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M1. What is Technology - Enhanced Competence? Evidence of my Technology - Enhanced Teaching

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M1. What is Technology - Enhanced Competence? Evidence of my Technology - Enhanced Teaching

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Learning Activity: Using TET in teaching "Gene Cloning"
1) What was the added value of using technology for this teaching/learning task? What did it enable me/my students to effectively do?

Teaching molecular biology for graduate students in High School is not an easy task. All these processes are not easily understood and a good and adequately explanatory student book is not always in hand. You do not also have the luxury of time to elucidate into the detail so as to help students achieving a better understanding. For these reasons, I use power point presentations, enriched with flash animations or videos, to visualize the processes that are actually not seen by the human eye and make them comprehensible. Instead of making draws by hand in the whiteboard, I explain the process using a well designed animation that I find on the internet and covers the syllabus. So, the added value of TET is the visualization of processes, in adequate detail, that are not well understood and cannot be “seen”.

2) Did I effectively integrate the technology into my lesson plan, linking it clearly to the learning objectives and syllabus? Using the right animations or videos to visualize biological processes makes lessons more interesting, explanatory and successful in achieving the learning objectives and syllabus. Unfortunately, there is not yet a national framework in Greece assisting the adoption of using TET in every day practice in schools. The Greek Ministry of Education offers teacher – training programs to encourage TET and a lot of effort have been done for developing digital resources for use in school (e.g. photodentro). However, the topics do not yet cover every subject and are not applicable to all grades. So, the teachers has to find alternative digital resources that have to be compatible with the syllabus and the learning objectives of each lesson. This is a time consuming job and you do not always find what you are looking for. 3) Was the technology used to its full potential, and did I and my students have the sufficient digital skills to benefit from it? If not, why not, and how might I make sure this is the case in the future?
A power point presentation to the class is not a difficult task to achieve. This is, at the moment, the best option a teacher has in using TET in the majority of Greek schools. This method has a lot of advantages in contrast to the traditional way of teaching but lacks a lot of other possibilities.
4) Did the technology support learner choice and personalized learning? Did students use the technology to manage their own learning, by choosing the appropriate resources or tools to support their work? The specific approach in teaching molecular biology does not support learner choice and personalized learning. However, in order to accommodate for these shortcomings, I created an Edmondo group where all my graduate students participated. All the power point presentations and the animations used in teaching were uploaded there so it was possible for every student to access the3 relevant material and make questions or comments which I had to deal with.

5) Did the way I use the technology allow the learner to be a co-designer of their learning, and not only a consumer but also a producer?

The TET in this particular subject of molecular biology allows little freedom for students to become producers of knowledge. The combination of TET along with the Edmondo activity is a more efficient practice if we would like the learners to be co-designers of their learning. But this approach demands from students to do extra digital work at home.

6) Did my use of the technology allow my students to go beyond learning traditional subject-based competences and develop more transversal 21st century skills such as collaborative problem solving?

One of the best teaching practices is considered the one that promotes investigational learning. This could be implemented in the computer lab where students, separated in groups, have to accomplish a specific educational task under the supervision of their teacher. Another approach is to have the students, with their own laptops, in the classroom using wi-fi to access internet. The use of technology in such an approach is encouraged in Greece but its implementation lacks because of inadequate infrastructure and shortage of appropriate software and trained teachers.

7) Did I allow enough time for students to work with the technology, and what could I have done to make the activity run more smoothly?
There has never been any problem in running a TET like the one I have described.

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I am Helen Mihalatou, a biology teacher in Secondary School in Greece. I live in Thessaloniki which is situated in North Greece. I have been teaching biology for the last 12 years and I am very interested in incorporating information and communication techology in my class. However, this is not an easy task....it demands a strong will to overcome at least the inadequate infrastrure and the lack of appropriate tools. I hope that this course will help me a lot to improve my skills.

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M1. Learnig Activity: Piece of evidence. "Using TET on "Gene Cloning" for last grade high school students"

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M1. Learnig Activity: Piece of evidence. "Using TET on "Gene Cloning" for last grade high school students"

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You can watch the animation (swf file) that I use in my class on how to make a recombinant plasmid. the animation is created by the University of Nebraska.

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M2. How can TET competence be meaningfully assessed?

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M2. How can TET competence be meaningfully assessed?

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My reflectionson the processes of self- and peer-assessment.

1) Why and how is self and peer assessment important to me?
Integrating technology in class requires from teachers to recognize their need to be educated on how to use it to support teaching in an innovative way. So, there is a learning procedure that we have to follow if we want to be serious and realistic in achieving goals which they can best help our students. From this point of view, self and peer assessment comprise a part of this learning procedure and the process of innovation since:
a) help us to acknowledge our weaknesses, set goals, test ideas, monitor our progress and then adjust our strategies in identifying better ways to produce a positive impact on our students

b) boost teachers’ competence and confidence to use ICT in the classroom

c) familiarize us with alternative tools of evaluation

d) promote collaboration among the teacher’s community

e) enhance professional development

However, in Greek school system we do not have any form of teacher evaluation at the moment. In addition, there is always the risk of being judged by someone who is not competent enough or reliable.

I do not do self assessment regularly, at least in an organized and structured way. I would like to have my students’ feedback as an evaluation parameter of my lesson. In addition, collaboration with teachers of common discipline seems to be very creative.

2) When I have engaged in self and peer assessment about my professional practice in the past, what were the most useful benefits I gained from the processes and outcomes? To answer this question you can reflect on your short self-assessment you did in module 1’s learning activity, and any other self or peer assessment processes you have engaged in.

I have engaged in peer assessment in educational courses organized by the Greek Ministry of Education. As reviewers were the instructors of the course (who were teachers also in public schools or in higher education) and the teachers participating. That experience was very useful, creative and educational for me, particularly the comparison of my lesson plans with that of other colleagues.

3) And what about the aspects I have found most challenging when engaging in self and peer assessment?

One challenging fact is the realization that assessment is time consuming and personal time is already limited. So, you have to find ways to be inventive, organized and determined to keep up with your set goals.

Another challenging fact is that you have to accept to be a part of a changing teaching environment where you are the co-creator. This is quite opposite to standard lecture based teaching. It needs more energy, creativeness and persistence.

In addition, you have to be willing to collaborate with other people and accept their criticism.

4) How often do I take part in self and peer assessment? What stops me from doing this more often (is this due to time constraints, to a lack of knowledge about the benefits or how to go about this effectively, or perhaps a school culture which doesn’t encourage this?) There can be many factors, but identifying what these are will help you think about how you might overcome them to allow yourself the opportunity to benefit more from self and peer assessment.

I do not have so much experience in these subjects. I have participated in two relevant courses in national level, as I have aforementioned. School culture in my country does not encourage such procedures and a lot of teachers do not show any desire of being assessed! Many of them are unwillingness to even discuss it.

This course is an excellent way for me to advance on self assessment or peer assessment with the help of international colleagues.

5) Finally, what precise gains do I expect to receive from being involved in self and peer assessment, and how can I ensure I obtain them? And what are my biggest concerns and fears in this regard? How might I find ways to overcome these? Being involved in this course is a good start.

Valuable feedback and insights is what I appreciate more when my work is being assessed. Particularly from people who are engaged and active in the field of TET. The most inspiring thing with assessment is to have suggestions on how to integrate new approaches in the classroom by using the most appropriate tools for the subject you are teaching. Being involved in this course reflects this aspect. I would like to encourage such collaboration particularly with teachers from my country because of the similarities we experience in our national education context.

In addition, I would like to engage myself in self assessment on a more regular basis since it could help me identify and improve my points of weakness in my teaching. However, one of my concerns regards the availability of personal time in order to organize it. All the new and interesting ideas that have been shared by the participants in this course concerning this subject are good starting point for me.

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                 			M3. Existing online assessment tools for TET competence				

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                 			M3. Existing online assessment tools for TET competence				

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3.8 Learing activity - Teacher Mentor Survey

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3.8 Learing activity - Teacher Mentor Survey

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Digital communication

The use of digital communication tools: Systematic exchange of experience with other teachers, preferably in teacher teams, may improve both your own and others' knowledge and understanding of digital competence in the teaching effort. Various types of courses may also make sense, as does participation in projects where use of digital communication tools is a central element. Microteaching may be a good method to gain insight into different issues linked to digital communication and teaching.
Ethics in digital communication: Discussing issues linked to the students' digital communication with other teachers, for example in teacher teams, may give you a better understanding of various ethical issues. Various training programs may be relevant, but there are also good resources, both hardcopy and web-based, available that may support you in this work. It is important to stimulate the students to reflect on their own, and older students may be a resource in this respect. Perhaps a project where you receive support from other teachers is a good idea?
Language and culture in digital communication: You should be active in discussions with students and colleagues regarding language and culture in digital media, preferably also in a systematic manner. Networks, both digital and person to person in the form of networks and projects, may be relevant.

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My comments on the Teacher Mentor survey

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My comments on the Teacher Mentor survey

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What is useful and less useful about it?
The survey was easy and not time-consuming. It uses a 5 level scale to position yourself according to your competence. This offered me the chance to recognize in a more clear way my strengths and my weaknesses, however, according to the particular model that the survey is based on. I liked the fact that I received feedback on how to strengthen my competence.

What did you find difficult or unclear, and why do you think that is?

I strongly believe that teachers willing to implement TET have to take into consideration the availability of the essential infrastructure in their schools. Having read a lot of the comments made by the participants in their padlets and in their reflection I noticed the discrepancy on basic infrastructure issues among countries in addition to the lack of similarity between school cultures. I am not familiar with such kind of tests, however, I think that relevant criteria should be seriously considered in sommeone's reflections. Another difficulty was the overlapping between statements at each sub-area.
Were you surprised at the levels you reached?
I was not surprised at all. Did you find the advice offered useful?

I welcomed the advice given, however I would like more specialized support relative to my subject area and based to the available infrastructure of my school.

What will you concretely now do in order to act on this advice to improve your level?

I will try to focus on my weaknesses and consider ways that will help me become more competent.

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Foto: http://www.biotechbase.com/archives/61

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3.8 Learing activity - Teacher Mentor Survey

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3.8 Learing activity - Teacher Mentor Survey

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Pedagogy and ICT

Attitudes towards ICT in education: You should consider cooperating or becoming a trainee with another teacher who has an exciting practice. Assess the possibility of a course that is relevant for your situation. Participation in subject-related discussions and exchanging experience with colleagues may prove inspirational for your own development. Participation in projects, post and continuing education and systematic development of the practice appears appropriate for you.

Plan and implement teaching: Try to identify the reasons why the schemes did not work as intended. Preferably do this together with another teacher you trust, maybe as part of a mentor scheme. It is important that your plans are specific as regards the outcome for the students, and use of objectives and criteria for attainment of objectives may be relevant in this respect. Some issues may be suitable for discussion in groups, for example in teacher teams.

The use of digital learning resources: You may get new ideas through exchange of experience in your own team, for example. Look for good resources by being open, inquisitive and participating actively on the Internet. Also look for opportunities to combine different elements to facilitate creation of new teaching aids. It may also be relevant to consider post or continuing education.

Class Leadership in Digital Environments: Increased digital competence will result in more confidence. Thus, look for opportunities for courses, trainee and/or mentor schemes that may be supportive of you and be inspirational. You will also be able to expand the classroom repertoire through testing of new methods and ways of working.

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3.8 Learing activity - Teacher Mentor Survey

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3.8 Learing activity - Teacher Mentor Survey

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Digital judgement

Privacy: You should ensure data protection issues are discussed with the students on a regular basis. It may be a good idea to do a project based on Du bestemmer-opplegg with them. Order a class set at www.dubestemmer.no and do the project with the students. This will also improve your competence within the field.
Ethics: In this respect, it is important that you take the initiative for a more systematic approach to this issue. Ethical challenges are normally not addressed in the statutory framework, even though gross violations may result in criminal prosecution. This means that the personnel's attitude will be very important for the attitude of the school, the teachers and the students within this area.
Intellectual Property Rights:" Important information on copyright issues in a teaching context is available at www.delrett.no. There is also a service where you may ask legal professionals for answers to questions regarding copyright issues. It is important that the school work on copyright issues in a systematic manner. Remember that both you and your students have the rights to your own productions.
Source evaluation: There is a lot of information on criticism of sources if you search for this topic, including at Høgskolen i Vestfold, which will help enhance the competence. These are of course important questions to discuss both among the staff and with and among the students

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3.8 Learing activity - Teacher Mentor Survey

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3.8 Learing activity - Teacher Mentor Survey

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Digital production

The use of standard software: In order to develop further, you may assess whether there are opportunities for systematic exchange of experience at your own school linked to use of standard applications in the teaching. It may also be appropriate for you to consider courses where pedagogical use of standard applications constitutes a central element. Also look for opportunities to partake in discussions about this topic to stimulate your own curiosity.

Creative production: Is your competence used in the best interest of the school? Be active in teams and in other networks so that your experience may stimulate other teachers to become as active as you are. Consider whether participation in projects may stimulate your own development.

Internet and social media: Be actively involved in exchange of experience in your own team in particular and at the school in general. Discuss the content in pedagogical online communities with your colleagues and take a stand on the content through active participation. Consider whether it may be appropriate to include collaborative arenas in the teaching. Alternatively, look for possible courses within the field.

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M4. Teachers as learning designers and peer reviewers
				
				
			
		

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M4. Teachers as learning designers and peer reviewers
				
				
			
		

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4.9 Learning activity - Designing a lesson plan incorporating elements of technology-enhanced teachingarning Designer

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4.9 Learning activity - Designing a lesson plan incorporating elements of technology-enhanced teachingarning Designer

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You can find the lesson plan that I've created with Learning Designer tool in the following link:
http://v.gd/YTXtuJ

The lesson plan is on molecular Biology (proteins and their structure) and is addressed to high school students.