Tablets in the classroom

The Pedagogy Podcast

Image: The Pedagogy Podcast 

Teachers are not the media stereo type, vacuous nincompoops with 50s hairdos in front of perfectly groomed, smiling students with their hands up as they teach from the board often with their arms folded or a weirdo lean. Teachers, in my experience , are real people with a wide variety of exceptional talents and competencies who hone in on detail. They are like Patrick Trowse (@wklifebalance) whom I got to know in the #aussieED teacher chats on a Sunday night. Teachers are sociable and they want to learn. Over a year ago Patrick started his blog wklifebalance and I just pointed him in the right direction. The blog is valuable because he looks at the sorts of things which affect the work – life balance of teachers, how to stay healthy and how to manage a very demanding, rigorous job. Since then he has grown and developed himself into a podcaster and his podcasts are well made, interesting and about the sorts of things which teachers need to know and manage. You cannot replace experience. You cannot beat information from someone who has been through the process and you cannot do without podcasts! I load up a USB stick with all sorts of podcasts. They help me to keep my other language skills up, they teach me about health and ecology and they provide things to think about and practical ideas for education.I play them in my car as I commute. Patrick’s podcast on tablets in a classroom, where he speaks with a technician, is invaluable because it covers the issues The podcasts on The Pedagogy Podcasts are then reinforced with written information to check and consider. That is a teacher. A teacher knows you have to provide information in multiple modes so everyone can learn.

You can tick the boxes on the Professional Standards for Patrick as he develops himself, collaborates with others and shares his knowledge:

1.1 Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
1.3 Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
2.1 Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.2 Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
2.6 Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
3.1 Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
3.3 Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking.
3.4 Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
4.2 Initiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning.
4.5 Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.
6.3 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
6.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
7.4 Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.

In 2016 the Professional Standards are supporting and encouraging teachers to develop and share their skills. In 2016 a contemporary teacher can use technology to improve themselves, improve others and engage with the real world in a way which benefits others and impacts on student learning in an effective way. It is all based on sharing and collaboration. Creating the content, joining the dots and getting feedback.

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