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MODULE 3 - Learning Activity 1 - Coggle Diagram
MODULE 3 - Learning Activity 1
Low & Burns (2018)
Agree/disagree
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.
Help with scaffolding
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
Have resources that are gender neutral and support diversity.
Learned
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.
The term Intersex refers to people born with physical characteristics that do not fit typical binary notions of male or female bodies.
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'.
Chapter 8
Weatherby-Fell (2015)
Agree/disagree
I agree that technology should not just be embedded into a lesson for the sake of it.
I agree that both the teacher and the students need to have complementary technology skills for it to work effectively and be valuable.
I disagree with the claim of the doomster mindset that digital technology destroys essential skills such as handwriting and communication.
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.
Help with scaffolding
avoid the trap of being naively enthusiastic or unnecessarily pessimistic. adopt a cautious but optimistic attitude
Technology should only be implemented with appropriate teaching practices
Conduct small affordable experiments. Through these experiments you can examine what actually happens when you make use of a particular app.
Always reflect upon what you thought would happen and what actually did happen.
Learned
Booster and Doomster perspectives
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
It is ok to experiment with technological resources to examine how the students respond to it
Chapter 10
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.