Kristine

1. ICT Trends and Issues in Home Economics Secondary Education A presentation for the Australian Home Economics Teachers Association, August, 2010 Kristine

2. Education in the 21st Century • ICT has crucially altered the world • ICT literacy - ‘4th R’ • ICT adoption in society requires preparation in schooling: • to promote high skills • to promote creativity • to problem solving = students with self-directed lifelong learning to function in 21st digital age Source: Flickr- brianday

3. Policies Reforming Education • National Curriculum: standardising curriculum • Digital Education Revolution is transforming the classroom 21st century (Australian Government, DEEWR, 2008) • The Statement of Learning for ICT: giving students the opportunity to: • Inquire with ICT • Create with ICT • Communicate with ICT • Operate with ICT • Consider Ethics and Issues in ICT

4. Policies Reforming Education cont. Melbourne declaration: improving the capabilities for all young Australians to become: • Successful learners • Confident and creative individuals • Active and informed citizens The declaration states that successful learners: “…are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines”.(MCEECDYA, 2008, p,8)

5. Challenges for educators in 21st century • Digital Education Revolution, the Melbourne Declaration, Statement of Learning for ICT and the development of a National Curriculum are intended to intersect • In policy development and practice however, these intersections are currently still under development (Moyle, 2010.) • Require new approaches to what is taught, how it is taught and why it is taught (Moyle, 2010.)

6. The Digital Revolution-impact for Education • Students are ICT competent. • Use mobile phones. • Watch interactive television. • Play online gaming with users. • High levels of access to internet at home (ABS, 2008 as cited in Moyle, 2010, p32). • Barriers to ICT adoption in classrooms. • Is it the divide between “digital natives” and “digital immigrants”? Or something else? • Further research is required to reveal barriers…..

7. Global ICT Trends in Education • Mobile technologies • Social Networking –Web 2.0 applications • Open source and open education resources • Cloud computing • Ubiquitous learning • Collaboration • Role of educators –sense making, coaching, credentialing, mentors, • Scholarship (Johnson, Levine, Smith & Stone, 2010; White,2008a) Source: Flickr, Darren Kuropatwa

8. Home Economics Education – What’s Happening? • How is secondary Home Economics (HE) education adjusting to cater for these changing times? • Lets critically examine 4 sources & discuss the implications for teaching and learning secondary HE in Australia: • An article: “Hong Kong Home Economics Teachers’ Preparedness for Teaching with Technology” by K. Ho & P. Albion • A website: Aussie Educator • Podcast: “Teaching Kids About Where Food Comes From” by Don Genova • Video clip: “Food safety 101” by student Chad Senga

9. Article - Overview • Hong Kong Home Economics Teachers’ Preparedness for Teaching with Technology ( Ho & Albion, 2010) • Teachers reported: Having access to ICT for classroom use Moderate and improving levels of ICT skills Positive attitudes to ICT for learning • Level of ICT use is low for Home Economic Teachers • Barriers have retarded change These barriers not attitudes, institutional support, or skills Barriers are resource constraints; assessment pressure; lack of time; & subject culture

10. Article - Strengths • Recent and relevant article written in 2010 by academics from University of Southern Queensland • Well-researched paper with supported arguments from a range of references pertaining to ICT and education - mainly dated post 2000. • Acknowledgment of key challenges faced by the education system to adapt ICT to teaching and learning such as: - a pedagogical shift to collaborative learning relying on ICT; - student-cantered approaches based on constructivism - utilising ICT to acquire new skills.

11. Article – Strengths continued • Paper discusses HE and ICT by applying the TPACK framework to form an in-depth & comprehensive study. • Technological Pedagogical Content Knowledge (TPACK) At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: • Content (CK) • Pedagogy (PK) and • Technology (TK) (source: www.tpck.org) • TPACK is a concept gaining popularity by researches and scholars.

12. Article – Strengths continued TPACK (Moyle, 2010)

13. Article – Weaknesses • Not an Australian education specific case study. • Reputable articles describing Australian specific cases of Home Economics and ICT are scarce.

14. Website - Overview • Aussie Educator Website • Includes all learning areas with a variety of resources and information for both teachers and students • Very comprehensive site • www.aussieeducator.org.au/curriculum/technology/generaltech.html

15. Website – Strengths • One of the few websites pitched at secondary Home Economics education. • Site offers students and teachers blogs, resources, games, curriculum & policy information and much more • Games – café games to teach about nutrition, although American, are aimed at secondary students • Resources to obtain HE videos for purchase for classroom use • Links to free Nutrition Facts software for use (although American)

16. Website – Strengths continued • Blogs including videos showing food science experiments - learning food through science visually. • Blogs found are primarily text but some also show photos or other images, with sounds, or films. • Blogs contain freeware to calculate food ingredients & nutrients energy. • Numerous Links: For example, NSW HSC Online/Food Technology is a valuable site for both students and teachers.

17. Website – Weaknesses • Mainly an example of second phase ICT interaction in HE teaching and learning – used for information collection. • Limited examples of third phase ICT integration - interactive learning to engage students in collaborative learning experiences. • No evidence/reference to mobile technology use in HE teaching and learning • No open source software available • Many links to external sites with videos on range of HE content available for purchase….not free. Failure to capitalise on social networking and sharing & collaboration.

18. Website – Weaknesses continued • Although links to games, no examples of augmented reality games (which create virtual classroom experiences). • No discussion of mobile use of technologies for teaching and learning to engage students. • No evidence of Web 2.0 technology apart from limited inclusion of blogs and gaming.

19. Video - Overview • “Food Safety 101” by Chad Senga • http://www.youtube.com/watch?v=sryCqNJcNnY • Student-produced video depicting the fundamentals of food handling. • It is an example of innovative teaching and learning that engages the digital learner. • The published work is available for students and others on YouTube for review. Source: YouTube – by Chad Senga

20. Video - Strengths • Perfect example of how teachers are mentors, students become empowered and learn in an age where students are driving change and except an ICT learning environment. • Showing 21st century skills of communication, collaboration and creation. • Publishing students’ products really engages students and hence ICT is a powerful tool for teaching learning.

21. Video – Weaknesses • Relevance of sports car to topic– but it is something students can relate. • Limited examples of Australian HE students using this technology in education and publishing their work. • Videos focusing on Home Economics and ICT trends and issues are difficult to source. Relevant videos where both subject contents were explored and intertwined were not discovered. • Ample videos on culinary techniques or food safety (mainly didactic teaching); ICT and mobile computing in education; digital storytelling; and interactive whiteboards etc. • Clearly exploration of Home Economics and ICT trends and elements is an area requiring further development.

22. Video – Weaknesses continued • The creation of videos available for collaboration and sharing containing matter targeted to HE teachers and students is lacking. • However, the existing videos on ICT and education can be applied to Home Economics teaching and learning. (interdisciplinary – applying the TPACK concepts).

23. Podcast - Overview • All You Can Eat Podcast: “Teaching Kids About Where Food Comes From vol32” http://www.blip.tv/file/2546632 • Don Genova talks with a panel of HE teachers to explore what they believe secondary students should learn about food & nutrition. • Don talks to primary school students to reveal their understanding on the subject. • Visuals available at blog.dongenova.com

24. Podcast – Strengths • Don Genova is an Canadian academic with a masters in food culture and holds food and travel journalism on CBC radio and television. Genova has credentials to discuss food and nutrition hence the podcast “all you can eat” is a respectable source. • An Australian HE teacher/food technologist featured in the podcast. Source: www.blog.dongenova.com Source: www.blog.dongenova.com

25. Podcast – Strengths continued • Sharing of teaching experiences, food trends and ideas with other teachers - global audience • Sharing HE information anywhere and anytime- Convenient • Another way to share HE knowledge • Podcasts can cater to different learning styles  • Students can create podcasts in place of assignments • Teachers can create podcasts to disseminate information • Podcast can record lessons, set assignments, create examples.

26. Podcast – Weaknesses • A Canadian based authority and not an Australian specific podcast, although still relevant. • The podcast is the only one found on a topic in Home Economics education and an example ICT being used in this area. • Produced in 2007 - three years old • The Education Podcast Network – Ample podcasts on the area of “Professional Philosophy and ICT” • Podcasts specific to Home Economics and ICT scarce -Suggests limited use of podcasts in this area of education.

27. Instruction Construction Classroom Activity Teacher centredDidactic Learner centredInteractive Teacher Role Fact tellerAlways expert CollaboratorSometimes expert Student role ListenerAlways learner CollaboratorSometimes expert Instructional emphasis FactsMemorization RelationshipsInquiry and Invention Concept of knowledge Accumulation of facts Transformation of facts Demonstration of success Quantity Quality of understanding Assessment Norm referencedMultiple-choice items Criterion referenced Technology use Drill and practice Communication, collaboration,information access, expression How Can HE Teaching Adopt ICT Trends Into the Classroom? • Make a pedagogical shift to constructivist approach to connect schooling with the realities of the 21st century Source: www.unescobkk.org/education/ict/themes/teaching-learning/ict-in-primary-secondary-education/new-pedagogy)

28. Adopting ICT Trends Into HE Classrooms • Start using ICT as suggested in the three phases aiming to conduct the majority of lessons in phase 3 mode. • Phase 1: Moving from teachers using ICT to deliver subject content in interesting manner • Eg. interactive whiteboard, using videos on YouTube in a traditional didactic manner to demonstrate skills etc. For example: show a YouTube clip on puff pastry skills. • Phase 2: Goes beyond students using ICT to access content knowledge rather than traditional textbook. . • Eg. web searches, web quests, wiki spaces and online encyclopaedia. For example: ask students to research organic foods.

29. Adopting ICT Trends Into HE Classrooms Continued • Phase 3: Showing students as creators of information rather than consumers of information • Products created could be a movie, podcast or other presentations. • These products are then published to wider audience utilising web 2.0 technologies. • For example: ask students to produce a video clip to be published to YouTube about “Ten top ways to live a healthy life”, gathering information from different online media.

30. Implications The article by Ho and Albion (2010) reveals the following: On average teachers have: • Content Knowledge (CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK) based on prior experience • Technical Knowledge (TK) based on skills assessments The data indicates: • Teachers are seeking subject specific resources and PD • Technical Content Knowledge (TCK) needs development • Pedagogy with ICT is still teacher-centered • Technical Pedagogical Knowledge (TPK) needs development • TPACK will also need development

31. Implications - continued • Teachers are prepared to use ICT but level of use is low due to barriers • Resource constraints, assessment pressure, lack of time, & subject culture (Ho & Albion, 2010) • Despite government commitment being strong, infrastructure, skills PD, & support • Missing ingredient is subject specific PD • Need to connect CK and PK with TK • Teachers need more time to prepare for lessons with ICT

32. Integrating ICT Into Home Economics Teaching and Learning Some Web 2.0 application ideas to use in teaching home economics for collaboration and sharing Source: www.slideshare.net –The Global Classroom Katie Wardrobe

33. Web 2.0 - applications Source: www.slideshare.net –The Global Classroom by Katie Wardrobe

34. Web 2.0 – applications • Why use these tools in school? Must teach students cyber safety and common sense but Source: www.slideshare.net - The Global Classroom by Katie Wardrobe

35. Web 2.0 - Delicious Delicious http://delicious.com • Social bookmarking site • Develops networks

36. Web 2.0 - Toondoo for Cartoon Making

37. Web 2.0 - Wordle • Uses for Wordle • Revision terms • Capturing keypoints • Introducing new vocab. • Reflection • Spelling lists • General display purposes • (Mirtschin, 2008) (Mirtschin, 2008)

38. Web 2.0 - Slideshare www.slideshare.net • Uploads powerpoint presentations • Groups and networks • Resources • Slideshare for home economics http://www.slideshare.net/umhealthscienceslibraries/food-20-part-1-presentation with lots of great sites and recommendations, games, videos, recipe sites etc Source: : www.slideshare.net ICT trends in education by D. Wenmoth

39. www.voicethread.com User friendly Digital storytelling Reflections Reporting on extra-curricula activities Global projects (Mirtschin, 2008) Voice Video Text Images Web 2.0 - Voicethread

40. Why should teachers use a blog? Online journal Digital portfolios Lesson plans bulletin board Reflections Why should students blog? A tool for reading and writing Authentic audience Highly motivational Powerful learning Students want to share etc. (Mirtschin, 2008) Web 2.0 - Blogs

41. Most popular educational blogging platforms http://globalstudent.org.au http://globalteacher.org.au http://edublogs.org Blogger Blogmeister Web 2.0 – Blogs continued

42. Web 2.0 – Blogs continued Some food blogs • Is My blog burning www.ismyblogburning.com • Food trend blog http://foodtrendblog.blogspot.com/search/label/Lesson%20Ideas • Cooking with Amy http://cookingwithamy.blogspot.com • Simply Recipes http://www.elise.com/recipes

43. Online photo storage and management Search for and use creative commons license photos Networks (global) Crop, share, edit Slideshows Videos (pro account) Networking (Mirtschin, 2008) Web 2.0 - Flickr (Mirtschin, 2008)

44. Web 2.0 - Wikis • Uses of..... • Group projects • Assignments • Resource collections • Peer review • Parent involvement • Eg Wiki Educator Eg. http://web20guru.wikispaces.com/Web+2.0+Resources

45. Interactive polls are a formative assessment tool SurveyMonkey: www.surveymonkey.com Use it to create web based surveys for free PollDaddy:www.polldaddy.com Set up an online survey in minutes and start collecting responses in real-time. Engage students with interactive polls with fast anonymous, authentic responses Web 2.0 – Interactivity with Polls

46. Podcasting and podcasts Audacity + lame codec to convert to mp3 files Podomatic for storage online Educational Podcasts: www.learnoutloud.com/Podcast-Directory/Education-and-Professional/Teaching www.podbean.com/podcasts?s=hit&c=education&t=month&p=1 www.larkin.net.au/024_podcasting_links.html Web 2.0 - Podcasts www.larkin.net.au/024_podcasting_links.html

47. Web 2.0 – Online Videos • Teacher tube • Teachers TV • Youtube • Google video

48. Web 2.0 – Google Applications • google docs – processor, sheet, presentation • Calendar • Reader • Alert • Notes • Igoogle • Google maps and earth

49. Constructivist learning strategies fit well with 3D virtual classrooms Engaging, immersive, meaningful and memorable experiences “..model andfacilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools”(D. McPheeters, (n.d), p.4). Gaming with Virtual Reality - Teen Second Life • Students are learning difficult to teach skills like adaptability, risk taking, planning, prioritising, interactive communication

50. www.freetech4teachers.com Resources and Lesson Plans for Teaching with Technology Some ideas of how to integrate technology into the Home Economics Classroom More Resources http://www.howstuffworks.com/ Source:www.freetech4teachers.com