We invite you to join us for the second annual Google in Education Singapore Summit to be held at the Singapore American School on September 7 and 8, 2013. This high intensity two day event focuses on deploying, integrating, and using Google Apps for Education and other Google Tools to promote student learning in K-12 and higher education. The program features Google Certified Teachers, Google Apps for Education Certified Trainers, practicing administrators, solution providers, Google engineers, and representatives from the Google education teams.
Register now to send teachers, administrators, tech directors, library media specialists, tech support staff, CTOs, and anyone who is interested in finding out more about leveraging Google Apps for Education to support student learning.
Resources for Singapore Summit Presentations will be listed here during the Summit.
Pickering (2007), found that a focus on skills and fixed knowledge to be acquired was criticised by the teachers in his study, although Daly et al (2009), citing his findings, conceded that:
“Clearly, ICT use demands that teachers acquire certain generic skills (p 27).”
Understandably, there is a general hesitancy by tech integrators to embrace ICT skills teaching, as it tends towards,
“superficial, one-off and ‘box-ticking’ approaches which emphasise the development of functional skills and relegate pedagogical development to teachers’ ‘spare’ time (Daly et al, 2009, p 41).”
Now, somewhat ironically, the situation seems to be becoming reversed – with the emphasis very much upon the development of pedagogical skills and the relegation of ‘functional development’ (skills) to teachers’ ‘spare’ time.
So teachers are now effectively expected to acquire skills,
“by studying manuals, talking to each other, talking to the instructor, and seeking out other locally available experts” (Mishra & Koehler, 2006, p 1038).
The problem is this ‘grappling experience’ (ibid) or ‘productive failure’ (Kapur & Bielaczyc, 2012), while a powerful way to learn, if not managed carefully, can become a tedious, frustrating process. "Good pedagogy should challenge not frustrate" (ibid) but it is difficult to judge when it is better to let people ‘wrestle’ or to mitigate the potential tediousness of a long process of discovery, by providing a ‘short cut’. The challenge of managing this ‘zone of proximal development’ (Vygotsky, 1987) is significant, the distance between the actual developmental level as determined by their need to engage in independent problem solving (trouble shooting) and the point at which they know they cannot proceed any further without ‘expert’ guidance, or collaboration with more capable peers, a 'knowledgeable other' (ibid) – or even, or perhaps more likely, students.
Balance is clearly critical here – one where an articulated skill set is defined that can be acquired within an authentic, integrated context.This session will describe my favourite kind of cake—the kid you have have AND eat. Can we have authentic tech integration, without neglecting a rigorous set of balanced ICT skills? I believe so, and I'll show you how.