The Connected Classroom
The Learner is at the Heart
I taught at an IB international school outside of Zurich, Switzerland. The school consists of about 800 student from JK to Grade 12. To help facilitate me in organising my thoughts, I used Jennifer Lock's 'four element framework'. Although I felt the framework was quite general, it streamlined the main ideas of what Manso and Garzon's as well as the GEN guidelines had to offer. (Lock, 142) The four elements being:
- Nature of Inquiry
- Intentional Integration of ICT
- Design and Facilitation for Collaboration and
- Intentional Interactions
With this frame work I have devised a mind map to communicate my thinking - as displayed above. I begin with the learner at the heart. We have an open admission policy and various support structures are in place. We have an extensive advisory/student pastoral program where the social/emotional aspect of the child is supported and co-curricular activities.
As Lock states, 'With the paradigm shift in educational thinking it is information learning away from seeing information in pieces.' You should see 'knowledge as a field'. (Lock, 137) I feel that in order to nurture inquiry, there needs to be a strong foundation in intentional integration of ICT, design and facilitation for collaboration and intentionality of interaction.
We had platforms like Managebac, Moodle and Google applications to help support collaboration, but also support curricular design and communication. We have collaboration norms which we try to apply. We encourage ongoing PD, where we attended a Knowledge Works (2015) conference. The main topic was the future of learning. This allowed us to expand our scope beyond the school walls and see how to foster partnerships/connections globally. All links are embedded in the mind map...they look like 'dots'.
For our Students we want to have intentional interactions. At my school this is achieved through social media, various Google applications, Skype, and intra/internet facilities. We don't discourage students to use them amongst each other. However we have a digital citizenship program called Digital X which supports them through integration of ICT which is at the base.
We have a one to one laptop program. If it has a meaningful purpose then it is integrated, which is the 'mantra' at my school. We have ICT Support/PD for staff, students and occasionally to parents. This is supported by an IT Department and the Library/Resource Centre.
With all the parts together the IB program helps facilitate inquiry learning. We have a well integrated service learning program, which is ongoing to the end of high school. Students can pursue personal passions informally/formally through the Personal Project in Grade 10, the Extended Essay in Grades 11/12, or through co-curricular activities such as Round Square and Duke of Edinburgh. These co-curricular activities, as mentioned by Furco, promote service learning as a leadership initiative. (Furco, 230) In addition, we also have field trip week twice a year for experiential learning.
As you step away, you see the whole person in my mind map. When you 'connect the dots' you have a more 'holistic and contextualised approach to education' for the whole person (From Ecosystems to "Edusystems", 5) As a result education is more than just a one track systemic approach but more environmental and meaningful. (From Ecosystems to "Edusystems", 6) One area the school could work on is connecting with the local Swiss community. Although I see language being a barrier, a lot more can be done in this area and I feel a greater sense of 'citizenship' could be developed.
Sources:
Furco, Andrew. "He Nature of Learning: Using Research to Inspire Practice." Queen’s University Library. Paris, France: OECD, 2010. 227-49. Rpt. of "The Community as a Resource for Learning: An Analysis of Academic Service-learning in Primary and Secondary Education." Web.
Kozak, S., and Susam Elliott. "Connecting the Dots: Key Strategies That Transform Learning for Environmental Education, Citizenship and Sustainability." Queen’s University Library. Oshawa, ON: Learning for a Sustainable Future, 2014. 4-9. Rpt. of "Introduction: From Ecosystem to "edusystem"." . Web.
Lock, J. V. "Technology, Pedagogy and Education." Queen’s University Library. Vol. 24. 2015. 137-53. Ser. 2. Rpt. of "Designing Learning to Engage Students in the Global Classroom." Web.
As Lock states, 'With the paradigm shift in educational thinking it is information learning away from seeing information in pieces.' You should see 'knowledge as a field'. (Lock, 137) I feel that in order to nurture inquiry, there needs to be a strong foundation in intentional integration of ICT, design and facilitation for collaboration and intentionality of interaction.
We had platforms like Managebac, Moodle and Google applications to help support collaboration, but also support curricular design and communication. We have collaboration norms which we try to apply. We encourage ongoing PD, where we attended a Knowledge Works (2015) conference. The main topic was the future of learning. This allowed us to expand our scope beyond the school walls and see how to foster partnerships/connections globally. All links are embedded in the mind map...they look like 'dots'.
For our Students we want to have intentional interactions. At my school this is achieved through social media, various Google applications, Skype, and intra/internet facilities. We don't discourage students to use them amongst each other. However we have a digital citizenship program called Digital X which supports them through integration of ICT which is at the base.
We have a one to one laptop program. If it has a meaningful purpose then it is integrated, which is the 'mantra' at my school. We have ICT Support/PD for staff, students and occasionally to parents. This is supported by an IT Department and the Library/Resource Centre.
With all the parts together the IB program helps facilitate inquiry learning. We have a well integrated service learning program, which is ongoing to the end of high school. Students can pursue personal passions informally/formally through the Personal Project in Grade 10, the Extended Essay in Grades 11/12, or through co-curricular activities such as Round Square and Duke of Edinburgh. These co-curricular activities, as mentioned by Furco, promote service learning as a leadership initiative. (Furco, 230) In addition, we also have field trip week twice a year for experiential learning.
As you step away, you see the whole person in my mind map. When you 'connect the dots' you have a more 'holistic and contextualised approach to education' for the whole person (From Ecosystems to "Edusystems", 5) As a result education is more than just a one track systemic approach but more environmental and meaningful. (From Ecosystems to "Edusystems", 6) One area the school could work on is connecting with the local Swiss community. Although I see language being a barrier, a lot more can be done in this area and I feel a greater sense of 'citizenship' could be developed.
Sources:
Furco, Andrew. "He Nature of Learning: Using Research to Inspire Practice." Queen’s University Library. Paris, France: OECD, 2010. 227-49. Rpt. of "The Community as a Resource for Learning: An Analysis of Academic Service-learning in Primary and Secondary Education." Web.
Kozak, S., and Susam Elliott. "Connecting the Dots: Key Strategies That Transform Learning for Environmental Education, Citizenship and Sustainability." Queen’s University Library. Oshawa, ON: Learning for a Sustainable Future, 2014. 4-9. Rpt. of "Introduction: From Ecosystem to "edusystem"." . Web.
Lock, J. V. "Technology, Pedagogy and Education." Queen’s University Library. Vol. 24. 2015. 137-53. Ser. 2. Rpt. of "Designing Learning to Engage Students in the Global Classroom." Web.