, morals, values to further the economic and social values through education.,
    • 6. Splashdown Pedagogy… the historic constancy of teaching methods make it hard for faculty to imagine strategies that take them outside an intuitive core of shared assumptions and beliefs about teaching methods. [change is hard]. The most common thing heard from teachers, are symptoms called SKILLS TIME DEFICIT DISORDER (STDD)
    • 7. Splashdown Cybergogy: Is bigger than any one of us. It seeks or needs no permission to teach. Yet it teaches millions of people. To know if technology makes a difference, we must first ask - a difference to what? Educause 2006 article HTTP://DL.DROPBOX.COM/U/7409067/NOSIGDIF.PDF
    • 8. Who are you online? Facebook LinkedIn Twitter Profile Virtual Have Have World Blog Wiki Avatar Worked Subscribe Delicious with people to RSS online
    • 9. Pedagogy is cultural Pedagogy: built upon the favoured instructional strategies of the teacher, within a framework afforded them by their system plus personal belief/bias. Bias in education can refer to real or perceived bias in the educational system.
    • 10. How did we get here? Teachers are pedagogical novices for a short time and experts for a very very long time. The problem with pedagogy is that it is dominated by teachers and cybergogy - by everyone else. Students inhabit technology: affluent in skills, language and networks which teach them constantly in ways classrooms were never designed to do - good and bad.
    • 11. Cybergogy Kids live in an information rich society, complete with bias, duplicity, confusion, error as well as all the ‘good stuff’ cited as the ‘reason to’. Young students are shifting values from parents and teachers to peers - they now have a better way to do this in public. The ability to learn without a teacher has been magnified - and facilitating that is now key. Students are digitally affluent - not 100% native.
    • 12. Don’t spank the teacher The issues for developing a contemporary curriculum are complex, and cannot be solved by one teacher - yet teachers make easy targets. The choice to be persuaded is an individual one Most teachers are information orientated and have little training/strategy in goal-orientated methods such as Project Based Learning. So can’t easily pack up and move to a new paradigm alone.
    • 13. The big picture. The UNESCO Competency Standards provide a framework that allows teacher professional development providers to connect their course offerings to these broader educational improvement and economic development policy goals.
    • 14. Digital Literacies
    • 15. Does technology matter? This week (July, 19th 2010) - Facebook is predicting 500 million users, despite itself. While kids are digital affluents - they don’t intuitively understand the internet, or technology for academic purposes ‘natively’ or safely. Teachers, as immigrants, can’t inhabit the same realms as students, nor do they settle easily in ‘teaching communities’ online either.
    • 16. Literacy increases the value of the internet. REQUIRES THE TEACHING OF RESEARCH & CREDIBILITY. textual literacy - knowing how to read and write social literacy - work with others  attention - being able to focus participation - being involved in communities HTTP://BLIP.TV/FILE/3333374 cooperation - finding ways to work with others critical consumption - crap detection! network awareness - who is out there who can help. Build trust networks.
    • 17. The learning metaverse The metaverse - a fictional term from Stephensons cyberpunk novel Snow Crash The web is now an interchange - complex, diverse and massive. Pedagogy cannot avoid collision with cybergogy. HTTP://DL.DROPBOX.COM/U/7409067/THEMETAVERSE.PNG
    • 18. Growing up online.
    • 20. Immersed.
    • 22. Learning Styles Do you know what kind of learner you are? Do you know what kids of learners you teach? Spend a few minutes taking the questionnaire. Share your learning style with us.
    • 23. Cybergogy Instructional strategies, archetypes or methods for facilitating learning.
    • 24. Cybergogy Instructional strategies, archetypes or methods for facilitating learning. Learning Archetypes Cognitive (intellect) Social (community) Dextrous (doing) Affective (emotional)
    • 25. The wicked problem for education.
    • 26. The wicked problem of ICT Requirements that are incomplete, contradictory and changing - what is ‘it’ we’re supposed to do? Uniqueness, in that no two wicked problems are alike. Occurring in complex and unique social contexts. Solutions that are difficult to realise and recognise because of complex interdependencies and contexts Solutions that are not right or wrong, simply “better,” “worse,” “good enough,” or “not good enough”. Solutions that have no stopping rule.
    • 27. The TPACK strategy for including technology.
    • 28. The TPACK model A model for curriculum development. Understanding arises from multiple interactions among content, pedagogical, and technological knowledge. (Diverse learning experiences) Encompasses understanding the representations of concepts using technologies; pedagogical techniques that apply technologies in constructive ways to teach content in differentiated ways according to students’ learning needs.
    • 29. The TPACK model Technology knowledge (T or TK) is knowledge about standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet.This would involve the skills required to operate particular technologies. Content Knowledge (C or CK for short) is knowledge about the actual subject matter that is to be learned or taught.
    • 30. The Technological Pedagogical Content Framework (Mishra and Koehler 2006, 1025) HTTP://WWW.TPCK.ORG/
    • 31. How are kids learning? While teachers grapple with effective pedagogical integration of ICT, consider how games Mr9 uses cybergogy to learn.
    • 32. Conceptualising Cybergogy.
    • 33. Spaces Collaborate and networks Negotiate that provide Support (learning) and support learning Social interaction Capabilities World clim rks Personal ates ne two Work inte World Cognition rplay Realism Relevance personal Resonance connections (motivation) & groups (influence) Instructional Design, Facilitation, Error & Achievement, Practice MR9’S WORLD
    • 34. First steps for teachers.
    • 35. Essential questions What is my knowledge of how students understand, think and learn with technology? What is my knowledge of the materials and tools provided to leverage cybergogy? What is my knowledge of instructional strategies for teaching and learning with technology that includes the social domain?
    • 36. The one project strategy.
    • 37. Design One Thing Don’t rush into learning new tools alone Decide on one topic you want to teach with cybergogy from the outset. Use the TPACK model to help you think about the tools, the methods and content holistically. Develop you own personal learning plan to research, develop and refine it. Work with at least one other - in doing it (online).
    • 38. Design One Thing Review ISTE NETs for teachers, and reflect on your skills and knowledge in the context of the plan. ( Pay attention to notional hours you will need, and keep a simple weblog. Share that with the boss! Use - it’s so easy. Allow a term to develop your project and skills. Stick to the path! Don’t get distracted. Share your project with others all the way!
    • 39. Design One Thing How are you going to provide for differentiated learning needs and learning styles? What tools are going to create social-spaces for students that they will want to use? How can I use those spaces to set goals and give feedback, but not fill with e-content? How will I know this is better for students? Who can I connect with globally?
    • 40. Resources Knowles - Develop your own learning plan Educause - The no significant difference myth TPACK - Research paper TPACK - Handbook Review - buy the book online -