Are we human or are we dancer??

Are we human or are we dancer??

The words of a popular pop song a few years ago by The Killers (if you do not know them, children, go search the web J). The words meaning: are we humans with emotions and our own will or are we just puppets on a string?!

 I’m specifically referring to these words after watching a film about the great crash of the economy way back in 2008. Watching that movie made me think about these ‘systems’ we as humans are implementing. We should really, carefully think twice and trise before implementing human systems.

Systems are always flawed! Because we as humans, are NOT perfect.

And if there is to be systems…are these systems taking away our humanness? (as Brad Pitt’s character puts it in the movie: that’s why I hate banking, it reduces people to numbers) Is it making us into puppets? Or is it truly benefiting our human race?

That brings me to this digital pedagogical ‘system’. Yes, it is the way of the world nowadays. But excuse my pessimism … again…what if it crashes. There is more to consider.

Teacher, we cannot teach our learners to be dependent on such material things…it will disappoint. We cannot let them put their every hope and means of learning into these systems.

Now, after reading http://www.edutopia.org/blog/guidebook-social-media-in-classroom-vicki-davis?utm_content=blog&utm_campaign=social-media-guidebook&utm_source=twitter&utm_medium=socialflow&utm_term=second-image and http://www.edutopia.org/blog/social-media-can-be-ally-nicholas-provenzano?utm_content=blog&utm_campaign=social-media-can-be-an-ally&utm_source=twitter&utm_medium=socialflow&utm_term=second-image we were asked in our PGCE class to explain how we would implement this ‘systems’ of technology in our curriculum classes one day??

These articles really make the digital pedagogy seem so legit and as if this could be our answer to better learning in classrooms. But not my classroom and the picture I have in my mind of the school I would like to teach at. These learners are curious about the digital yes, and would be excited about it… for a while, but they are waaay more interested in relationships; interacting. And they usually do this without technology, because they do not have capital to buy into this technological world.

Answering the question from a classroom where the kids love using technology, and where it is freely available, I would use almost every wonderful tool the web and technology has to offer (with good facilitative skills of cause).  I was most definitely amazed at the possibilities these Apps (like fakebook, faketwitter or even Instagram) could bring to the classroom, and to engage in learning outside of the classroom. I would use Instagram to encourage kids to share photos with the class of things they connect to the content of the classwork. I would use fakebook in class where they could communicate groupwork and information and comment over it. 

BUT, encouraging children or learners to actively use social media, I CANNOT. Because as we have seen in many scenarios it has exploded in their faces with only one wrong word or sentence. I would much rather encourage more face-to-face interaction where they learn how to handle and resolve conflict and ways of being human and connecting humanely – teaching what is essential in our unsure, lonely world.

Because, are we human or are we dancer?

Mind the Gap

In response to an assignment on digital pedagogy articles 1: http://www.digitalpedagogylab.com/hybridped/decoding-digital-pedagogy-pt-1-beyond-the-lms/ and 2: http://www.digitalpedagogylab.com/hybridped/decoding-digital-pedagogy-pt-2-unmapping-the-terrain/

I’m absolutely stoked about the times we’re in and is totally buying into this digital pedagogy and to further its effective use in schools. So much uproar and business and connectedness, but eish in that is so much differences that we need to bridge. And what better way than with this exciting field of discovery of digital pedagogy, which is the main scapegoat in this tale.

    I totally agree that digital pedagogy does not merely mean digitalizing your usual classroom work as part 1 argues. There is so much more to is. My meaning is still that learning should involve all the senses, and technology should only be there to enhance that experience. “Digital pedagogy is not a path through the woods. It’s a compass…”

 “Digital Pedagogy is a pedagogy of hacking, which Fyfe defines as “adapt[ing], manipulat[ing], and mak[ing] productive use out of a given technology or technological context or platform.” It also depends on collaboration.”

That underlined part of the sentence can definitely only be done by good facilitation and/or a controlled digital environment. I thus think we as teachers should be challenged to teach in such a way, but also us new generation teachers should be taught in such a way in order to have a framework of how to actually establish such a classroom environment, which we are not getting. (I know we should be the pioneers of such teaching).

   But my first concern: when I imagine myself in such a classroom where digital pedagogy is used and the teacher is a mere facilitator … it comes back to time for me… is there enough time for the learners to investigate topics on their own, struggling and disputing on their own, getting to the (hopefully right) answer and then getting feedback before their ‘maybe-wrong’ answer is stuck in their heads forever??

  It is really hard for me to imagine a school classroom environment like this, getting all the information across in time.

In my lecture halls I do prefer the lecturers having all the necessary knowledge and just throwing it at me, because ain’t nobody got time for researching every topic in each subject on my own and getting to the essentials on my own.

My second concern: collaboration and building community is great, and children may become each other’s teachers in such an environment, but being teenagers there is a lot of ‘power struggle’ going on in themselves and between each other, gaining popularity and such. So I’m just thinking that such a digital-group-interactive environment can again create space for the quick thinker or the brightest spark to thrive and teach the others, but the slower learners will yet again have less ‘power’, …which can again cause problems in this way of teaching.

We saw this in the hole in the wall (link ): some students easily understood the computer and the problems given to them and were able to help and explain the others. But from experience it is only a matter of time when that ‘power struggle type of jealousy’ creeps in. As harsh as it sound groups and or classes should probably be divided into ‘quick’ and ‘slow’ learners. Or even in different classes of learning methods. Or this digital pedagogy might only work in some school in certain environments, but not in others. SO stop putting so much emphasis in only this field of pedagogy…I’ll say.

Maybe I’m being a bit pessimistic here, but my point will be that digital pedagogy cannot be the only and the only new way and era of teaching and learning in any and every environment.

But yes, I know, we do indeed need to know HOW to use this digital stuff fully and most effectively in this current world.

After thought: Seeing my sister struggling to use Word effectively and sufficient in her engineering assignment is a huge pressing example to start to bridge this huge gap between no digital pedagogy in schools (and school assignments) to full-on digital tasks in universities and work places. 

Seeing hope and possibilities

What a new experience as a student to have a class where we are encouraged to use social media..EVEN IN CLASS!!!

I must say, this idea of incorporating tech and social media into our work was a bazarre idea for me as it always seemed to be something used and explored Outside of the 'working' environment. I guess that is how I was brought up, in our formal school systems and being a bit more reserved, it seemed bazarre to post my private life for the whole world to see.

I'll describe our era of students as the 'inbetween-tech-teens'. We were teenagers in the era where cellphones started out and social media slowly  started appearing and then all the possible things you can do with these thechy stuff nowadays. In other words technology wasn't as in-your-face when we were younger as the teens today.

                                                             davidewart.typepad.com

I was never a big supporter of the concept of sharing private info online mainly because of the dangers that comes with it, but how can we as growing and learning and communal human beings ignore this 'in-time' resource of info and contact?? 

As any other resource used there is danger involved, as well as endless possibilities. But also as with any other resource use, there creeps in the misuse thereof, as we see with natural resources as well as social bullying. 

Because of this fact I can totally see the relevance of digital pedagogy we are taught and need to teach this new era of teens/children/also adults on how to use these tools responsibly. Social media is not a place anymore for sharing whatever whenever you want... there must be a sense of responsibility with using these incredible tools and also basic socially acceptable 'rules'. We as the teachers of tomorrow's leaders need to connect the past with the present; bring the outside and inside classroom together; to make our teaching relevant. 

BUT, eish, what if Eskom strikes again!?! Like the article argues on going unplugged on the digital tools. As much as we need to integrate these technologies into our classroom experiences, we cannot be totally dependent on them. Then practical activities replicating these tech worlds of the teens will be a great substitute in lessons like we 'tweeted' sticky notes all over the class (see below). Great incorporation of the cool social media into a practical, face-to-face social environment!

 As example of this; in class we had to stick up a 'post' with sticky notes saying: "I am here because..." and as I'm very careful of what people see me writing or seeing my thoughts, I just gave a nice broad politically correct description of why I want to be a teacher. 

"Ek is hier om 'n positiewe opbouende verskil te maak in die wereld."

translation: I'm here to make a positive, constructive difference in the world.

But when I thought now about my answer, I think this new digital teaching and learning era we want to enter is specifically there to tackle this broadness of thinking and become more specific and also not afraid of critique. There is so much information in the world and now we need specific ideas and inventions to use this knowledge for specific problems and tasks at hand WITH the technology (and resources) we have available. 

Hopefully I can rephrase my above statement later this year using the technology and info I have in order to identify specific problems and come up with specific solutions.  

Love ya'll

Starting a band, baby

It has always been a dream of mine to start a band or be part of a band, but coming to think of it, maybe it was just that something inside me that always wants to try out something new. So here I am blogging, doing something new. I think then it is safe to say this is my band :)
Sharing a world full of thoughts and ideas with the whole world. I guess that is the same thing that a band also does.


I am no writer, but I'm truly excited to connect to the world in this way. And hopefully make some new friends along the way as well as inspire and be inspired.


Mwa love ya'll