FACULTY ONLINEMAGAZINEFORAUSTRALIANEDUCATORS
November 2016| Volume3Issue2| ISSN2206-6047
FROMTHEDIRECTOR Dear Colleag ues,
Foreword
At last we are com ing t o t he end of anot her school year ; and w hat an am azing year it has b een. In saying t his, we as ed ucat or s should use t his t im e t o reflect on our ad vent ures, wins and challeng es t hroug hout t he year t o consider how we can b ecom e a b etter ed ucat or. Recent ly I w as in t he p osit ion t o reflect on w hy I w anted t o b ecom e an ed ucat or ; t his g ave m e t he op p or t unit y t o t hink b ack t o m y ten year old self w ho decided t hat I w anted t o b ecom e a teacher. Litt le d id ten year old Nat han, t hink t hat I w ould b e challeng ed ever y d ay, b ut at t he end of t he d ay I know I am m aking a d ifference in t he lives of st udent s, one of t he m ain reasons I decided t o b ecom e a teacher. Up on consider ing t his it g ave m e t he chance t o contem plate, w hat I could d o t o per sonally im p rove m y ped ag og ical ap p roach, t he teaching and lear ning p ract ices and eng ag em ent of st udent s. In t his issue, we cover a rang e of t opics from integ rat ing ICT int o ped ag og y t o eng ag ing st udent s. I hope t hat all t he reader s find use in t he ar t icles
t o help t hem develop and im p rove t heir teaching . On b ehalf of t he staff at FACULTY, b est wishes for a safe and hap py holid ay. Your s in Ed ucat ion,
N athan W atts BEd (Sec), AssocDeg .A&VocEd Dip.Csl, Dip.Mg t , Cer t .TAE
DIRECTOR:FACULTY CONTRIBUTORS Er in Canavan, Gerard Stevenson, J esús Ant onio Quiñones, Lar s Quickfall, Laura Alice, Maree Gr upetta, Melissa Key, Mirand a Sanchez, Nat han Watt s, Rachael J acob s
FACULTYTEAM Nat han Watt s - Direct or Dr Patr ick Delaney - Qualit y Coord inat or Or r y Gravolin Com m unicat ions Coord inat or Tr istan W illiam s - Mar ket ing Coord inat or Rut h Alder - Ed it or Em m a Mat hew s - Ed it or
Table of Contents
In t e g r a t i n g Te c h n o lo g y w i t h C la ssr o o m Pe d a g o g y
3
Ped ag og ic Act ion On Pier re Bourd ieu: A Br ief Review Of The Concep t
9
Tr e n d s i n Ed u c a t i o n : M a k e r sp a c e s
15
In sp i r i n g Ed u c a t o r
18
Pur p oseful Ped ag og ies In Special Ed ucat ion
21
G IS T M a g a z i n e
23
T h e To u r i n g Te a c h e r
25
A n In v i t a t i o n t o L e a r n
29
Po k e m o n G o a n d H PE
32
ByMirandaSanchez St ud ent of Ed ucation Austr alian Catholic Uni ver sity
Rachael Jacobs Senior Lec t ur er (Ar ts and Ed ucation) Austr alian Catholic Uni ver sity
ACARA has t old us t hat ?Australia need s enter p r ising ind ivid uals w ho can m ake d iscer ning decisions ab out t he develop m ent and use of technolog ies and w ho can independent ly and collab orat ively develop solut ions t o com plex challeng es and contr ib ute t o sustainab le p atter ns of living ? (20 15). W it h t his in m ind , we?re b eing p ushed as ed ucat or s t o ad ap t our ped ag og ical teaching s t o new ad vances in t he cur r iculum so t hat we foster a g enerat ion of enter p r ising ind ivid uals. Yet , ?ad ap t ing ?and ?seeing t he value?are t w o ver y d ifferent t hing s. This ar t icle will d iscuss t he new ad vances t o t he cur r iculum , specifically wit h reg ard s t o technolog y, in relat ion t o m y exper ience r unning a p rog ram at a Syd ney Cat holic Pr im ar y school. The p rog ram showed m e a lot ab out t he cur rent need for ed ucat or s t o ad ap t and under stand t he value t o t he new ad vances in t he cur r iculum . The p rog ram ?s aim w as t o integ rate technolog y int o t he classroom s of t he Pr im ar y school. The school w or ks wit h a technolog y integ rat or, taking sm all g roup s of
child ren d ur ing class t im e, involving t hem in technolog y r ich act ivit ies such as cod ing , QR scanning and t he use of d rones. W hile d oing t his, t he school act s as a m ed ium for cur rent teacher s t o transit ion sm oot hly int o t he new technolog y ad ap tat ions of t he cur r iculum , sup p or t ing t hem wit h act ivit ies, resources and ap p roaches t hey can integ rate int o t heir lessons. As p ar t of t his p rog ram we eng ag ed wit h t his role of a technolog y integ rat or by r unning technolog y r ich act ivit ies across all t he classroom s. Som e of our technolog y r ich act ivit ies included ; QR codes in m at h?s; Genius hour/ p assion p roject s for g ifted st udent s; circuit s desig n p roject s; Craft m at ion for Ab or ig inal t heolog y and Craft m at ion for visual literacy. My specific focus w as t o involve year 3 st udent s in Craft m at ion for visual literacy. As well as t his, we alter nated b et ween t he ot her focus areas listed ab ove. The technolog y integ rat or ?s ap p roach w as a g uided inq uir y ap p roach, w hich has b een p roven t o w or k successfully w hen involving st udent s in technolog y focused act ivit ies (Lavonen, 20 0 4 ). In p ar t icular Lavonen (20 0 4 ) sug g est s t hat creat ive p rob lem solving , w hich is key t o an inq uir y b ased ap p roach, is an integ ral p ar t t o teaching
Integrating Technology with Classroom Pedagogy
technolog y com p ared t o an instr uct ion following ap p roach w hich lim it s creat ivit y and st udent s cap ab ilit ies t o explore t heir lim it s (Lavonen, 20 0 4 ).
BACKGROUND The Australian Cur r iculum states t hat ?Technolog ies will ensure t hat all st udent s b enefit from lear ning ab out
and w or king wit h trad it ional, contem p orar y and em er g ing technolog ies t hat shape t he w or ld in w hich we live.? (ACARA, 20 15). There are t o b e t w o p ar t s t o t he new ?Technolog ies?key lear ning area; ?Desig n and Technolog ies?and ?Dig ital Technolog ies?(ACARA, 20 15). Desig n and Technolog ies m ainly focuses on using desig n t hinking w hile m anip ulat ing technolog ies t o p rod uce desig ned solut ions for need s and op p or t unit ies (ACARA, 20 15). This w as evident in t he school?s act ivit ies, as st udent s w or ked cooperat ively (6 g roup s of 5) using a film str ip t o st im ulate desig n t hinking w hich helped t hem t o decide w hat p rod uct ion step s needed t o take place b efore using t he ap p ?Im ot ion HD?t o create t heir Craft m at ion. This specifically followed t he out com e for Stag e 2 ?ACTDEP0 18?, w hich w as t o ?Plan a seq uence of p rod uct ion step s w hen m aking desig ned solut ions ind ivid ually and collab orat ively? (ACARA, 20 15). The film str ip also eng ag ed wit h t he out com e t o ?Invest ig ate t he suitab ilit y of m ater ials, system s, com p onent s, t ools and eq uip m ent for a rang e of p ur p oses (ACTDEK0 13)? (ACARA, 20 15) w hen t he st udent s d iscussed and listed ap p rop r iate m ater ials t hey m ig ht use t o m ake t heir Craft m at ion b ackg round scene. Dig ital Technolog ies
involves using com p utat ional t hinking t o im plem ent , define and desig n d ig ital solut ions (ACARA, 20 15). This w as evident as st udent s exper im ented wit h and used t he ?Im ot ion HD?ap p on an IPad device. This also followed t he out com e ?Explore and use a rang e of d ig ital system s wit h per ip heral devices for d ifferent p ur p oses, and transm it d ifferent t ypes of d ata (ACTDIK0 0 7)? (ACARA, 20 15). W r it ing from an Am er ican context , Ritt (20 11) sug g est s t he inclusion of technolog y in t he cur r iculum allow s teacher s t o cater lear ning t o visual and kinaest het ic lear ner s. Because 65% of lear ner s are visual lear ner s, t his d ram at ically im p roves st udent lear ning (Ritt , 20 11). There are m any ot her b enefit s t o t he cur r iculum ?s new ad d it ions of technolog y, such as, t he ab ilit y for schools and st udent s t o g ain access t o new technolog ies and t he b enefit s t o categ or ized lear ner s; Par t icular ly Visual and Kinaest het ic lear ner s. Fleer and J ane sug g est (20 0 4 ), t hat technolog ical p rod uct s have b ecom e cheaper, m aking it read ily accessib le for m ost school and fam ilies. Alt houg h, t his could fur t her widen t he g ap for academ ic achievem ent b et ween st udent s from low socio-econom ic fam ilies and t heir peer s. As Fleer and J ane sug g est t hat m ost low socio-econom ic fam ilies will str ug g le wit h t he schools?
dem and s t o use technolog y at hom e. This p ar t icular school had a ?BYOD?(b r ing your ow n device) p olicy, so t hose w ho are ab le t o afford d ig ital devices have access. However, som e of t he fund s from t he school have also b een devoted t o p urchasing IPad s and ot her devices for t hose w ho unab le t o BYOD. Som e im plicat ions t hat have b een recog nized by t he school as a technolog y integ rat or specialist are; chang ing teacher ?s att it udes t ow ard s em b racing t he new chang e in t he alread y p acked cur r iculum and t he ineffect ive w ays teacher s are com m unicat ing t he uses of technolog ies in t heir lessons. Ritt (20 11) sup p or t s t his by stat ing t hat teacher ?s need sup p or t for using technolog ies in w ays t hat enr ich lear ning (Ritt , 20 11). Consider ing t his, a q uest ion p resent s it self; W hy d o teacher ?s need sup p or t for integ rat ing technolog y? Rohaan, Taconis and Jochem s (20 0 8) sug g est t hat t heir att it udes t ow ard s technolog y d irect ly affect st udent s lear ning and interest in technolog y, and t hat t hese att it udes are for m ed from lim ited p ract ice and knowled g e of technolog y (Rohaan, Taconis, Jochem s, 20 0 8). This can b e a ser ious concer n assum ing m ost teacher s have a neg at ive att it ude t ow ard s technolog y, b ecause of t heir lim ited knowled g e b ase for teaching technolog y (Jones, Moreland ,
20 0 4 ). As Jones and Moreland (20 0 4 ) sug g est , a t horoug h knowled g e b ase for teaching technolog y is im perat ive and can b e devised t hroug h neg ot iated inter vent ion, planning fram ew or ks, reflect ion on case st ud ies and sup p or t in classroom s (20 0 4 ). Alt houg h t hese ideas are relevant even t od ay for b roadening a teacher ?s knowled g e b ase, a m ore g lob ally interconnected and technolog ical r ich w ay t hat t his school?s ed ucat or s for m t heir technolog y knowled g e b ase is t hroug h Twitter. The hashtag s # aussieED, # ed uchat , # sat chat are hashtag s I have b een introd uced t o. The school host s conver sat ions on t witter t hat are desig ned t o st im ulate teacher ?s d iscussion and involvem ent in t he concep t s b ehind teaching technolog y in t he classroom . It is a plat for m w here teacher ?s can share resources and ideas t hat w or ked well for t hem in teaching technolog y. This p ract ice is sup p or ted by t he p rofessional teaching stand ard s specifically ?eng ag ing wit h colleag ues and t he com m unit y?(AITSL, 20 15).
IMPACTUPONFUTURETEACHING PRACTICE The Melb our ne Declarat ion (20 0 8) recog nizes st udent s need t o keep up wit h rapid technolog ical chang e. Accord ing t o an ed ucat ional m ed ia ar t icle 65% of t he st udent s we teach t od ay will
b e in job s t hat d on?t even exist yet (Att well. 20 12). The focus on im plem ent ing d ig ital technolog y int o teaching p ract ices b ecom es im perat ive as st udent s will fall b ehind if t hey are not involved p rod uct ively in technolog y enr iched act ivit ies. This school dem onstrates how t o ad just teacher s?ped ag og ical knowled g e so t hat t here is a sm ot her transit ion w hen new ad ap t ions t o t he cur r iculum com e int o b eing .
REFERENCES Ait sl.ed u.au,. (20 0 8). Stand ard s | Australian Inst it ute for Teaching and School Leader ship. Retr ieved 13 Oct ob er 20 15, from htt p ://w w w.ait sl.ed u.au/austra lian-p rofessional-stand ard s-for -teacher s/stand ard s/ list Australiancur r iculum .ed u.au,. (20 15). Technolog ies: Rat ionale - The Australian Cur r iculum v7.5. Retr ieved 14 Oct ob er 20 15, from htt p ://w w w.australiancur r iculu m .ed u.au/ technolog ies/rat ionale Fleer, M., & J ane, B. (20 0 4 ). Technolog y for child ren. Frenchs Forest , N.S.W.: Pear son/ Prent ice Hall. Jones, A., & Moreland , J. (20 0 4 ). Enhancing Pract icing Pr im ar y School Teacher s' Ped ag og ical Content Knowled g e in Technolog y (1st ed .). Lavonen, J. (20 0 4 ). Creat ive and Collab orat ive Prob lem Solving in Technolog y
Ed ucat ion: A Case St ud y in Pr im ar y School Teacher Ed ucat ion (1st ed .). Retr ieved from htt p ://search.p roq uest .com .ez p roxy1.acu.ed u.au/ed ucat ion/ d ocview/ 21778320 0 / 8F2C325 5BB554 C4 0 PQ/ 10 ?account id = 8194 Melb our ne Declarat ion for ed ucat ional g oals for young Australians. (20 15) (1st ed .). Retr ieved from htt p ://w w w.cur r iculum .ed u.au/ ver ve/ _resources/ Nat ional_D eclarat ion_on_t he_Ed ucat io nal_Goals_for _Young _Australi ans.p d f Reviewing t he relat ions b et ween teacher s' knowled g e and p upils' att it ude in t he field of p r im ar y technolog y ed ucat ion. (20 0 8) (1st ed .).
Ritt , H. (20 11). Technolog y Leader ship and Coaching : A Sup p or t System for Teacher s Integ rat ing Technolog y wit h Classroom Pract ice (1st ed .). Retr ieved from htt p ://search.p roq uest .com .ezp roxy1.acu.ed u.au/ed ucat ion/ d ocview/ 90 51564 83/ fulltext PDF/ E4 3A4 4 E4 A1614 4 23PQ/ 9 ?account id =8194
Education Quotes
Only a g enerat ion of reader s will sp aw n a g enerat ion of w r iter s
A g ood head and g ood hear t are alw ays a for m id ab le com b inat ion. But w hen you ad d t o t hat a literate t ong ue or pen, t hen you have som et hing ver y special
I t hink t he b ig m istake in schools is tr ying t o teach child ren anyt hing , and by using fear as t he b asic m ot ivat ion. Fear of g ett ing failing g rades, fear of not staying wit h your class, et c. Interest can p rod uce lear ning on a scale com p ared t o fear as a nuclear explosion t o a firecracker.
NELSONMANDELA
STANLEYKUBRICK
Sp oon feed ing in t he long r un teaches us not hing b ut t he shape of t he sp oon.
The m ore I live, t he m ore I lear n. The m ore I lear n, t he m ore I realize, t he less I know.
STEVENSPIELBERG
E.M.FORSTER
MICHELLEGRAND
Tr ue teacher s are t hose w ho use t hem selves as b r id g es over w hich t hey invite t heir st udent s t o cross; t hen, having facilitated t heir crossing , jo yfully collap se, encourag ing t hem t o create t heir ow n.
NIKOSKAZANTZAKIS
ABSTRACT
PedagogicActionon PierreBourdieu: A Brief ReviewOfThe Concept
DR.JESÚSANTONIOQUIÑONES Dir ec tor of the r esearch gr oup "Ed ucational Research" and the r esearch "Ed ucation, cult ur e and society" Ph.D. in Ed ucation fr om the Uni ver sity of St . Thom as * This ar t icle is a d iscussion p aper t hat p resent s a look ab out t he t heor y of Pier re Bourd ieu under t he ow n school ed ucat ional act . W hile it is not linked t o an invest ig at ion t hat has received som e fund ing , if it is p ar t of a ser ies of p aper s w r itten and p rop osed by t he aut hor of t he ar t icle, b ased on t he elect ive sem inar "sym b olic violence in t he w or k of Pier re Bourd ieu and t he ped ag og ical act " p rop osed t o t he Doct orate in Ed ucat ion from St . Thom as Univer sit y and held on 13 and 14 May 20 16 in Bog ota Colom b ia. The ar t icle also will b e p resented as a p aper at t he Vir t ual Ib eroam er ican Cong ress on Ed ucat ion for Innovat ion (EDU_INNOVA_20 16) on 23 and 24 Sep tem b er 20 16 in t he vir t ual room of t he research center and m anag em ent st ud ies CIEG in Huelva, Sp ain.
This d iscussion p aper ar ises from t he academ ic p rop osal m ade for elect ive sem inar of t he Doct orate in Ed ucat ion from Univer sid ad Sant o Tom ás in Bog ot á Colom b ia ?la violencia sim b ólica en la ob ra de Pier re Bourd ieu y el act o ped ag óg ico? (sym b olic violence in t he w or k of Pier re Bourd ieu and t he ped ag og ical act ). In a ver y p ar t icular scenar io b eing p resented in t he Colom b ian nat ion in recent m ont hs in w hich t he p olit ical, econom ic and cult ural academ ic countr y seeks w ays out of decades of w ar b et ween t he g over nm ent and ar m ed op p osit ion g roup s, it is necessar y t hat t his t opic enter s int o t he classroom and reflect ab out t hese ver y p ointed and p ar t icular tensions t hat ever y d ay are foug ht at schools, colleg es or univer sit ies. In t his sense, one of t hem has t o d o wit h p ower relat ionship s b et ween teacher s and st udent s, t he st ud y of it s g enesis, it s develop m ent and evolut ion are essent ial for under stand ing t od ay's school as t he sett ing in
w hich t hey are ed ucat ing t he new g enerat ion of Colom b ians w ho, ap p arent ly, will b e t he fir st t o live in a countr y at peace. For t his analysis, it is assum ed t hat t he t heor y of Pier re Bourd ieu can b e help ful t o under stand t his p henom enon, since it allow s t o ad d ress t he issue from t he t heoret ical b ut also leaves t he p ossib ilit y of under stand ing t he p henom enon from teaching p ract ice and t he school. Keywords: classroom , ed ucat ion, sym b olic violence, ped ag og ical act .
INTRODUCTION The teacher s usually are d oing d ifferent t hing s int o t he classroom . It m eans t hat t hey g o int o t his place, t hey ?tr y? t o develop a t opic accord ing wit h our knowled g e and exper t ise. Once t he class is finished , t he teacher leaves out t he classroom and t he st udent s w ait for t he next one, or t hey g o t o t he playg round or just t hey cont inue t heir d ay out side t he school. To m aintain t he st udent s int o t he classroom and having t he p ur p ose of developing t he t opic,
t he teacher usually estab lish som e cond it ions and r ules d ur ing t he class. Accord ing t o Bourd ieu, it is called t he ped ag og ic act ion (PA) is, ob ject ively, ?sym b olic violence insofar as it is t he im p osit ion of a cult ural ar b itrar y by an ar b itrar y p ower ? (Bourd ieu, 1990 , p. 5). It is a kind of a b alance of forces b et ween t he teacher s and st udent s (not t o m ent ion t he p r incip al of t he school, t he p arent s of t he st udent s and even t he m inistr y of ed ucat ion of t he countr y). All of t hese ed ucat ional ag ent s are tr ying t o show w ho m ust lead t he ed ucat ional p rocess. This ar t icle p rop ose a review of t his p henom ena (t he cor relat ion of forces int o t he classroom ) focusing on t he per spect ive of t he concep t of sym b olic violence by Pier re Bourd ieu. It is a w ay t o reflect on t he teacher ´ s p ract ice and how t o b alance t he forces int o t he ed ucat ional p rocess.
BOURDIEU´ STHEORY:USEFULTO UNDERSTANDDAILYPHENOMENASINTO THECLASSROOM It ´ s school t im e. Ear ly in t he m or ning , st udent s and teacher have a d aily ?d ate? inside t he ed ucat ional b uild ing , t hat is, t he school, t he inst it ute or t he univer sit y. For som e of t hem , it ´ s t im e t o ?fig ht anot her round ? am ong t he ot her people: teacher m ust fig ht t o m aintain t he st udent ´ s attent ion, and t he st udent s m ust fig ht ag ainst t he ?op p resive system ? t hat assig ns t hem t he school d ut ies and so on. W hen we m ake a research on t he lib rar y or even t he inter net ab out t he ped ag og ical p henom enas int o t he classroom , we m ust take a look of Bourd ieu´ s t heor y ab out t he
ped ag og ical act , sim b olic violence and also t he teacher p ower. Accord ing t o t his, we realise t hat Bourd ieu is ab le t o invest ig ate cult ural transm ission as an strateg ic p rocess of fam ily b ased inter g enerat ional rep rod uct ion. Also, t he aut hor clar ifies t hat t he ed ucat ional system and t he classroom has b ecom e t he m ost im p or tant ag ency for t he rep rod uct ion of ideas, m anner s and even t o stab lish how t o b e a m en o a w om an, accord ing t o w hat t he societ y is saying ab out . This insig ht ear ly enab led Bourd ieu (1974 ) t o challeng e t he op t im ist ic lib eral percep t ion of t he school as an instr um ent of social refor m and eq ualit y, and it has taken him t o ever m ore refined analyses of t he creat ion and recreat ion of t he d ifference. Bourd ieu?s t heor ies have influenced b ot h sociolog ist s, ed ucat or s and teacher s, and has g enerated a lot of literat ure, t heoret ical and em pir ical ab out it . Som e t heor ist s say t hat his t heor ies have lost value in recent year s, w hile ot her s say t hat his t hinking is st ill useful t od ay. Therefore, t his p aper seeks t o exam ine t he t heor y and use by researcher s in t he field s of ed ucat ion. The w or k of Pier re Bourd ieu should enter t he classroom and should b e used t o t hink ab out w ays t o solve p rob lem s t hat ar ise in t he school. Theor ies as hab it us, cult ural capital and p ower relat ions are m ed iated by t he ed ucat ional system . Accord ing t o Bourd ieu, ?ed ucat ional system s of ind ustr ialized societ ies operate in such a w ay t hat leg it im ize class ineq ualit ies?. From t he per spect ive of teacher s, success in t he ed ucat ion system is
facilitated by t he p ossession of cult ural capital. The p rob lem is t hat st udent s d o not receive t he sam e q ualit y and q uant it y of knowled g e needed t o achieve clar it y of knowled g e. This can lead t o school failure. "If explicit ly g iving ever yone im plicit ly req uires all are deleted , t he system req uires ed ucat ion of all alike wit h w hat d oes not . This m ainly consist s of ling uist ic and cult ural com petence and t hat t he relat ionship t hat can only b e p rod uced by fam ily ed ucat ion w hen t he d om inant cult ure is transm itted "(Bourd ieu, 1977a, p. 494 ). Bourd ieu ar g ues t hat , since t he ed ucat ion system p resup p oses t he p ossession of cult ural capital, t hat few st udent s have in fact , t here are a lot of inefficiency in t he "ped ag og ical transm ission '(ie, teaching ). This is b ecause t he st udent s d o not under stand w hat t heir teacher s are tr ying t o g et across. For Bourd ieu, ?t his is p ar t icular ly evident in t he univer sit ies, w here st udent s, afraid t o reveal t he extent of t heir ig norance seek t o m inim ize t he r isks by t hrowing a sm okescreen vag ueness ab out t he p ossib ilit y of tr ut h or er ror ?. (Bourd ieu and Passeron 1990 , p. 114 ). In ad d it ion, Bourd ieu ar g ues t hat ?social ineq ualit ies are leg it im ated by ed ucat ional credent ials held by t hose in d om inant p osit ions?. This m eans t hat t he ed ucat ional system has a key role in m aintaining t he stat us q uo. "In fact , one of t he m ost effect ive m eans t o per pet uate t he exist ing social m odel, and t herefore p rovides an ap p arent just ificat ion of social ineq ualit ies and g ives recog nit ion t o cult ural her itag e, ie a social g ift treated as a nat ural one." (Bourd ieu, 1974 , p.
32). Som et im es Bourd ieu refer s t o t he role of ed ucat ional credent ials in social rep rod uct ion, w hile ot her t im es t he value of ed ucat ional credent ials. "Since academ ic q ualificat ions are a weak cur rency and have all t heir value only wit hin t he b ound ar ies of t he academ ic m ar ket . " (Bourd ieu, 1977a, p. 50 7). From t he cult ural capital, as an im p or tant m echanism of social rep rod uct ion, it facilitates t he acq uisit ion of ed ucat ional credent ials, b ut t hese are a ver y im p or tant m echanism t hroug h t he social ineq ualit y are transm itted , and class d ifferences accord ing t o t he econom ical aspect s. So, g ett ing a g ood ed ucat ion cost s m oney, and som e st udent s d oesn´ t have how t o p ay for it . In ad d it ion t o cult ural capital, Bourd ieu introd uces t he com plem entar y concep t of cult ural ar b itrar iness, b ut he d oesn´ t define t he concep t . However, he states: "In any g iven social for m at ion leg it im ate ped ag og ical act ion, ie, t he ped ag og ical act ion end owed wit h t he d om inant leg it im acy, is not hing m ore t han t he ar b itrar y im p osit ion of cult urally d om inant ar b itrar y, w hile evil is recog nized in it s ob ject ive tr ut h as t he d om inant ped ag og ical act ion and t he im p osit ion of t he d om inant cult ure. "(Bourd ieu and Passeron, 1990 , p. 22). As Bourd ieu uses t he ter m "cult ural ar b itrar y" wit hout defining it , it is unclear exact ly w hat he m eans w hen he refer s t o t he ar b itrar iness or w hat t he lim it s of t he concep t are, or w hat is considered ar b itrar y or not or w het her it is at t he d iscret ion of each per son w ho et ym olog ically
analizes t he concep t , or t o w hat extent t he req uired skills are acq uired in a p ar t icular cult ural context and t he ed ucat ional system ar b itrar ily transm itted . In som e cases, t he ed ucat ional levels, from kinder g ar ten t o p osg rad ual ed ucat ion are clear ly descr ib ed by Bourd ieu in any ar b itrar y d irect ion. "The system of p rovisions t o school, under st ood as a p ropensit y t o consent t o t he invest m ent in t im e, effor t and m oney it takes t o p reser ve and enhance t he cult ural capital". (Bourd ieu, 1977a, p. 495). This is w here t he school is t he raison d 'etre of t he w hole societ y, in t he nat ural academ ic sp ace clear ly accep ted t hat allow s t he transm ission of cult ural capital from a per son, in t his case t he teacher s, wit h t he sup p or t of t heir life exper ience and academ ic q ualificat ions, w hich leg it im izes t o lead t he ed ucat ional com m unit y t o g uide and teach a g roup of st udent s w ho req uire training , ed ucat ion and new knowled g e for life.
THECULTURALAUTONOMYOFTHE SCHOOL Am ong ot her t hesis, Pier re Bourd ieu m ent ions t hat t he school is a conser vat ive force of p ower, stat us and estab lished cust om s in ever y societ y. It is a force t hat seeks t o p reser ve all of t he ab ove, even t he ideolog ical stat us. Thus, Bourd ieu (1971, p p. 192-193) w r ites, "it m ay b e assum ed t hat ever y ind ivid ual owes t o t he t ype of schooling he has received a set of b asic, deeply inter ior ised m aster p atter ns". This m eans t hat school is a place t hat leg it im ate t heir ow n p ower, w hich rem ain from t he academ ic relat ions b et ween teacher s and
st udent s. The school is a sp ace t hat for m and g uide consciences even t he ident it y of nat ions; it is clear t hat t he role of t he school is recog nized and accep ted as cur rent ly act ive and necessar y, and not m erely p assive in it s ?leg it im acy" of t he estab lished order t hat exist in t he societ y. On t he ot her hand , accord ing t o t he necessar y school plans, t he inher ited , transm itted , ar b itrar y and leg it im ate cult ures, t he content of a cult ure and t he necessar y cur r iculum of t he school is a for m of evidence how ar b itrar y t he school can b e. If t he cult ural ar b itrar y school as an inst it ut ion d oes not focus on t he st udent m ind s, t he school effect iveness as an ag ent of cult ural transm ission is d isconnected and show s a lack of im p act in ever y ed ucat ional act .
CONCLUSION The school is t he m ost resp onsive inst it ut ion t o Bourd ieu's t heor y in t he sense of resp ond ing t o a clear ly ar b itrar y cult ural code, p rep ared and or g anized by t he academ ic com m unit y w here st udent s have litt le t o say ab out it (Bourd ieu, 1974 , p. 41). So, t he ar b itrar y is accep ted by t he academ ic com m unit y, leg alized int o t he school rout ines and in g eneral all of t he ed ucat ional system as a place w here even no ot her sp ace is t he m ost suitab le for acq uir ing knowled g e and b eing p ar t of a societ y r uled by cult ural societ y codes. Related t o t his issue, one can not ig nore t he realit y of t he classroom as t he sp ace w here t he p ower is showed , from teacher s and even st udent s. Each of t hese act or s w ant t o show som e p ower, w hich is a b asic hum an need . The teacher
also has t his desire for p ower and as alread y said , t he teacher is p rotected by t heir exper ience and academ ic q ualificat ions seeks t o show p ower. At t he sam e t im e, Bourd ieu's t heor y reveals t he trend of sym b olic capital t o exp ress t o force t hese sym b ols t o ot her s, ie, sym b olic violence. In Bourd ieu?s w ord s t his is ?t he violence w hich is exercised up on a social ag ent wit h his or her com plicit y? (1977, p. 4 0 6). However, d ue t o t he fact t hat t he teacher is in t he role of g uid ing t he class req uired t o m aintain p ower for t he develop m ent of t he class in ever y w ay, t he teacher m ust b e ver y skilled t o m aintain t hat p ower and influence st udent b ehavior. This could b e called t he p ower of t he teacher. This is neit her m ore nor less t han t he r ig ht t o ask st udent s t o ob ser ve ap p rop r iate stand ard s of b ehavior and allow t o b e g uided in each class academ ically and along t he cour se. Therefore, t he p ower of t he teacher in t he classroom is essent ial, and if it is lost or d oes not exist , t he chances of success as a teacher are ver y lim ited . French and Raven (1959 & 1974 ), as t hey exam ined classroom interact ions, ident ified five b asic for m s of teacher p ower. Each need s t o operate t o som e deg ree, b ut som e will b e em p hasized and ut ilized m ore t han ot her s for m ost of us. Accord ing t o t he aut hor s, These 5 t ypes of p ower are Attract ive/ Referent , Exper t , Rew ard , Coercive and Posit ion/ Leg it im ate. Each one of t hem defines t he teacher ´ s st yle t o control t he classroom and t o show p ower, som et im es using a
kind of sym b olic violence t hroug h t he final scores, t he lang uag e or t he att it ude or t he w ay t o decide som et hing int o t he classroom .
REFERENCES Bourd ieu, P. (1974 ) The school as a conser vat ive force: scholast ic and cult ural ineq ualit ies, in: J. Bourd ieu on Ed ucat ion and Social and Cult ural Rep rod uct ion Aut hor (s): Ro y Nash Source: Br it ish Jour nal of Sociolog y of Ed ucat ion, Vol. 11, No. 4 , (1990 ), p p. 4 31-4 47 Pub lished by: Taylor & Francis, Lt d . Bourd ieu and ed ucat ion: how useful is b ourd ieu's t heor y for researcher s? alice sullivan t he net her land s 'jour nal of social sciences - volum e 38 - 110 . 2 ? 20 0 2 p. 14 4 -166 Sur le p ouvoir sim b oliq ue. Annales, no. 3 (m ay-june 1977). Pp. 4 0 5-411. Eg g lest on (Ed .) Contem p orar y Research in t he Sociolog y of Ed ucat ion (Lond on, Met huen). (1990 ). Rep rod uct ion in ed ucat ion, societ y and cult ure. (1991). Lang uag e and sim b olyc p ower The five for m s of teacher p ower. htt p ://web.calstatela.ed u/ facult y/ jshi nd l/cm / Teacher p ower.ht m Schrod t , P., W hitt , P.L., and Tr um an, P.D. (20 0 7). Reconsider ing t he m easurem ent of teacher p ower use in t he colleg e classroom . Com m unicat ion Ed ucat ion, 56 (3), 30 8-332.
Trendsin Education Gerard Stevenson. B. Theol. T.C. is t he Direct or of well imagine that pty ltd. He has over 4 0 year s exper ience in ed ucat ion in and out side t he classroom . In t he p ast 15 year s he has w or ked wit h interact ive technolog ies, in p ar t icular t he use of interact ive w hiteb oard s as a teaching t ool. He is also t he Direct or and Prod ucer of a com m unit y television ser ies called Tod ay?s Schools, w hich focuses on t he fantast ic t hing s t hat teacher s are d oing in t heir classroom s in Melb our ne schools. Gerard recent ly b ecam e a vent ilat or dependent q uad r ipleg ic following an accident at hom e. This ar t icle w as w r itten using Drag on Nuance voice act ivated soft w are.
MARKERSPACES A m aker sp ace is a sp ace ded icated t o m aking t hing s. Ar e m ak er spaces a f ad, a t r en d or som et h in g m or e? They are cer tainly not a fad in t he USA or even a trend . In June t his year, President Ob am a declared a Nat ional week of Making . In resp onse t o t hat m ore t han 14 0 0 K-12 schools, rep resent ing alm ost 1 m illion st udent from all 50 states, com m itted t o ded icat ing a sp ace for m aking , desig nat ing a cham pion for m aking , and having a p ub lic show case of st udent p roject s. Many of t he w or ld ?s lead ing com p anies and or g anisat ions are now sup p or t ing t hese schools in excit ing and d ram at ic w ays. For instance, NASA is exp and ing it ?s Cub eSat Launch Init iat ive t o reach all 50 states. The Cub eSat Launch Init iat ive p rovides an op p or t unit y for m aker s in schools t o b uild sm all satellites
by dem onstrat ing new innovat ive technolog ies and cond uct ing t heir ow n scient ific research in a sp ace environm ent , all wit h t he sup p or t of NASA. Exp and ing t he p rog ram b uild s on NASA?s w or k wit h t he 32 states alread y eng ag ed t o launch sm all satellites, includ ing new states New J er sey and Id aho selected in 20 16. It also includes launches in 20 15 of t he fir st Cub eSat from t he state of Alaska, t he fir st Cub eSat b uilt by a tr ib al colleg e, Salish Kootenai Colleg e in Pab lo, Montana, and t he fir st Cub eSat b uilt by an elem entar y school, St . Thom as More Cat hed ral School of Ar ling t on, Vir g inia.
Is it an y w on der ? Of cour se, if you are g oing t o b uild a satellite t hat involves a lot of science, m at hs and eng ineer ing . So st udent s w ho w ant t o p ut a satellite int o sp ace need t o research t he science, m at hs and eng ineer ing and now
t hey have even m ore reason t o d o so. Maker sp aces g ives st udent s t he op p or t unit y t o solve real life p rob lem s and t his m ot ivates t hem t o d o t he st ud y and research t hat w ould have ot her wise b een p urely academ ic. Wh at ar e t h e com m on elem en t s of m ak er spaces? The m ost com m on elem ent is t hat all m aker sp aces are act ually d ifferent . There is no p rescr ip t ion on how b ig t he act ual sp ace need s t o b e or w here t hat sp ace is wit hin t he school. It m ig ht b e a cor ner in t he lib rar y, p ar t of t he ar t room , a w hole classroom or a w or kshop, anyw here t hat w or ks for t he school and t he st udent s. The technolog y in m aker sp aces is d ifferent t oo. Som e m aker sp aces are hig h-tech wit h t hing s like laser cutter s, 3-D p r inter s, sewing m achines, interact ive p roject or s and interact ive w hiteb oard s, com p uter s or w ood w or k and m etal m achiner y. The g ood new s is, t he p r ice of t hese technolog ies has d rop ped d ram at ically in t he last few year s and is one of t he reasons t hat m aker sp aces wit h t hese technolog ies are now so p revalent . Even t houg h t hese technolog ies are m ore afford ab le, m ost schools can?t afford m ult iple unit s of t hese hig h-tech g ad g et s. Hence t he need for low -cost , low -tech resources and t ools like card b oard , p aper, m ater ials, scissor s and g lue g uns are
essent ial in m ost m aker sp aces. Not t hat t here is anyt hing infer ior ab out t hese. In fact , t hey encourag e lateral t hinking and often, even m ore creat ive solut ions. Wh at h appen s in M ak er spaces? Maker sp aces are all ab out g iving st udent s t he freed om t o t inker. Generally t hey are g iven p ract ical p rob lem t o solve and t hen t o test t heir solut ion in a p ract ical w ay. One excellent exam ple, t hat I have seen, req uired st udent s t o m ake a wind p roof str uct ure. St udent s m et in sm all g roup s, d iscussed p ossib le solut ions, t hen m ade t heir str uct ure. They t hen t ook t heir str uct ure t o b e tested . The test w as ing enious. The teacher had a sm all fan on a tab le and t he st udent s placed t heir str uct ure on a desig nated line. Invar iab ly each g roup ?s str uct ure fell over. This is t he b eaut y of m aker sp aces. St udent s are g iven per m ission t o fail. I w as in t he recep t ion area of a local school, w ait ing t o see t he Pr incip al, w hen a g roup of 10 ad ult s w andered in. It w as a g roup of p rospect ive p arent s on a school t our wit h t he Dep ut y Pr incip al. The recep t ion area w as ad or ned wit h trop hies and b anner s showing t he success t hat t he school, and st udent s, had achieved in academ ic and sp or t ing endeavour s. The Dep ut y Pr incip al sp oke of som e of t he out stand ing result s t hat t he st udent s had achieved . The Dep ut y Pr incip al t hen said som et hing t hat m ade m e p r ick up m y ear s. He said , t hat t he school had a p ar t icular att it ude t ow ard s failure. ?We teach our st udent s? he said ?t hat failure is t he fir st step t o success?. Wh at is t h e m ak er spaces pr ocess? In m aker sp aces failure is not a result . It ?s an integ ral p ar t of t he p rocess. In t he p rocess t hat t hese st udent s are involved in, is one t hat eng ineer s and m any ot her p rofessions use ever y d ay. They have t o analyse t he p rob lem , devise a solut ion, m ake a p rot ot ype and t hen test t hat p rot ot ype. W hen t he p rot ot ype ?fails?, it ?s b ack t o t he d rawing b oard and repeat t he p rocess. No one feels em b ar rassed or asham ed or feel like t hey are of failure. On t he contrar y, st udent s sense t hat t hey are tackling real w or ld p rob lem s wit h p ract ical ap plicat ions. Is it any w onder t hat st udent s and teacher s are excited ab out t he p ossib ilit ies t hat m aker sp aces p resent ?
VISIT: WWW.WELLIMAGINETHAT.COM.AU FORALLYOUREDUCATIONALNEEDS
Associat e Prof essor Maree Gruppet t a Wh at in spir ed you t o becom e an edu cat or ? I became a teacher because I was concerned about the education my own children were receiving. One of my children struggled with reading and the classes were too big and teachers too overworked and in the end I researched methods and taught him myself. After that I became a parent helper and taught many other children how to read and then one day a teacher said ?You know if you went to university and became a teacher we could pay you for what you are giving us for free?, so I enrolled and became a teacher. You r car eer h as seen you t each in pr ogr am s f r om ear ly ch ildh ood t o t er t iar y, in clu din g special edu cat ion pr ogr am s. Wh ich of t h ese ar eas do you
could learn, and could be engaged and it made such a difference to those students. I also identified gifted students that were often put into a ?behavioural?category, usually because they were bored. By challenging their intellect you could improve the other issues and many teachers feel that gifted children are too difficult to teach, which lead to my PhD on giftedness across cultures.
INSPIRING EDUCATOR
Wh at is you r ph ilosoph y as an edu cat or ? That is a difficult question, I have quite high expectations of all students and do not believe that anyone is unteachable, just that you haven?t found the right way to teach them, to interest them, to engage them. There are no bad students, although there could be some teachers that need to improve their pedagogies and expectations. My philosophy is to use every opportunity to teach, to live for the teachable moments and make sure you make a difference, otherwise what is the point?
f eel w as t h e m ost r ew ar din g f or
Havin g w or k ed in t h e
you ?
edu cat ion sect or as lon g as you
I was always most rewarded by the special education programs, in particular a high school where I was asked to teach science to children with special needs and challenging behaviour, mainly because no-one else was brave enough to take them in a science lab. I devised an entire program on forensic science linked to crime scene television shows and proved that these students
h ave, you w ou ld h ave seen m an y dif f er en t ch an ges. Wh ich of t h ese ch an ges do you t h in k h ad t h e m ost posit ive im pact u pon t each in g an d lear n in g an d w h y? In recent times I think the reduction of class sizes, particularly for Kindergarten has been the most significant change, this has improved the education of many children just
by reducing the ratio of students to teachers, although the increasing awareness of the importance of early childhood teaching will be the most significant this century. Clearly the importance of play in early childhood and the early literacy and numeracy gains will improve the overall education of some many children in the future. I do wish we would
focus more on mastery than age though, so many children are forced to move through to higher stages before they are ready, if we worked with a mastery system where you stayed until you mastered reading and other skills we would reduce the need for ?special needs?classes as many students just need a little bit more time and practice to achieve. In 2010 you w er e aw ar ded a Ph D in gif t ed edu cat ion . Can you t ell u s a bit abou t you r r esear ch an d w h y you decided t o f ocu s in t h is ar ea? As noted above I identified a number of gifted students who had managed to either hide their gifts or had been identified as ?problems?and I also had a gifted child myself. I became fascinated by how the gifted individual would hide their gifts to fit into society and then extended into the realm of those who were dually othered, firstly because of their culture and then because they were gifted. My PhD involved interviewing several gifted individuals from a range of cultural and religious backgrounds and investigating what defined giftedness in other cultures and how these gifted individuals found their educational experiences. The ma jority survived and achieved in spite of their education/schools, not because of it.
As a lect u r er at t h e Un iver sit y of New cast le, w h at is you r f avou r it e su bject t o t each an d w h y? I have taught Aboriginal education for a number of years and I am still passionate about it, however I was recently given the opportunity to teach an ethics course in Social Sciences and ?teaching the big ideas? course in Humanities. Both opportunities gave me a chance to refresh my teaching by creating something new and I do love a challenge. Wh at w ou ld you say is you r gr eat est accom plish m en t as an edu cat or ? Watching children gain that ?ah ha?experience, actually seeing the light go on behind their eyes as they suddenly make a connection when learning, when they get excited because they learnt something new. That will never get old, it will always thrill me. Cu r r en t ly you ar e t h e act in g dir ect or of t h e Wollot u k a In st it u t e. Tell u s abou t t h e w or k you do h er e an d w h y you st ar t ed t o w or k in t h is r ole? At the moment I am just warming the seat and keeping things running while UoN recruits a new Director. My regular role is in research engagement and I love my
work. I am able to assist others reach their research potential, both staff and HDR students, and have discussions about research across the entire university. As Wollotuka moves into the 21st Century under the direction of the new Director I hope to expand our research potential and be part of the new programs and really build our reputation nationally and internationally. Wh at ar e you r plan s f or t h e f u t u r e as an edu cat or ? I will continue to take advantage of opportunities as they arise and much of the time there is an element of serendipity to these situations, a chance conversation can lead to a research grant application, another can lead to writing collaboratively. I will always have some role in teaching because I simply enjoy it so much, I really like interacting with our UoN students and watching them learn and then become teachers themselves.
BEYONDTHEEXPLICITINSTRUCTION PARADIGM
Purposeful Pedagogies inSpecial Education
BYERINCANAVAN No m atter how sim plist ic it m ay seem , I?ve alw ays ap p reciated t he definit ion of ped ag og y as t he ar t and science of teaching . Com b ining t ypically op p osed schools of t houg ht t o define t he p ract ice of teaching as an act ivit y t hat is executed wit h m aster ful creat ivit y, w hile constant ly and consciously b eing honed t hroug h st udent react ions, resp onses and under stand ing s, t o m e creates a b r illiant d ichot om y of conver g ence and d iver g ence. Unfor t unately, t he dep t h and r ichness cloaked wit hin t his ?sim ple?not ion of ped ag og y seem s t o b e d im inishing t he m ore I teach in special ed ucat ion. In fact , I w ould ar g ue t hat special ed ucat ion teacher s are no long er ped ag og ues, b ut m erely p ract it ioner s. And p ract ice, in special ed ucat ion, is g rounded in t he explicit instr uct ion p arad ig m . Now, d on?t g et m e w rong ? I?m a b ig fan of explicit instr uct ion. I?ve seen how valuab le it can b e for st udent s wit h special need s ? t he
consistent m odelling , m onit or ing and p ract ise t hat shapes t he fram ew or k p rovides t hem wit h t he op p or t unit y t o b ecom e deeply im m er sed in a skill or concep t , and ult im ately b ecom e confident in t heir ab ilit y t o g eneralise t he lear ning t o ot her areas of t heir life. Am ong exper ienced special ed ucat ion teacher s, explicit instr uct ion is often lauded as t he holy g rail of contem p orar y ped ag og ies for t hese ver y reasons. However, I t hink t he inherent d ang er of t his ped ag og y lies in it s over use. In special ed ucat ion in p ar t icular, over -reliance on t his p arad ig m could cause a stag nant p ract ice. You?re all fam iliar wit h w hat I m ean ? eyes star t t o g laze over, pencils b eg in t o b e tap ped on desks and it ?s p rett y obvious t hat t he last t hing your st udent s are t hinking ab out is your d azzling dem onstrat ion of alp hanum er ic g r id referencing (and yes, if you were w onder ing , I d id take t hat last exam ple from m y ow n exper ience). Even t houg h success in special ed ucat ion is often p red icated on t he develop m ent and use of
funct ional skills and knowled g es, I d on?t see t he need t o com p rom ise st udent eng ag em ent and t he p otent ial t o develop intr insic m ot ivat ion just for a ped ag og ical fram ew or k t hat m ig ht reach t he ?end result ?m ore q uickly. Call it b lind op t im ism , or call it t he naivet é result ing from four m ont hs of p rac placem ent s and an inherent ly idealist ic view of ed ucat ion as a p re-ser vice teacher, b ut I b elieve t hat t here is a w or ld b eyond t his school of t houg ht . And w hat ?s m ore, I t hink special ed ucat or s could use it . *** In t hinking ?b eyond ?explicit instr uct ion, t he fir st fram ew or k t hat com es t o m y m ind is inq uir y ped ag og y. W hile som e special ed ucat or s m ig ht consider t his p arad ig m a per ver se dep ar t ure from t he straig ht for w ard and ?sensib le? m odel of explicit instr uct ion, I b elieve t he for m er t o b e sig nificant ly under rated in special ed ucat ion sett ing s. As
inq uir y ped ag og y is fund am entally focused on p rocess m ore t han p rod uct , it is often st ig m at ised by special ed ucat ion teacher s as ?t oo m uch troub le?or ?not w hat t he st udent s need .?However, effect ively executed inq uir y ped ag og y inst ils in st udent s an ab ilit y t o ask t he r ig ht kind of q uest ions, t o invest ig ate and b e eng ag ed in an act ive p rocess and t o t hink cr it ically and deeply ab out t heir ow n ideas and t he w or ld in w hich t hey live. For all of t he focus on funct ional out com es for st udent s wit h special need s, we tend t o for g et t o teach t he skills of cr it ical t hinking , considered q uest ioning and cr ucially, lear ning not just for p ract icalit y, b ut for p assion. And I b elieve t hat t his p ur p ose of lear ning is just as im p or tant as t he ?p roper ?skills t hat we teach. Having said all of t his, I?m not sug g est ing t hat inq uir y ped ag og y is a ?one-size-fit s-all? p anacea t o teaching and lear ning in special ed ucat ion.
I?m only aim ing t o illustrate t he need for special ed ucat or s (includ ing m e) t o reconcep t ualise our not ion of p ur p ose. A rat ionale for any ped ag og y t hat we choose t o use, w het her it b e explicit instr uct ion, inq uir y ped ag og y or som et hing ent irely d ifferent , should b e q uant ified t hroug h m icro and m acro cur r iculum stand ard s and q ualified t hroug h t he deg ree t o w hich st udent s?intr insic need s as lear ner s (and ind ivid uals) are m et . A b alance of d iscer nm ent and creat ivit y, science and ar t istr y, in our ped ag og ical decisions will not only allow our st udent s t o love t he p rocess of lear ning , b ut will g ive us t he op p or t unit y t o transfor m from p ract it ioner s t o ped ag og ues. And w hat special ed ucat ion teacher d oesn?t w ant t hat ?
GIST Magazine It is a clichéd sent im ent , t hat t he child ren are t he fut ure, b ut in t he case of GIST m ag azine, it is a ver y accurate statem ent , wit h t he w hole concep t b eing t he b rainchild of Dr Kr ist ina Lem st on (Head of ECU School of Science), w ho g ot t he idea from her 12 year old d aug hter, Ella, t o release a Gir ls in Science and Technolog y Mag azine, w r itten and ed ited by it s reader s, young w om en in up per p r im ar y and junior second ar y.
FACULTY g ot t o d iscuss wit h Caroline Bishop, a Com m unit y Par t ner ship s Ad visor at Ed it h Cow an Univer sit y ab out GIST. Self-descr ib ed as a per son w ho is t here t o listen and ser ve, Caroline explained t he w hole concep t t hat has led t o t he develop m ent and success of GIST. In Aug ust of t his year, t he fir st volum e of GIST w as released , t he trend y m ovem ent of ?g eek is in chic?w as valid ated , wit h t he reader s resp ond ing well t o t he p ub licat ion. This init iat ive funded by t he Hig her Ed ucat ion Par t icip at ion Par t ner ship Prog ram (HEPPP), g oes b eyond m any univer sit y p ar t icip at ion p rog ram s and offer s a uniq ue and em p ower ing exper ience t o t hose w ho are eng ag ed wit h t he p ub licat ion. The m ag azine is focused on p rom ot ing STEM (Science, Technolog y, Eng ineer ing and Mat hem at ics) sub ject s t o school-ag ed g ir ls in a p ub licat ion t hat feat ures ar t icles w r itten by t heir peer s.
This has encourag ed young g ir ls in up per p r im ar y and junior second ar y t o p ar t icip ate in t he develop m ent of t he m ag azine and eng ag e in t he STEM sub ject s. After t he launch of t he inaug ural issue in Aug ust t his year, Dr Lem son has stated : ?I hope t he m ag azine inspires young g ir ls t o consider t he am azing p ossib ilit ies of a career in STEM ? and I am p ar t icular ly looking for w ard t o hear ing from st udent s w ho wish t o w r ite for us, t oo.?
Ap ar t from encourag ing young w om en t o p ar t icip ate in STEM sub ject s, t he m ag azine celeb rates t he achievem ent s of w om en scient ist s and role m odels, p rom ot ing t he STEM sub ject area and b reakd ow n b ar r ier s t o p ar t icip at ion in t he STEM area. This star t s from tar g et ing t he interest in STEM from p r im ar y school and event ually in t he long ter m closing t he loop for inter g enerat ional lear ning , in order t o nor m alise interest in science sub ject s and academ ics in st udent s, especially fem ales.
Caroline has explained t he var iet y of d ifferent p rog ram s r un in conjunct ion wit h GIST t o p rom ote STEM sub ject s, has included environm ental p roject s on Ear t h Day, young w om en b iolog ical lab s, cod ing and science exp os. Across all t hese p rog ram s st udent s have resp onded extrem ely well, wit h m any inq uir ing ab out b eing involved wit h t hese p rog ram s, especially t he m ag azine; t his is am azing in t hat it is p rojected , 70 % of fut ure job s will b e STEM related . The p rog ram looks t o
b reakd ow n t he stereot ypes and w ag e g ap s in g ender as well as d isplaying t he wide rang e of st ud y op t ions in STEM t o st udent s p rep ar ing for t heir fut ures. So far t he success of t he p rog ram has seen net w or ks of g ir ls in STEM b uilt across, r ural and rem ote com m unit ies. To check out t he fir st issue, visit : htt p :// b it .ly/ 2fQEYlo For m ore infor m at ion on b eing involved in t he GIST ed it or ial team , or t o sub m it an ar t icle, please contact t he ed it or at k.lem
[email protected] u.au
The Touring Teacher ByLarsQuickfall & LauraAlice In ear ly 20 15, Auckland b ased p r im ar y school teacher Laura Alice, and her film m aking p ar t ner Lar s, decided it w as t im e t o p ut t heir skillset s t og et her and com b ine t his wit h t heir g reatest p assion; travel. W it h an im pend ing United States road -tr ip on t heir w ay t o living in Lond on t here w as no t im e t o sp are. The Tour ing Teacher, an interact ive, ed ucat ional web ser ies, w as b or n. Dur ing t he next few m ont hs t he idea for The Tour ing Teacher star ted com ing t o fr uit ion. A web site t hat w ould house a vir t ual classroom ; containing d ifferent Lesson Videos, relevant Teaching Resources, Act ivit ies, and m ost im p or tant ly a sp ace w here st udent s could
safely interact d irect ly wit h The Tour ing Teacher. The essence w as t here and t he fir st few Lesson Videos were shot , t he classroom m ater ial com piled , now t he w hole p roject needed t o star t com ing t og et her. Lar s and Laura star ted b uild ing t he web site from scrat ch, desig ning log os and colour p alates, and planning how t he overall jour ney for t he end user w ould play out . After m ont hs of film ing , ed it ing , and b rainst or m ing , along wit h t he usual b lood , sweat , and tear s, The Tour ing Teacher finally went ?live?online in J anuar y of 20 16. The Tour ing Teacher cover s t he rang e of cur r iculum areas t hat all schools can relate t o. The uniq ue for m at p rovides t he st udent s, and teacher s, a d ifferent ap p roach t o t heir lear ning . Lessons can g o from lear ning ab out erosion in Ar izona, t o
q uot ing Shakespeare in Strat ford -Up on-Avon. The m ain d r ive b ehind The Tour ing Teacher is t o open up t he w or ld t o st udent s w ho are read y and w ait ing for t heir next ad vent ure. Throug hout her teaching career Laura has alw ays b elieved in t he im p or tance of shar ing lear ning exper iences wit h her st udent s. Lear ning ab out d ifferent people, and cult ures help s st udent s t o g ain new per spect ives and ap p reciat ion of t he w or ld around t hem . W it h t his p roject she now has t he op p or t unit y t o d o so on a g lob al scale. The w ay in w hich each Lesson Video is created keep s in m ind t hat ever y st udent lear ns d ifferent ly and has d ifferent interest s. To g at her Pr ior Knowled g e b efore star t ing an Act ivit y, each new Lesson g ives b ack-st or y and hist or y t o w here it is set . There is alw ays a chance for t hinking and d iscussion t im e b efore m oving on t o a w ar m up act ivit y. Each Lesson g et s st udent s up and m oving , p utt ing t hem selves in character s shoes or b rainst or m ing ideas wit h ot her s in t heir classroom s. W hen it is t im e for t he m ain Act ivit y, t here is an exam ple t hat is explained in dep t h and depicted visually. This is all t ied t og et her wit h t he Success Cr iter ia so t hat teacher s can scaffold t he lear ning . Having teacher s use Resources t hat are attached t o
ever y Lesson, st udent s are ab le t o d iscover at t heir ow n level and can use t he Success Cr iter ia t o explain t heir t hinking and how t hey feel ab out an Act ivit y. All Lessons com e wit h Lesson Plans so t hat teacher s are ab le t o sup p or t t heir class by under stand ing t he Lessons com pletely. Six countr ies and eig hteen episodes later The Tour ing Teacher is near ing it s fir st anniver sar y. Cont inuing t o g row and racking up air m iles, The Tour ing Teacher ?s use of web -video, social m ed ia, and interact ive web site will hopefully cont inue t o b e a
g reat resource for teacher s, inspire st udent s, and b r ing t he w or ld int o t he classroom .
Ch eck ou t Th e Tou r in g Teach er
www.thetouringteacher.com
"Theonlythingtodowithgoodadviceistopassit on. It is never of anyusetooneself." Oscar W ilde
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Never b e afraid t o call p arent s. The m a jor it y of t he t im e t hey will b e on your side and will assist in t he ed ucat ion of your st udent s. Be flexib le. If t hing s are not g oing t o plan, chang e plans. Recog nise sm all successes. 90 percent of t he lesson m ay have g one d ow n hill b ut you should reflect on w hat d id w or k well. Look after your self. You need a healt hy w or k/per sonal life b alance ot her wise t he job consum es and you will b ur n out . Recog nise stress and take act ion b efore it g et s w or se. Never take sides, alw ays act im p ar t ial. Just rem em b er you cannot b e per fect all t he t im e. Alw ays tr y your hardest . Effor t is w hat m atter s m ost ! W hen you g reet st udent s at t he star t of t he d ay d o so wit h g enuine interest and care, as you never know b ecause t hat m ig ht b e t he fir st p osit ive t hing t hey have heard all d ay. Teach t he skills st udent s will need t o succeed . There is no p oint spend ing a ter m teaching only content and b eing assessed on skills. Posit ive contact s hom e are an excellent confidence b ooster for st udent s and a g reat w ay t o estab lish relat ionship s wit h p arent s, w het her t hese contact s b e p ost card s, em ails, p hone calls or letter s. Alw ays take at least 5 m inutes at t he star t or end of a lesson t o talk t o your st udent s ab out t heir interest s. Consider how you can eng ag e st udent s in t he out d oor s. Read ind ig enous p oetr y in a yar ning circle or d o science on t he oval. It m akes for a g reat lear ning exper ience! Be your self. St udent s will see r ig ht t hroug h a false per sona. Don't b e afraid t o m ake a fool of your self. The m a jor it y of st udent s will ap p reciate t he effor t .
Great Teacher Tips Contributed from the Staff of Loganlea State High School Learning Engagement Centre
An Invitation toLearn
BYMELISSAKEY @ DREAMBIGLITTLETEACHER A per fect exam ple of t he hear t w renching realit y I b elieve we are creat ing in ed ucat ion could hap pen in anyone of our classroom s or lear ning sp aces around t he w or ld . I often w onder if we have b ecom e desensit ised t o t hem or d o we just not not ice t hem in t he fir st place? I st ood and w at ched recent ly as a nine year old b o y cam e in from recess. On t he deck w as a b eaut iful b utter fly, he instant ly w ondered at it ?s b eaut y and t hen eng ag ed t w o ot her child ren in a conver sat ion around it . The fir st b o y t hen b eg an t o w onder out aloud and shared wit h t he ot her t w o child ren fact s t hat he know s ab out b utter flies. They w ondered w here it had com e from and w here it w as g oing . This eng ag em ent in
deep lear ning and init ial conver sat ion had taken per hap s t hree m inutes. I cr ing ed as I listened t o m yself say, ?com e on, inside for m at hs now ?and as t his child tr ied t o eng ag e m e in his w ond rous conver sat ion t oo, I w alked inside. My hear t sank as I cam e t o t he deep realisat ion t hat I had not eng ag ed wit h t his child w here his lear ning cur rent ly w as at it ?s m ost inspir ing and m eaning ful. I had p ushed on wit h m y ow n ag end a, wit h societ ies ag end a, wit h t he system s ag end a, wit h m y team s ag end a and I had not honoured t his child 's lear ning or respected him in t hat m om ent . I am cer tainly not im m une t o feeling t he p ressure t o confor m and t o ?g et t hing s d one.?As t his need t o g et t hing s d one cont inues t o consum e t he p rofession and t he creat ion of b usiness wit hin societ y as som et hing w hich is b ecom ing alm ost an ideal and creep s int o alm ost ever y conver sat ion. There
are chang es t hat m ust b e m ade wit hin ed ucat ion t o allow and respect each child ?s r ig ht t o flour ish. A reim ag ining is w hat I am calling for, not a rem oval or replacem ent , b ut a reim ag ining and revitalisat ion of trad it ional str uct ures. Then w hat is it t hat need s t o b e reim ag ined ? The w ay we speak t o our selves, t o colleag ues, t o child ren? The w ay we p resent lear ning exper iences? The w ay we t ick b oxes in an effor t t o m ove t hroug h t he ?b usiness?of t he cur r iculum? In m y opinion, it is all of t his, and m ore, t hat we m ust b eg in attend ing t o in a real, honest and aut hent ic m anner wit h a g reat deg ree of p rofessionalism and cr it ical conver sat ion. As team s of teacher s, we m ust take ed ucat ion b ack t o it ?s m ost p urest sense - t o insig ht w onder and eng ag e lear ner s in t hinking , lear ning and act ion t ow ard s t heir lear ning . Meaning ful lear ning
exper iences t hat invite child ren int o each lear ning environm ent and lear ning exper ience rat her t han dem and ing com pliance. It is essent ial t hat child ren find t heir streng t hs wit hin our classroom s, t hat t he exper ience of flour ishing is t he nor m and t hat t hey have t he ab ilit y t o reach t heir full hum an p otent ial each and ever y d ay. Provid ing and creat ing Invitat ions t o Lear n is one p ower ful m et hod of creat ing a q ualit y, r ich lear ning environm ent . I have b een using and per fect ing t his m odel over t he last few year s. I b elieve t he research int o cur rent b est p ract ice in ed ucat ion has m uch t o offer any ed ucat or if t hey are willing and open t o listen. I b elieve it is im p or tant t o read and explore research in g reat detail and take t he key p oint s, cr it ically analysing and reflect ing ab out how t his could b e ap plied t o your ow n p ract ice. It is not , I b elieve a m ag ic recipe or g olden t icket . It is p rofessional jud g em ent , g uided by research and per sonal act ion research, t hat b r ing s you t o t he m ost w onder ful, p ower ful new revelat ions for your self as an ed ucat or. Along wit h t his, research int o m ot ivat ion, eng ag em ent , g row t h m ind set and creat ivit y has end less am ount s t o offer each ed ucat or in count less w ays. This is w here reim ag ining com es int o it ?s fullest p otent ial. Taking w hat you know is b est p ract ice, com b ining t hat wit h well researched evidence, m aking your self uncom for tab le t hroug h cr it ical refect ion and t hen b eg inning wit h sm all step s t o a p ower ful, infor m ed m odel of ed ucat ion. Honest ly, I consider it t o b e fear t hat hold s ed ucat or s b ack. In m y exper ience, I have seen m any well intent ioned and extrem ely talented and exper ienced ed ucat or s hold b ack from w hat t hey know is t he tr ut h t hroug h fear of not b eing ab le t o explain t hem selves t o colleag ues, t o leader ship t o p arent s, t o t he com m unit y. In order t o b uild t his confidence, you just b ecom e uncom for tab le wit h cur rent p ract ice and t hen ed ucate your self. Only in t his w ay, will you com e t o a place of tr ue b elief, of tr ue spir it ual lib erat ion and connect ion t o t he Chang es t hat you b elieve are necessar y in ed ucat ion. Chang es t hat are necessar y for child ren t od ay, now, in t he fut ure and t o foster young child ren w ho will have t he cap ab ilit ies and t he confidence t o t hink, lear n, contr ib ute and innovate in a fut ure t hat we know ver y litt le ab out . W hat we d o know, is t hat it
will b e p rofound ly d ifferent from t he fut ure we g rad uated int o. No long er will t he job s b e read y m ade. We need t o b e m ind ful of t his in our d aily teaching p ract ice. We cannot afford t o cont inue t o test and fill child ren wit h fact s and fig ures. We need t o teach t hem t o t hink, lear n, create and innovate. The lear ning t hat com es from t his will b e t im ely, infor m ed , necessar y and m ost im p or tant ly hold a g reat sig nificance, so will b e lear nt not sim ply rem em b ered or rehear sed . Ever yt hing else, can b e q uite frankly Goog led ! How t hen d o Invitat ions t o Lear n w or k? My idea b ehind t hese is t hroug h a creat ion of a lear ning exper ience t hat child ren can have an open, honest and aut hent ic eng ag em ent wit h. A lear ning exper ience t hat will p rom ote and p rom p t fur t her t houg ht , t hat is not closed off in any w ay or seeking one r ig ht answer. I d on't b elieve in open or closed q uest ioning , I b elieve in creat ing p ur p oseful exper iences for lear ning . If you need t o ask your self is t he q uest ion I?m asking open or closed , I d on?t b elieve you have your p ur p ose of t he lear ning exper ience clear ly cem ented wit hin your ow n m ind . This, I w ould t hen ar g ue, need s t o b e clear ly defined fir st ot her wise your lear ning exper ience will m ost likely b e less fr uit ful and t hen t hinking and lear ning will not b e deep, b eaut iful or life g iving . An Invitat ion t o Lear n is created by b eg inning wit h t he voice of t he child /ren in a develop m entally ap p rop r iate m anner or a p ar t icular lear ning focus. From t his, creat ing a sp ace t hat will eng ag e, p rom ote conver sat ion, t hinking and p rom p t fur t her lear ning . In t he Invitat ions t o Lear n t hat I am p rop osing t hey can b e fram ed d ifferent ly accord ing t o t he p ur p ose for lear ning . The p r inciple is sim ilar for each t houg h. Find a sp ace, t his m ay b e a sm all tab le, a clot h on t he floor, a sp ace out side or a w ooden area. The q uest ion t hat need s t o b e asked at t his t im e is, w hat is t he sp ace I need t o invite child ren in, t o d isplay t his Invitat ion t o Lear n, w ould fit t he Invitat ion t o Lear n and w ould allow for t he m ost tr ut hful, collab orat ive exper ience from lear ner s? Take t im e t o find t his sp ace, d on?t r ush. Once you have found it , consider w hat m ater ials you could use at t his sp ace t o invite child ren in. For exam ple, if your focus w as g row t h, b eg in wit h eng ag ing t he environm ent in as m any w ays as you
can. Brainst or m for your self w hat g row t h m eans. W hat d o you b elieve child ren in your classroom w ould b elieve g row t h t o look like, sound like and feel like at t his t im e in t heir lear ning ? W hat is your p ur p ose? W hat w ould you like som e of t he conver sat ions t o b e around ? W hat could b e som e q uest ions t o invite t hinking and lear ning b e focused around ? Once you have t his fir m ly cem ented , you are read y t o b eg in planning your Invitat ion t o Lear n. If we cont inue wit h g row t h as our focus, if m y focus w as for lear ner s t o connect t hem selves t o t he environm ent , I m ay have at m y sp ace, a w ooden m ir ror, a lar g e sq uare w ooden tray/ b asket , a b owl of w ater, a sm all pile of soil, seed s and a lar g e g reen leaf (all ar rang ed t houg ht fully and in a w ay t hat intr ig ues and invites lear ner s in t o t he sp ace.) At each of m y Invitat ions t o Lear n I also have a q uest ion or statem ent t hat invites and focuses t he lear ning at t his sp ace t o b eg in. This can t hen b e taken in any d irect ion depend ing on how t he lear ner s eng ag e wit h t he sp ace and t he q uest ioning and ob ser vat ions t hat I m ake as an ed ucat or. Ed ucat or s m ust com e t o a p oint , a cross road s if you like, wit hin t heir ow n p ract ice w here t hey feel uncom for tab le wit h w hat t hey have com e t o b elieve and
b eg in t o q uest ion t his and seek t o lear n m ore. This feeling of b eing uncom for tab le is t he b eg inning of a b r illiant chang e p rocess and one t hat I b elieve is cr ucial t o exper ience if we are g oing t o m ake an im p act wit hin t he fut ure of ed ucat ion. If we are seeking for child ren t o flour ish t hen we m ust dem and t he sam e of our selves. W hen w as t he last t im e t hat you honest ly felt like you flour ished and sp read your b eaut iful wing s as an ed ucat or ? Cur rent ly, t he cult ure of ed ucat ion is, I feel, lost . I feel as ed ucat or s, m any areas of t he cur r iculum are taug ht b ecause we know it need s t o b e covered . Rat her t han m aking a m eaning ful, life long connect ion wit h lear ning areas, we spend t im e focusing on cover ing content , p re-test ing t he content , keeping child ren q uiet so t hey ?lear n? t he content and t hen p ost test ing t he content t o see w hat t hey have retained . Our focus is not often on tr ue lear ning (I w onder if we have a shared , collect ive under stand ing of w hat t his act ually m eans), we dem onstrate t hat we value retent ion m ore t han lear ning . We t hen have a sit uat ion t hat flow s from t his w hereby we celeb rate t he retent ion wit h child ren and p ass t his off as lear ning . How ter r ib ly confusing and confront ing w hen t he next t im e (often t welve m ont hs later ) t hey
attem p t a sim ilar content , t he child is unab le t o. The hum an nat ure of each child is b eing lost in an effor t t o confor m . Teacher s are jud g ing t hem selves ag ainst unrealist ic expectat ions and losing fait h in t heir ab ilit y as q ualit y ed ucat or s. I d on?t b elieve we need t o ad d anyt hing new t o t he exist ing fram ew or ks, reim ag ining and revitalising is t he key. Child ren?s voice m ust b e t he ver y fir st elem ent t o b e aut hent ically included across each lear ning d ay. By child ren?s voice I m ean, child ren as valued co-contr ib ut or s t o t heir lear ning exper iences. Fur t her t o t his, child ren need t o hear t heir voice read b ack t o t hem in a w or t hy and respect ful w ay t hat contr ib utes t o fut ure lear ning and celeb rates and honour s lear ning p assed . I call for reim ag ining , of m aking our selves uncom for tab le wit h our p ract ice, t o b e infor m ed and well researched ed ucat or s, t o ap ply t his research in a w ay t hat honour s lear ner s in a m eaning ful m anner and t o attem p t an invitat ion t o lear n. Sit , ob ser ve act ions, conver sat ions and p rojected lear ning exper iences t hat flow from t his Invitat ion t o Lear n. Wat ch t he t hinking and lear ning wit hin your classroom b e transfor m ed and transfer red , from b eing p urely teacher d r iven t o a
place w here child ren take resp onsib ilit y as valued contr ib ut or s and constr uct or s. Respect child ren so t hat t hey will nour ish t he p ower wit hin t hem selves t o m eaning fully contr ib ute t o t heir w or ld and t heir lives now and int o t he fut ure. Only t hen are we tr uly honour ing t hem and t heir fullest p otent ial, g iving t hem t he g ift and p ower of t hinking , lear ning and constr uct ing so t hey m ay flour ish int o a g rad uate w here knowled g e is not t heir g reatest achievem ent , rat her a p or t folio of innovat ions.
THEORYLESSONS
Pokemon Go&HPE BYNATHANWATTS As a HPE teacher t he idea of com b ining ICT in a p ract ical lesson can sound a b it far -fet ched , especially w hen we consider t he sug g est ion is t o incor p orate Pokém on Go as a lear ning t ool. But w hen you look at t his conjunct ion in dep t h, it d oes not sound all t hat crazy.
Teaching Fig ueroa?s fram ew or k has b een an exercise in exper im entat ion. W it h t his I b eg an using Pokém on Go as an analog y for m any of t he concep t s t hat ap pear at each level of t he fram ew or k. Take for exam ple t he conjunct ion b et ween t he att it udes at t he ind ivid ual level of t he fram ew or k. W it hout b eing intent ionally stereot ypical (w hich we see p rom ulg ated at t he cult ural level), t he people t hat play g am es such as Pokém on are t ypically aver se t o p hysical act ivit ies. Now wit h t he introd uct ion of aug m ented realit y t hat relies on t he player m oving around t o cat ch Pokém on and having t o w alk som et im es up t o 5km t o hat ch an eg g , we see people?s att it udes t ow ard s eng ag ing in p hysical act ivit y chang ing , t hey are b ecom ing m ore t han willing t o eng ag e in p hysical act ivit y; all in order t o b ecom e t he ver y b est !
On t he inst it ut ional level, it is noted t hat access t o p hysical act ivit y and sp or t is often hindered by b ar r ier s, such as: -
Lack Lack Lack Lack
of of of of
facilit ies, fund s, transp or t , op p or t unit ies.
Based on recent stat ist ics (20 15), it is sug g ested t hat 73 percent of teenag er s have access t o a sm ar t p hone device, com p are t his wit h an averag e of 25 percent of teenag er s w ho face b ar r ier s t o
sp or t p ar t icip at ion, wit h a m ost notab le result of 18 percent w ho d o not like t o play sp or t , we can m ake t he assum p t ion t hat t his g ap will stead ily b eg in t o close wit h t he introd uct ion of t he aug m ented realit y ap p. This can b e fur t her b acked up by q uick d iscussions wit h st udent s. For exam ple: Teacher: ?W hy don?t you want to p ar ticip ate in class?? Student: ?I don?t like spor t, I just don?t want to do it!? Teacher: ?Okay, what did you get up to on the weekend?? Student: ?I went hunting for Pokémon with som e friends, we walked a fair distance?at tim es I had to run before a Poke stop Lure ran out.? W hile not all d iscussion g oes d ow n t his p at h, w hen asked t hese t w o sim ple q uest ions, t he resp onses of t he st udent s are fair ly sim ilar in content and context . This here dem onstrates t he chang e in b ot h att it udes on t he ind ivid ual level and , overcom ing t he b ar r ier s t hat are estab lished w het her incidentally or p ur p osefully. Anot her exam ple t hat has sur faced relat ing t o t he rem oval of b ar r ier s t o p hysical act ivit y, is a Child ren?s hospital in t he US using Pokém on Go t o g et p at ient s m oving (9new s, 20 16). We can also use t he aug m ented realit y ap plicat ion t o d iscuss and p rovide analog ies t o m ore t han just Fig ueroa?s fram ew or k. Consider som e of t he content
descr ip t or s in t he nat ional HPE cur r iculum t hat relate t o t he focus areas of: healt h b enefit s of p hysical act ivit y, safet y, challeng e and ad vent ure act ivit ies, g am es and sp or t s and , lifelong p hysical act ivit ies. Let us consider t he focus area of safet y. We have seen in t he new s since t he launch of t he ap plicat ion st or ies of people w ho are using Poke st op s t o assault and rob people. We can also use t his t o d iscuss t he concep t s of ?strang er d ang er ?and p rotect ing your self. We can also d iscuss how playing t he g am e can b e t he cause of d ang erous r isk taking b ehaviour, such as playing t he g am e w hile d r iving , crossing t he road , w hile playing , not looking for oncom ing traffic and , avoid ing silly and p reventab le injur ies, such as w alking int o p oles; by not looking w here you are g oing . W hile not lim ited t o t hese exam ples, we can exp and on t he use of Pokém on Go t o d iscuss healt h and m ovem ent concep t s in t he t heoret ical side of HPE.
PRACTICALLESSONS A t ypical p hysical ed ucat ion class focuses on t he teaching of skills w hich per tain t o a p ar t icular sp or t . Thoug h t his is chang ing wit h t he introd uct ion of t he nat ional cur r iculum and t he d iver se op p or t unit ies for p hysical act ivit y t hat are created in t he inter p retat ion of t he content descr ip t or s. HPE teacher s face t he issue of a lack of eng ag em ent t hat is a result of t he over use of per for m ance cr iter ia, w here only t hose w ho are deem ed t o b e ?fit ?can d o well.
Company History
We can ap p roach t he use of Pokém on g o in t hree d ifferent w ays. The fir st is as a b asic eng ag em ent in p hysical act ivit y. Each st udent is asked t o assig n a Pokém on as t heir b ud d y and by t he end of t he lesson, t hey will need t o have received t hree (3) cand ies, by w alking t he d istance req uired . This w ould m ean t hat st udent s w ould w alk around 3km and could b e d one as a class, w alking around t he oval or t hroug h t he school g round s. This eng ag es st udent s in t he p hysical act ivit y t hroug h t he
m ot ivat ion t o level up t heir Pokém on. This can loosely relate t o a g roup of d ifferent content descr ip t or s wit hin t he cur r iculum , such as: Invest ig ate and select strateg ies t o p rom ote healt h, safet y and wellb eing (ACPPS0 73). The second ap p roach is t o t ur n it int o a p ract ical exercise in w hat is b eing taug ht from t he t heor y com p onent of t he lesson. If we are g oing t o look at t he safet y focus area, we can have t he st udent s playing Pokém on Go, act ively m oving around and under stand ing t he need t o b e aw are of one?s sur round ing s, t he d ang er s of using a p hone w hile exercising and im plem ent ing m et hod s t o m inim ise t he r isk t o t hem selves so t hey can p ar t icip ate safely. The t hird ap p roach is t o t ur n t he g am e it self int o a sp or t exercise. This w ould b e
sim ilar t o r unning Or ienteer ing wit h a g roup of st udent s, wit h t he inclusion of a GPS t o navig ate. So how can we t ur n t his int o an exercise in m ovem ent skills? Create a navig at ional cour se w here b onus p oint s are assig ned for Pokém on cap t ures. Fir st ly we g ive t he st udent b asic navig at ional d irect ions and d istances t o w alk (Nor t h East 4 0 m etres) from here t hey ident ify t he land m ar k feat ure t hat t hey reach from t hat b ear ing in realit y and on t he m ap in Pokém on Go.
CONCLUSION As show n t here is m any w ays t o im plem ent t he ap plicat ion Pokém on Go int o t he PE classroom and ut ilise it t o eng ag e lear ner s, raise p ar t icip at ion and teach content in a w ay t hat is relatab le t o t he st udent b od y. Physical Ed ucat ion is m ore t han just kicking a b all around or dem onstrat ing t he ab ilit y t o
per for m m ovem ent skills. It is ab out eng ag ing child ren and teenag er s in p hysical act ivit y and sp or t , and using t he m oder n technolog y and latest crazes is a g reat w ay t o eng ag e our st udent s t o p ar t icip ate, by m aking w hat t hey d islike int o an act ivit y t hey will enjo y.
Company History
REFERENCES
htt p ://w w w.pewinter net .or g / 20 15/ 0 4/ 0 9/ teens-social-m ed ia-te chnolog y-20 15/pi_20 15-0 4 -0 9_ teensand tech_0 7/ htt p ://sp or t .w ales/m ed ia/ 34 6127/ up d ate_65(62)_e.p d f htt p ://w w w.9new s.com .au/nat io nal/ 20 16/ 0 7/ 19/ 11/ 0 5/child rens-h ospital-in-t he-us-using -p okem on -g o-t o-g et -p at ient s-m oving
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