Reflections on digital literacies and openness within professional practiceSarah Butler Sheffield Hallam University
The aims of the case study were to:- Invite students to reflect on digital literacyissues in their practice- Engage studen...
‘good pedagogicalpractice, technical skills andcontent knowledge, as well as anawareness of how these conceptsrelate to on...
FOCUS GROUP•Students commented on difficulties in terms of access tocomputers and other technical equipment at their place...
CRITICAL ENQUIRIES1. ‘How can digital technologies engage a year 7   class in creative writing?’2. ‘What limitations are i...
DIGITAL AGONY AUNTS
DIGITAL AGONY AUNTS
WRITTEN RESPONSES• In terms of sharing resources, students brought up the  following issues:• – in general, they saw shari...
Opportunities to engage students through avariety of technologies - eg IWB, flip cams etc…Digital literacy allows teachers...
I think sharing resources should be imperativefor teachers as this process allows teachers tobe efficient and productive. ...
I feel good practice in teaching should beshared and not be for profit
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PGCE students engaging with digital technologies

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PGCE students engage with digital literacy and overcome problems in their practice

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  • Introduce me and talk briefly about the diversity of the PGCE cohort.Issues of tension between developing ‘skills’ running IWB training sessions and encouraging the students to engage in critical debate about the place of digital literacies in the school curriculum.
  • Explain what we did:Focus group to discuss the issues and their understanding3 students who chose to focus their small scale research enquiry assignments digital literacy issues shared their findings with the rest of the cohort. They gave formal presentations about the findings but also, with the desire to develop collaborative practice, set themselves up as digital agony aunts and ran a session that was a no holes barred, no question too basic discussion panel.Finally all 20 students provided written responses about their understanding of and experience of new tecnologies
  • The project provided a valuable opportunity for students not only to reflect on their use of digital technologies but also to share experiences in a collaborative environment. I felt that this was important in shifting the focus away from the simple acquisition of necessary skills for employing technology (which many PGCE students have prior to entering the course) to taking the first steps towards having a deeper understanding of how these practices are contextualised and how they evolve as an integral part of pedagogy. The workshop and the presentations of the albeit specific and small-scale research projects undertaken by the students served as a valuable model for collaborative work and for sharing resources and practices.  
  • PGCE students engaging with digital technologies

    1. 1. Reflections on digital literacies and openness within professional practiceSarah Butler Sheffield Hallam University
    2. 2. The aims of the case study were to:- Invite students to reflect on digital literacyissues in their practice- Engage students in a discussion of digitalliteracy and open educational resources (OER)issues- Examine student beliefs and opinions aboutdigital literacy and OER- Encourage sharing of good practice withdigital technologies in a supportive context.
    3. 3. ‘good pedagogicalpractice, technical skills andcontent knowledge, as well as anawareness of how these conceptsrelate to one another’ (Koehlerand Mishra 2009).
    4. 4. FOCUS GROUP•Students commented on difficulties in terms of access tocomputers and other technical equipment at their placementschools.•Students were concerned with being able to keep up with thedigital expertise they believed their pupils possessed.•Students viewed their pupils as ‘digital natives’ for whomtechnology was part and parcel of their everyday lives andsocial interactions.•Students were keen to take a creative approach towardsembedding digital literacy in their teaching practice. At thesame time, they were concerned with the restrictions involvedin ‘teaching for an exam’
    5. 5. CRITICAL ENQUIRIES1. ‘How can digital technologies engage a year 7 class in creative writing?’2. ‘What limitations are involved when using digital technology within the English classroom?’3. ‘Exploring the role that technology would play in engaging students and enhancing learning in the English classroom’
    6. 6. DIGITAL AGONY AUNTS
    7. 7. DIGITAL AGONY AUNTS
    8. 8. WRITTEN RESPONSES• In terms of sharing resources, students brought up the following issues:• – in general, they saw sharing of resources as an part of their professional identity; one of them commented: ‘You are sharing with kids all the time anyway’• – they were already sharing resources via an informal Facebook group, which they set up for participants on the course; they were reluctant to share more widely for fear of negative feedback.• They often searched for resources online but commented on difficulties in finding resources appropriate to their needs and complained that very often resources would not be described adequately in terms of level/provenance etc.
    9. 9. Opportunities to engage students through avariety of technologies - eg IWB, flip cams etc…Digital literacy allows teachers to utilise a vastrange of creative pedagogical strategies toensure that their classroom is motivating andinclusive environment.
    10. 10. I think sharing resources should be imperativefor teachers as this process allows teachers tobe efficient and productive. I do not believethat teachers should re-use others reourceswithout adapting them for their own means asthey should be appropriate for the ability of aparticular class and the purpose of the lesson.I have shared my resources with my coursemates n a facebook group. I have also sharedthem with the department at my placementschool (on the mle) I did this because I useothers resources so I think it is fair to sharemyself
    11. 11. I feel good practice in teaching should beshared and not be for profit

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