This article states something that is very important to realise in teaching. Students get bored very easily and teachers do not expect much of students to dig deeper and really delve into what is being taught. They are saying it is something that is being taught and then re-said in the exact same way, regurgitation. It is important for us to remember that students need to develop their own opinions and to decide for themselves by being creative with what they have learnt.
Vygotsky believes that students need to develop new ideas from experiences and knowledge. As knowledge comes from the creation of meaning that occurs from life experience. Bradshaw states just that- get student to develop their own ideas and opinions instead of the teacher or seeing this is ICT, a web view.
Bradshaw states that there is pressure being felt by teachers to get so many topics completed by the end of the year that they feel they have no time for new ICT learning. However, when you think about it, ICT brings many ways of cognitive learning to the establishment. The discussion board is a great cognitive tool! We used this last year in ICT and this is a great way to hear what others think and you can then develop these ideas and create a more expanded view on top of your existing beliefs. You may have an article to read and then this is a great way to chat about it and develop your view into a more creative way of thinking, even changing your existing opinion maybe.
This blog we are doing is another example!
All students are creative and why not get this out of them by exposing them to ICT and prompting questions in class, get discussions going. Be realistic with the world, there are so many views it is not just one sided.
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I agree you with totally. Blogging has opened my eyes to how 'user' friendly it can be and how it is a great way of communicating views with on another. I can see how this could be particularly helpful in the classroom setting as well as an education tool, but it could also be used as your very own 'history/diary' tool.
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