Talkin' 'bout my cerebration.

Despite this being the first post on an edublogs account, this is the continuation of a blog originally hosted by blogger at htt://shane-tech-teach.blogspot.com.  I have moved the blog to edublogs.org as I can access this through my organisational web filters, whereas blogger is blocked.  In due course I will import the existing blogposts into this site.

Recently I was invited to share my journey to a range of practising and pre-service teachers.  As the sole Advanced ICT Pedagogical License holder within my region, I was required to outline the difference of practice between Certificate, License and Advanced License.  This is easier said than done, as Certificate and License holders presented before me and I did not want to portray that anything they were doing was less than worthwhile.

In the end I was humbled to in the company I was in.  The six (6) teachers who presented before me were passionate about learning and certainly passionate about exploring ICTs.  It was refreshing to witness teachers both enjoying their job and striving to improve.  However, I believe that ultimately the difference between a license holder and an advanced license is that the license holder is keenly exploring ICTs to build learning experiences around, whereas the advanced license holder provides students a range of ICTs they can engage with to enhance learning.

To demonstrate what is considered “Advanced” practice, I attempted to paint the picture that the use of technology was no longer the dominant factor.  It was not about learning new tools and generating the “wow” factor, rather an explicit understanding of how the practices one implements tie in to their personal beliefs on learning.  It was important to highlight the key terms from the descriptors within the criteria for achieving the ICT Pedagogical License Advanced.  These descriptors reflect the descriptors of the ICT Competency Standards for Teachers outlined by UNESCO.  They are;

1. Knowledge creation

   Curriculum moves beyond a focus on knowledge of school subjects to explicitly create new knowledge and engage in life-long learning.  This includes the ability to collaborate, communicate, create, innovate, and think critically.
2. Transform learning

   There is a shift of power in the learning relationship.  This is more than moving from a teacher-centred approach to a student-centred approach.  It involves negotiation with the learners and amongst the learners.
   
3. Actively construct meaning
   ICT use contributes to learning, and is purposeful.  Learners actively build an understanding of the processes they are experiencing.
   
4. Integrating learning areas

   I have re-defined this as a transfer of learning.  Ways of thinking and working in my class should be transferable to other areas of learning.
   
5. Integral ICTs

   The UNESCO standards state this as pervasive.  ICTs just occur.  This leads into concepts such as ubiquitous access.
   
6. Student negotiation

   Negotiation contributes to transformative learning.  This could be negotiation of any significant component of the learning environment.
   
7. Communication and collaboration

   These are the well publicised 21C skills. Modern learning is all about the learning organisations referred to in the UNESCO standards.
   
8. Continue personal learning

   Role model that learning never stops.  Demonstrate perpetual access to learning through online networks and tools.
   
9. Contribute to leadership

   Go beyond making your classroom an effective learning space.  How do you assist others in enhancing their learning spaces.

So how does an advanced license holder achieve these?  The posts following will attempt to outline my journey with each of these.