Learning without Frontiers…the conference

Every year the team from Learning without Frontiers, headed by Graham Brown-Martin, host this huge conference in London. This year unfortunately I couldn’t make it but anybody who is anybody in the Education sector in the UK makes sure to attend this conference. This year the speaker lineup for the conference is impressive. The title for this year’s conference is the Future of Learning. They’re even broadcasting live so you might even get to see a talk or two if you find some time.

What is interesting about this team at the Learning without Frontiers is that the Founder himself was a high school dropout, but in the end he successfully holds conferences with the target of making a change – a tangible one –  in the Education sector. One line from him says: No matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education. A good point to ponder. Follow the conference through the website, and also through Twitter… the tweets there are most encouraging and great to follow.

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65 thoughts on “Learning without Frontiers…the conference

  1. “No matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education” – it’s a great point to think about and i totally agree with this statement. The first thing that should change is surely our mentality towards teaching. Technology is definitely an important tool for educators in order to be able to deliver a lesson in a way that students find it interesting, and therefore significant for their learning. But in order to deliver such lessons, one must be able to use technology in a proper way. Mentioning a practical situation that is happening now a days in our schools; the use of interactive whiteboard. Is it being used in a proper way? Are students really interacting in the classroom? No longer can a teacher afford to do an entire lesson using the ‘traditional approaches’, that is 40 minutes of lecturing! Therefore I really believe that the first thing to change must be our mentality, in order to be able to use technology in it’s proper and full potential.

  2. Jekk nieħdu din l-istqarrija, kemm jien, kemm dawk li għandhom f’moħħhom li jsiru għalliema u kemm l-għalliema nfushom għandhom x’jomgħodu. Jien naqbel ma’ din l-istqarrija għax huwa l-għalliem u s-sistema li jħollu u jorbtu f’dan il-każ.

    Nissuġerilkom taraw dan il-video qasir (żewġ minuti kollox) http://www.youtube.com/watch?NR=1&feature=endscreen&v=KG0O5uqkbvE. Fl-opinjoni tiegħi qiegħed jolqot il-musmar fuq rasu għax qed naraw żewġ għalliema, u waħda minnhom qed tiftaħar li fl-iskola tagħhom hemm madwar 95 kompjuter. Madanakollu meta l-għalliema l-oħra saqsietha x’kienet ir-raġuni wara dan kollu, hi weġbitha li ma kinitx taf għalfejn l-iskola kellha daqstant kompjuter u qatt ma ħasbet dwarha. Qaltilha wkoll li l-iskola minn dejjem kienet hekk.

    L-istess ħaġa nikkumparaha meta kont waqt il-perjodu tat-taħriġ. Ilkoll nafu kemm kien hawn ħeġġa għall-użu tal-bord interattiv. Madanakollu meta mort fl-iskejjel, għaliex dawn il-bords interattivi kienu installati iżda ssiġġilati fil-plastik?

    Ghaldaqstant nikkonkludi li huwa inutli li l-iskola jkollha mezzi teknoloġiċi jekk l-għalliema ma jieħdux interess u ma jagħrfux jużawhom b’mod pożitiv. It-teknoloġija tgħinhom u hija neċessarja llum il-ġurnata iżda hemm affarijiet oħra importanti u dawn iridu jingħataw importanza akbar. L-għalliema jridu jkunu huma li jġibu l-bidla fl-edukazzjoni u ġaladarba għandhom il-‘kif’ u l-‘biex’ huma jistgħu jagħmlu differenza.

  3. Naqbel ma’ li qal Keith, li t-teknoloġija hija inutli jekk l-għalliem ma jiħux l-inizjattiva li jitgħallem il-kif u l-mod kif għandu jużaha f’dan il-qasam edukattiv.

    Għaldaqstant, jiena naħseb li l-mistoqsija kruċjali, indipendentament jekk hemmx teknoloġija fil-klassi jew le hija- l-irwol tal-għalliem x’inhu? li jgħallem jew li jeduka? Dan il-video iressaqkom lejn it-tweġiba- http://www.youtube.com/watch?v=jC3D7O-ByLE&feature=related

    • ” Learning Without Frontiers is the ‘Davos’ of the global education industry not because it attracts the leaders of today but because it attracts the leaders of tomorrow ” – The LWF’s slogan appealed to me with its strong element of selflessness and future intent. The fact that the LWF is an event where many educational stakeholders come together, says a lot about the value that is given to education.

      The title of this foundation is also greatly appropriate and it reflects clearly what the team’s focus is on. Technology seems to have no limits, no boundaries and no frontiers to its development and use. The fact the both technological and educational scenarious are brought together, opens up a wide range of possibilities in the educational scene to support pupils’ learning.

      I do agree with a previous post; ”Filwaqt li naqbel ma li ntqal s’issa li t-teknoloġija tgħin ħafna biex l-istudenti jinteressaw ruħhom fit-tagħlim u jkomplu jitgħallmu anke wara l-ħin tal-iskola, imma l-ħeġġa u l-entużjażmu li juri l-għalliem fil-klassi huwa fattur importanti ħafna. Aħna bħala futuri għalliema rridu nimmiraw għal professjonaliżmu u fl-opinjoni tiegħi dan isir billi nieħdu kull opportunita biex inkomplu nitgħallmu aħna stess.” (Franco Camilleri) Technology is there for us (particularly teachers in this case) to exploit to the fullest. Taking this statement and applying it to the classroom, transmits as facilitating a student’s learning to the greatest potential possible. This is to be done not solely through the use of technology alone but also with the appropriate use, help and attitude from the teacher.

  4. ‘No matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education’ – Technology, I believe can help teachers motivate the students even more, however, it would be a pity to think that without technology we cannot be good teachers. It is definitely a tool we can make VERY good use of, but we also have to be dynamic teachers to ultimately engage the students to learn.

    Below is a video I found which clearly shows the enthusiasm these teachers have when in the classroom.

    Technology is used by both teachers, (as can be seen by their use of laptops and interactive whiteboard in the classroom) however their enthusiasm in the classroom does not leave room for boredom. I believe that this is how the students will take in what is being taught to them! Changing the way we do education, together with the use of technology will benefit both teachers and the student.

  5. Matul l-ewwel teaching practice jista’ jkun li rajna differenza bejn dak li nisimgħu l-Universita u dak li jsir fil-prattika minn xi għalliema professjonali fil-klassi. Żgur li rajna l-mod tradizzjonali ta’ tagħlim iseħħ.

    Filwaqt li naqbel ma li ntqal s’issa li t-teknoloġija tgħin ħafna biex l-istudenti jinteressaw ruħhom fit-tagħlim u jkomplu jitgħallmu anke wara l-ħin tal-iskola, imma l-ħeġġa u l-entużjażmu li juri l-għalliem fil-klassi huwa fattur importanti ħafna. Aħna bħala futuri għalliema rridu nimmiraw għal professjonaliżmu u fl-opinjoni tiegħi dan isir billi nieħdu kull opportunita biex inkomplu nitgħallmu aħna stess.

    Kemm naraha ħaġa sabiħa li titgħallem ukoll mill-istudenti!!

  6. Hello all, I found this website online called simSchool, which I thought was very interesting so I decided to share it with you. From what I can understand, it is a tool which helps the teacher experience, through simulation,different scenarios and students with different emotional variables and academic levels 🙂 I thought you would like to see it.

    http://www.simschool.org/about

    I’m also posting a YouTube video link where an explanation is given:

    • Yes I know about this site. It’s great. Tried it myself and it’s also quite popular with pre-service teacher Education. Simulations are a great way to experience situations in context where it’s not always possible. For example, imagine being able to experiment with a number of methodologies in a classroom experience, in a simulation environment. This simulation is targeted mainly for classroom management and it helps the teacher understand types of student responses which can be elicited depending on the teacher’s behavior during a specific situation. It’s really great if you find some time to experiment with this.

  7. Being in the technology era, makes technology an important tool in any sector including education. However, the main point I see in this comment is that it is not the tools used (whatever they are) that will bring a change in a student, but the way the tools are used. Behind any tool there are the personal qualities of the teacher. One of the factors that always struck me in my teachers was the level of love and passion they had towards the subject they taught. One particular teacher just used her voice, a pen and a whiteboard, but after 15 years I can still remember her lessons almost word by word. The teachers who really had their subjects at heart, were able to pass on this love on us students and helped to imprint the knowledge into our minds. Today, we do not simple remember that knowledge, but we can apply it and use it. This should be the main aim of any educator, to help the student discover knowledge, and apply it in their own experiences.

  8. Fil-klassi jista’ jkollok l-aqwa għodod biex tgħallem; ngħidu aħna l-bord interattiv, l-internet, il-laptop, l-ispeakers u mitt elf ħaġa oħra, imma jekk l-għalliem ma jagħmilx l-isforz tiegħu biex iwassal it-tagħlim lill-istudenti mill-qalb u b’determinazzjoni dawn l-affarijiet kollha jiswew suf.

    Għandu tkun prijorità tal-għalliem li jwarreb fil-ġenb it-tagħlim tradizzjonali u jiffoka aktar fuq it-tagħlim ħolistiku fejn dan ifittex li jpoġġi lill-istudent fiċ-ċentru tal-klassi. Żgur li llum il-ġurnata l-għalliem ma għadux jitqies bħala l-ġarra bl-ilma li jimla t-tazza bl-ilma tiegħu stess tal-istudenti. Fil-fatt illum il-ġurnata l-għalliem għandu jagħti ċ-ċans fil-klassi biex l-istudenti joħorġu u jaslu huma bit-tweġiba, metodu li fiż-żmien tagħna fuq il-bankijiet tal-iskola ftit li xejn rajnieh jiġi applikat.

    Barra minn hekk x’jiswa jekk l-għalliem ikollu t-tekonoloġija kollha fil-klassi u ma jużahiex, jew forsi lanqas biss ikun jaf kif għandu jużaha (u ovvjament l-istudenti jkunu jafu b’għajnejhom magħluqa kif iħaddmha). Għalhekk hu d-dmir u l-interess tal-għalliem li jieħu l-inizjattiva u jara li hu aġġornat u jaf iħaddem sew l-użu tat-teknoloġija li għandu disponibbli.

    Barra minn hekk nixtieq inħalli nota fuq il-bord interattiv. Ismu stess jindika li dan hu xi ħaġa interattiva u allura ma tagħmilx sens li l-għalliem jużah biss biex juri l-affarijiet bħal ‘powerpoints’, vidjows u l-bqija. Permezz tal-bord interattiv l-għalliem għandu l-opportunità li fil-klassi jħalli f’idejn l-istudenti u jesperimentaw u jużah huma stess, bħal ngħidu aħna biex jaħdmu xi eżerċizzju jew jagħmlu għanqbuta meta jisiltu l-ideat. Hemm ħafna aktar okkażjonijiet fejn l-għalliem għandu jagħti ċ-ċans biex l-istudent jesperimenta u jitgħallem bit-tagħlim; kull m’għandna bżonn ftit ħsieb u kreattività min-naħa tagħna bħala għalliema futuri.

    Hawn nixtieq naqsam magħkom vidjow li sibt fuq youtube dwar l-istudent tas-seklu wieħed u għoxrin:

  9. Punt importanti ħafna li naqbel miegħu hu, li mhux kemm indaħħlu t-teknoloġija fil-klassi imma kif inbidlu l-mod kif inwettqu l-edukazzjoni. Irridu nbidlu l-mentalità ta’ kif ngħallmu s-suġġett. Kif kulħadd jaf, it-teknoloġija hija għodda importanti ħafna fl-edukazzjoni tat-tfal u trid tiġi adotta kemm jista’ jkun malajr fl-iskejjel kollha. B’dan il-mod l-istudenti se jsibu l-lezzjoni interessanti u sinifikanti għalihom.

    Min-naħa l-oħra, l-għalliem irid juża din l-għodda tajjeb. Jekk issa għandna l-bord interattiv, qiegħed jintuża tajjeb? L-istudenti qed jinvolvu ruħhom tajjeb fil-lezzjoni? L-għalliema qed jagħtu lezzjonijiet interessanti bih jew għadu magħluq fil-plastik għax nibżgħu nużawh? Bħalma qalu ħafna, l-istudent ma jridx jagħmel ħafna ħin, jisma’ u jara lezzjonijiet tradizzjonali mingħajr ma jħallilu xi effett li jħaddnu miegħu xħin tispiċċa l-lezzjoni. Kull lezzjoni l-għalliem irid jagħti l-enerġija kollha tiegħu biex iqanqal fl-istudent ħeġġa u interess biex jitgħallem waqt il-lezzjoni.

    Għalhekk l-għalliema kollha jridu juru interess għal mezzi teknoloġiċi għaliex bihom tista’ twassal lezzjonijiet tajbin. B’hekk tkun irbaħt lill-istudent għal 40 minuta sħaħ u anka jkollok immaniġjar tajjeb fil-klassi. Fl-aħħar nett, l-għalliema jridu jġibu l-bidla fl-edukazzjoni tat-tfal għaliex huma jridu jagħmlu d-differenza fil-klassi.

  10. The discussion here, rightly refers to our local context in Malta,mainly as seeing ourselves as prospective teachers.

    We have mentioned the importance of the teacher’s faculty to deliver Education, the main point rightly so, is the teacher’s skills to motivate learning.

    Yet as Steve jobs put it, digital media today is a means for acquiring learning in its own right. So combining the two only creates a “marriage” of educators.

    Let me take beyond our shores, beyond Malta a Western World country to Uganda in rural village named Gulu.

    Unicef set up a digital education initiative to introduce ICT in a local Youth centre. See the reaction of the youth. As we followed in other blogs Digital media proves to be a means for empowering learning. The thing you will notice is that even in rural Gulu, the digital Drum makes of its young learners, not 3rd world citizens of the globe, but again virtual global citizens, thus ICT enabling them to be equal potential learners like other areas of the world.

    “The amazing thing about the digital drum is that children will literally walk from miles around to get a look. One 13 year old boy called Samuel told us that he lives nearly 2 hours’ walk away, but he still comes every day. There are so many of them on it at one go that they have developed their own system – they each have their own tab open and they take it in turns to flick between the tabs while their own pages are loading. Unsurprisingly there was a lot of Jackie Chan and celebrity footballers, but they also wanted to read about the history of Uganda, and they used the drum to improve their English.”

    Do you see the autonomous learning in the above quote, they are internally motivated and they learn to work as a team together and manage to come up with a creative way to work out a system of their own.

    Check link:
    http://blogs.unicef.org.uk/authentic_voices/archive/2012/01/20/digital-learning-in-rural-uganda.aspx

  11. I think that it is a very wise idea to introduce technology such as interactive white boards in the classroom but firstly and most important is the fact that the teacher must be informed how to use these means of modern education and also these must not replace / substitute his teaching techniques. They must be only of an aid to his teaching.

  12. In my opinion, technology is necessary in today’s schools and classrooms. From my teaching practice experience, I could say that it’s the best means to involve all students and to create a positive atmosphere where everyone is motivated to learn. Therefore educators should become more familiar with technology and learn to use it appropriately in order to come up with more engaging ideas.

    Below is a video I found on YouTube, which explains why teachers should learn how to use technology in class and how it can be implemented.

  13. Outside schools, students constantly interact with technologies such as iPods, mobile phones, the internet and social networking sites, so it is little wonder there’s an expectation that these technologies will also support their learning in the classroom.

    Students are now being switched on to some of the most up-to-date technology available, from laptop computers to interactive whiteboards. Video-conferencing equipment and virtual classrooms are surely the next step (maybe both have already been practiced in some schools).

    And, although they sound space-aged and technical, most of the technologies that students are using are the same as those in most homes; the main difference is that, in schools, their educational potential is being explored.

    Moreover, teachers should not fear that students will be more experienced than them with regards technology. During my teaching practice I had a technical fault with my laptop (and the tutor was there… grrrr), fortunately one of the students was efficient enough to solve my problem in no time!

    • Ezatt Dor. Anke jien hekk grali, u malli saqsejt kux xi hadd jaf ghalxiex ma ridx jixghel il-projector, mal-ewwel gew biex jghinuni u rnexxilhom. Kif ghidna fil-module l-iehor u kif qed tghid int it-tfal tant huma mdawrin b’teknologija u l-hin kollu juzawha huma hafna drabi jistghu jghallmuna. U dak is-sabih taghha fl-opinjoni tieghi ghax l-ghalliema trid tkun ‘open’ ghal din it-tip ta’ dinamika. It-tnejn nitghallmu minn xulxin. Spicca z-zmien li l-ghalliem hemm fuq u jaf kollox u l-istudent ma jistax jitniffes.
      Din id-dinamika tajba kemm ghal istudenti u kemm l-ghalliema ghax jaghmel il-process tat-tghalim wiehed inklussiv u interessanti. U fl-ahhar mill-ahhar l-ghalliem irrid ikun ta’ ezempju, ghax jekk jaraw li l-ghalliem ghadu qed jitghallem u li ma jafx kollox nahseb tqawwi qalb l-istudenti li huma ukoll ma tkunx waqghet id-dinja billi jaghmlu zball, jew ma jkunux jafu xi haga.

    • I definitely agree with you Dorianne. I think that students are constantly updating themselves with new technologies and so the teacher should know what these technologies are (kind of like the situation we’re in at Universities with some lecturers :-P)… joking apart. I think that the teacher should not feel embarrased that the student knows more than him or her but the teacher should take it as an opportunity to learn from the student and show the students that s/he learned something new. I think that this will help to flourish the student-teacher relationship and make it more respectful and two way instead of one way teaching and learning!

      I also agree on the interactive whiteboards. I have seen a difference in students’ interests due to the interactive whiteboard and they were definitely engaged in the lesson. Noneteless, when this wasn’t available and I used the traditional method of charts, boxes and markers , I think the collaboration and interaction between students was more prominent. I think that both methods intertwined together is the best way to go.

      We have to think where are we going from here? I believe that too much of anything will be boring for students and we should be able to moderate and know what’s best.

  14. Technology proves to be very essential, especially in our classrooms. Students use computers, the Fundamental Internet, mobile phones, PSPs, social networks and so on.
    Graham Brown-Martin, the Founder of LWF, said that although we may invest in technology, education has to be changed through ”the way we do Education.” Technology has to be applied in an appropriate manner, such as the use of the IWB; we can use it to engage our students in a way that they can participate, thus increasing student motivation and involvement which are essential.
    The use of a video proves to be very effective. For example during a lesson in my second week of TP, I was explaining the movement of continental plates and volcano formations. I explained the issue of subduction and drew a diagram. Then I showed them a video, aiding my explanation and this 1min 14s video interested them so much that they started asking all sorts of questions and it helped them understand the processes at hand. ( http://www.youtube.com/watch?v=ryrXAGY1dmE&feature=related ).
    Through technology, the student is exposed to several knowledge; not just in your subject area, but also acquiring skills on how to research and learn on their own along with promoting the use of several useful applications such as Google Earth.
    I would also like to share with you an interesting video on the students’ perceptions regarding the qualities of a good teacher: ( http://www.youtube.com/watch?v=iHapv0Tv7vM&feature=related ).

  15. I would like to reflect on the following phase “we will NEVER change Education sector unless we change the way we do Education”.

    There are two different Latin roots of the English word “education.” They are educare, which means to train or to mold, and educere, meaning to lead out. While the two meanings are quite different, they are both represented in our word “education.” Thus, there is an etymological basis for many of the vociferous debates about education today. The opposing sides often use the same word to denote two very different concepts. One side uses education to mean the preservation and passing down of knowledge and the shaping of youths in the image of their parents. The other side sees education as preparing a new generation for the changes that are to come, that is educate students to create solutions to problems yet unknown. One calls for rote memorization and becoming good workers. The other requires questioning, thinking, and creating. I personally believe that schooling should fulfill both functions being
    educere and educare and that is the reason why our educational system should not be based solely on academic achievement but also on skill attainment. However, the idea of creativity and lateral thinking must be enhanced as students must learn not to take things as face value but must be able to evaluate things on their own. Education is a process for personal development and not just academically.

    Craft, M. 1984. Education for diversity. In Education and cultural pluralism, ed. M. Craft, 5–26. London and Philadelphia: Falmer Press.

  16. Something we need to keep in mind when dealing with technology and education, is the fact that technology is not the magic solution to education problems. One thing people often forget about technology is that its output is only as good as the input (a computer program is only as good as its programming). I believe that in order to make the most of technology, it would be useful to revise and amend the curriculum in such a way that there is more focus on harnessing technology itself. Otherwise all we will accomplish is a shift from traditional flashcards to the iFlash program that does the same thing but costs more.

  17. I totally agree with what the others have said – today technology has become an integral part of our lives and even in education. I found this 4 minute video clip in which it is said that technology is helpful in education and that teachers need to use technology or else there should be a combination between the teacher’s world and the students’ world therefore an integration of work, teach, learn and interaction.

    Also I found another site in which it examines how 21st century students learn: an important quote is that “this is the first generation to grow up with a computer and interact on a daily basis. Technology has had an impact on today’s youth and education system. This generation learns differently from previous generations.” I agree that technology revolutionised the way we learn, however it all depends on how the teacher approaches technology, how he motivates student to search for a particular subject and also how much students use technology in an educative way.
    http://www.youtube.com/watch?v=tF1L5Dr5g44&feature=related (how 21st century students learn.)

  18. Good morning, while I admit that educators should try and grap the full potential of the available technologies in order to make full use of them during lessons and keep students engaged and motivated, however, I think we are still not looking into the future vision of the digital era.

    No doubt that Power Points and video clips shown during the lessons help keep students’ attention but in a few years time, I think that these methods will be something of the past and old fashioned.

    As students at University, we are already experiencing in some way this future education. We all carry with us either a laptop or a netbook and instead of taking written notes, we just type them during lectures, insert links to other interesting websites to gather more information, insert diagrams and so on.

    However, and let’s be honest, we sometimes divert our attention to facebook, reply to emails or search things that have nothing to do with the ongoing lecture. How many times have we heard the expressions “Can I have your attention?” or “With these gadgets students have acquired partial attention.”

    It could be our fault as students not taking so much interest or it could also be that lecturers do not take into account technology in the hands of their students and thus do not integrate it during their lectures. I’m only trying to reflect.

    In a few years time, our students will have either their netbook or their iPads. Probably, they will not carry books anymore and as educators we would need to adopt our lessons and include more the students in the lesson. We will really be facilitators in their learning. In my opinion, this will be the near future. Personally, I think that our teaching is still a little bit old fashioned. Of course, in Malta this will take some time but have a look at this video link taken at Eltham College in Melbourne, Australia, where Matthew Blair shows how he uses his iPad with his senior year studies – http://www.youtube.com/watch?NR=1&feature=endscreen&v=bPVJNIH0MiQ.

    Let’s begin thinking about futuristic lesson plans!!!

      • Here, I should underline the importance of differentiation in teaching and learning. Differentiation means getting the best out of every pupil so that they are able to show what they know, understand and what they can do. Differentiated teaching is a process which includes planning curriculum aims, teaching strategies, resources, teaching methods and ways of interacting with pupils while giving special consideration to:

        o differentiation between pupils according to ability
        o the different ways pupils learn
        o the different speeds at which pupils learn

        Differentiation between pupils also occurs in attitude, background, gender and support. The following show the ways that differentiation can appear:

        o in the planning
        o in the teaching
        o in the learning
        o in the feedback to pupils (SUPPORT)

        It must be understood that the abilities and needs of every pupil are different and therefore teaching must reflect that, so that a challenge is provided for every pupil so that their learning is allowed to progress. I think this is what the founder tried to explain when he said “No matter how much technology we throw in, we will Never CHANGE Education unless we change the way we do Education”.

      • This is our 10 minutes video clip presentation:
        Group D (Jessica Camilleri, Stephanie Ellul, Catherine Borg and Christienne Bonnici)

  19. Li tgħallem b’mod effiċjenti ma jfissirx li jkollok it-teknoloġija preżenti fil-klassi iżda li tkun kapaċi tuża r-riżorsi li għandek b’mod utli. Huwa inutli li jkollok klassi mimlija teknoloġija bħal pereżempju l-bord interattiv (“interactive whiteboard”), “monitor”, il-laptop tal-għalliema, kompjuters u forsi anka xi televixin jew radju jekk dawn ma jintużawx tajjeb u regolarment. Sfortunatament mhux l-għalliema kollha jafu jużaw tajjeb dawn ir-riżorsi u għalhekk qegħdin itellfu lill-istudenti milli jitgħallmu. L-għalliema għandhom jagħmlu d-dmirijiet tagħhom sew billi jinforaw ruħhom ta’ spiss b’mod regolari.

    Punt li nixtieq inqajjem jiena huwa dan li ġej: Kemm huma verament ppreparati l-għalliema sabiex jgħallmu lill-istudenti b’mod modern? Illum il-ġurnata l-istudenti huma kreattivi ħafna fil-qasam tat-teknoloġija għaliex it-teknoloġija hija parti fundamentali minn ħajjithom. Timmaġinaw l-istudenti mingħajr Facebook, mowbajl jew xi logħba moderna bħal PS3? Ovvjament ir-risposta hija le u għalhekk jeħtieġ li l-għalliema jagħmlu r-riċerka tagħhom tajjeb sabiex jitgħallmu kif verament għandhom jgħallmu. L-għalliema għandha tbiddel il-mod ta’ kif tgħallem billi tinkludi ħafna teknoloġija bħal pereżmpju tagħmel użu mill-kompjuters u saħansitra mill ipad, vidjows, blogs. Barra minn hekk, l-għalliema tista’ torganizza attivitajiet għall-istudenti bħal ngħidu aħna jibagħtu l-emails, jagħmlu riċerka u jippreparaw powerpoints. Mill-esperjenza li għandi tat-tagħlim prattiku (“teaching practise”) nista’ nikkonferma li l-istudenti jieħdu gost ħafna jaħdmu dan it-tip ta’ attivitajiet speċjalment jekk jinħadmu fi gruppi.

    Jiena xtaqt naqsam dan il-vidjow magħkom għaliex jispjega b’mod tajjeb dak li jridu l-istudenti tal-lum:

  20. Naqbel ħafna ma’ sħabi fi xħin qalu li t-teknoloġija tgħin ħafna biex l-istudenti jinteressaw ruħhom u jibqgħu attenti waqt il-lezzjonijiet. Madankollu żgur li l-imġiba, il-ħeġġa u l-personalita` tal-għalliema tħalli effett kbir fuq it-tagħlim. Ma jiswa xejn li jkollok l-għodda jekk ma jkollokx min jaf jaħdem biha. L-għalliem għandu kemm jista’ jkun jinvolvi lill-istudenti u jippromwovi t-tagħlim induttiv; “the needs to elicit, rather than tell” u b’hekk inkunu ħloqna tagħlim effettiv.

    Barra minn hekk l-għalliema jridu jkunu dejjem lesti li jitgħallmu jħaddmu t-teknoloġija biex b’hekk ikunu jistgħu jużawha b’ mod għaqli u raġonevoli. Biex it-tagħlim isir sewwa, t-teknoloġija trid tintrabat mal-involviment tal-istudenti.

  21. Laqtitni ħafna l-frażi ‘Learning isn’t just done at a desk,’ It-titlu ta’ dan il-vidjow huwa ’21st century teaching.’ Qegħdin f’fażi li bħala studenti-għalliema u futuri għalliema rridu nlaħħqu mal-kambjamenti li qed iġġib magħha t-teknoloġija. Irridu ngħixu maż-żmien tal-istudenti u naraw verament l-interessi tagħhom. It-titlu ta’ dan il-blog ‘Learning without frontiers’ juri li t-tagħlim m’għandux barrieri li jxekkluh. It-tagħlim huwa vitali għal kulħadd, u kulħadd għandu d-dritt li jitgħallem u jikkontribwixxi.

    Xogħol l-għalliem huwa li jitgħallem juża r-riżorsi sew biex ikun jista’ jiżviluppa lezzjoni xierqa għall-istudenti. L-‘interactive’ whiteboard huwa tassew riżorsa tajba. Il-fatt li hawn Malti jew għax ma ġietx ikkunsidrata jew għax m’hemmx fondi biżżejjed, il-klassijiet m’għandhomx kompjuters fil-klassijiet (fl-iskejjel sekondarji), għalhekk għandhom jagħmlu użu minnu. Jismu ‘interactive’ whiteboard għax proprju l-istudenti se jinteraġixxu ma’ dan il-whiteboard billi jiktbu fuqu, jagħżlu stampi, jimmarkaw minn fuqu, jikklassifikaw xi kliem, nomi, verbi u għadd ta’ attivitajiet oħra. B’dan il-mod inkunu qed inressqu t-teknoloġija li ta’ kuljum jiltaqgħu magħha l-istudenti meta jmorru lura fi djarhom u għalhekk l-iskejjel iridu jressuq t-tekonoloġija għandhom ukoll.

    L-għalliema mhumiex se jonqsu mill-kapaċitajiet tagħhom bħala għalliema billi jużaw dawn ir-riżorsi jew attivitajiet anzi żgur li jkunu t’għajnuna biex issa t-tagħlim ikun KREATTIV u MOTIVANTI. Il-komunikazzjoni bejn l-istudenti u l-għalliema għandhom tkompli tkattar it-tagħlim billi jonħolqu blogs interessanti. Ngħidu aħna l-għalliema jorganizzaw ħarġa kulturali jew imorru jaraw xi reċta, iħeġġu lill-istudenti josservaw kollx u jieħdu koċċ ritratti u meta jmorru lura d-dar jikkummentaw u jtellg
    u r-ritratti fil-blogs hu flimkien ikunu qegħdin jerġgħu jgħixu l-mumenti tagħhom flimkien mal-għalliema u jitgħallmu flimkien permezz tal-kummenti li jagħtu lil xulxin.

  22. Technology is part of our students. It is part of us, but we weren’t born with internet in our houses, they where! Therefore I think nowadays, technology and learning must go hand in hand. I think that teachers should give the opportunity to their students to learn in a technological environment, however an opportunity must also be given to the teacher to see how s/he can make full use of the technology provided, be it a simple laptop to an interactive whiteboard. Even today and probably even amongst us, there are future teachers who probably won’t use the provided means of education. So another job in this matter is not only to involve and encourage the students to make use of technological devices that are present in the classrooms and at home but also teachers must be thought and be motivated to keep on learning and keep on being updated with what there is in the world that can make our students learn and achieve. How can we expect students to give their full potential when we as educators don’t give it ourselves?

  23. 2. Education is important in a student’s life. Therefore teachers have the responsibility to teach the students all the requisite materials for the students to advance in life. Learning is not only about technology (although it may be a very useful resource). It is all about how this learning is taught so that the students can comprehend it. Students should have a say in their learning. They have to know the reasons why they are learning this and not that. Here is an interesting site that explains why learning is important. It shows different statistics what people think about learning.

    Like stated on this site: “Education is my passion. Britain is full of talented people. I believe that each young person has talent and potential. Each some gift to develop. Each something to give to the good of the community.”
    PM Gordon Brown (2007).

    It should be the same for everyone.

  24. I strongly agree with the fact that technology is a useful tool for teachers as it enables them to enhance the interest and motivation of the students. However, I have the same opinion as Bernice that it should not be thought that the use of technology is what makes a good teacher. My experience from lesson observations and also from the teaching practice taught me that as stated by the Founder of “Learning without Frontiers”, what matters to bring about change in education is not “how much technology we throw in” but “how we do education”. The attitude of the teacher makes a big difference in the classroom as it tends to have an impact on students’ motivation, engagement, and performance during the lessons. Students tend to feel the difference between teachers who really care for them and teach them with enthusiasm and those who give the lesson just because it is their job to do so. Nevertheless, considering the fact that the use of technology has become such an important part in young people’s lives, I am strongly in favour of the fact that teachers make use of interactive whiteboards and other technological stuff as they enable them to make their lessons more interesting, relevant and attractive to the students. Moreover, technology also enables teachers to meet more the needs of the diverse students in the classroom.

  25. “No matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education” – It-teknologija hi arma effettiva u devastanti. It-teknologija hi essenzjali sabiex tistimola lill-istudenti ghal aktar tghalim. Sfortunatament, hafna ghalliema ghadhom jaddottaw l-approcc l-antik. Din il gimgha mort fl-iskola li fiha se naghmel it TP u wahda mit teachers li se nirriplejsa, naqra kbira fiz zmien, qaltli li fit-teknologija brodu. Fil-fatt, la turihom videos, la powerpoints, xejn insomma. Naf li powerpoints mhux xi gran che imma ahjar mix xejn hu!. Din it teacher lanqas biss bi hsibha titghallem tuza l-interactive whiteboard. Ha nkun sinciera, jien ukoll brodu fit teknologija imma anki jekk mhux alissa ghax m ghandiex hin nesperimenta, l-interactive whiteboard se nitghallem nuzah zgur. Imsieken min jaf x’lessons boring ikollom dawn it tfal! Huma hafna dawk it teachers li ghandhom din il-mentalita`. Meta se tinbidel? Ahna se inbidluha din il-mentalita`. Jekk mhux se jigri dan, hafna studenti se jmorru lura u jaqtaw qalbhom aktar malajr. Jekk mhux se nutilizzaw l-aktar haga li jhobbu f’hajjithom jigifieri it teknologija u inhegguhom jiehdu sehem attiv fil-klassi, l-istudenti se jiddejqu, se jieqfu jitghallmu u b’konsegwenza ta din jieqfu mill-iskola.

  26. I was really impressed by this video. Prof. Sugata Mitra’s findings are really extraordinary. I was really fascinated by his ‘Hole in the Wall’ experiment, conducted first in 1999, were a computer was placed in a kiosk within a wall in a slum at Kalkaji, Delhi and were slum children, with no prior experience whatsoever, were allowed to use it freely. This experiment proved that kids, when provided with the right equipment, motivating content and some guidance to set them off, can teach themselves to learn without any formal learning provided by the teacher.

    This work, as Prof Mitra himself highlighted, demonstrates that groups of children, irrespective of who or where they are, can learn to use computers and the Internet on their own even without any knowledge of English, as the experiment carried out in southern India shows. In this experiment, the results showed that after two months reading the stuff left for them on the computer, the Tamil speaking students had not only learnt English, but had also understood the content they were presented with. It is important to note that the content was not easy, but something as complicated as bio-technology.

    Another important aspect that emerges from his experiment is the importance of positive peer-tutoring. In fact, in the clip we see the children teaching each other and one girl also took the role of the teacher. It also shows how encouraging students make them learn more. This can be seen in the experiment were a young local accountant was asked to teach students enough biotechnology to pass using the ‘method of the grandmother’, that is by admiring and praising them all the time. After two months there was a noticeable increase in their score. Students also learn a lot from their peers through discussions. This can be seen in the experiment conducted in Gateshead were the students had to solve six GCSE questions in groups using computers. When two months later Prof. Mitra gave the same students a paper test to check whether what they had learnt had been ‘deep learning’, surprisingly the students obtained the same average score (76%) as they had previously obtained. As Prof. Mitra himself claimed, this shows that as students search online and discuss what they are reading, they learn and remember it.

    I was also intrigued by Arthur C. Clark’s comments on teachers, where he claims that “a teacher who can be replaced by a machine should be”. I believe that what Clark means is that a teacher needs to be more than a mere machine. A teacher must be there to encourage and help the students rather than acting as a source of knowledge. That role has now been filled in by technology and is to a certain point no longer required by the teacher. There are various programs which the students can use in order to gather their information. This, however, does not mean that the role of the teacher is not important. In fact, Prof. Mitra was in a way acting as the teacher himself by directing, motivating and engaging the students.

  27. Eloquently correct! No matter how much we are available with technology, if the teacher does not explore how such technologies, especially the new ones, can provide opportunities of thinking, designing and learning; unfortunately, we will never be able to change the Education system. As it has been well said, the team of this organization has created certain ‘tools to think with’ and discovers how such tools can provide a change. We are the masters of education and, thus, it is entirely all up to us, to make adequate use of these ‘tools’ and bring about such change that we’ve been discussing and arguing about it for so long.

  28. This technology and use of in school is not reaching its optimal goal, that is to make the students better motivated towards the lesson and regards learning process. The use of interactive boards in schools is at the moment used to project the notes of the teacher, instead of using it to get the students more interested in the lesson and the subject being thought.

    In some schools some students have an interactive board while in others there are not, so what are the requists for some students to have and others to do not have? The answer is that this technology is only used to make us in a better position on paper to be regarded that were are perfomnig better in education when compared to other countries.

  29. Definitely! Technology has become a great part of everyday life and education. It is fundamental that teachers keep up to date with new innovative technology, yet more importantly must be able to adapt such tools to the classroom in ways which will interest and engage the students. Yet I agree, it is the mentality that needs to change above all else and the way people percieve teaching. It should not be technology that determines a good teacher, technology should be an added plus.

    What i do deem important is that ALL teachers explore and use such tools. It should not be the rare few that do. I saw teachers in my TP who used no technology whatsoever and abided by the traditional way of teaching. Are teachers who are not very computer literate and do not have the opportunity to discover such tools at a disadvantage? Are they percieved differently by their students than those who use all kinds of technology and tools? I think so.. Personally I think there should be as much exposure as possible in all schools through meetings and programmes designed so that each and every teacher, no matter age or gender, can learn and discover new tools that technology provides. After all, technology enhances learning and makes learning a more exciting experience!

  30. Today the government invests lots of money in the education systems (about 6% or the Maltese GDP which is a large amount if we take into consideration that we do not have natural resources such as petroleum from where we can get our national income) in both books and also with the installation of the interactive white boards in the majority of the schools. On the other hand even though technology is of imperative important that the learners be ready to accept these technologies, use them and be ready to become transformative learners. Even though the government invests so much in education, Malta still has quite a high percentage of students’ drop outs (around 36.8%). These students are left out by our education system. In our country we have important educational institutions such the I.T.S. and the M.C.A.S.T. where these students can learn and attain new important skills.

    The teacher has an important role in the teaching of the subject and must include every single student during every lesson. Working groups can help a lot. The sense of competition between students must be avoided. We are all equal, must help each other and we all know that mistakes are part and parcel with the teaching-and-learning environment such as the classroom. Working groups can help a lot (with the peer tutoring where students can learn from each other) because at the time where the students are doing their particular assigned worked, the teacher can go around and help those students who encounter any difficulty, without interrupting the rest of the class.

    The teacher must monitor the groups and helps them if any difficulty arises. Helping each other is important and children can learn together in a safe environment. So the teacher must develop certain concepts that can help students to be more willing to study and learn. It is true that more stress will be put on the teacher and s/he must know the subject really well because sometimes questions can be not so easy to explain. But we need to be ready to help them develop their skills because at the end of the day students go to school to learn not just knowledge for the exam (extrinsic), but to link what they learn with their lives (intrinsic). Here there is a clip where the difference between intrinsic and extrinsic motivation is made clear – http://www.youtube.com/watch?v=DztNv2IvMDs.

  31. I agree that no matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education.

    First of all, Curriculum, Pedagogy and Assessment should be based on a Student-centred approach and not on a Teacher-centred approach in order to really make a difference in Education. Students should be actively engaged during lessons and not being treated as passive learners. Additionally, there should be holistic development of the child. However, there should be complete change in people’s mentality and attitudes not only towards school but through all aspects of life including cultural aspects and social dimensions. People in general need to be flexible in their thoughts and behaviour and should adapt to the current trends and developments. Otherwise, there will not be a radical shift in Education!!!!

    What I am trying to say is that the problem associated with the level of education especially, in Malta is not only associated with Curriculum, Pedagogy, Assessment and the School Environment but it consists of a wider problem. In other words, there should be a complete shift in mentality of how people interpret knowledge and the environment surrounding them, how people behave with one another, how people think and conceptualize things, how people perceive things and events, the attitudes of people, the cultural inheritances, the social context, norms, beliefs, traditions and influences. These are all things that affect very seriously the way we view Education, what should be its components and how it should be done. Therefore, if there is not the co-operation, understanding and agreement by everyone concerned, that forms part of a hegemony, there will not be a radical change in education. This leads me to say that the society in general should be DYNAMIC and FLEXIBLE enough to recognize that there needs to be a Change in Education before implementing such a Change because otherwise, there will not be healthy and effective improvements in education but rather disruptions and confusions among people, which will surely translate into negative outcomes on students.

    However, I have to say that apart from the above reasons there are other arguments which need to be considered seriously when analysing the educational attainment among our students. One should not forget that Family Backgrounds are really influencing the academic achievements of students and as time passes by, this factor continues to play a major part in educational outcomes due to family problems, separations, divorces, financial problems (which are becoming a major concern today, given that we are more an Indebted Society rather than a Saving Society like in the past), there is more mixture of diversified couples with different ethnicities, among other things.

    The final problem that I would like to share is related to the vast amount of syllabus content that should be covered in schools which as a result, does not provide enough space for students’ active engagement during lessons. This is because teachers are constrained by their superiors to cover the required content that is expected to be covered during a scholastic year and teachers should abide by it because otherwise, there will be negative consequences for them. A case in point is my subject which I teach, Business Studies, where I am constrained by a vast syllabus and in addition to that, since my subject is an optional one, it starts to be taught from Form 3 and not from Form 1 and so, it continues to make pressure on the teacher due to time constraints, and place a limitation on the quality of Pedagogy carried out during the lesson. All of these issues surely do not result into positive effects on students’ educational outcomes.

    My final advice is that if we really want a positive impact on Education, we should go away with these casualties in education immediately and with our rigid mentality and attitude towards Learning. Instead, we should start to adopt a more effective and fruitful approach in education which serves as a benefit for the whole country.

  32. I agree with the general idea being posed here. However, I believe that the motivation of the students plays a major role in their education. Also it might be the case that some students develop later, such as the Founder himself here was a high school dropout. I’ve seen this personally too, a student who used to hate school and didn’t continue at 16. However few years later he got this sudden urge to continue studying and he did succeed until he got his masters and now has a very respectable job.

    So I believe that every case is different but students do (sometimes in the long run) remember all the good advice and attitude they were given. So we must believe in what we’re doing and teaching, because students can read out attitude without us realising. If teachers don’t put their effort into learning, then using technology is almost useless.

  33. The crucial point in today’s and tomorrow’s education is the use of various technological means, however, we still need to focus on the fact that, as discussed by Franco, sometimes such new technological means are also effective tools to shift students’ attention from the contents of the lesson to an interesting Google search, a quick view to Face book or reading an expected email.

    So yes, it is important to make use of innovative tools and not just stick to power point presentations when teaching, however, we also should be careful in encouraging use of gadgets in class. On the other hand, I believe that it is imperative for every teacher to be familiar with new technological tools in order to increase interest, participation and effective learning.

  34. I find technology quite motivating for students. During my last teaching practice, the school provided technological facilities, like projectors in each classroom, but there were no interactive whiteboards. As some of you commented, students are eager to help during the lesson when technological faults arise. Thus, not having the opportunity to use the interactive whiteboard to deliver a lesson, made me realise what difference this should make if students could interact with technology during their learning.

  35. In my opinión, they could not have given a better name to this highly educative conference: ‘Learning without frontiers’ as the title defines learning, exactly how it should be, ‘without frontiers’. A frontier is a ‘barrier’ hence implying ‘the extreme limit of understanding or achievement in a particular area’

    I found Charles Leadbeater’s speech really appealing. In his new book : Innovation in education, he points out the fact that educators should create experiences high on empathy. An experience which is high on empathy is one in which a person really connects with someone as opposed to an experience low on empathy where there is absolutely no connection.

    I think this is a really interesting point. As educators, we must educate in such a way that we manage to connect with our students on a number of levels. A reference to the words of Arthur C Clarke, to which I was exposed in another post, would, indeed be very appropriate here: ‘A teacher who can be replaced by a machine… should be’

    I am suddenly realizing how much these words have struck me and how much they apply to our profession as educators: A teacher, should not teach like a machine, a teacher should educate in a way that her lessons will not just present a number of facts and concepts which students should memorize.
    As educators, we should connect to our students during the lesson. We should be firm and assertive while at the same time be empathic and present a context relevant to their life experiences. Education should be as Charles Leadbeater very well pointed out ‘A door to infinity’

    I would like to make reference to the same quote by Graham Brown- Martin : ‘No matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education.’

    My interpretation of this statement substantiates the points I have just raised and the ones raised by my colleagues :

    Technology should be an integral part of the way educators will teach, it should enhance the lesson and make it more appealing to students HOWEVER technology should always be used in a context and must not be the main ingredient of effective teaching.

    As educators, we must first create a learning environment high on empathy to be able to connect to our students in a humane way.

    To substantiate the point I am trying to make here, I would like to conclude by quoting Charles Leadbeater: ‘new innovative structures depart from the traditional and high impact social innovators should change the model of education and learning at a scale’

  36. Nowadays, technology is definitely one of the most powerful tools in the classrooms. However, it’s not the quantity of material the teacher owns, the most important thing is how will the teacher incorporates technological resources with the subject being taught and how efficiently these lessons will be delivered. During my previous teaching practice, I realized that one of the teachers I was replacing never used the interactive whiteboard, in fact, I had to unwrap the board from the plastic in order to use it. The students were really excited and motivated in using this technological resource as they never used it during Maltese lessons. My point is this: what’s the use of having new and expensive technological resources, when the teacher doesn’t even care in using them? Undoubtedly, without these recent technologies in the classroom, there would be a sharp disconnection between the way students are taught in school and the way the outside world approaches socialization, meaning-making, and accomplishment. Therefore it is critical for the teacher to meet these “two worlds” by using the right methods and teachings while engaging the use of technology for more effective learning.

  37. In having my background work experience in youth work, I would say that it doesn’t necessary mean that a person who dropped out of school, is of low ability or that s/he does not give importance to education, merely it could mean that the system has failed him/her. This implies that the educational system did not cater for his/her needs therefore did not result in educational achievement.

    As stated by the founder of Learning without Frontiers, Graham Brown –Martin in his statement that – ‘No matter how much technology we throw in, we will never change Education unless we change the way we do Education’.
    I fully agree with such statement since in my opinion technology is an accessory to education. It is irrelevant to make use of technological resources whilst having an educational system which is merely supportive to all students. However in Malta, we are moving towards an Inclusive type of Education, the new National Minimum Curriculum values multiculturalism therefore it acknowledges that differences and diversity as present factors in the Maltese society.

    Although many teachers are making use of technology, however I think when the educational system is transformed to a more inclusive one they would have more opportunity to ‘exploit’ with such technological resources.

  38. Although I believe that ‘No matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education’, I still think that technology can facilitate the work of the teacher in class especially in mixed ability classes.
    Government schools have become a mixture of students with a wide vary of needs consequently requiring individualized attention and modified work programs. In the face of such challenges, teachers must remain committed to ways of providing high quality education for all students.
    The inclusion of students with imposing emotional and physical difficulties and an outstanding number of gifted students, reflect this growing. Learning within the inclusive classroom is further influenced by a student’s gender, background, culture, experiences, talents, interests and particular teaching approaches (Tomlinson, 2002). Thus, the role of the teacher should be to differentiate teaching according to the needs of the students.
    A good example of differentiating in my teaching experience was with mixed ability classes where I had approximately 30 students in each class, thus I had to reach out to different students’ needs. It was not easy to understand and find the right teaching strategies since I used to meet these classes twice a week.
    Hence, I decided to use flexible grouping which allows students to be appropriately challenged and avoids labelling a student’s readiness as static. Thus, students had the opportunity to share their own talents, interests and ideas during class discussions.

    Moreover, when available, I used to take the students to the computer labs where they could access online tools and tutorials prepared by myself before the lesson. Usually I allowed students to work in pairs. Here, all students had the opportunity to dig deeper into the content while engaging in new material. Then each pair had the opportunity to present their work in a form of chart, PowerPoint presentation etc.

  39. I agree what Dorianne said: “ I found technology quite motivating.” In addition to this I found that technology includes everyone. Students with low ability can have good technological skills. Technology helps alot in differentiated teaching.

    I think that one important point that we have to keep in mind during our teaching practice is to use things that are familiar with the students during our explanation and also to surprise and challenge them with new ways. Technology helps us to do this, since students are bombared with technology. However we have to use technology in a creative way, not to say we are using technology, because as El Vaizey said: “ kids at school were being terrible bored by IT curriculum were they were doing only how to do powepoint and use spreadsheet.” So, we must implements technological skills that are creative.

    Another interesting point that was risen by a Keri Facer in her speech regarding Learining Futures is that using technology in our teaching, not only helps the students to learn more but we are also preparing them for their future jobs where most of them includes some type of technology. So I think that technology is a life-long process.

  40. ‘No matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education.’ I really agree and liked this quote. It offers the reader (in this case), to think and reflect about the education system. ‘WE’ – teachers, educational reformers, curriculum etc etc.. have to change first of all. We can’t promote an inclusion system for example, if the curriculum is aimed for white-people only.
    As my friends mentioned, it is useless installing the interactive whiteboards, and don’t use them or knowledge of how to use them is not provided.
    Technology sure helps in education, but other factors must still be kept in mind.

  41. l-edukazzjoni qatt ma rajtha qisha x ghajn ta’ l-ilma li kull min irid jixrob jersaq lejha. Ghal kuntrarju dejjem hsibt fl-edkuazzjoni bhal qisa xemx li tarmi id-dawl fuq kollox u fuq kulhadd, issa hemm min jiddeciedi li jghalaq ghajnejh u ma jaghtix kasha u hemm min tant kemm jaghtiha importanza li jinsa l-affarijiet kollha u jibqa jara biss lilha. L-approach il-gust nemmen li hu dak li mhux biss tkun taf minn fejn hu gej id-dawl, izda tkun kapaci tevalwa l-effet li jhalli ma’ kull fejn jillumina.
    Jekk tapplika dal-kuncett nahseb li tkun qed tolqot kemm il-htigijiet partikulari, kif ukoll dawk infrastrutturali, u dan nemmen li hu il-fulkru li ghandha tkun mibnija fuqha is-sistema edukkattiva.

    Brown-Martin huwa bhal donnu paradoss fih innifsu :)… minn banda kien falliment fis-sistema meta kien izghar izda mbaghad is-sistema infisha bhal qieghdha tipremjah ta’ dak li ghadda min ghalih minna! Ghaldaqstant tasal tifhem ahjar meta jghid li l-problema ma hijiex essac l-edukazzjoni izda l-idea ta’ xini edukazzjoni! Jekk l-edukazzjoni ser tkun dik ibbazata fuq l-idea platonika ta’ xinu gust u rett ghas-socjeta, allura hemm nuqqas kbir fil-n-nukleu tal-hsieb. Is-socjeta fiha infisha hija diversita ta’ kulturi u sottokulturi li kollha kemm huma jinfluwenzaw lil xulxin kemm b’mod dirett u anke dak indirett. Ma jistax ikollok punt ta’ zbilanc ikbar mill-fatt li dawn titraghhom kollha l-istess. Kif jinghad spiss “there’s nothing more unequal than treating everyone as an equal”… tant kemm hemm punti di partenza diversi li ma tista’ qatt tpoggi lil kulhadd f’keffa wahda u ghaldaqstant tpoggi l-fruntiera lil kull min ma jappartjenix lil dik in-“norma”.

    Dal-video ta’ Ken Robinson kont rajtu darba u mpressjonani 🙂 nispera li ssibuh utli intom ukoll ^^

    m

  42. I really agree with this phrase: “No matter how much technology we throw in, we will NEVER change Education unless we change the way we do Education” .
    Technology is definitely an important tool to be used in the classroom (use of computers, IWB) in order for teachers to make the lesson interesting and hence increase students motivation and engagement in the lesson. However, it is useless to have technology in the classroom unless the teachers make good use of it. It is in the hands of the teachers to change the way they learn and use technology resources in the classroom.

  43. Without any doubt, technology has a vital role in the classroom today and can be used to teach important concepts in almost every subject area. It is important that teachers become fluent in many forms of technology so that they can use it in the classroom for learning and also for assessment to increase student competence. By this, I’m simply saying that if teachers have the best technology in the world and don’t implement it correctly and in an interactive way, the lesson is still not a success.

    However, as already stated by some, the raw material and thus the primary resource for effective teaching is the teaher her self. The teacher needs to have a combination of positive elements in her teaching style, combined with technology. One of the teachers role should be to reflect on the usage of technological devices in an interactive way. A clear example from my past teaching practice is that, when I showed a clip related to a theme of a poem, to a particular class, the students acted the same as if no video was used, meaning that, this didn’t leave the desired feedback I thought of. However, when I used this method again and told them to notice certain things from the clip inorder to pinpoint them out afterwards, these same students where highly more interested and collaborative. The teachers’ role is definitly to give a different meaning to how technology can be used in the best way possible in the classroom. The how is more important then the what!

    The teacher is the one which is going to attract or disangage a student from her/his subject. The metaphor which best suits this argument is that it’s useless to have a pencil with no sharpener. The same goes for teaching. It’s useless to have updated technology without a good teacher. A sharpener shapes the pencil while the teacher shapes the lessons. The use of technology should be mingled with teachers’ competence so as to enhance learning. The resource that can bring a change in students life, both accadmeically and even personally, is a teacher with all her devotion, as this video illustrates:

    The student: “I’m not smart enough . . .”
    The teacher: “You can! . . .”

  44. Jiena nemmen li l-edukazzjoni trid taghmilha INT! L-individwu jaghmel l-edukazzjoni tieghu. Dan l-ahhar kontqed naqra l-awtobiografija ta’ Steve Jobs. Steve Jobs ivvinta l-MAC. Jobs qatt ma gradwa mill-universita’. Meta kien l-Universita’ fil-fatt iddecieda li jirrizenja. Meta irrizenja pero’ beda jattndi ghal xi korsijiet li hu kien jemmen li kienu interessanti ghalih.F’certu sens, Jobs ghamel l-edukazzjo i tieghu.

    L-edukazzjoni tibda issir bis-sens biss meta l-individwu jemmen li dak li qed jaghmel, ser jiehu xi haga minnu, mhux ghall-ezami, imma ghal hajtu….

  45. It-teknoloġija, għalkemm hija riżors importanti sabiex jgħin lill-istudenti jkunu motivati aktar u anke biex it-tagħlim ikun suċċess, jidher ċar li t-teknoloġija mhix kollox biex it-tagħlim fil-klassi jirnexxi. Irid ikun l-għalliem innifsu, li permezz tal-professjoni tiegħu jwassal lill-istudenti biex jilħqu l-għan li jixtiequ. L-għalliem huwa għalhekk imħeġġeġ biex jagħmel il-ħila u l-isforzi tiegħu kollha. Irridu nifhmu li t-teknoloġija qiegħda hemm għalina sabiex tgħinna waqt ix-xogħol tagħna. Għalhekk aħna qed inħossu dejjem aktar il-bżonn li nkunu nafu nħaddmu din it-teknoloġija sabiex tiffaċiltalna x-xogħol. Is-suċċess ma jseħħx biss bl-użu tat-teknoloġija iżda l-għalliem għandu juża dawn il-mezzi teknoloġiċi b’mod tajjeb.

  46. I understand and agree that technology is very important in the classroom. But is it being used well? For example, is the interactive whiteboard being used as an ‘interactive’ whiteboard, or is it used just as a projector? I think that teachers should have better instruction on how to use such technologies because sometimes, not every teacher is able to understand technology. I fully understand that today’s teachers have to keep up to date with technologies, etc… but are they kept up to date?

    • I do not think teachers should wait for someone to come to teach them. I have been trying to drive this point with many people. Teachers are professionals, just like any other professional. A job done with dignity and pride doesn’t have to wait until someone teaches the other person how to do it. If we are saying or rather seeing, that our times have changed, that learners have changed and that the whole Education has changed, and that society has changed, then why is it that some people are still waiting for the Education Division, to provide “adequate forms of support” – whatever that might mean for different people. I think that if I really believe in something, then I will do anything to learn how to do something – and in this world…there seems to be nothing which is too difficult to try out.

  47. Dik hi. Jien ukoll nahseb li l-entuzjazmu, il-kreattivita u l-innovazzjoni tal-ghalliem huwa -c-cavetta ta’ edukazzjoni effettiva, flimkien ma turija ta’ rispett u li l-ghalliem juri lil istudenti li jimpurtah mis-success taghhom.

    Punt iehor li nara huwa li hu qed iwassal messagg posittiv hafna, li ghalkemm hu ma spiccax l-edukazzjoni tieghu, xorta gharaf l-importanza tal-edukazzjoni, u ghamel hajtu success u jtiha sens, filwaqt li jipprova jkun proattiv fl-istess kamp.

  48. Some teachers are reluctant to teach using technology. In fact, in the school where I was placed for my first teaching practice, I could see various attitudes towards technology. Some teachers were thrilled at the idea of the installation of the interactive whiteboards. Others were afraid that they would make a fool of themselves in front of the students because, more often than not, the students themselves know more than the teacher when it comes to technology. However, these teachers were still ready to learn how to use it so that the students would benefit from it. On the other hand, those teachers who are in favour of the traditional method of teaching, were totally against it.

    In my opinion teachers need to be innovative and adapt to all that’s new. The teacher is not expected to know everything. If he/she has a problem with the interactive whiteboard or the projector, the students themselves can help them out. In my opinion, technology makes lessons more interesting and more interactive, in other words, it gives the children the opportunity to apply what they have learnt. Moreover, technology helps to engage disinterested students, while continuing to motivate more those who are already interested in the lesson.

    Although whiteboards, computers etc. are being installed in schools, ultimately it depends on the teachers themselves to use it well and to add to technology their own personal creativity, as well as their belief in the ability of each and every student. Teachers should be encouraged to use more games and group work that allows the children to think and discuss what they have learnt. This would definitely improve the quality of teaching.

  49. Geoff Mulgan, Chief Executive, NESTA Geoff discusses what he considers to be one the most important needs for innovation in schooling in the UK.

    “The only way to have good ideas is to have lots of ideas and then to get rid of the bad ideas”. He argues and questions whether the education is failing due to the lack of good ideas or due to not getting rid of the bad ideas.

    He points out the importance of OBSERVATION and compares it to innovations that have affected our lives, eg. lighting, the car, or the computer, or penicillin. The original spark was observation. I agree that one needs to observe to reinvent, which is why I believe that educational innovation should be handled the same way. What are the natural processes of learning? How can we recreate them?

    There is no limit to learning and it is important that we share opinions and ideas of innovation to recreate a better educational system for all.

    • My humble opinion is that, small talk apart, our local schooling system (to be strictly distinguished from the misnomered education system) is still lacking leaps and bounds from any mirage that this technology side is crying out to propose. Thanks to a considerable first hand experience in a number of commercial sectors and to a more meagre experience in schools gained over the last few months I can honestly say that for some reason that I cannot really explain things in the industry move much faster, people in the industry are what typically one would describe as ‘go getters’, as results-oriented. On the other hand people in schools seem to be more complacent to a status quo which is a far cry from any vision for education one may dare jot down in a curriculur framework. This is indeed a big big heartache. Why is our schooling sector being a laggard in more aspects than one? Why would you go to have a pizza in Marsascala and have your pick off an iPad rather than the printed out menu and then walk into any school to find that IWB have either not been installed in the first place or that their software is not yet running, meaning they can only be utilised as a run-of-the-mill projector? Why do schools therefore take so long to react knowing full well, for example, that IWB are after all from being the ultimate in the pedagogical use of ICT?

  50. Even though there is awesome technology to be used the teacher still needs to do his/her part by keeping up to date with latest wasy of teaching using technology and also being craetive and supportive towards the students. For good education we need good resources, technologies but also very important good, creative, caring teachers.

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