I am trying to do a course about teaching with technology. We're supposed to be talking about implementing technology. My attempts to discuss how we can implement these technologies when we don't have adequate internet infrastructure, access to technology, e-learning is literally taxed to line some politicians pockets, etc. etc. have been politely shut down. Again. … Continue reading Is e-learning in South Africa even possible?
Nitko and Brookhart (2011) examine how assessment can aid teachers and students to make decisions about the learning process. Assessment procedures can be used to give feedback to students and teachers, to motivate students to study, and to give guidance about what students should focus on learning. It is necessary to bear in mind the … Continue reading Assessment, evaluation, and the learning process
I watched this: blob:https://embed.ted.com/6da050f4-f9dd-4cc4-a1a1-c20104ee873b and I read this: The Preschool Inside a Nursing Home and I thought: We need to do this in South Africa right now! Imagine the potential of combining kindergarten and old age homes in SA? Saves on staffing if you have caregivers who can look after kids and grandparents. The grandparents have … Continue reading Techno-nursingeries.
The Maori word for learning, ako, does not “differentiate between those who dispense knowledge and those who acquire it. Knowledge is always a collective entity”. Why do we not have a word just like this? Education is a reciprocal process in which the teacher and student embark on a quest together to find out something … Continue reading Ako
I recently wrote the final exam for my Postgraduate Diploma in Tertiary Education, a journey that took two years across three countries (Oman, Cambodia, and South Africa). It is with heavy sigh of relief that I would like to thank the pets that have supported me throughout my studies. I'm going to start with Deya, … Continue reading Study Buddies
It really concerns (terrifies) me that particularly in a module about Instructional Techniques and Media, my fellow students (teachers themselves) are not only technologically illiterate, but resistant to technology. There have been endless complaints about the use of technology in the modules we are completing as part of the Postgraduate Diploma in Tertiary Education (PDTE) … Continue reading Technologically Illiterate is Functionally Illiterate
Bloom’s Taxonomy provides a useful framework for organising learning objectives into multiple levels of difficulty and complexity. It can be used as a tool which enables educators to consider a wide range of learning objectives, and ensure that a variety of higher and lower order thinking skills are addressed. This increases the validity of assessment … Continue reading Bloom’s Taxonomy
Once upon a time there was a teacher who had worked at a school with young children for many years. One day, after break duty, she needed to gather all the Grade Rs together to take them to their sports lesson. So she went from child to child, asking “Are you in Grade R?”, “How … Continue reading Cultivating Solitude
In my mind’s eye, my baby sister is six years old: rosy cheeks, curly brown hair, gentle brown eyes, and a naughty smile. Why is that always the case? In reality, she is a 25-year-old doctor completing her internship and has delivered more babies than I have ever held. And yet, to me, she is … Continue reading Backseat Driving
Characteristics of Developed Learners I have a problem with Knowles’s characteristics of adult learners. I suggest that this framework should more accurately be called the characteristics of developed learners. Knowles makes five assumptions about the differences between adult and child learners. These assumptions are related to self-concept, experience, readiness to learn, motivations to learn, and the … Continue reading Characteristics of Adult Learners