Cultivating technological pedagogical content knowledge (TPACK) through problem-based learning

  Training lecturers solely on how to use a specific technology is unlikely to improve the teaching and learning practice (So & Kim, 2009). We have to teach our lecturers how to fish by teaching them how to select, apply and configure tools and artifacts — digital and otherwise — based on their practice, their learners, their contexts and the nature of their subjects. By doing so, lecturers can become both designers or purposeful designers of technology to aid students’ learning. Mishra and Koehler’s (2006) technological, pedagogical and content knowledge (TPACK) is represented by three intersecting circles. At the intersection where the transactional relationship between … Continue reading Cultivating technological pedagogical content knowledge (TPACK) through problem-based learning

Creating inquiry-based lessons using suitable applications

Case Study of an Inquiry-based lesson on English Language Arts: Defining preferences in short stories The purpose of this lesson is for students to articulate the narrative elements they prefer a short story to include, test their preference by reading a short story, and then re-evaluate their original response. 1. Problem Statement Students are presented with an open-ended scenario. The lecturer will pose a problem statement to ask students their preferred elements of a short story. 2. Hypothesis Students propose a method/strategy for resolving the scenario presented by the problem statement.   3. Content-based App Lecturers provide students with baseline information … Continue reading Creating inquiry-based lessons using suitable applications

From Happy Learning to Effective Learning – Classroom Management Techniques for the 21st Century

Mark enters the classroom for another day of lectures looking forward to learning something new. If the lectures are boring, he can always choose to connect with his friends in class or get on social media and update himself. Mark and his classmates are part of Gen-Y, a generation of students that have been described as impatient, incurious, unmotivated and in possession of a belief that they are entitled to large rewards for small amount of effort. Gen-Y has grown up in an environment that is significantly different from what prior generations have experienced. The impact is that their view … Continue reading From Happy Learning to Effective Learning – Classroom Management Techniques for the 21st Century

Collaboration – An Essential 21st Century Skills

The four global forces – demographics, resource demand, globalisation and climate change, entwined with the fifth force, technology, will shape the future (Smith, 2010). Hedely Beare’s (2001) ‘I am the future’s child’ questions the design of pedagogy, curriculum and assessment in schools to equip children for the future world. The world is changing, a service economy driven by information, knowledge, and innovation has displaced the industrial economy, thereby reshaping business and workplaces (Kay, 2010), and this preludes the need for an education which prepares students for the economic, workforce and citizenship opportunities and demands of the 21st Century. Sir Ken Robinson (2006) contests the role of schooling, academic inflation, antiquated belief … Continue reading Collaboration – An Essential 21st Century Skills

Molding Future Leaders

Introduction A student once shared; “Parents raise us but teachers raise our mind.” This seemingly simple statement has since profoundly impacted the way I perceive my role as an educator. Being in a position to influence students’ thinking, behavior and, most of all, their desire to be future ready, is a noble cause that has become my personal career mission. The world today is hungry for good leaders, and organizations thrive on leadership excellence to stay competitive and successful. Therefore the power to leave positive footprints in one’s life continues to fuel my passion for teaching and life-long learning. I … Continue reading Molding Future Leaders

Key Principles of Universal Design for Learning (UDL): Opening Doors for All Learners

Introduction Individual differences in learning behaviour have been widely researched over the last four decades or so, yet there is still much that is not known about how individuals manage learning within and across different contexts. The concept of individuals preferring a particular learning style focuses on the person-bound differences in the way individuals go about learning (e.g., Pask, 1988; Sternberg, 1988). Researchers in this branch generally argue that the differences are related to personality traits and are thus rather stable. Proponents of the style construct often assume that a relatively direct relationship exists between learning style, teaching style and … Continue reading Key Principles of Universal Design for Learning (UDL): Opening Doors for All Learners