Time and Distraction reflection

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Time and Distraction reflection

• Reflection on competing needs

Plan to Plan

• Start the day with a 10 minute planning space

Delegate to technology

• Use technology effectively to cut out duplication and repetition

Use a variety of memory based approaches

• Hearing, Text, Visual and Tactile

Enable Planning

• Learning Planning processes

• Remove Procratination

• Self reflect on organisational practices

• Develop a can do mindset

I Can't Get My Work Done:

• An  hour per day  of distracted time translates into $10,375 of wasted productivity per person per year, assuming an average salary of $30/hour. 
• That is more than the average U.S. driver will spend this year to own and maintain a car, according to the Automobile Association of America (AAA). 
• Toggling between multiple applications/windows/tabs/items on the desktop contributes to the problem of distraction, along with using multiple devices at the same time. 
• 45% of survey respondents keep at least six items open simultaneously, and 65% report using one to three desktop or mobile devices in addition to their main computer.

From Associated Content: a few active steps you can take to minimize distractions:

• Know yourself and what distracts you
• Change your atmosphere if necessary (turn down or up  music, for instance)
• Limit computer distractions to certain times of day or a certain number of times (such as checking your email 3 xs/day)
• Don’t take calls unless convenient for you; you can call back
• Shorten conversations with coworkers

Email Distraction

• STOP REACTING
• According to a 2007 study by Loughborough University academic, Thomas Jackson, most of us reply to e-mails immediately - many within six seconds. Then it takes at least a minute to recover our thoughts. Not long after, more e-mails arrive, with more checking, and so on.

TPACK overview

TPACK overview

SLIDES

TPACK overview

•     Technology Pedagogy and Content Knowledge by jjfbbennett CC

CPK - The starting point
PK: Shulman, 1987

• Content Pedagogy Knowledge
• Shulman  (pre ’87) claimed that teachers subject knowledge and pedagogy were being treated as mutually exclusive domains.
• Consequence: a focus on either subject matter or pedagogy dominated education.
• Shulman proposed that effective teaching existed in the overlap of the 2 dichotomies.

PCK: explanation
PCK is the intersection and interaction of pedagogy and content knowledge.
Essential Knowledge & effective teaching

PCK includes

• Essential knowledge content-based curricula
• Subject specific concepts, theories & practices
• Assessment and reporting processes
• Instructional planning
• Student's prior knowledge
• Theories of learning - cognitive, social & developmental
• Alternative teaching strategies

PCK: Teacher education programs
“Most teacher education programs in Australia have been designed by taking into account PCK.”
Teacher education programs are now considering the role of technology in learning - TPACK



DER: Teacher ICT Capabilities & Pedagogy
Digital Educational Revolution Australia
Teachers make innovative & effective use of ICT in pedagogy

DER - Implementation
Leadership

• Plan and lead change
• Deliver digital learning to students in all areas

Infrastructure

• Learning management systems (Moodle)
• ePortfolios (Mahara)

Learning Resources

• Digital education resources (Scootle)

Teacher Capability

• Harness the resources of the digital revolution
• Integration of ICT to support changed pedagogies (ELITE AMPeL)

Warning: Technology without Pedagogy
Technology cannot be the driving force

• Avoid the Mirror Image Syndrome

Avoid ICT replacements without due consideration of the purpose.

• Think before a lesson becomes a PowerPoint with notes
• Think before a class discussion becomes a forum
• Think before a resource becomes a webpage with hyperlinks

Technology without pedagogical and content  application will result in a reductive learning environment.

TPACK: Integrating Technology
TPACK

• Integrates Technology with Pedagogy & Content Knowledge

Advice:

• Increased technology for technology sake does not lead to increased student learning.
• The effectiveness of technology is  dependant  on teaching practices.
• How you integrate content and pedagogy with technology matters as much as integrating technology with pedagogy and technology.
• If teachers see content, technology and pedagogy as separate domains - technology will always be just an ineffective add on.

TPACK: Overview
TPACK is an understanding of interactions within the following domains

• Technology
• Pedagogy
• Content

To effectively understand TPACK teachers need to understand  how
Technology Pedagogy and Content works in;

• Isolation
• Together
• and in Context

TPACK example: Story retelling

• Activity: Retelling a story
• Setup: Class is divided in groups of 2 - Story is broken up into sections to accommodate the groups
• Learning Objectives: Reading Comprehension Skills & Oral Speaking Skills
• Learning Process: Students will read a text, retelling the story using Media Editor and share  the retold story

TPACK: Questions

Questions to ask yourself

• Which of the domains do you find easiest to work within?
• Which overlapping domains do you find most difficult to work with?
• How will you plan your learning environment to include all domains and overlaps.