Low and Burns (Chpt. 8) and Weatherby-Fell (Chpt. 10)
LEARNT
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The technical and accepted difference established between sex and gender and why this distinction is important particularly for students coming to terms with who they are and developing a personal identity.
· Just how young children have already begun to internalise gender norms and stereotypes
· The anti-essentialism perspective of gender identity – that being that it’s influenced by social and cultural experiences.
opposite of the biological essentialism which focuses on the 2 categories of sex based on physical attributes of human beings that being male and female and how this determines the behaviour of men and women
sex refers to the biology of an individual while gender refers to the 'role' of a male of female in society / how an individual thinks of themselves and is linked to their identity
AGREE WITH
sex and gender are different
gender norms and stereotypes have no place in the classroom
technologies can't be inherently for learning - it is the responsibility of the teacher to apply an ICT resource in an effective method for learning
it is the responsibility of the education system to move away from maintaining a heteronormative outlook on society
The incorporation of ICT needs to follow the backwards mapping format when planning units and lessons and should not be added in to tick the box of ICT use in the classroom
HOW THESE READINGS HAVE INFORMED MY FUTURE PRACTICE
ATTITUDES TOWARDS TECH..
Boosters vs. doomsters
time wasting, children can become adicted. associated risks
ease of access to tec, increases engagement, efficient,
ensure I am not complacent / reliant on tech for engagement of students with content. ICT should be employed as needed and when assessed to be authentically improving the learning environment
ensure I am not supportive of gender stereotypes within my classroom but instead allow for self expression and exploration in a safe environment
ensure my teaching practice supports sexual and gender diversity
ensure that the inclusion of ICT does not replace the use of writing and forming other non digital skills
provide alternatives to ICT activities as it may not suit all students ie. 'bring your own device' initiatives do not cater for families that may not be in a position to supply a digital device