Reflective Synopsis



With advancements in technology continuing to develop, it is more vital than ever that 21st century classrooms incorporate Information and Technology Communications (ICT).  Students are given the opportunity to develop their capabilities, through the incorporation of technology in classrooms. In order for students to be highly skilled in the use of ICT, teachers must use a variety of digital techniques in classrooms. Through the utilisation of pedagogical frameworks, such as the SAMR model, teachers can implement ICT in the classroom and enhance student capabilities.

Productive pedagogies can be utilised within the classroom to enhance and guide learning experiences. The four dimensions of productive pedagogies can be seen in the diagram below. 

Four dimensions of productive pedagogies
(Zyngier, 2005)

These productive pedagogies can be incorporated in technology activities through a number of ways. For example, the first element of productive pedagogies, connectedness, can be incorporated in classrooms through Wiki pages. In embedded task two students were required to communicate their ideas of Biomes through the class Wiki page. This activity allowed students to communicate collaboratively through a digital setting and explore the theory of connectedness.

Another dimension of productive pedagogies is intellectual quality. In embedded task three, students were asked to create and submit their field report findings in a video format. This task required students to use higher order thinking to capture, analyse and present their findings - as well as increase their ICT capabilities.  This activity addressed the productive pedagogy of intellectual quality as well as the incorporation and utilisation of technology.  

In order to effectively use these productive pedagogies in classrooms, the SAMR model framework can be utilised to help design and redefine learning experiences to ensure the incorporation of ICT. The substitution level of SAMR requires teachers to conduct a task using technology. For example, embedded task four asked students to take notes from a PowerPoint. This simple task converted the activity from a paper based activity to a digital activity.

The last two levels of SAMR, modification and redefinition, allows teachers to redesign the task to ensure the use of technology and student centred learning. This allows students to take control of their learning, as seen in embedded task five - where students were given the opportunity to present their field report through Glogster. This digital tool allows students to be creative, design and personalise their Glogster through the incorporation of a diverse range of possible formats, such as audios, videos, documents, pictures and texts. Through the use of the SAMR pedagogical framework, teachers are able to design learning experiences, effectively incorporate and improve ICT capabilities and increase student centred learning.

Whilst using technology in classrooms it is vital to consider and adhere to legal, safe and ethical practices, such as copyright guidelines and the appropriate use of materials. These factors will impact student learning and therefor teachers must ensure students are aware while using ICT. Teachers can ensure this by modelling legal, safe and ethical practices in the classroom.

In conclusion, with technology continuing to evolve teachers need to address and incorporate these practices in classrooms. Through productive pedagogies and the SAMR model, successful learning experiences can be created which enhance students ICT capabilities.

Reference:

Source: Zyngier, D. (2005). Choosing our ideas, words and actions carefully: Is the language of Productive Pedagogies intelligible for pre-service teachers? Retrieved from http://www.iier.org.au/iier15/zyngier.html , date accessed 1/05/15.