MODULE 3 - Learning Activity 1

Low & Burns (2018)

Chapter 8

Weatherby-Fell (2015)

Chapter 10

Agree/disagree

Help with scaffolding

Learned

Agree/disagree

Help with scaffolding

Learned

Reference List

Low & Burns (2018). Gender. In Education, change and society (4th ed.) Oxford University Press.

Weatherby-Fell, N. (Ed.). (2015). Learning to teach in the secondary school. Cambridge University Press.

avoid the trap of being naively enthusiastic or unnecessarily pessimistic. adopt a cautious but optimistic attitude

Booster and Doomster perspectives

Technology should only be implemented with appropriate teaching practices

I agree that technology should not just be embedded into a lesson for the sake of it.

It is ok to experiment with technological resources to examine how the students respond to it

I agree that both the teacher and the students need to have complementary technology skills for it to work effectively and be valuable.

Booster mindset claims

All students are naturally interested in technology

Digital ICT always improves engagement and achievement

Digital technology makes information freely available, making textbooks redundant.

Doomster mindset claims

Apps will make teachers redundant

All students are addicted to technology.

Schools are responsible for controlling and fixing students technology addiction.

Digital technology waste time

ICT reduces quality class discussions

I disagree with the claim of the doomster mindset that digital technology destroys essential skills such as handwriting and communication.

Conduct small affordable experiments. Through these experiments you can examine what actually happens when you make use of a particular app.

In many respects, a recipe is like someone else’s work with technology. In teaching, you will come across accounts of terrific results achieved by teachers in classrooms using particular apps. But like the first-time user of the recipe, you have a different classroom (kitchen) and the ingredients you have to work with (your resources, confidence and specific students) will also be different. So how you interpret their recipe will be unique.

Always reflect upon what you thought would happen and what actually did happen.

I agree that it is the teachers duty to eliminate discrimination and bullying in the classroom.

Create inclusive learning environments where young people with different sexes, gender identities and sexualities can flourish.

The contrast of biological essentialism is called anti-essentialist. This perspective believes it is possible for people to identify as a gender that varies from conventional social norms.

Every student is unique and their identity should not be assumed by gender norms.

Do not confirm the
gender stereotypes that are created in society

The term Intersex refers to people born with physical characteristics that do not fit typical binary notions of male or female bodies.

Have resources that are gender neutral and support diversity.

There are many ways young people can express gender sexuality and sex. However, dominant social norms highlight those who do not fit into conventional categories commonly face social sanctions for being 'abnormal'.