Another far reaching influence that is widely considered to fall under the definition of pop culture is modern technology. Items such as mp3 players, CD/DVD players, video game consoles, iPods, mobile phones and notebook computers are just some of the technological items that are seen to be a significant part of many students lives and which are considered to be a part of today's popular culture. It is the linking of pop culture in the classroom via the incorporation of Information and Communication Technologies (ICT) that I am addressing within this essay.
When approaching the education of our students in the classroom it is widely advocated that education needs to be learner directed. The Principles of Learning and Teaching (POLT) Online Professional Learning Resource - Principal 3.1 (Department of Education and Early childhood development (DEECD), 2009a) states that teachers can demonstrate the use of strategies that are "flexible and responsive to the values, needs and interests of individual students" by including popular media to "introduce or challenge ideas". POLT principal 3.4 (DEECD, 2009a) also explicitly discusses the importance of capitalising on students' experiences of technology and of including contemporary technologies in the classroom.
Victorian Institute of Teaching (VIT) Standards of professional practice for full registration (2009)
Exploring Standard 2 -"Teacher knows their content" I chose to explore this standard as I think that it is extremely important that as a future teacher I have an understanding of the content that I am teaching my students. In particular I have addressed the statement "Teachers know the methodologies, resources and technologies which support learning of the content, processes and skill they teach."
By completing the Learning 2.0 - 23 Things (Blowers, 2009) task list I think that I have made a significant step toward improving my knowledge and competency in regard to the use of web 2.0 applications and technologies within a classroom environment. By utilising some of my newly acquired skills in the production of this assessment task my learning is evident. Up until just a few days ago I had never even heard of online word processing and yet here I am creating a document on-line that once finished I will be publishing directly onto my blog with only the press of a button (If you are reading this it means I have successfully accomplished this task). The sense of achievement and empowerment I have felt inspires me to endeavour to create opportunities for my future students to experience those same feelings. I know now from personal experience how exciting it feels to create and publish a blog which people from all over the world can comment on.
I believe that my current learning will be extremely useful to me as a teacher as it gives me confidence that I will be able to successfully incorporate the use of contemporary technologies into my future classrooms. I am very aware of the fact that technology is moving forward at a phenomenal rate and that what I have learned over the past six weeks will need to be continually reassessed as new applications and web tools become available. Already I have started exploring new tools and through listening to podcasts and following various teacher blogs I am developing understandings and ideas about how to incorporate ICT in meaningful ways into a classroom.
Furthering my understandings in regard to technology and remaining up to date with current technological products will ensure that as a teacher I am able to engage my students by incorporating these items of popular culture into their classrooms. I want to include students interests and encourage the exploration of learning whilst utilising tools that they are familiar with and enjoy using.
As the owner and avid user of a Nintendo DS myself, I can envisage using this type of games console in the classroom. A game such as Professor Layton and the curious Village (Level-5 Inc, 2007) could provide engaging ways for students to develop mathematical skills whilst solving the puzzles and brainteasers necessary to solve the 'Mystery of the golden apple'. It also encourages the development of spatial skills and decision making as children navigate their way through the games maps to find the location of puzzles.
It is evident that technological items such as ipods and mobile phones can be successfully incorporated into a classroom environment if implemented in a way that is meaningful and relevant. Students can use ipods for listening to audio books, and podcasts, making video presentations or producing their own podcasts or in the case of an itouch they have access to many applications which can be used to assist students in using their phone as a tool for learning. There are even applications which teachers can use for assessment purposes.Wes Fryer (2009a) makes the comment that "media worth spending time on is media which provides opportunities to PARTICIPATE" (para. 6). He is adamant that students need to be offered the chance to participate in their learning. Bringing everyday items that students use at home into the classroom may encourage active and continuous participation in their learning as they can take that item in and out of the classroom and extend their learning wherever they may be.
The worldwide web is continually growing and children are accessing the Internet on a much more participatory level with the advent of web 2.0 technologies. Applications such as Wiki's, blogs, sites such as youtube and Flickr and social networking sites like Facebook and Myspace encourage active participation from all, young and old. As teachers we need to be providing our students with the skills to navigate the 'web' and critically analyse information that is found. Importantly, students need to be aware of the digital footprint they leave behind and be able to successfully negotiate safe and constructive participation within the environment of the Internet (Fryer, 2009b). It is imperative that they are not left to do this in the privacy of their bedrooms without guidance or support.Teachers must 'know their content' (VIT, 2009) in order to support their students effectively throughout their technological learning journey. In this new global society we need to invite students external lifeworlds into the classroom to facilitate the inevitable inclusion of these lifeworlds into the global network of the world wide web.
Some would argue that certain students will be unable to access some of the technologies that I have spoken of, but the DEECD state that Victorian schools are providing all students with ICT learning and they advocate ICT "enables good pedagogy" (para. 3, 2009b). Proof that the DEECD is serious in its approach to ICT can be seen through the research that they are undertaking in this area. A study conducted by DEECD and Apple Computer Australia found that "the iPod Touch technology stimulated student interaction and communication in blogs, podcasts and webpages, among other constructive findings" (para. 1, 2009c). Innovations in the ways that schools are approaching the teaching of ICT are currently the focus of the Broadmeadows Innovation and Learning lab which is found on the DEECD website.
I can really see the benefit in compiling a similar list of tasks such as the ones I have completed for students to accomplish in the classroom. I believe that this would encourage active, meaningful, relevant and useful learning that will aid students to be aware of the many different ways they can interact with technology and introduce them to a new and exciting way to access their learning and collaborate via the worldwide web.
With the advent of virtual worlds such as Second Life students are offered even more ways of interacting with other people/students and collaborating within a virtual environment.This type of virtual learning approach is something that I would like to investigate further before commenting on it's effectiveness or suitability for a primary school environment but I think that it is definitely an interesting concept to explore.
In conclusion I believe that completing Learning 2.0 - 23 things (Blowers, 2009) was an eye opening and inspiring experience and I will definitely be exploring the use of web 2.0 applications further as I continue on my journey towards becoming a fully qualified teacher.
References
Delaney, T. (2008). Pop culture: an overview. Philosophy Now, (64), 6-7.
Department of Education and Early Childhood Development. (2009a). Principles of Learning and Teaching P-12, Retrieved October 12, 2009 from
http://www.education.vic.gov.au/studentlearning/teachingprinciples/onlineresource/p3/comp.htm
Department of Education and Early Childhood Development. (2009b). Australian research, priorities and national directions. Retrieved October 12, 2009 from
http://www.education.vic.gov.au/studentlearning/teachingresources/ict/research.htm
Department of Education and Early Childhood Development. (2009c). Victorian Research. Retrieved October 12, 2009 from http://www.education.vic.gov.au/studentlearning/teachingresources/ict/research.htm
Fryer, W. (2009a). Where do you find the time? Shirky's answer. Message posted to http://www.speedofcreativity.org/2009/10/04/where-do-you-find-the-time-shirkys-answer/
Fryer, W. (Producer). (2009b, August 30). Moving with the speed of creativity. Students as self-advocates: Why/how learners should craft their own digital footprints (Ginger Lumen). Podcast retrieved from iTunes http://feeds.feedburner.com/speedofcreativity/podcasts
Level 5-Inc.: Professor Layton and the curious village. (2007). [Nintendo DS software]. Scoresby, Vic: Nintendo Australia Pty Ltd.
Victorian Institute of Teaching. (2009). Standards of professional practice for full registration [online pdf]. Retrieved October 12, 2009 from http://www.vit.vic.edu.au/files/documents/787_standards.PDF
