Digital Divide research topic 1 post5

The digital divide continued....

Hi everyone last post on the topic he-ray!!
For my last post I have these last three questions which I want to bundle into one answer as they rely on a coarse of action implemented by the teacher but possibly monitored by the government.

What is the importants of bridging the digital divide?


How much of the curriculum in schools will be digital?


Inclusion or participation?

The national curriculum is in effect and the national rollout of computers will be completed by 2014, the issue of digital divide will continue to evolve as well as the needs of the students.
It is clear that  Australia is acting on a unified front for education (obviously not a process that can proceed equally everywhere).

The use of computers to connect communities and help deliver education in schools is being taught to teachers and they are putting the infrastructure in place to cope.

As a teacher the question of inclusion or participation relies heavily on our own ability to deliver relevant content with ICT delivery and judge what position students are in to adapt to their needs. The success of this will need to be assessed and the national curriculum will help implement this structure.

http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Resources/guide/StrategicPlanning/Pages/EffectiveuseandmanagementofICT.aspx

Fortunately I teach technology and my up to date understanding of the industry puts me in a much stronger position to deliver in class subjects that relate to relevant technology and the outside world.
Nicolas Gruen makes a strong point that we need to ensure equity of outcomes for everyone not just those that participate this once again is relient on the judgement of the teacher the frameworks they operate in and the tools they have avalible.

http://www.governmentnews.com.au/2010/09/16/article/Gruen-warns-of-growing-participation-divide/JNKZNIHGWU.html


Thanks

Just to give you a recap on the digital divide.(these aren't in any order)

• In Australia the divide issue is no longer about who has a computer and who doesn't.
• It's about individuals ability in accessing information and the ability to use the hardware.
• Quality of connection is an issue when not at school and in rural area's.
• Socio-Economic factors of parents are still massive indicators to students literacy on computers and if they have a internet connection.
• Ability of teachers to use ICT effectively whilst not creating a gap between inclusion and participation is the new overall goal.

Across the world the issue is in different stages.

Digital Divide research topic 1 post4

The digital divide continued....

How does the divide effect my community my country?

Welcome back everyone this post I'm going to explore some of the questions I asked in my last post.

How many computers per student at school now?


What I found today is that the Gillard government has progressed with the delivery of computers to students across the years of 9-12 to be about one in three students having computers.

The department of Education estimates about 14,000 computers a month are being rolled out.

There are about one million students from year nine to year twelve as of April 2010.

What are the hold ups.
Well the delivery has blown out from $1 billion to $2 billion "thats double" and most likely will escalate before the programs goals have been reached, the plan was budgeted at 2.4 billion over seven years 2007-14 .
Why the blow out well it's simple the infrastructure of wireless in each school and the support staff needed to maintain systems has been under assessed.

http://www.theage.com.au/national/gillard-defends-failure-to-deliver-computers-to-schools-20100529-wmle.html


Who is effected by the digital divide and in what geographical area?

As of April 2010 computers rolled out to students in these three states by student % in schools are as follows:
N.S.W is 48.5%
S.A 15%
Victoria 28%

Clearly the roll out is inequitable for rural areas.

Are computer science/skills compulsory?

Not really sure on this question the ACARA site dosen't really make it clear , I believe currently schools have been individually responsible in establishing there own bench marks and delivery methods for ICT and the skills needed by students.

What are teachers responsibilities to ICT in schools?


The delivery of ICT is different at  every school and each faculty has different responsibilities currently I'm responsible at my schoolplacement to make sure each student 7-10 can: as of 2004 technology dept.

• Use a word processing application to create a printed document.
• Use a software application to develop a published piece of original work which includes graphics.

What is the difference is service providers from rural to capitol city's?


The service providers are about half the number in the city so competition isn't as fierce.


To be continued.......

• What is the importants of bridging the digital divide?
• How much of the curriculum in schools will be digital?
• Inclusion or participation?

thanks

Reference

ACARA
http://www.acara.edu.au/curriculum/curriculum.html

The digital revolution policy!
http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

Parlimentary Libary of Australia

http://www.aph.gov.au/library/pubs/cib/2001-02/02cib01.htm

STS reflective journal 4

Teaching  and Assessment am I ready to teach.......

I had  my pract this week I liked my experience and the lecture this week really help me find balance in what I'm feeling should be taught and whats expected.
Standards for me represent a bench mark of whats expected from teachers and are really a short cut for those lacking understanding(me). I've had probably ten jobs and I'm very surprised that it's only now teachers are being measured nationally together to maintain students education in the different faculties.
My faculty won't be part of the National curriculum till 2013-14 and only in 9-12 but I'm interested in what the shared understanding's are.
This week Kylie and I presented the class our 10min lesson, the feed back we received was above average which is I guess daunting I mean we spent about two hours on a ten minute lesson. I wonder is that average?

thanks....

Digital Divide research topic 1 post3

The digital divide continued.....

Now our understanding of the digital divide is gaining scope I wanted to direct your thoughts to an 
interestingly election promise (2007) I remember from a few years back that Kevin Rudds pre-election speech stated that Labour would.....

Labor: A school computer for every Year 9-12 student

http://www.youtube.com/watch?v=q-nEMmrI53k

This can be watched on the link and It sent a very strong message that our leaders are aware of the impact computers are having in education. This is not just a Australian thing either a lot of what our government is doing in way of education reform is an echo from the United states, the good thing about this echo is that the technology isn't an echo too. 

 I'm going to list some aspects of the topic that I hope to investigate further in my last two post .

1. How many computers per student at school now?
2. Who is effected by the digital divide and in what geographical location?
3. Are computer science/skills compulsory taught at schools?
4. What are teachers responsibilities to ICT in schools?
5. What is the difference is service providers from rural to capitol city's?
6. What is the importants of bridging the digital divide?
7. How much of the curriculum in schools will be digital? 
8. Inclusion or participation.

To be continued.....

thanks

Digital Divide research topic 1 post2

The digital divide Continued...

To help understand the concept from my last blog I'll begin with  5 hypothetical  scenario's.

The student could have one of the following,  these results could stem from determining factors in the home environment, such as how much money is earned in the house, what type of education do the parents have, and the geographic location such as in the desert or the dark side of the moon.

1. The student doesn't have access to computer at school.

2. Own's a computer but has no internet access.

3. Own's a computer with internet access, but of poor quality ie down load and upload speed (dial up).

4. Own's a computer but doesn't know how to use it (or other family members use it more).

5. The student has access to a computer but only at school.

What does this mean?

To put it plainly we have a percentage of kids in schools who can't participate fully in there work from home, that means they need to undertake all there ICT while on school grounds as well as attend all classes.

Is it even that important that we make sure kids have access, I mean how many people are using computers in australia anyway, can't we just do teaching the old way on paper? NO

The graph below shows that generally 75% of Australians are now online, now admittedly Tanya Notley & Marcus point out that this data can't be 100% percent as there are pockets in the community that are missed in the data collection but as a general rule it make a strong point that computers are a big part of our lives.

WOW OMG could this be true! Yes

To be continued .......

thanks

STS reflective journal 3

I've been thinking about the lecture teaching a thinking and caring approche.
If as a teacher I'm being reviewed and guided by say a national curriculum, my schools website and individual school values etc and as adults we have the tools to self reflect and improve and are supported.
When and where is it written for the child to understand you as a teacher?
 and their own understanding of themselves in part of their schooling do they reflect on their choices?
How are they reflecting the other side of taking a thinking and caring approche to learning?

Big questions I'm sure I'll find answers for this may be part of the hidden curriculum we teach, here I've jotted down some learnings for future reference.


1)Decision making skills:

• Acquiring knowledge.
• Establishing values and prioritising.
• Recognising context.
• Reviewing consequence of actions.

2)When do I teach what and to whom?

• Observe
• Practice 
• Perfect

3)Expanding environment approach:

• Break the skills down to components.
• Show the detail of each of the components.
• Show the out come.

How do I asked questions ?

• Open questions allow a whole possibility of answers. 
• Closed questions are more factual and are of a classical nature such as one question one answer.

This is all part of having a balanced approche to my pedagogy certainly my observations tomorrow are going to be adventurous to say the least and will require a lot of reflection.

thanks

Blog or not to blog

Grrrrhhhh!!!
I know my title sounds dramatic and it's supposed too I as yet haven't had any comments
what does this mean?

My blogs are hard to read because?

I lack a linear train of thought argument conclusion.
People simple don't @#%%& appreciate me,  my point of view isn't valued$$.
My blog style is unconvincing my points a fractured and overal lack cohesion and direction.
I ramble and use to much @#$@#% symbols.
I don't connect my argument very well to initial content that I'm referring to.
I expect to much and don't deliver focused accurate statements.
I repeat myself.

what are my opportunity's to create a better blog or simple........to not

-Simplify my point.

-Unpack my statements more precisely.

-Correct my punctuality and grammer.

-Kindly allow myself to develop and relax into the focus writing process.




Phew found the image didn't have to actually do this.

No thanks

Comments

Attention Phil I have commented to two blog posts!

1)http://mrtsmall.wordpress.com/2011/02/27/ed-foundations-post-1/#comment-3

2) http://kfoira.wordpress.com/

thanks

STS reflective journal 2

I wonder if this is helpful?

http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=related

A teacher is the one difference that makes a major change to the outcomes of a students future.
I like this statement I find it ominous, put's a a bit of fear into me to think laterally when it comes to the development of a kid as a person(while obviously not imprinting my value system on them oo la la).
When it comes for me to practice teaching, I like to think I wont be just maintaining a standard and ranking kids against rubrics in line with the schools curriculum.
I hope I'll operate for kids benefit, beyond what is the standard model we are working under and remember that the world is ever changing and so are our understandings.
This is my philosophy , it would be easy for you to think I'm trying to be subversive. I on the other hand will continue to believe that there is a better way to enrich the learning environment beyond what your immediate experience is telling me.

Thanks