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Mind-mapping Low & Burns and Weatherby-Fell - Coggle Diagram
Mind-mapping Low & Burns and Weatherby-Fell
Low and Burns (2018)
Agree/Disagree
I found this chapter to be a very informative text and do not find myself disagreeing often. This is because i have not had a clear understanding of the terms above and therefore have not formed an opinion on the facts.
I do however, agree with most of the chapter, as there are many ways in which young people express their sex, gender and sexuality (p. 258). I think, especially now through social media, young people are encouraged to express themselves more and are exposed to and therefore influenced by other people who express themselves to great extents.
I like how this chapter was written in an anti-essentialist approach (a new term for me) where the identity of a person is not fixed.
Scaffolding future practice
I think having a clearer understanding of the terms I have added above will improve my practice immensely. With these terms I will be able to better my understanding of the ideas of gender, sexuality and sex and will be able to inform my practice as I deal with students.
Learned
Biological essentialism
- the belief that being categorised biologically as female or male naturally leads to behaviours that correspond with 'being a woman' or 'being a man' respectively (p. 229)
Sex
= male/female (biological classification).
Intersex
= people born with physical characteristics that do not fit the norms or 'female' or 'male' sex categories.
Gender
= Masculine/Feminine.
Sexuality
= Attracted to females/Attracted to males (a sexual orientation).
Anti-essentialism
- identities are not fixed, universal or timeless but are products of discourses that prevail in particular times and cultures (p. 231)
Interpellation
- the process whereby individuals become identified by others and come to identify themselves as a certain type of subject within a discourse.
Discourses of sex both precede and constitute what is means to intelligibly (recognisably) human
Weatherby-Fell (2015)
Agree/Disagree
"the digital (always) improves engagement and achievement" Bigum & Rowan (2015), indicate that through the Booster Discourse mindset, there are claims that the digital 'always' improves engagement and achievement. I agree with their statement that by 'suggesting' apps might and could improve student achievement could lead to idea that all students benefit from technology in the same way, which has been found to not be true (Weatherby-Fell, 2015).
"The landscape is changing too rapidly to ever be able to claim that anyone is an expert in regard to the digital in the broadest sense." - I 100% agree with this statement. technology is ever emerging and by claiming to be an expert it means you are confident and up-to-date with every update and change that technology experiences, which could be almost impossible. Therefore, I do agree also that by developing broader skills such as making informed, reflective decisions based on past experiences with technology will improve professional sensibility.
"In order to work successfully with any technology we need to be able to make sense of what is going on when we use it in a classroom." - I believe that it is important as educators to understand and make sense of the benefits but also the challenges that can be faced using technology in the classroom.
Learned
'Booster discourse claims'
Students are naturally interested in technology
the digital improves engagement and achievement
the digital makes teaching more efficient
the digital makes information freely available (older forms of distribution are redundant)
'Doomster mindset claims'
children are addicted to the digital
apps expose children to too many risks
the digital destroys essential skills like handwriting and conversations
the digital wastes more time than it saves
apps will eventually make teachers redundant
Google is making us dumb
Scaffolding future practice
"So when we decide to work with any technology we need to be always asking: What complementary skills do I need (and what complementary skills do my students need) to actually benefit from the use of this app [website or device]?" - this question will help me reflect on my practice as a future teacher. By asking myself this question when planning my lessons I will better my pedagogy and better the learning opportunities for my students as they will be using technology that is relevant to the learning content and catered to their needs and skills.
"This is not to suggest that we cannot learn anything from other cases – you are strongly encouraged to network actively with other teachers to see what they do in their classes – but this needs to be tempered with the knowledge that you can never know their classrooms or students the way they did." - I particularly liked this statement as I think it reflects accurately how the classroom and schooling environment works. For me it is important to see what works for myself as the teacher and the students in MY classroom. As although some teachers have great experiences with technology with their class it may not always work in my classroom, with students, my knowledge of technology and my confidence using technology, which is okay.