Introducing
New Learning Technologies
In the ALBE Classroom
Introduction
In 1998 the Carlton Fitzroy ACFE Subregion (Carlton Adult
Reading and Writing Program, Fitzroy Learning Network, Carlton Contact and Holden St
Neighborhood House) applied for a small grant from the Central Western Metropolitan ACFE to run an action research project to look at the ways
classroom teachers could best incorporate new learning technologies into
their classroom practice.
Project Goals
Coordinators in these providers wanted to find ways for teachers in ESL and
ALBE courses to begin to learn about new learning technologies for
themselves, and then find ways to use their knowledge in the context of
their classroom practice. Teachers in the programs are all sessional and
rarely have the opportunity to develop collegiate links. A model in which
teachers could regularly meet and reflect on their practice, through the
developmental cycles of the research project, would provide the necessary
supportive learning environment.
Participants
Glenys Hodgson (CCNH), Lynne Matheson (CARWP), Margaret Hanrahan ( Holden
St), Marge Morton (FLN)
Trainer and Consultant
Mex Butler
Coordinator
Sarah Deasey
Process
One teacher from each provider volunteered to participate.
An initial, introductory internet training session , open to all teachers
in the program gave an overview of the ways the internet could be used in
the classroom.
Content and Methodology
The project has been based on a cyclic model, where teachers have been
meeting on a regular basis for some basic training in various aspects of
the internet. Their own training needs have been accomodated through this
process. Teachers in the project regularly communicate through email, and
have been introduced to a multiuser domain "ScMOOze University"
Training Session Content
- email, setting up hotmail
- using netscape, looking for information
- downloading materials from the web
- designing activities to increase students skill levels in manipulating
the technology
- multi user domains
- introduction to html
Before the end of the year
- introduction to the Virtual Campus as available
Classroom Practice
Teachers have then applied their knowledge and skills in the classroom in
various ways, depending on the needs of the learner groups. Examples of
activities include
- familiarisation with hardware
- familiarisation with the concept of the internet
- word processing
- setting up hotmail accounts for students
- finding information from the web on topics of interest, and downloading
- preparing publications, newsletters
Reflective Journal Writing
Each teacher has been keeping a reflective journal, in which they have
recorded observations on their own learning processes and those of the
students. These reflections have been a valuable means of formulating
thoughts and plans to move on to a further stage.
Extracts:
Fine tuning my teaching approach was something that I became more aware of
as I tried different computer related activities with my students.
I am conscious of wanting the technology to work for them the first time so
as to avoid disappointment. I commented to Allan "Its frustrating to me
because it is so slow and I cant recreate what I have done at home". His
response was "Its all new to me so anything it does is good."
Lynne
22/7/98
The writing provides an opportunity to begin with half thoughts, explore
them, make connections ... and I find that satisfying. The training
sessions have given me confidence and skills to use the new stuff, as well
as concrete ideas re content and strategies for classroom practice.
While training, I have met teachers who are similarly uncertain at times,
adventurous at others, and I have been buoyed by their pleasure at
discovery, as much as my own. Just as our students often are, we have been
greatly Just as our students often are, we have been greatly challenged,
and have experienced a range of emotions: anxiety, panic etc. but
fortunately, surprise and triumph as well.
Glenys
11/ 8/98
Outcomes
Increased teacher expertise in using netscape, email. Teachers are now in
the process of learning to design their own class websites.
Informal teacher networks have been developed
Subregional network strengthened through collaborative venture
Journal Extracts will provide a resource for research into curriculum
design and classroom practice.
Outcomes for Students
There is some variation in the skill development. Some students are now
showing competence in
- using email
- exploring the world wide web
- word processing
This term, some will be working on a class newsletter which will be
published on the web.
CGEA Outcomes
GCO/Reading and Writing Stream assessment tasks have been developed
Expected Outcome at the end of 1998
A basic kit of teaching materials containing extracts from reflective
journals and ideas for classroom activities will be edited and collated for
distribution to other teachers in the program, and other interested
groups..
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