From the heart…

 

     Most of us teachers teach from the heart.  I know I do.  I look at them and I analyze them to figure out what works, what does not work.  It’s all about instinct, experience, gut feeling and of course, asking the kids what do they want in their teaching and learning process.

    Thus, it was rather baffling to answer the question whether I have implemented PLE in my class.  Only after I heard the others’ examples then I realized that ‘Hey, I do implement PLE in class!’  It was not technologically-based but by giving the kids the freedom to act out any interesting scene in the assigned chapter from the novel Step By Wicked Step, I have empowered them to actively engage in the learning of the novel.  The learning environment for this activity is owned by both the kids and I.  I as the facilitator and the kids ask questions in regards of their acting scene to assist their understanding.

After reading Dorenda’s conclusion, ‘it is the learner’s autonomy to create his/her own learning ground’, there are few things for me to ponder on.  First, I have to read PLE again.  Secondly, I’m thinking about the use of blog by the kids for journal writing.  Thirdly, PLE produces independent learners with various skills like self-directed learning and problem-solving skills.  But, is PLE a common concept in Malaysian education?    

 

Corgito ergo sum…

 

    For this session on I learn, I question, the remark above comes to mind.  It means ‘I think therefore I am.  Why this remark?  In relation with tpack, we, the educators must constantly think and ponder of this concept as we plan our teaching and learning process.  It is inevitable, tpack and teaching-learning process…ebony and ivory..peas in the pod.  A simple writing lesson can have an integration of technology whereby Word is used by the teacher to demonstrate the development of a paragraph with students typing away, editing, undo, do, cut and paste the paragraph until the desired paragraph is achieved.  The writing process is smoother as students are more focused on developing a paragraph …rather than cancelling with correction fluid or tape at all time.  What about students listening to an mp3- text through the speaker and notebook of the teacher while filling in blanks in their task….the activities infused with technology are endless so knowing tpack is not just vital but it is a cardinal sin not to think about tpack…

    But as I look at the articles on tpack, I wonder…do I do tpack in class actually?  Do I really understand the concept and its application in the teaching and learning process?  I understand and accept the fusion among technology, pedagogy and content knowledge but, there are some uncertainties in me when discussing the concept of tpack.

Today I learn…Today I Question…

     On Saturday, it was a fun session sharing each other’s insights on the use of Internet tools – wikispace , google docs, FB were on top of our chatting list.  I am looking forward to see Sailor and Yee Hui’s talk on the experience using webnode and wikispace.  From their experience I learn that these tools are relevant to the present teaching and learning process using Internet.

       The next lesson I learn was history lesson presented in an attractive visual presentation.  If World and Malaysian history can be taught and presented in such manner, kids will not complain about History being dull.  It’s interesting to see the evolution of information technology that moves swiftly..too fast for some of us including me,  I am barely getting to know Web 2.0 and suddenly the younger sibling of Web 3.0 is ready to make her entrance.

    A couple of questions here.  Is one considered backdated if he still holds on to the technology of Web 1.0 and takes his own time to embrace Web 2.0? 

     In terms of teaching and learning process, does the teacher have the time to figure what works and what does not work when it comes to the use of technology?  It is as if time and technology are arch enemies!