Week one's experiences and reflection on learning theory

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TECHNOLOGY

ENGAGING, ENHANCING AND EXTENDING? 

ALIENATING, ISOLATING AND DISTRACTING? 

POTENTIALLY A FUNDAMENTAL ELEMENT IN THE 21ST CENTURY CLASSROOM- THE WORLD IN WHICH WE LIVE IS HYPER CONNECTED= LEARNING CAN HAPPEN ANYWHERE ANYTIME....

HOW DO EDUCATORS ENSURE ONLY THE POSITIVE POTENTIAL IS REACHED...??

A HEALTHY BALANCE IS UNARGUABLY THE KEY TO ENSURING TECHNOLOGY IS  IMPLEMENTED IN APPROPRIATE WAYS, THUS, EMBRACED TO COMMUNICATE, PRODUCE AND CONSUME IN PREVIOUSLY UNIMAGINABLE WAYS....

Creativity in the 21st century:

After watching the TED talk, Do schools kill creativity, by Sir Ken Robinson it is evident that creativity is not valued to the level it deserves. Sir Ken Robinson identifies that creativity is now as important as literacy. This is yet to be acknowledge in wider society as a hierarchy of subjects still exist in the schooling system; Maths and Languages, then Humanities and lastly The Arts, with drama and dance falling below music and art. There is a need for the academic/ future prospects stigma attached to certain subjects to be dropped as this does not determine successes of a person later in life i.e. one selecting subjects  based on future high earning jobs rather than what their passion is or what is merely enjoyed. 

Creativity requires the ability to let go of right or wrong and unfortunately, as Sir Ken Robinson highlighted, we are growing out of creativity due to the fear of making mistakes, and unpreparedness to be wrong. Creativity is extremely important for innovation, therefore, as a future educator, fostering creativity through various means and methods is something that I highly value. Thus, endeavoring to instill courage into my students so they can process original ideas that have value. 

Brain Imagery:

Human abilities come in many combinations, it is because of this that we are not fixed to a specific learning style, rather a unique blend based on our diversity of strengths and weaknesses. Grace Rubenstein, in her article Brain Imagery Probes the Idea if Diverse Intelligence's, explains that parts of the brain involved in reading, maths, music and personal relationships are DIFFERENT, larger or smaller, more or less active in EVERY child. Circuits are independent, therefore if one student is struggling in a particular domain they may have advantages, neurologically, in others. The brain can morph and grow if certain skills are learnt and practiced. Hone abilities= alter brain. Grace Rubenstein highlights that educators can achieve a lot through the design of lessons that appeal to multiple senses. Particular strengths and interests should be drawn upon when introducing content. Once students are engaged, different, weaker skill sets can be challenged for another part of the lesson, thus developing different parts of the brain. As each and every student is different it is a necessity to know your students, and also evidently important to design lessons that target multiple senses. 

Edutopia webinar 

How the Brain Learns Best, by Dr. Judy Willis identifies many key messages in regards to how the different sections of the brain responds to certain information.  Dr. Willis explains that students unconsciously seek out potential dangers or stresses as priority, before allowing new, interesting or important information in. Once out of survival mode input can get through the RAS (Reticular Activating System) to the reflective brain where information can be stored. Therefore a learning environment must be "safe" for it to be conducive to learning. Stability and familiarity are essential before one can stimulate curiosity, with elements of surprise, change and novelty. Therefore an educator must ensure priority revolves around the learning environment in which they create.