By David Green on Mar 18, 2009

as as TAFE IT teacher, I find ourselves and students awash with new technology but with little commonality. In this post-consumer age, the idea that everyone can have a unique experience leaves many disenfranchised.

Blogs are easily created and just as easily ignored – the challenge is to engage the audience. To try to quote Bill Gates ‘techology is just a tool – to get kids working in teams, and motivate them, depends on the teacher’.

Teachers however are pressed for time to explore and learn anything not of obvious immediate benefit.

My interest is in simplifying the user experience to create a compelling business case, e.g. google.

Most people don’t need 18 buttons on a remote control. I read yesterday – Vista was such a failure, Microsoft had to return to asking the customer what they wanted, with the result that Windows 7 provides a more attractive clean simple user interface. That what most users want.

By Elizabeth Mulrennan on Mar 18, 2009

Some of us may be addicted to technology, others would rather mow the lawn & smell the grass. However, if TAFE wants to engage learners of all orientations, technologies and their uses need to be expanded.
No longer do people learn in a linear fashion, in fact it would take me longer to put together a Powerpoint than it did to create the wiki. I used to think I was deficient (in Powerpoint), but after observing my students, I realise that we grab what we need and what grabs us for our times. I am still a basic Word user, and am only just weaving my way through the basics of XL But people express support for my blogging , wikis and online engagement . So I now see the whole literacy of technology as a huge landscape in which learners make their own, legitimate paths.
When a family member tells me that his teacher did not seem interested in the list of web addresses pertinent to the course, I wonder what must be happening at the feeling level for that teacher. Is he worried that he will not have the time to learn ? Or the ability? How can he be engaged to see the value for his students and himself in widening his teaching practice.
When I hear a teacher say “I’ll be retired in 2 years, I don’t need to learn that stuff” I wonder about the quality of his retirement and what he has to look forward to.
Fortunately not all TAFE teachers are like that. Some are highly energised and enthusiastic about their learning edge. They just need some time out, time to learn and time practice new skills . To shape that learning to suit their own practice. They need time to reflect on their learning. In participating in this type of program, they not only receive a gift themselves, they have a space in which they can recall what it is to be a learner, and perhaps take that sense back to their teaching practice.
In applying for this program I have been able to reconnect with the fun and play of learning. It has already been worthwhile.

By glahoud1 on Mar 19, 2009

The implementation of technology as a tool in education has supported and diversified the teaching and learning environment. Embedding technology in learning has enabled students the possibilities to; access a plethora of resources through the internet, watch vodcast’s of a classes they couldn’t attend, download class note through the course’s wiki, conduct real time interviews with other campuses through video conferencing and enabled students to attend Tafe in Sydney while residing in another State. Technology has also given the classroom the tools to make learning interesting as it is more ‘real life’ and relevant to the students.

One of the greatest challenges in implementing technology in the teaching and learning environment is ‘fear’ of the unknown. A main benefit of encouraging technologies in education is that the development of these skills and strategies make lessons more interesting and engaging for student. I believe that by giving individuals the skills and strategies in using technology, it enables them to become self directed learners and more likely to continue using technologies as part of their professional lives.

Another challenge in embedding technology in learning is that many are unaware of the available technology and the possibilities of them as an educational resource. Also, many people feel unsupported in terms of additional follow-up such as in-servicing and time to practice these new skills. However, when people are informed of the different technology available to them and are given the right support they are able to use it appropriately and offer their skills to facilitate the learning environment.

Currently, my experience in using these new technologies has been: setting up course wiki’s and blogs for students at my college, using the interactive whiteboard to deliver classes -very basic , opening PPT and writing on a blank page. I had to teach myself how to use the wiki and blog – although they were fairly simple, I’m sure there’s still more I can learn. I am passionate about technology and would love the opportunity to learn more and pass the information on to my colleagues.

By Pamela Smith on Mar 20, 2009

I am teaching in the languages section and at present I feel many of our students with overseas qualifications are very media savvy and ‘leave us for dead’ in use of technology. In our English Study Centre students jostle for computer time and what is available on-line is almost their exclusive use in a centre with book-based, casette tape, video and CD materials. To ensure what we teach is relevant is a wonderful challenge given that skills and knowledge are interwoven in this learning area. We are sending students off to further study at university and mainstream TAFE courses and I would like to think that, for all of them, technology is not a stumbling block. For that to happen, the stumbling block needs to be removed from teachers’ perceptions’ of how technology can be an aide and a platform for student learning and interaction. I realise it takes time to learn and be comfortable with new things, especially in the area of language learning where traditional classroom dynamics work so well. I agree with the earlier comments that learning technologies need to be easy to use and meaningful so here’s hoping.

By Paul Colwell on Mar 20, 2009

What a great opportunity for those staff selected to finally develop and advocate for these great resources in their cluster or college. As noted by other posts, it is an altogether familiar story to hear about unsustainable technology developments. I beliieve this is in part also due to the work commonly falling to 1 or 2 technology savvy team members. This project will hopefully dismiss this issues by allowing time and empowerment of others previously expressing interest but needing structured assistance.

The prompt notes the C21 review. I note the multitude of technology developments about to roll out requiring increasing electronic abilties. Staff will need transferable technology skills delivered by someone they trust to admit their deficencies to, who can also blend their other skills with these emerging technolgies for the betterment of the whole organisation.

Good luck everyone!

By Tom Kramer on Mar 21, 2009

New teaching technologies have the potential to transform student learning experiences and outcomes. Teachers, too, will benefit from their world opening to new creativities and practice

In spite of these advantages, teachers often find it difficult to adopt new on-line techniques, in part because institutional practices are still geared to support more traditional approaches. Infrastructure for a start. What will we do with all those redundant classrooms if learning is wholly online? (I’m just reflecting common fears in the extreme).

Then there’s funding. It seems as though budgets aren’t mainstream enough to cope with the relatively large demands of new technologies. In any case, they have enough problems coping with the traditional ways of supplying education. If only the boffins could understand that learning benefits are but one dimension of LMS’!! There is money to be saved through efficiencies and revenue to be earned through new revenue streams.

Another point to consider in introducing and embedding new technologies is that the system shouldn’t be introduced for its own sake (or because there just happens to be an end-of-year funding bucket which has materialised and needs emptying). There has to be a proper and rigorous needs analysis done. Which technologies? What problems do they solve? Who will we ask for input? What do students expect in relation to technology and which ones do they use regularly in their everyday lives?

By Linda Briggs on Mar 23, 2009

It is time to stop burying our heads in the sand regarding new technologies – saying this is easy but making it a reality for TAFE teachers requires much more thought! There are many wonderful teachers who embrace new technologies but there are also many other teachers who would use these technologies if they could just work out how.
As a Library Manager at a TAFE College Library my workplace is a natural repository for the equipment needed by teachers if they are to use new technologies. We have ipods with belken recorders, digital cameras, laptops, data projectors and, of course, the wonderful resource development kits. Library staff are also committed to working out how this equipment works – as we are the first people staff ask when they make their tentative approaches. We are also in contact with all staff in the College and are the first port of call for enquiries.
To me it makes perfect sense for a library staff member to be the Learning Technology Mentor – providing a one stop shop for equipment and mentoring.
As library staff already conduct workshops on using equipment this would be a natural progression.

By Chris Cummins on Mar 23, 2009

I think the challenge in embedding new technologies in the classroom is more about finding the money to buy it rather than getting the teachers/students to use it.

Sometimes the simplist of applications can motivate the students, whether it be a simple Powerpoint or Photo Story. On other occasions, more advanced technology may need to be used for a more detailed presentation. Utilising online capabilities and engaging students in elearning experiences are essential, especially for some block release students who may travel great distances to TAFE.

However, to professionally implement these programs (computer software, blogs, moodle etc), they need the facillator to be fully trained. A lot of teachers already have a lot on their plate without having to find the time to do extra study, especially on some of the more complicated software applications. This can scare some away. I believe that learning new technology is a worthwhile investment, not only to myself, but to the students as well. It really can make learning a lot more fun for the students and sometimes a little easier for the teachers.

By Marion Ashworth on Mar 23, 2009

As mentioned in an earlier entry, it is important to synchronise and structure the development and processes of elearning within TAFE NSW rather than erratic and isolated efforts. During a meeting with my head teacher when I and one other teacher decided to embark upon developing a WIKI for the teaching section, she sought our solidarity and concentration on one technology focus rather than spreading ourselves too thinly and trying to be jack of all trades – a Wiki expert, a Moodle advocate etc. We believe that it is better to start at the roots rather than having clusters of flowers everywhere blooming but with no apparent connections. The primary aim within our teaching section is to development moodles whereby students can access material online to enrich or to provide access in times of need. By developing a program to mentor staff in learning technology, we will be able to mentor staff and encourage their efforts with learning technology. It will also ensure that we are able to share our knowledge with many others so that TAFE maintains its credibility as leader in vocational training.

By Masafumi NAITO on Mar 23, 2009

Basic skills of technologies are essential in most industries nowadays; however, I wonder what “basic” is. The term of “basic” can be various – some people’s “basic skills” may be only sending/receiving Email and web surfing, maybe others say that would be making a brief note in word document, or possibly that would include using Excel at least.
In my teaching area, Languages – LOTE, many teachers can use MS-Word to make handouts for their class basically, but I’m still often asked to help them (especially when MS-Office 2007 was installed into computers in our staff room). Moreover, some or many of them have difficulties in using other technologies although they can be very useful to teach languages.
Our department started using the moodle a couple years ago. The moodle and other online based technologies can help our students to practice at home; furthermore, they can catch up with the course when they cannot attend the class due to their busy life. However, many teachers and students cannot find a person to ask for help when they have got a problem with the moodle, as our courses are held in the evening and Saturday – and then I help those people voluntarily.
Apart from the moodle, other technologies can be very useful for our language teaching. We can make our own audio files if we can use Audacity; we can scan hand-drawings into handouts to attract students; we can upload handouts if we can make PDF files and so on; but unfortunately not many teachers can use those technologies, yet.
I have been happy to help my colleagues and students with their technological problems. My colleagues hesitate asking me, because they know it is not my duty. However, they will feel much easier about asking me if I am one of the mentors.

By Johanne Champness on Mar 23, 2009

My role in embedding new technologies into teaching comes from the viewpoint that the students who are generation Y are so use to technology that when they arrive on our (TAFE’s doorstep) and see a VHS, an overhead and boring handouts or death by PowerPoint they are disengaged and feel that they are taking a step back to the dark ages. Students use texting, facebook (social platforms), gaming, listen to music all at the same time and we are trying to get them to focus on one item. It’s just not done like that anymore.
Packaging learning in a totally different way involves putting notes, links to animated learning, music and even Podcasting your class onto a platform easily accessible for students to access. However, due to the ageing workforce people/ teachers aren’t keeping abreast of changing technologies, and are scared of what to do if they have to run the class this way.
So how do we get the teachers to meet the students – well give it a go/embrace it!- Lets embed technology in your course or class whilst there is support from a learning mentor. Learning by mistakes is also a factor which will be instilled in the classroom, fortunately, there is the generation Y who will help (as they realise us oldies don’t quite know what we are doing with technology). BUT if we don’t try other organisations will capture this market and TAFE will lose these students. We have the content however the delivery platform needs to change to engage the learner. Students are rating us on the web these days (rate your teacher) how will you fair?
So as a mentor , who also does not know it all, but is willing to give it a go I will like to be considered for this role

By Wendy Simmonds on Mar 23, 2009

The new e-learning technologies are essential for 21st century education delivery. This environment of online learning, social networking, content creation has become the world of the current generation.

Younger students especially want to locate information online and be able to interact without the visible classroom.

My area of teaching and industry experience is library and information services and web 2.0 technologies have been widely and rapidly adopted by libraries world wide.

We have had to introduce this in our course as we prepare our students to be industry ready.

I wish to learn more and become more proficient in these areas and be able to mentor others in this exciting new environment.

By Tony Palamara on Mar 23, 2009

The challenges and benefits of embedding new technologies.
I will start with the benefits of embedding new technologies.
In my teaching area (Business services, Management Studies) I was responsible for implementing new training packages. As part of the strategy, myself and the other head teacher (Jon Lippa) chose to gain competitive advantage in the marketplace by shortening the duration of some courses. In addition to this, we were responding to customer needs, and especially those customers such as single parents who have difficulty attending to many classes.
The new course design was achieved by utilising new technologies (consisting mostly online programs ) and selectively grouping particular units of study.. The management studies section at Petersham TAFE is now at the forefront in providing online delivery and support for its courses. Teachers in our section also use new technologies to support face-to-face classes. This consists of online sites containing resources (example Moodle and Wikis).
In summary, new technologies provide an excellent platform for meeting a student and customer needs and providing additional service value.

The challenges of embedding new technologies are numerous (and could certainly take up more than 300 words). I will summarise the main challenges. Fear of the technology among teachers. Resistance to change. A steep learning curve for some of the technologies such as janison. A lack of understanding and experience in online facilitation. For some students new technologies present some challenges. Some students do not like online learning and they prefer face-to-face classes. Bringing them over from the “ dark side” is one of our challenges.

In summary new technologies are inevitable and provide an excellent opportunity to enhance our teaching and facilitation. I hope to inspire and motivate teachers through this role as I have continued to do over many years.

PS..This is 295 words and I used technology to count them for me.
Tony

By Jo-Ann Bathurst on Mar 24, 2009

As a teacher in Library and Information Studies, TAFE NSW I am working in an area where technological developments within my industry are ever evolving and shaping the direction that libraries and information providers throughout the world are heading in.

Like many I find it difficult to keep up with the fast paced developments in the world of technology, compounded by a need to identify and understand the impact of these emerging technologies as they appear in and affect education within Australia.
What potential for educational application do they have? What challenges do they bring when implemented within the delivery of education and training?

For TAFE NSW to be a viable force within the VET sector we must continue to explore and interact with these emerging technologies, being willing to learn and further develop our skills to met industry workplace demands.

Many teachers within TAFE do not have the skills alone to take these technologies and use them within their teaching and learning. By providing a mentor program that identifies emerging technologies and allows these to be demonstrated so that teachers could see the potential use within their own teaching and learning, providing a program purpose driven to meet the needs of their clients for engaging and innovative learning would be extremely useful.

By Gary Lom on Mar 24, 2009

As a teacher of Library and Information Services I am interested in how the delivery of learning via new technologies can directly involve students in the actual competencies required for future work in the Information Industry. That is: how can creating a space for students to engage with these technologies actually in itself be part of their learning.