Kristine

A presentation for the Australian Home Economics Teachers Association, August, 2010

ICT Trends and Issues in Home Economics Secondary

Education

Education in the 21st Century

ICT has crucially altered the worldICT literacy - ‘4th R’ ICT adoption in society requires

preparation in schooling:to promote high skills to promote creativity to problem solving = students with self-directed lifelong

learning to function in 21st digital age Source: Flickr- brianday

Policies Reforming EducationNational Curriculum: standardising curriculum Digital Education Revolution is transforming

the classroom 21st century (Australian Government, DEEWR, 2008)

The Statement of Learning for ICT: giving students the opportunity to:Inquire with ICTCreate with ICTCommunicate with ICTOperate with ICTConsider Ethics and Issues in ICT

Policies Reforming Education cont.Melbourne declaration: improving the

capabilities for all young Australians to become:Successful learnersConfident and creative individualsActive and informed citizens

The declaration states that successful learners: “…are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines”. (MCEECDYA, 2008, p,8)

Digital Education Revolution, the Melbourne Declaration, Statement of Learning for ICT and the development of a National Curriculum are intended to intersect

In policy development and practice however, these intersections are currently still under development (Moyle, 2010.)

Require new approaches to what is taught, how it is taught and why it is taught (Moyle, 2010.)

Challenges for educators in 21st century

The Digital Revolution-impact for Education

Students are ICT competent.Use mobile phones.Watch interactive television.Play online gaming with users.High levels of access to internet at home (ABS,

2008 as cited in Moyle, 2010, p32).

Barriers to ICT adoption in classrooms.Is it the divide between “digital natives” and

“digital immigrants”? Or something else?Further research is required to reveal

barriers…..

Global ICT Trends in Education

Mobile technologiesSocial Networking –Web 2.0

applicationsOpen source and open

education resourcesCloud computingUbiquitous learning CollaborationRole of educators –sense making,

coaching, credentialing, mentors, Scholarship

(Johnson, Levine, Smith & Stone, 2010; White,2008a)

Source: Flickr, Darren Kuropatwa

Home Economics Education – What’s Happening?

How is secondary Home Economics (HE) education adjusting to cater for these changing times?

Lets critically examine 4 sources & discuss the implications for teaching and learning secondary HE in Australia:1. An article: “Hong Kong Home Economics Teachers’

Preparedness for Teaching with Technology” by K. Ho & P. Albion

2. A website: Aussie Educator 3. Podcast: “Teaching Kids About Where Food Comes

From” by Don Genova4. Video clip: “Food safety 101” by student Chad Senga

Article - OverviewHong Kong Home Economics Teachers’ Preparedness

for Teaching with Technology ( Ho & Albion, 2010) Teachers reported:

Having access to ICT for classroom useModerate and improving levels of ICT skills Positive attitudes to ICT for learning

Level of ICT use is low for Home Economic Teachers

Barriers have retarded changeThese barriers not attitudes, institutional support,

or skillsBarriers are resource constraints; assessment

pressure; lack of time; & subject culture

Article - Strengths

Recent and relevant article written in 2010 by academics from University of Southern Queensland

Well-researched paper with supported arguments from a range of references pertaining to ICT and education - mainly dated post 2000.

Acknowledgment of key challenges faced by the education system to adapt ICT to teaching and learning such as:

- a pedagogical shift to collaborative learning relying on ICT; - student-cantered approaches based on

constructivism - utilising ICT to acquire new skills.

Article – Strengths continuedPaper discusses HE and ICT by applying the TPACK

framework to form an in-depth & comprehensive study.

Technological Pedagogical Content Knowledge (TPACK)At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK) Pedagogy (PK) and Technology (TK)

(source: www.tpck.org)

TPACK is a concept gaining popularity by researches and scholars.

Article – Strengths continued

(Moyle, 2010)

TPACK

Article – WeaknessesNot an Australian education specific case

study.

Reputable articles describing Australian specific cases of Home Economics and ICT are scarce.

Website - OverviewAussie Educator Website Includes all learning areas with a variety of resources and

information for both teachers and studentsVery comprehensive sitewww.aussieeducator.org.au/curriculum/technology/general

tech.html

Website – StrengthsOne of the few websites pitched at secondary Home

Economics education.

Site offers students and teachers blogs, resources, games, curriculum & policy information and much more

Games – café games to teach about nutrition, although American, are aimed at secondary students

Resources to obtain HE videos for purchase for classroom use

Links to free Nutrition Facts software for use (although American)

Website – Strengths continuedBlogs including videos showing food science

experiments - learning food through science visually.

Blogs found are primarily text but some also show photos or other images, with sounds, or films.

Blogs contain freeware to calculate food ingredients & nutrients energy.

Numerous Links: For example, NSW HSC Online/Food Technology is a valuable site for both students and teachers.

Website – WeaknessesMainly an example of second phase ICT interaction in HE

teaching and learning – used for information collection.

Limited examples of third phase ICT integration - interactive learning to engage students in collaborative learning experiences.

No evidence/reference to mobile technology use in HE teaching and learning

No open source software available

Many links to external sites with videos on range of HE content available for purchase….not free. Failure to capitalise on social networking and sharing & collaboration.

Website – Weaknesses continuedAlthough links to games, no examples of

augmented reality games (which create virtual classroom experiences).

No discussion of mobile use of technologies for teaching and learning to engage students.

No evidence of Web 2.0 technology apart from limited inclusion of blogs and gaming.

Video - Overview“Food Safety 101” by Chad

Sengahttp://www.youtube.com/wat

ch?v=sryCqNJcNnY

Student-produced video depicting the fundamentals of food handling.

It is an example of innovative teaching and learning that engages the digital learner.

The published work is available for students and others on YouTube for review.

Source: YouTube – by Chad Senga

Video - StrengthsPerfect example of how teachers are mentors,

students become empowered and learn in an age where students are driving change and except an ICT learning environment.

Showing 21st century skills of communication, collaboration and creation.

Publishing students’ products really engages students and hence ICT is a powerful tool for teaching learning.

Video – Weaknesses Relevance of sports car to topic– but it is something

students can relate.

Limited examples of Australian HE students using this technology in education and publishing their work.

Videos focusing on Home Economics and ICT trends and issues are difficult to source. Relevant videos where both subject contents were explored and intertwined were not discovered.

Ample videos on culinary techniques or food safety (mainly didactic teaching); ICT and mobile computing in education; digital storytelling; and interactive whiteboards etc.

Clearly exploration of Home Economics and ICT trends and elements is an area requiring further development.

Video – Weaknesses continuedThe creation of videos available for

collaboration and sharing containing matter targeted to HE teachers and students is lacking.

However, the existing videos on ICT and education can be applied to Home Economics teaching and learning. (interdisciplinary – applying the TPACK concepts).

Podcast - Overview All You Can Eat Podcast: “Teaching Kids

About Where Food Comes From vol32”http://www.blip.tv/file/2546632

Don Genova talks with a panel of HE teachers to explore what they believe secondary students should learn about food & nutrition.

Don talks to primary school students to reveal their understanding on the subject.

Visuals available at blog.dongenova.com

Podcast – Strengths Don Genova is an Canadian

academic with a masters in food culture and holds food and travel journalism on CBC radio and television. Genova has credentials to discuss food and nutrition hence the podcast “all you can eat” is a respectable source.

An Australian HE teacher/food technologist featured in the podcast.

Source: www.blog.dongenova.com

Source: www.blog.dongenova.com

Podcast – Strengths continuedSharing of teaching experiences, food trends and ideas with

other teachers - global audience

Sharing HE information anywhere and anytime- Convenient

Another way to share HE knowledge

Podcasts can cater to different learning styles 

Students can create podcasts in place of assignments

Teachers can create podcasts to disseminate information Podcast can record lessons, set assignments, create

examples.

Podcast – Weaknesses A Canadian based authority and not an Australian

specific podcast, although still relevant.  The podcast is the only one found on a topic in Home

Economics education and an example ICT being used in this area.

Produced in 2007 - three years old

The Education Podcast Network – Ample podcasts on the area of “Professional Philosophy and ICT”

Podcasts specific to Home Economics and ICT scarce -Suggests limited use of podcasts in this area of education.

How Can HE Teaching Adopt ICT Trends Into the Classroom?

Make a pedagogical shift to constructivist approach to connect schooling with the realities of the 21st century

Source: www.unescobkk.org/education/ict/themes/teaching-learning/ict-in-primary-secondary-education/new-pedagogy)

 Instruction Construction

Classroom Activity Teacher centredDidactic

Learner centredInteractive

Teacher RoleFact tellerAlways expert

CollaboratorSometimes expert

Student roleListenerAlways learner

CollaboratorSometimes expert

Instructional emphasis FactsMemorization

RelationshipsInquiry and Invention

Concept of knowledge Accumulation of facts Transformation of facts

Demonstration of successQuantity Quality of understanding

Assessment Norm referencedMultiple-choice items

Criterion referenced

Technology use Drill and practiceCommunication, collaboration,information access, expression

Adopting ICT Trends Into HE Classrooms

Start using ICT as suggested in the three phases aiming to conduct the majority of lessons in phase 3 mode.

Phase 1: Moving from teachers using ICT to deliver

subject content in interesting manner Eg. interactive whiteboard, using videos on YouTube in

a traditional didactic manner to demonstrate skills etc. For example: show a YouTube clip on puff pastry skills.

Phase 2: Goes beyond students using ICT to access

content knowledge rather than traditional textbook. .Eg. web searches, web quests, wiki spaces and online

encyclopaedia. For example: ask students to research organic foods.

Adopting ICT Trends Into HE Classrooms Continued

Phase 3: Showing students as creators of information rather than consumers of information Products created could be a movie, podcast or

other presentations. These products are then published to wider

audience utilising web 2.0 technologies. For example: ask students to produce a video

clip to be published to YouTube about “Ten top ways to live a healthy life”, gathering information from different online media.

ImplicationsThe article by Ho and Albion (2010) reveals the following: On average teachers have:Content Knowledge (CK), Pedagogical Knowledge (PK)

and Pedagogical Content Knowledge (PCK) based on prior experience

Technical Knowledge (TK) based on skills assessments

The data indicates:Teachers are seeking subject specific resources and PDTechnical Content Knowledge (TCK) needs developmentPedagogy with ICT is still teacher-centeredTechnical Pedagogical Knowledge (TPK) needs

developmentTPACK will also need development

Implications - continuedTeachers are prepared to use ICT but level of

use is low due to barriers Resource constraints, assessment pressure, lack of

time, & subject culture (Ho & Albion, 2010)

Despite government commitment being strong, infrastructure, skills PD, & supportMissing ingredient is subject specific PD

Need to connect CK and PK with TKTeachers need more time to prepare for

lessons with ICT

Integrating ICT Into Home Economics Teaching and Learning

Source: www.slideshare.net –The Global Classroom Katie Wardrobe

Some Web 2.0 application ideas to use in teaching home economics for collaboration and sharing

Web 2.0 - applications

Source: www.slideshare.net –The Global Classroom by Katie Wardrobe

Web 2.0 – applications Why use these tools in school?

Must teach students cyber safety and common sense

Source: www.slideshare.net - The Global Classroom by Katie Wardrobe

but

Web 2.0 - Delicious Delicious http://delicious.com Social bookmarking siteDevelops networks

Web 2.0 - Toondoo for Cartoon Making

Web 2.0 - Wordle

Wordle – www.wordle.net

• Building word clouds

Reflecting on the holidays

Uses for Wordle

•Revision terms

•Capturing keypoints

•Introducing new vocab.

•Reflection

•Spelling lists

•General display purposes

(Mirtschin, 2008)(Mirtschin, 2008)

Web 2.0 - Slidesharewww.slideshare.net Uploads powerpoint

presentations Groups and networksResources

Slideshare for home economics http://www.slideshare.net/umhealthscienceslibraries/food-20-part-1-presentation with lots of great sites and recommendations, games, videos, recipe sites etc Source: : www.slideshare.net ICT trends in education by D. Wenmoth

Web 2.0 - Voicethreadwww.voicethread.com User friendly

Digital storytelling

Reflections

Reporting on extra-curricula activities

Global projects(Mirtschin, 2008)

VoiceVideoTextImages

Web 2.0 - BlogsWhy should teachers use

a blog?

Online journalDigital portfoliosLesson plansbulletin boardReflections

Why should students blog?

A tool for reading and writing

Authentic audienceHighly motivationalPowerful learningStudents want to

share etc.

(Mirtschin, 2008)

Web 2.0 – Blogs continuedMost popular educational blogging

platforms

http://globalstudent.org.au

http://globalteacher.org.au

http://edublogs.org

Blogger

Blogmeister

Web 2.0 – Blogs continuedSome food blogsIs My blog burning

www.ismyblogburning.com Food trend blog

http://foodtrendblog.blogspot.com/search/label/Lesson%20Ideas

Cooking with Amy http://cookingwithamy.blogspot.com

Simply Recipes http://www.elise.com/recipes

Web 2.0 - FlickrOnline photo storage

and managementSearch for and use

creative commons license photos

Networks (global)Crop, share, editSlideshowsVideos (pro account)Networking

(Mirtschin, 2008)

(Mirtschin, 2008)

Web 2.0 - WikisUses of.....

Group projectsAssignmentsResource collectionsPeer reviewParent involvementEg Wiki Educator

Eg. http://web20guru.wikispaces.com/Web+2.0+Resour

ces

Web 2.0 – Interactivity with PollsInteractive polls are a formative assessment

tool

SurveyMonkey: www.surveymonkey.com Use it to create web based surveys for free

PollDaddy: www.polldaddy.com Set up an online survey in minutes and start

collecting responses in real-time.Engage students with interactive polls with

fast anonymous, authentic responses

Web 2.0 - PodcastsPodcasting and podcastsAudacity + lame codec to

convert to mp3 filesPodomatic for storage

online

Educational Podcasts:www.learnoutloud.com/

Podcast-Directory/Education-and-Professional/Teaching

www.podbean.com/podcasts?s=hit&c=education&t=month&p=1

www.larkin.net.au/024_podcasting_links.html

www.larkin.net.au/024_podcasting_links.html

Web 2.0 – Online Videos Teacher tubeTeachers TVYoutubeGoogle video

Web 2.0 – Google Applicationsgoogle docs – processor, sheet, presentationCalendarReaderAlertNotesIgoogleGoogle maps and earth

Gaming with Virtual Reality - Teen Second Life

Constructivist learning strategies fit well with 3D virtual classrooms

Engaging, immersive, meaningful and memorable experiences

“..model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools” (D. McPheeters, (n.d), p.4).

Students are learning difficult to teach skills like adaptability, risk taking, planning, prioritising, interactive communication

More Resources www.freetech4teachers.com Resources and Lesson Plans

for Teaching with Technology

Some ideas of how to integrate technology into the Home Economics Classroom

http://www.howstuffworks.com/

Source:www.freetech4teachers.com

RecommendationsPrepare students for a conceptual age by moving from:

using technology->integrating technology>innovative technology.

Develop new ways of teaching - cross discipline learning activities and infuse ccreativity and innovation through entire educational process (Moyle).

PD alone cannot accomplish widespread transformation of schools. Holistic approach, school structure & leadership support required (Moyle).

“The structure of schools must be made compatible with state-of-the-art teaching capabilities”(Moyle,p. v).

Recommendations continuedTo update schooling need to implement open source

using constructivist pedagogy(Moyle, vi)

New assessment practises

Let students give opinions on how teaching and learning with ICT can occur.

Goktas,Yildirim, and Yildirim (2009) state the following are enablers for ICT uptake in pre-service teachers. These enablers can also be applied to practicing teachers in home economics.

Enablers:The teacher educators who integrate ICTs in their

courses should be supported (i.e., through incentive payments).

Recommendations continuedThe course load of teacher educators should be decreased.

Teacher educators should act as role models for prospective teachers by using ICTs in their courses. Or could it be the other way around?

Course content should be redesigned to acquire more benefit from ICTs.

ICT-related courses should be integrated in teaching practice courses.

A new ICT-related course, which must include both ICTs and a field of study (e.g., home economics, math, language, chemistry), should be integrated in the curriculum after the method courses.

ConclusionsPolicy alone has not caused significant change – at best it is

a motivator for change.

Very little evidence of HE eductors adopting global ICT trends (collaboration, open source, social networking, mobile technologies etc, see previous slide).

ICT nature of teaching and learning home economics in secondary schools essentially unchanged.

Main barriers are time constraints; assessment requirements based on traditional achievement tests; lack of resources; and subject specific PD.

Further research required to confirm the extent of ICT integration and determine if there is a strong flavour of constructivist learning in HE education.

Conclusion continuedPros and cons with all technology – be

cognisant of security, reliability, lack of control, locking in, privacy.

What can you do today to make a difference in your classrooms?

Start today by familiarising yourself with ICT – i.e. create a blog or explore existing blogs; use Skype for video conferencing; investigate Second Life for educational purposes; listen to a podcast for PD.

The challenges are ahead of us.

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