Spoke to 2 trainers from an IT training centre this morning. The meeting was set up to allow us to have a better understanding of what we can do to improve our in-house radio show run by pupil DJs. It was a good meeting. Lots of useful information gathered that will allow us to make better-informed decisions.
What made a strong impression after the presentation was not so much about the hip technology, but the success in which it had engaged pupils. It is an example of the natural connection between man and his tools which made it compelling for him to learn and benefit from the experience. Real benefit that can be reaped the end user, which in this case is always our pupils.
If we cannot find a real benefit from the perspective of our pupils when using whatever form of technology, we cannot blame them for feeling disengaged. This clarity of user benefit must be identified first before deliberating on delivery modes.
Opportunities abound, from Web 2.0 applications to ultra mobile computing devices which are bound to make an impact on the education landscape. We cannot afford to be dinosaurs.
Friday, November 14, 2008
Thursday, November 6, 2008
Study Skills
I was quite happy last night when I stumbled upon a mind-mapping programme when browsing the iPhone app store. I have been mind-mapping for about 8 years now and it is just great that I can do this anywhere, any time on my mobile phone.
Mind-mapping is a skill which I picked up in my 3rd year in university. How I wish I knew about it earlier, as for somebody with poor memory retention, it has helped me tremendously. It seems the most natural way for me to organise information, hierarchy is clear, everything is succinct and it draws strongly on association. I love it right from the beginning and had kept using it long after I graduate. Nowadays, I use it to brainstorm, organise and make relations to all kinds of information, from departmental plans to grocery lists.
I was eager to share this with my pupils years ago when I started teaching, introducing this skill to them that has been so useful to me. However, results were mixed. Although I took to this method and had benefited from it almost instantly, many pupils had found it to be a chore. In a feedback session, they told me that they were really doing it only to show me. After that year, I was not too insistent that pupils create mind maps, acknowledging that everybody is different and everyone has to find the most suitable way for themselves to learn.
Study skills is even more important now for our younger generation than it is for me during my time in school. Our pupils now are born in the internet era and are hard-wired from birth in a totally different environment. They learn and perceive information differently. They will need the skills not only to cope with the demands of school but to have the competence and confidence of successfully navigating through their increasingly complicated lives.
What should we teach them in terms of study skills? GTD? Time management? Mind-mapping? I am sure there is a list to choose from.
Or should we begin by learning more about our pupils? What are their favourite handheld games? What kind of music do they listen to? What television shows do they watch? What are their favourite websites? What are they buying with their money? Perhaps knowing more about that will help us better decide.
Mind-mapping is a skill which I picked up in my 3rd year in university. How I wish I knew about it earlier, as for somebody with poor memory retention, it has helped me tremendously. It seems the most natural way for me to organise information, hierarchy is clear, everything is succinct and it draws strongly on association. I love it right from the beginning and had kept using it long after I graduate. Nowadays, I use it to brainstorm, organise and make relations to all kinds of information, from departmental plans to grocery lists.
I was eager to share this with my pupils years ago when I started teaching, introducing this skill to them that has been so useful to me. However, results were mixed. Although I took to this method and had benefited from it almost instantly, many pupils had found it to be a chore. In a feedback session, they told me that they were really doing it only to show me. After that year, I was not too insistent that pupils create mind maps, acknowledging that everybody is different and everyone has to find the most suitable way for themselves to learn.
Study skills is even more important now for our younger generation than it is for me during my time in school. Our pupils now are born in the internet era and are hard-wired from birth in a totally different environment. They learn and perceive information differently. They will need the skills not only to cope with the demands of school but to have the competence and confidence of successfully navigating through their increasingly complicated lives.
What should we teach them in terms of study skills? GTD? Time management? Mind-mapping? I am sure there is a list to choose from.
Or should we begin by learning more about our pupils? What are their favourite handheld games? What kind of music do they listen to? What television shows do they watch? What are their favourite websites? What are they buying with their money? Perhaps knowing more about that will help us better decide.
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