Referencing: A helping hand

Being back in university over the last few months has taught taught me a lot, more than I could have hoped for, and one of these things  is that correct referencing is key.

Being back in a University environment naturally means being exposed to assignments and correct practice within such tasks. As I am also on teaching placement, which is also happens to be in the same University, I am seeing that my learners are faced with similar tasks. Referencing can be challenging at first but, as with most things in life, the more you repeat the process, the simpler it becomes. 

Now I could go on about the correct practice for referencing, however, there is a wealth of such information all over the internet, so as such, I am going to point you in the right direction to a helpful tool which you can use to create references or simply use as a guide to learn the format. 

A few weeks back in an ICT session in University we had a talk about Microsoft Word and the built in referencing system. However, being a mac user, I was horrified to get onto my Macbook to find my version didn't include such luxuries. This sent me off scouring the internet for an alternative, which is where I stumbled across an excellent website.

There is an excellent resource available to use, for free I may add, at Neil's tool box. This website provides users with the Harvard referencing generator, a simple and effective tool that simply allows users to input all the details into the labeled boxes (supplied with format examples) and compiles the information into a reference that can be copied and pasted into your assignment. 

Above: The website allows users to select from a number of different types of resources, which it will then build an appropriate reference for.

Above: An example of the website's input system, which asks for all the information required to build your reference

Its that simple! if your in a position where you software doesn't come with its own generator, then this tool can become invaluable to you, allowing more time to be spent on your actual assignment writing. 

Resource available at: http://www.neilstoolbox.com/bibliography-creator/ 

Differentiation in education

As teachers, we are expected to take in to account so many different factors when it comes to planning and executing an effective lesson. We are expected to identify any factors which could impact upon our teaching in a positive or negative way, and rightly so. A good teach is prepared for anything, it would be naive to assume that things are going to pan out exactly as we write them in our lessons plans.
Over the least few weeks I have been on teaching placement, teaching Music Technology within higher educations and one factor, in my opinion at least, dominates the rest: differentiation.

What is differentiation and why is it important?

One of the best descriptions I have read describing the concept comes from Petty (2014) who states that 'differentiation is the process by which the differences between learners are accommodated so that all students in a group have the best possible chance of learning'. Essentially, when we differentiate with learners, we take in to account all the elements which make then unique as individuals in order to ensure we can teach then in the best possible way, this ensuring the maximum level of learning takes place.
Over the least few weeks I have come to appreciate just how important differentiation, particularly within the more practical subjects such as Music Technology. One class I take is Recording studio practice, which is with a first year group of BSc students. Many of these students would have come from some sort of academic learning with regards to the subject, which led them here in university. However, there are others in the group who accessed university through their work or industry experiences, which in this case has given them a slight advantage with regards the the module. The learners who came from education could be seen as having quite a narrow learning experience, as they were taught what they were supposed to know as part of academic studies. Whereas the learners who came from industry seem to have learned many more aspects of the subject, often which they 'had to know' to generate income, which has resulted in their skills also being highly developed by comparison.
But what does this all mean in terms of differentiation and our teaching practice? essentially what I have written above is a shopping list of factors to take into account when planning my own lessons (most teachers will find similar factors in their own subjects among learners).



Ways to deal with differentiation

With the information above, what we should be ultimately doing is using this information to 'plan to which all learners are capable of achieving' (Gravells, 2012). I need to focus on the word all for a moment. Admittedly in an ideal world we would be able to devise lesson plans with excellent tasks and ideas which are able to fully engage all learners and challenge them. However, often this is not the case, and in my early teaching placements prior to this I found differentiation to be a challenge as one end of the spectrum (in terms of learner abilities) would get more focus than the other. Differentiation is a lot like spinning plates, as soon as you think you have them all in motion, some will ultimately start to show signs of loosing momentum. So how can we ensure this isn't the case.

Some of the following points are ideas which have either been developed my myself or by others I have been fortunate enough to work with who were facing similar challenges.

Know your learners: This is a factor I cannot stress the importance of enough. It is important to try and find out as much as we can about our learners in order to benefit us as teacher and them as part of the learning group. Powell (2010) suggests that we need to find out as much about our learners personal backgrounds as we do their academic, and that its no good just knowing their name and age. If a learner comes from a poor home, for example, then they may not have access to the same resources as a learner that is slightly better off. This may seem irrelevant as it is outside of the context of the lesson, however, this learner may not have access to some of the same gadgets or computer resources that others may have, so this could greatly effect their experience or competence levels. Of course, I use this as an example. Within my own subject for example, I have already said that one group has learners with a few decades of industry experience, which they are now seeking formal certification for as a result. Granted when I plan my lessons I tend to stick to the topic in general, but knowing this information can enable me to prepare extended activities, more challenging tasks, or even call upon their expertise to allow them to add to the lessons, keeping them engaged and included in the learning and sharing of ideas. Which brings me to my next point.

Using differentiation to your advantage: As I mentioned earlier, differentiation can be complex and quite off-putting, particularly to a new teacher. However, using the knowledge of more experienced learners within your own lesson could be as simple as asking if they would like to add to the lesson. A recent example come from my own studio practice lesson just last week. The task given to the learners was to assemble microphones around a drum kit to record in an industry standard setup. Quite challenging to new students, however, this class had at least 2 learners who have done this so much they could do the task in their sleep. In order to keep this interesting and to ensure they were kept involved and learning I had to continuously add to the task. I decided introduce new hardware or other factors, which they more able learners were able to try and adapt to the task. At one point, I actually stepped back from the teaching role and decided to allow the learners to lead their peers, which worked excellently as they were able to approach them in a more informal way and draw upon their own industry experience for guidance. Peer learning is an invaluable tool which can be used in group tasks, or even in this fashion, and can often have excellent positive result, as it did here. The answer to differentiation within your own tasks can be as simple as stepping back and allowing the learners to lead.

MAT helpers: When on placement a few months ago in a South Wales secondary school I was having difficulty teaching piano to around 33 learners, all of mixed levels. Some have been playing almost all their lives, yet others had only played a piano in the 2 or 3 lesson prior to this. My first reaction was to just keep given them more challenging pieces to play, giving me more time to focus on the learners that needed additional help. This was until I realised I didn't have enough sheet music to keep them challenged. Another teacher suggested that I use the MAT (more able and talented) learners as helpers, allowing them to go and help their peer, coaching them on part they found easy that others may have found to be a challenged. This worked excellently. Although it did require a little more classroom management on my part, the results spoke for themselves, as most of the learners were able to succeed and feel that they had achieved a lot by the end of the lesson.


There are countless other ways to accommodate for differentiation, as well as countless other factors (both personal and academic) that could require us to alter or shape our lessons and tasks to accommodate for them. The point I am trying to relay here is that differentiation need not be the overwhelming challenge it often is, particularly with new teachers. Although we may not be able to identify them all in our planning, it is important to try to have a backup idea ready to deal with any issues like the ones mentioned above, you may often find the solution is as simple as getting a more able learner to work in pairs or with a group of more challenged learners.




Reference

Powell, W. (2010). Knowing our students as learners. Available: http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspx. Last accessed 25th Nov 2014.

Petty, G. (2014). Improve your teaching and that of your team.Available: http://geoffpetty.com/training-materials/differentiation/. Last accessed 25th Nov 2014.

Gravells, A (2012). Preparing to teach in the lifelong learning sector. 5th ed. london: learning matters .

Barriers to effective use of technology in education

A lot of schools I have seen over the last few years have an extensive list of resources. The majority of schools these days will have computer access, often with internet capabilities and a variety of programs, while most schools have access to more sophisticated devices such as tablets. Whichever the case, most schools allow learners access to these technologies, however, some schools may not be using them to actually teach in an effective or engaging way. I myself have been fortunate enough to visit a few Schools in the South Wales area on teaching placement and have seen examples of effective use of technology, as well as no use at all.

Ramey (2013) suggest a few possibilities as to what the barriers to teaching using technology could be as ‘Resistance to change’ and ‘Lack of professional development’. in many schools teachers often unprepared to integrate technology in their own lessons as they are in facilities with little or no preparation or training. This is both unfortunate for the teachers and for the learners themselves, as mobile technology is a powerful tool to have at your disposal within the classroom. Many teachers who do not feel confident with mobile technology often fear it within their own practice. Many teacher fear the early stages of using mobile technology for many reasons, one of which will be the dependancy from the learners, particularly if they are new to a particular device such as a tablet. Ramey (2013) argues that most teachers fear that the learners will demand assistance with devices that they themselves may a novice. However, it is important to keep in mind the end result, in that to begin with it is true that learners will demand help and this will be tasking on the teachers skills and time, however, over time, the learners will become more confident and self-dependant, thus making the workload lighter, and the lessons more exciting and motivating.  

The other main factor seems to be that teachers are not ready to let of of the traditional styles of teaching (Jones, 2012). This is certainly true of the Schools I have visited in the past. Teachers have countless teaching resources available with little or no motivation to progress past using PowerPoint presentations. In my experience I have seen schools with interactive whiteboards which have been used solely to display images controlled via the computer. My experience comes from a key stage 3 and key stage 4 Music environment, where the School was equipped with various types of mobile technology (such as tablets), yet the Teachers were reluctant to introduce any to the lesson. The School in question had a higher level of difficulties than most with regards to learner engagement within the classroom, and lack of motivation throughout. It is my own opinion that after having read a number of reports, studies and articles on mobile technology in the classroom, adapting such ideas into their teaching could possibly result in some of these issues being resolves. Mobile technology makes the lessons more engaging for both the learners and the Teachers, often resulting in a heightened level of motivation (West, 2013). Schools such as the example above could see significant improvements in such areas, but only if the Teachers themselves are prepared to embrace the wonders of Technology and see them as a learning tool, not a replacement or a threat to their current Teaching practice. Teaching has never seen such leaps in the development as it has in the last few decades with the addition of new and emerging technology, all of which, when embraced and used properly, can become vital assets to the future of the education profession. 

References 

Ramey, K. (2013). Barriers to the effective uses of technology in education . Available: http://www.useoftechnology.com/barriers-effective-technology-education/. Last accessed 17th Nov 2014

Jones, J. (2014). iPads in the classroom. Available: http://www.bbcactive.com/BBCActiveIdeasandResources/iPadsintheClassroom.aspx. Last accessed 17th Nov 2014.

West, D. (2013). Mobile Learning: Transforming Education, Engaging Students, and Improving Outcomes. Available: http://www.brookings.edu/research/papers/2013/09/17-mobile-learning-education-engaging-students-west. Last accessed 17th Nov 2014.

Image: http://tutoringservice.ca/blog/2013/02/19/teaching-with-technology-10-amazing-resources-to-integrate-into-your-classroom/

The value of mobile technology in teaching

‘Mobile technology is an exciting opportunity or educators, But in many ways we are just scratching the surface of what can be achieved with it’ (Wylie 2010)

It goes without saying that technology in general has had an invaluable impact upon the teaching profession, both in terms of how the teachers deliver lessons and resources, as well as how the learners themselves develop. Mobile technology has also seen incredible changes and developments over the last few years within the teaching environment. Devices such as iPads and other similar tablets are being integrated into lessons, so much so that you will often seen them listed as a critical resource within various schemes of work. 

In my own teaching experiences over the last few years, while on placement at various different schools and academic institutes, I have seen that the use of mobile technology within the classroom has been met with great skepticism. This could be for any number of reasons, one of which could be that mobile phones, for example, usually get a bad reputation in the classroom environment (Wylie, 2013). Based on discussions with teachers, it seems the other reason often tends to be a lack of confidence with their own knowledge of mobile technology, as well as the lack of trust towards the learners, which they feel may abuse the technology (often assumed of younger learners).

Norton (2014) argues that mobile technology in the classroom can help the teacher and learner interact seamlessly in a number of ways, within a number of different tasks. Learners can use mobile devices, such as iPads, to photograph or record their tasks, while other learners could give feedback afterwards. This brings me to an example I have seen in first hand while on a short placement in a primary School in the Swansea area. Learners were given the task of working out distances as part of a mathematical exercise in the playground. Each group allocated a peer to record the task on the iPad in order to document it as part of their ICT unit portfolios. Much to my surprise, the learners were fluent and more than capable of using these devices at ease, even at the age of 6 years old. Not only was this an excellent and engaging way to keep the children invested in the activity, but was a strong method of developing the ICT skills of the learners. 

Admittedly, when I first heard learners were able to use mobile technology within their lessons, I myself was quite skeptical, largely because of the abuse of the technology as mentioned above. However, after seeing the results first hand and seeing how the learners embraced the devices, rather than take advantage of them, measured me to that not only does technology have a place in the learning environment, but, as it can bring an enriching learning experience for the learners themselves. 

References 

Norton, J. (2014). Teaching tips: How students can use their mobile phones to learn english. Available: http://blog.britishcouncil.org/2014/05/19/how-students-can-use-their-mobile-phones-to-learn-english/. Last accessed 17th Nov 2014. 

Wylie, J. (2014). Mobile learning technologies for the 21st century classroom. Available: http://www.scholastic.com/browse/article.jsp?id=3754742. Last accessed 17th Nov 2014.

How technology has changed how we learn

How technology has changed how we learn

Over the years, the ways we learn has evolved in as many ways as we ourselves have as a society. Developments and advances in resources and ideas over the years have taken us from spoken word to written texts, and now from written texts into a modern, more technological way of learning. 

According to a report from 2010, the worlds digital information is the equivalent to a stack of books capable of reaching Pluto 10 times over! (Quinn, 2010). This is not only a staggering fact to try and absorb, but is also unforeseen when we look the shape of technology just a few decades ago. In the past information was only available to a few and from a few sources, these days however, its is available to everyone, whats more is that it is all available to most of us within out own pockets via mobile devices. 

In terms of teaching, digital technology has drastically changed it to enable us to widen out reach in terms of target audience. McKnight (2010) explains that 20 years ago learners had one main source of education: the teacher. These days however, they can draw information and education from anyone or anyplace on the planet. This alone is enough an argument to suggest that not only is technology assisting learners in the amount of information they access, but also changes how they learn.

In the last few decades we have seen the way we learn shift from text books and written notes, to online resources and e-books. Today, the majority of libraries offer an extensive library of online books and journals equal or greater to the quantity of hard copy text books. When we look at how the way we learn has morphed today into ways we couldn’t have comprehended, its hard not to wonder or even look forwards to how technology will enable us to access more and more information in the future. At the rate technology has changed and seems to change on a daily basis, its safe to say that nobody can predict what revolutionary teaching or learning tools are coming out way next. 

Quinn, A. (2010). Data, information and Knowledge . Available: http://www.sourcecon.com/news/2010/08/06/data-information-and-knowledge/. Last accessed 13th Nov 2014.

McKnight, K. (2014). Top 12 ways technology changed learning.Available: http://www.teachhub.com/how-technology-changed-learning. Last accessed 13t Nov 2014.

Teaching tools: Adobe Shape CC

Adobe shape: A teaching tool

Over the last few weeks I have been paying more attention to the variety of apps out there and trying to asses their value in the teaching environment. These days application marketplaces (such as apples App Store for example) will often point you in the direction of such apps by categorising them, thus making the hunt for great apps much simpler. 

The app I've decided to look at today is Adobe shape. Now I'm a big fan of teaching environments which are big on handouts, so this one was an excellent addition to my ever growing list of resources.

What is it?

Essentially, the app is used to make accurate sketch-like images form an image take with your phones camera. The app is ideal in situations where you find an excellent image in a text book for example, which would be a great help to your teaching. Rather than copying it by hand or going down the road of scanning and importing, Shape does it all in moments (as seen in the images bellow).

Over the last few days I have been experimenting with the app itself and have begun to include it within some resources, which I hope to use in future practice. 

The app is free of charge (at this time) on the App Store (not sure if it is available on other platforms or devices) so it's worth downloading just to experiment with. 

Here is an example I did using the application of the polar field of a microphone. The 4 images (scanned individually and collected as one) show the process the app takes as it scans through the outline of an image, which I took from a text book, effectively rendering it as an image ready to use. If i had tried to copy this by hand I assure you it would have been by no means accurate without various measurements, however, as Shape saves the file as an image, you can resize it and add it to various worksheets, handbooks, even powerpoint presentations. 

Adobe shape will save hours of time preparing resources, and although I have yet to use it in my own practice, I am already working on a number of resources which I will require the app for in the near future. You can read more about it in the link bellow.

Resources

LeFebvre, R. (2014). Real life becomes a vector with Adobe's Shape CC.Available: http://www.cultofmac.com/299107/real-life-becomes-vector-adobes-shape-cc/. Last accessed 2nd Nov 2014.

Reflective practice: Bubbl.us activity

Bubbl.us is an online resource used for creating interactive 'Mind-maps'. Having used something similer in the past while teaching A-level students as part of a few revision lessons, this is an excellent resource. This example was completed during an ICT session on the PCET course when asked 'what is refelction and why is it important?'.





There are other such applications are quite similar. I myself am a Mac user, and as such am a slave to most of the new and exciting applications Apple's App store throws at me. As a result I have been a longtime user of the application called Mini node pro. the application offers similar features as Bubble.us, but its available as a download rather than a web-based app. There doesn't seem to be any functional difference between the two, the only obvious one being the visual differences. The app is available on the App Store for free as a lite version, the pro version is available at a small cost (which varies depending on offers). In all honesty, if your considering this App then you could stick with the lite version as there are few differences (or noticeable difference) between the two.

Above: Mininode screen shot

Bubbl.us would be excellent in terms of resources within lessons. Personally I can see myself adapting this into my own teaching practice in the future for such activities which could include classroom discussions, group or individual discussions or even as a handout or printed resource. Its not hard to understand how Bubble.us could not only enhance the quality of learning taking place, but also create a teaching environment which is both enjoyable and productive.


Mininode is available from: http://mindnode.com on Mac, iPad and iPhone

Bubble.us can be found at: http://bubble.us