Reading – Lessons for the Gullible Learner
Share the strategies you have used to communicate and connect more effectively with your students.
How have you used technology to engage your students? Share any resources you have created and used.
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My classes across generations are all using technology to connect with each other these days. Whether Facebook or WhatsApp. I communicate with them by SMS and email all the time and now with remote delivery, we have a meeting in Teams to replace classroom delivery each week. Although the students are communicating regularly on other platforms, I can see how much they value seeing and hearing each other. At the end of the day, we are a being that craves that human interaction.
I am finding this as well. Students make comments to other students ‘its so hard, I can not see you”
The internet is lagging
I am currently working on using Microsoft teams as a classroom tool. We have a class Facebook page set up for communication avenues and also have email as a communication tool also. I use various computer applications in my delivery such as You tube etc. The cohort seem to engage a lot better when using newer technologies
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As I teach across 3 generations in the one class not one communication style fits all.
Obviously there is an element that is required to focus on digital health however there are many who prefer a pen and paper and a text to google and electronic databases.
I agree with this Anne, I find that there are students that find undertaking written assessments (for example) very difficult in a digital session. Many prefer to have these provided as a static document that they can complete with a pen and paper.
Anne, I completely agree with you, one size can’t fit all and taking into account that most of us would teach more than one generation in the same class we need to be well aware of their preferences.
Good point. Flexibility and knowing our cohort are important things to remember.
Technology is a vital tool in the work that I do. Technology can remove barriers for learning and can open conversations between different generations which may not have naturally occurred. I work across a diverse range of generations and I love how the various generations can learn so much from each other by utilizing their different knowledge and skill sets. The wisdom of the older generations when coupled with the exuberance of youth can create many exciting possibilities.
Web conferencing, communication apps, social media platforms all open opportunities for group communication and discussion related to learning content. The wisdom and knowledge shared in these forums is often amazing and extends the learning experience in greater ways than I could have imagined. The lasting inter generational friendships which are developed are also inspiring.
I agree with you. i teach Information Technology and I see all the time how the influences of the different generations is shared amongst the group. The younger students are amazed to hear how technology came about and are happy when older generation students talk about growing up with the technology. It is an area that connects the generations.
I can not imagine doing my job as a TAFE teacher without technology. I teach Fitting and Machining which is still very much a hands on trade, at least at the apprentice level at which I teach. Having said that I communicate with the students via SMS & email constantly. My theory lessons always involve some sort of internet based resource from simple images & YouTube videos to lengthy and detailed websites with which to draw information from. The old, a picture is worth a thousand words saying rings true and with a few strokes on the keyboard and the click of a mouse, presto you can show whatever you like and with so many options it is crazy.
This can backfire. My 8 year old son came home one day to tell me that the teacher was talking about Australian icons and images and proceeded to google search for the word thong. With the PC screen on the large screen in front of the class she hit the search button and a very different sort of thong than the one she intended to show appeared. Oh dear.
I sometimes ask the class to help me if I am having a tech problem. They love being able to help in that way, they are very good at it and it gives them a sense of achievement and contribution. One time the speakers were not working, several students had a look at the problem. They navigated to parts of the computer I did not know existed, settings and options etc etc. No problems were found, they were at a loss and so was I. Then a little later I noticed that the speakers had their own power supply and the plug was out of the wall, problem fixed. We had a laugh and even more interesting is that we were looking at problem solving in relation to mechanical assemblies. it was a good lesson in not over looking the simple issues that might arise before you jump to other conclusions.
Once again Andrew, I agree hole heartily with your comments using the same type of strategies.
Agreed Andrew on building a rapport with students who are always willing to hep with the technology. It is good to show that you are vulnerable when it comes to these things – and always joke about asking a teenager.
The majority of content for my delivery has a requirement for learners to use technology. The first thing I do is establish communication via email with the learners by asking them to use the portal. I then continue to use this method for communication, revision and to motivate and ensure the learner feels connected. As far as using the technology to engage learners in the content, I have found Youtube useful in demonstrating what ‘not to do’ which inevitably is humorous for the learners and highlights relevant points for class discussion. I also use interactive games as part of the learning. Examples of this include a WHS Hazard Identification, Customer Service in a medical reception and various learn to type tutorials and speed typing games. All of which are relevant and engaging for the learner.
Agree Sonia, I use a similar approach to engage students with our expectation of them to use technology. It does enable us to both motivate and communicate.
OMG what a huge change we have had over the last 100 years. I remember going to the ballet with my Grandmother when I was about 16 years old. We caught the train in to the State Theatre to see Swan Lake. On the way home we got a drink at one of the then new drink dispensing machines where the cup dropped down then the ice and then the syrup and soda together to make a soft drink. My Grandmother commented that she never thought she would see the day that a machine would serve a drink. I often wonder what she would think of the world we live in today,
I agree the technological changes of our world are almost mid blowing in such a short time. I remember watching a television program called Beyond 2000 and thinking how some of the content was both exciting and unimaginable. We have surpassed that content and continue to develop things, as your grandmother stated – never see the day that a machine would……… The list is never ending.
I agree with the change and was on of those to have a commodore 64 when I was growing up
Now the students submit and upload assessment tasks. There is no need to physically go to a library as the library comes to your home in the form of digital
My communication techniques with students have changed over my last 19 years of teaching to meet the needs of the students, changes in what is exceptable and updates in technology. One thing that has worked really well recently with a class that has multiple generations of students is a private group chat. It is an easy way to communicate with the entire group and for students to communicate and also support each other. We also share pics when we have been out on excursions, of what we have done in class that day and practical activities.
I agree 100% with you on this. We’ve been using private groups for a few years now and every generation seems to be comfortable with them. I find that students that are often quiet in class give the best responses in these groups, they seem to lose they inhibitions.
Same with me Karen, I have adapted my teaching techniques over time to move with current trends enabling the cohort to get the “Most” out of their lessons.
with the changing face of education it is critically important to adapt and be flexible
I have been teaching online since 2015 and seen a huge improvement in technology platforms and the ease of connecting with my students. I use the platforms that my students use regularly, e.g. Facebook and Instagram. It is easy to make FB groups and even What’s App groups to share information and update students. Currently I am just about to move to online learning for my ESL students which will be challenging as many of them have low levels of English. However, most of them use technology to communicate with family overseas so it’s a case of leveraging these technologies to connect.
How efficicient and immeadiate communication has become with the rise of social media. Theses platforms allow us as teachers to support the students and to connect students particularly if they are studying from a distance. With the help of my head teacher we are trialling a number of new online delivery platforms to reach different cohorts to find the option that meets each groups needs and access to technology.
I think it is often our hesitation that stops us from using these platforms. The students, regardless of age, are often using them for connecting with family and friends and sometimes we just think that we can only use them for this purpose. They can be used for learning as well if we develop the right techniques – and just give it a go.
The corona virus has forced change upon my training. We are now moving to a connected learning classroom. This is something I have resisted for some time but am now looking forward to the new challenges this represents. I believe connected online learning classrooms is the best way to connect with Gen Z. However there will always be room for the personal touch that comes with teaching. The 21 st century teaching environment. Here I come
Hi Jason, embrace the change and I am sure that you will love it. I enjoy the flexibility of working from home and being able to connect with my students in different ways. It will be interesting to see how my students cope with distance learning but there is only one way to find out! Good luck!
Hi Jason, I have been using online delivery for sometime and once you get started it is fantastic and so efficient. I asked for help when I started deliverying with new technology and learnt some great tips from librarians and teachers that were already using the tech which was invaluable so find out who the go to tech teachers are and get them to run through it with you and good luck!,
I agree, we have been using online for our theory for a few weeks now and it seems to be going quite well. I’m still not sure how we will go with our practical units in an online forum though, wish me luck.
Hi Jason, It is amazing how quickly teachers are adapting to connected classrooms as a result of COVID-19. Many organisations have been trying to influence this change for a long time however in a very short time change is occurring and people are upskilling. I doubt delivery will not go back to what it was – learners, trainers will all change their thinking of what is possible. I love your enthusiasm of here I come. We do need to adapt and change to circumstances as they present
The Caronavirus has made huge changes occur to an almighty shift
I have resisted too, preferring the face to face classroom. However, most of my students are Baby Boomers or Gen X and I fear will be slower to move into the connected learning classroom. I am keen to try but not that optimistic.
Staying connected and interested is an integral part of relationship building. Asking questions and remembering responses so that information can be revisited to build rapport or incorporated into delivery helps with engagement. Over time, I have noticed that students now utilise their mobile phones to assist with their learning – I now encourage students to use this resource where once I would have spent an enormous amount of energy fighting it!
Kerry, it is so true that in the past we considered mobiles students used in the class as
to be intrusion and disrespect, while now we recognise the value of mobiles as a learning tool, e.g. using dictionary, etc.
I agree Kerry, however i’m still fighting incorrect use of phones. Hard to find that happy medium.
I’ve used online classrooms which are much more responsive than Moodles. I find students will engage more hen they are in a familiar format and feel like it is a friendlier environment.
I also love Microsoft Sway as as a simple but effective way to express ideas
Hello Kerry.
I am looking to begin training/teaching sessions using online classrooms.Microsoft sway. Can you tell me more about this?
Hi Kerry
I haven’t heard of Sway, how have you used it in your teaching?
We use kahoots in the classroom, it not only engages them in a friendly competitive environment, but they learn at the same time. It shows them what they do and don’t know about a topic. they enjoy the kahoots time, interestingly, the older students are competitive, the younger ones aren’t but they all enjoy it. My work colleague who shares the class with me told me after her teaching the class that the students were disappointed they didn’t have a kahoots with me that week. it is a weekly component of my classes and some of the students actually study now so they don’t come last. 🙂 That has to be good
Hi Yvette, I also use Kahoot and most of the younger students love it but the older students struggle with the concept. They aren’t as quick and take longer to consider their options by which time, they are locked out.
I have used Photo Story to deliver presentations to learners. It is a free program that allows users to create a visual story from their digital photos. The software allows adding narration, effects, transitions and background music to create a Windows Media Video movie file with pan and zoom effects. For me it has proved effective across many generations.
Kaboodle has fun, informative activities requiring students to use their phones to choose responses to questions. Also armored penguin is great for creating find-a-words relating to a specific topic
Hi Christine I had trouble finding Kaboodle as a learning tool.
Kerboodle – is the digital teaching learning tool – it looks great, thank you.
I haven’t heard of Kerboodle, so I am going to look that up, thanks for sharing Christina
Thanks Christina – had a look at armored penguin – great find- made a crossword suited to the context of my classroom delivery
Sounds great and keep the student get engaged/ interactive. Thanks for sharing that.
Many of our students are Generation Z, and I’m a Baby Boomer. Having my own children (now young adults) has kept me in touch with the communication norms (including technology versions), attitudes and values. However, as years have progressed and as each new teaching year commences the gap widens between between the tools and strategies I feel comfortable with and those I need to learn to communicate with and engage learners in the learning space. Much greater evidence now of ‘need to know now’ and tailored to specific need. Therefore – being accessible using different communication tools seems to be helpful eg Skype, Any Meeting, Go to Meeting, Google Hangout and Adobe connect, txt What’s App, Facebook Groups
Hi Ann, I agree the communication technologies are changing at a rapid rate and it is difficult to sometimes keep up with them all. I suppose that is the fun part of teaching and learning!
I watch my kids do University studies online. I now have a new appreciation of online learning. The flexibility and engaging platform used by the universities are terrific. However I also see the frustration experienced when delays in communication/requests are experienced. This I see as a challenge when students are completing studies at all hours of the day/night
This resonates with me too, as all Educators are adapting quickly to a variety of communication tools, utilising whatever fits best with each cohort of learners. I think it is incredibly exciting as we trial the available tools and engage with our learners.
In the classroom I use online programs and apps that track student progress in English and maths as well as You tube and Click view. As a part time teacher in regional NSW there are few opportunities offered for professional development in digital teaching platforms. Generation Y students talk about social apps they use and I am amazed by the myriad of ways they think about making money using Instagram and Youtube.There is no interactive whiteboard on campus. We have a new connected learning centre nearby that offers state of the art technology to communicate with students, but the scope of courses appears limited. We have a chat app called ‘LINE’ that we use to communicate within the ESL community and a use FB messenger to send messages to vocational students.This eliminates the need to give out phone numbers, and students know they can always reach you for whatever reason. Ex-Students have used it to ask me to write references for them or enquired about pathways to further study. The campus has a FB page to share events, photos etc.
Janice I’m in regional NSW as well. Like you, I find a large lag between what technology could be used and what is ‘approved’ or made available. There are some things way out of our hands. However, I appreciated the ideas you have presented. I haven’ heard of LINE – and although there are negative comments made about FB – Messenger is very handy for the person to person communication in the teacher/learner space
I haven’t heard of LINE either. I’ll try it with the students
Getting to know the students is essential in building a connection with them. Showing that your human, with faults is a great way to do this, and by sharing personal anecdotes that relate to the subject content can be a powerful tool.
I like the suggestion to share personal anecdotes Millicent. Using technology tools to do this can be a challenge if some of the sentiment is lost without actually seeing you. There are some tools though that facilitate that face to face capacity eg FB Messenger What’s App, Google Hangout Skype etc. With more sessions in our teaching sector heading online – nailing the communication to link with the generation requires some planning!
I teach a lot of software products and try to get students to add a personal spin to the practical activities. For example when teaching the basics in Google Forms I get learners to create and send out a survey to other students to learn more about the other them as individuals. It may be something as simple as asking what their favourite food is or what pets they have. Although the subject matter of developing the software is quite technical and dry, by allowing them to connect it to personal experiences I find they remember the processes more easily.
Thanks Elizabeth. This sounds like something I would enjoy doing. I’ll have to investigate the full suite of Google products.
I taught basic computers to deaf students through a TAFE overreach programme. It made me rethink everything I had thought important in classroom communication. It helped me to realise that the students drive the most appropriate way to present information and share thoughts.
I agree The method should be determined by the cohort of students that you have. Each group is distinct with quite different dynamics and we should be responsive to that.
Robyn I agree that student driven is a great way to think about the best delivery approach – utilising technology in a meaningful way supports learning and enhances the experience students have.
I have been teaching Mathematics and Technology with TAFE for over 25 years. However, I start every session with a new group of students the same way. I tell them a little about myself. Then I ask them to tell everyone about any interests they have and their experience in the subject we are studying. I make sure I learn every students’ name before the end of the first lesson. The biggest change I have made over the years is to explain why I am asking the class to participate in a particular activity and what I want them to gain from it.
I show YouTube videos on concepts that we are studying. I use Facebook to communicate with students outside class times. I post revision exercises and links to useful resources. However, I do not allow mobile phones to be used during lessons. I have found them to be too big a distraction. Students get distracted by text messages. They stop engaging with the lesson.
That is a great strategy for the students at the beginning of a new class. I do this too and always start with myself.
Students need to know the ‘why’ – and by clearly explaining the relevance of the topic allows them a greater understanding of the context of the subject.
Working in the Far West of NSW most of my teaching uses technology to deliver, Video Conferencing, Moodles, Skype, Adobe Connect, Google hangouts, Facebook, email – anything that will engage the learner.
I find that students today need active learning that they can relate to. Using technology is a tool they can engage with.
I have worked in regional and remote Australia and I can only imagine the difference this must make to the lives of teachers and students. I remember a young 10 year old boy in a remote Aboriginal community who was profoundly deaf. The school offered video linked signing lessons and i was given an I-phone with a visual dictionary and signing videos to use with him. It was amazing to see his world open up.
When supporting a hearing impaired student skyping was a great way to demonstrate auslan and also to observe students signing and help them to improve
I am an off site online assessor who marks assessments from a broad range of students. It is evident the different technology levels in just the style and format of how they present their assessments – how they attach documents or if they can attach documents and use different tools. As I never ‘meet’ the students the ‘relationship’ is all 2 D with comments etc. You can still get a sense of who they are and their generation. Their is a large cross section of generations between the students and markers. Those influences can be strong.
This is always a challenge and sometimes it is more critical to ensure communication channels remain open.
We are beginning to use a moodle platform. I also use video conferencing and online meetings, this is not only for cross generation but to pull down location boundaries
This has been a huge change for me personally as I have always preferred face to face delivery but the world and education is changing. I am trying and enjoying new and different modes of delivery. I think for some there is still a gap as not everyone has the same access or skills to technology. Navigating this as an assessor can be challenging.
I have been familiar with various online delivery platforms for more than 10 years, it’s great to be sitting in Maccas in Dublin and delivering an Adobe Connect session into Australia, where my students were not only in Australian but also Asia and the Middle East…. love technology!
Great point and very relevant for us regional dwellers
Technology is incorporated where possible in my teaching sessions. As I deliver career preparation it is essential students have an understanding of the technologies they will encounter in the workplace. However, many gen Z students are capable gamers which leaves them somewhat weary in class, but know little about the IT knowledge needed to navigate programs such as Word.
In every session I do include a research component requiring a google search, and a youtube clip to keep the students motivated.
I come across this a lot too. Getting students to understand what is appropriate and important to consider in the IT world and within the workplace is tricky. They often have the technical skills but lack judgement. As they are bored during the technical talk they also tune out for the more in depth discussions about the critical decision making points.
When i taught overseas a few years ago the students were really tech savvy more so than in Australia. Now we seem to have caught up and can use technology and social media etc to form a core part of our learning in the classroom. Students might not respond to an email but send a text and you get an instant reply!
Social media is an avenue I would like to explore more for my teaching
Facebook groups are a great platform to share information
I worked with a group of students today who were all around 15 years of age. They all had smart phones, but didn’t have an email address or know the structure of an email.
Agree. The mobile phone as all the power for our learners to engage and communicate with not only their network of friends but globally with what is happening in the world.
I teach ESOL to a range of students, especially gen X and gen Y; but I have had a few baby boomers and gen Z students as well and I’ve observed many of the characteristics that were discussed in the training videos to be spot on.
Teaching a diverse range of students in the same course could be quite challenging and it is difficult to please all the students all the time. I seemed to manage gen X and Y well in the same class, although some gen X students preferred whole-class activities using the digital whiteboard and also enjoyed reading and discussing things among themselves in small groups, while most of the gen Y students preferred to work on their own and enjoyed digital reading resources rather than hard copy ones. These students seemed to enjoy listening to podcasts/ recordings and watching videos rather than teacher talk/ explanation. They also liked to be involved in creating things and were quite responsive to project based learning.
While the baby boomers and gen X students appreciated spending a lot of time doing one or two things, I often struggled to keep the gen Y and gen Z students focused on one activity. They seemed to be able to do many things in short periods of time and this kept them occupied. They easily got bored and had to be constantly motivated to work. To cater to this scholastic diversity, I usually divide my day’s teaching into 4 parts of an hour and 15 mins each. I plan a range of activities for the second part of my teaching and allow students a free hand to do whichever activity they chose. While in the first section it is basically whole-class teaching and learning. I found that starters and fillers break the monotony and revive the interest. I also allow the use of technology and spice my lessons with short audio recordings and videos. Usually, part 4 of the day (after lunch) is group based activities that are often competitive in nature.
A teacher needs to understand the dynamics of the class, take into consideration the learning styles of the class pluralistically and tailor lessons to cater to the diversity of the class
Even though I deliver a career preparation course, I often have a variety of generations within the class. The videos explaining the varying characteristics were so enlightening and provided many moments of clarity. It is very challenging to provide a delivery that suits and engages the differing generations as Bernard has said.
This is a fascinating element – we have the generations but within those generations we have the global context. I had a class once where there was a large group of late teens [this in in the early 2000’s] There was a group that came from a affluent part of town – drove their own luxury vehicles to college. One of their peers in class had recently come from the Eastern Block in Europe and told her story of that her family had just made it on a list to get a car before they immigrated. Within that same ‘generation’ there were big gaps.
I work in an online environment where we have students from each of the generations. It is interesting to notice the different levels of ability students have to navigate and work with devices. There seems to be the greatest differences in generation x, some quite confident and some with little knowledge of how to use the device. Sometimes it is hard to describe what needs to be done over the phone so suggesting they find someone to assist them. Sometimes I will do screen shots to email me o students so they can see what the screens might look like as this can help a lot to know what to do
The online environment I can only imagine creates all sorts of layers to your teaching. I love to hear even within generations you see differences
I find it incredibly difficult to cover learning material when the cohort is multigenerational and has very different technical abilities. This really needs to be established early to ensure that gaps can be addressed early on in the course.
I have found that it is important to treat each student on their merits. Many X & Y students are quite respectful and courteous, conservative in their approach to VET learning. Their has never been a problem with phones going off in class. Likewise some quite mature age students have excellent IT skills and keen on challenging themselves with new ideas. The compartments that the media and sociologists like to create should be viewed carefully and not adhered to blindly.
I taught in a high school a few years ago. Stopping students from being distracted by mobile phones was a huge problem. One of my colleagues asked a student to hand their phone into the Deputy Principal. Half an hour later, a parent came into the school, demanded the phone and gave it back to the student.
Recently there was an incident just near the TAFE where the police were removing residents for safety, setting up perimeters and the students knew more about what was going on and what the issue was way before security had been around to ask us to leave. All because their social media was going off.
That’s the way it is now Lisa – we cant be ahead of the students these days and they are always checking to see if we are correct!
Communication and staying connected is essential to these younger generations. The sooner they are aware of information they Instantly share. One of my units is about critical reading. This unit discusses the need to verify information before passing it on and recognising ‘fake’ news. Interesting to note that when I taught in corrective services, inmates knew what was going on before the staff. Supposedly, their technology access was restricted but they still managed to stay connected.
I use digital technologies to engage students and they respond to it. As mentioned they have grown up in this digital environment and it is a normal from them. I use online tools such as Edmodo to communicate and disseminate information. The equipment used in audio and lighting production has moved to software platforms and I am on a steep learning curve. The students are responding positively to software based learning rather than using hardware
Our area has been slow to take up digital environment but I am finding that many of the organisation our students may need to work with or get support from have incredible apps such as Black dog Institute and Beyond Blue. So a steep learning curve for me as well.
I agree with the use of technology, Mervyn. In this day and age students tend to turn to technology more often that one could imagine. I allow my ESL students use their mobile phones freely in class and in fact introduce them to bilingual and English-English dictionaries.
Like you, I also believe that online tools are an asset to teaching and learning; and have used online platforms such as Edmodo and Google classroom previously; and now due to company policy have started using the MIcrosoft suite, especially OneNote and Sway. Software such as Wordwall, Padlet, Pearltrees, Popplet, Visme and Quizlet are some of the resources my students have been interested in and now I’ve realised that social media is more in vogue among them. It may take me some time to get used to using snapchat, whatsapp, tic toc and the like, as I’m still quite skeptical about the safety and security of students’ privacy when using these channels.
I also have the benefit of being able to teach students in a practical environment as well as a class room, I find that live sessions and demonstrations are a really good way to engage Gen Y&Z while keeping the information I’m giving them and wanting them, to absorb.
Standing up the front of a classroom and talking in front of a whiteboard they lose focus and go to sleep.
I remember Michael talking about how their generation looks at things and nothing is definite, its always just an opinion, I completely agree. Because of this I find myself adding “there is always an exception to the rule’, which I find they can get their head around a-lot easier, and accept what I am saying.
I agree that practical demonstrations are vital for this generation. As mentioned in the course they want proof of the relevance of the content and they need to see it working
A real benefit to using technology is not only in the educational outcomes but in the development of the class dynamics, the structure and organisation of the classroom and in saving wads and wads of paper and physical resources being used that aren’t environmentally sustainable.
I like using onenote to keep my students accountable for their own work and progress in class and to create a clear structure and flow to the class and unit.
I like to use google docs for real time class collaboration on a document, I will also get involved and write comments and question statements or ask for further information continuing the flow of work. It seems to bring a higher energy with everyone working on the same document and with time limits applied it follows gamification principles.
I have only dabbled in google docs a few times but can see it is great for collaboration real time and especially if learners are not in the same location.
Agreed. I teach Management and Leadership. The students are keen to use technology knowing that their employer expects these skills. Sharing ideas using social media as a closed loop within student cohorts keeps everyone connected and working towards their goal.
Hi Monique, I have started using MS OneNote and Sway with my classes and have realized how easy and interesting it is. Although the initial setting up takes time, it has literally reduced my prep time by half. I used the Google suite and Edmodo, previously, but have had to change because of business policy. I enjoyed using Google and its plethora of software, but agree with my organisation’s tech gurus about the privacy issues that prevail using Google when compared to using the Microsoft suite.
There is so much technology available for use in class and sometimes it getting the student to use what they have. This might be ipads for reading, laptops for research or use of smart boards for discussion or even technology for virtual class rooms.
I agree Sue-Ann it can sometimes be too much. I have predominately gen X / Y and some boomers so we don’t like to change tech too often. Getting some of them on-board with limited tech can be a challenge.
All great points. We adapt in the business environment in VEt by enabling students to use what ever technology they want, our only negotiated agreement is the student comes up with their way of getting to the finish line.
e.g . If we cant open some obscure app or software tool its the student role to problem solve. We have had a few years of very encouraging progress.
The student knows they need to work with an employers systems, so they treat their class like a workplace and work with us as well. Its a Win – Win.
Sometime ago I had a group of learners with iPads, so I decided to use Adobe Spark (was free at a time). Simple app allowing quick creation of movies – just take a photo, find a relevant/ funny image online, film a short clip, change titles, add text/ colours/ themes, voice-over, choose music, easy to re-arrange – all in minutes and no training. I arranged everyone in groups around the person with the iPad and the technological expertise – they really enjoyed researching allocated topics, then designing short clips, presenting them in class and posting to social media
I agree marina that the current generation are fluent with technology and even though they may not know that specific software they have a great conceptual understanding to work it out
This is a great idea and especially for TVET. I know a colleague has used podcasts with younger students and they love them
As teachers, we need to understand how to use technology to engage your students, especially those of generation X, Y and Z. I often found that students of generation have different needs, and the use of technology needs to be matched with those needs. Sometime, I would refer to different web sites such as You Tube, or Slideshare to illustrate learning points. What are some of those technologies that work with your students?
Within our school we use an online learn ing platform which the students can access in and out of the classroom, the information within this resources is connected with quizzes and assessments – I find this gives another dimension to their learning
As a component of assessments in the vocational learning environment it is common now to conduct role plays with learners. This requires an actual one on one discussion with the learner relating to a particular topic. These individual discussions have definitely helped to create a connection between the facilitator and the learner.
One of the challenges we face as teachers today is not long after you have mentioned something in class, some students have already googled the topic as if to check you aren’t full of s**t. I’m fine with this as I never imply to my students that what I say is gospel, I actually think it can be very beneficial as it engages class room discussion which I encourage. Just need to remind students that Wikipedia isn’t the most reliable source of information.
Use of the smart board and then as a communication skill close the eyes, listen to what is being asked so not to be distracted. What do they remember
Listening is an awesome communication skill that I use with my students.
Active listening is so positive.
And sometimes not as easy to do as you might think..
It takes a relaxed teaching environment to allow for questions and feedback – really important.
The strategies will help me to deal with generation X and Y. Thank you for helping me understand the influences and characteristics of the different generations.
Oops — just realised I hadn’t addressed the first part of the question…. I communicate with students in a range of ways to try and ensure a connection with them on an individual basis. I will chat, phone, email, we use ‘get to know you’ games, sticky notes for feedback (left for me at the end of class) and both formal and informal discussions.
Asking for regular feedback is great – I do this too, another way is at the end of the day each class member can discuss their key take away or learning for the day, which gives indirect feedback to see what students did and didn’t resonate with and cements their purpose for coming to class and their learning and others learning too 🙂
I deliver and assess on a Flexible delivery progam – so try to use tech to engage and ‘provoke’ my students into research and learning. I have used Padlets,Kahoots, the internet, you tube, podcasts and music to prompt discussion.
I had never heard of Padlets and Kahoots – than you so much
Hi Sharon
Like Ann had not heard of Padlets or Kahoots. Always something new to investigate
I agree and also encourage my students to us various forms of technology available ie internet, YouTube, etc. I also utilise technology during my lessons as it’s a great way to encourage research and discussion.
Sounds great to me. The use of different tools would surely help in learning.
Sharon, I’d like to visit your classroom. Sounds like you have it all covered! Flexible programs don’t usually allow for a lot of class time and opportunity to get to know your learners, so communication (and various forms) are so important to engage and make them feel connected.
The challenge for this baby boomers is knowing what is out there and continually learning new skills and stuff.
As students of today are already interested and engaged in using technology, as teachers, we have a tool that creates amazing opportunities for the classroom. Here is a link which talks about the top 6 benefits of using technology in the classroom.
https://www.webanywhere.co.uk/blog/2016/02/top-6-benefits-technology-classroom/
Thanks for sharing this link. I agree, technology of today provides us teachers with so many various forms of educating and engaging our students.
Appreciate the sharing.
Thanks for sharing. Technology provides a platform for sharing with students, and could help them in engaging with learning with others.
Thanks for sharing that link, I’ll check it out.
Thanks for the link David,
it is great to have a community of teachers and facilitators who like to share and learn from each other, although all the different guides, talks, PD sessions, and other resources and tools available can be overwhelming at times for us as facilitators.
It would seem the concept of information management for us is equally important.
I think that the last two paragraphs of this article sum it up so well. Social media in particular has changed the communication landscape. It’s difficult to separate reliable information from spin and propaganda. Teaching the skills of evaluation, discernment and critical thinking could perhaps be widened to include not just our younger learners.
Criitcal thought and considering truth is so important in this day and age of ‘fake news’… teaching about reliable sources is also important.
I teach adults and critical thinking is crucial for general life skills as well as classroom participation
Yes, communication via social media and technology is the key to effective teaching and learning. How would you enhance learning with such tools? What are your stories?
Yes social media is a great technology for students to use and keep in touch for discussions.
So true, I teach Baking and Patisserie trades at TAFE, there were techniques that I learnt that from my teachers that could only be seen or known from expert teachers or heavy expensive professional culinary trade tombs imported from Europe at extremely high prices so the general public would only know of them by seeing the end result and being amazed, now my student can take out the phone and in seconds see endless examples of these techniques being carried out by seasoned professionals and ‘home enthusiasts’ alike, My job as a facilitator in that context is not only delivering my own (compliant) version/method but explaining and helping the students make the leap of contextual understanding, for example a home cook/YouTube “foodie’ is unlikely/less likely to emphasis food safety or consistency or cost effectiveness when producing in commercial context even if their version look ust as good, and this example covers all aspects of learning as pointed out in the reading and by Sharon that critical thought is vital.
I really enjoyed reading “Lessons for the gullible learner” as there are many comments Michael shares here that resonated with me. In my experience teaching Business studies at TAFE, I was often surprised at how many students believed whatever they read/watched on the Internet was true. The strategy that is suggested in this article is very helpful eg Teaching students to use the method of CSI – (Context, Source and Intent) when researching on the Internet. I will be using this in my future teaching practice.
As Michael says, Teaching young people the skills of evaluation, discernment and critical thinking is of critical importance if we are going to set them up to succeed in life.
Couldn’t agree more with your observation.
It takes some coaxing to make the students aware that not not all you hear or read is correct
I still remember the look on my students’ faces when I took them to the library. The librarian ran a lesson on ‘you can’t believe all you read online’ – she had an article about Yeti sightings (seriously written, with details of witnesses, geo locations etc). It looked real and could really fool…
Kerry I found the article about the gullible learner interesting as well. It is something I will definitely look at.
I think all teachers will have their own preferred style with teaching but I gained a valuable new insight after listening to Michael
I agree and sometimes it is hard to charge your preferred style. I will definitely try to incorporate the suggestions on the presentations in my future deliveries.
Yes i agree – the days of chalk and talk are over – so different now to how I was taught. Technology is an incredible tool.
I try and chat to each of my students and create a rapport with them and show a genuine interest in what they’re doing.
Hi Peter, I think this is so important – it allows students to have casual conversations and build up trust so when they need to communicate with us the path is clearer!
I think conversations and communication is really important, a chance to share and develop a relationship.
I know that every Teacher has his or her own ideas for Lesson Plans. However, I have found this resource valuable and I have incorporated some of the suggestions into my own lesson plan preparation.
I will incorporate most of the suggestions when preparing my lesson plans.
Thanks for sharing Jessica this is great 🙂 There’s way too many ideas out there – so it’s great to come across something comprehensive that will do the trick and set a general structure and expectation for students.
I agree. Ideas like this can really support planning lessons that are practical and effective.