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The impact of technology on school teaching
The impact of technology on school teaching
Technology in education
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In this essay I will be focusing on the learning opportunities that my creative medium term plan offers for the humanities subjects. I will also be analysing ‘interdisciplinary learning’ and reflecting on current theories, readings and pedagogies which have influenced my thought process and chosen lessons. The plan I have created focuses on ‘World Foods’ and is designed as ten sessions which run through one week of school, and will be taught to a year 6 class.
Interdisciplinary learning involves children being able to describe and explain events or practises whilst solving complex problems, interpreting new ideas and posing new questions. It has been recognised that interdisciplinary learning is effective and can provide challenging, enjoyable and stimulating learning experiences for children. (Educationscotland.gov.uk, 2014)
I decided to use the book ‘Hungry Planet: What the World Eats’ (Menzel and D'Aluisio, 2005) as a stimulus for my planning. The book includes pictures and information about different families and foods from around the world. As I wanted the plans to build upon the children’s enquiry based learning, I felt that ‘World foods’ would be an interesting topic for them to explore. Although food can be a sensitive topic, through my experience in various schools, I know that year 6 children will be able to build on their prior knowledge and understand values, beliefs and misconceptions. This topic will also develop their curiosity and support the children in making sense of the real world for themselves through tasks such as food tasting and a visit to the local allotment (Pickford, Garner and Jackson, 2013).
When considering how to plan my lessons I reflected on my School Based Training (SBT) placements in school. ...
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...Open University Press.
Pickford, T., Garner, W. and Jackson, E. (2013). Primary humanities. 1st ed. London: SAGE.
Poorman, P. (2002). Biography and role-playing:fostering empathy in abnormal psychology.Teaching of Psychology.. 1st ed.
Webarchive.nationalarchives.gov.uk, (2014). [ARCHIVED CONTENT] Key stage 2 | Religious education | Subjects | Key stages 1 & 2 | National Curriculum. [online] Available at: http://webarchive.nationalarchives.gov.uk/20100202100434/http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/religious-education/keystage2/index.aspx [Accessed 22 Apr. 2014].
Webarchive.nationalarchives.gov.uk, (2014). Citizenship, Key Stage 2 - Schools. [online] Available at: http://webarchive.nationalarchives.gov.uk/20130904095049/https://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198824/citizenship/ks2 [Accessed 22 Apr. 2014].
A high stress is placed on morals, beliefs and one’s religion which is fine but that starts to leak into the cracks of the democracy component associated with UK’s governing system. Another point to draw is what differentiates “other principal religions represented in Great Britain” from the almost bolded religion of Christianity. As a result, students are breed to be more uniformed. After a religious education, one will be able to give an opinionated justification of whether or not there is a God, whether or not the legalization of drugs should take place, whether abortion is moral for women (Strhan Pg.
Washington, D.C.: Regnery Gateway, 2014. Mueller, Arnold C. "Religion in the Public Schools." In Church and State Under God, ed. Albert G. Huegli, Ph.D. St. Louis: Concordia Publishing House, 2004.
...mportant that the students are taught how to deal with situations in a secular setting.
Estep, J. R. & Kim, J. H. (2010). Christian formaton: Integrating theology and human development. Nashville, TN. B&H Publishing Group.
I am primarily interested in how religion was taught in the early 1970s. Including: what religions were covered, how they were integrated into the text, and the values of the religion that were presented. With my interest in possibly majoring in religious studies I feel that I have an excellent understanding of how religion is taught in our high schools today, but I don’t have a thorough understanding of what it was like to grow up in school in the 1970s and go through school. How was religion presented in the textbooks of schools in the 1970s? My primary goal of this paper is to further my understanding of religion in high schools of the 1970s. Then I would like to further my study by looking at newer documents and regulations that are in place now to govern religion that is taught and expressed in our schools today. What I expect to find is that religion was taught similarly in the 70s without all the newer policies and guidelines of today. Lastly I would like to look at how these policies and regulations in our public schools are affecting our students.
In conclusion, it is important to study religion off campus as Smart (1994) has said one must “walk a mile in [the] moccasins [of religious people]” in order to gain a real understanding of how belief has an impact on people and how it motivates people to live their lives, this cannot be obtained through textbooks or media reports. It is how Harvey (2013) suggests that belief has to be learnt and is enacted by others through witnessing, speaking, reading, ritualising, congregation and acceptance. Studying off campus does not mean challenging the traditional understanding of religion. Historical and textual books should still be used to provide foundation knowledge but one must go beyond this and engage with living religions in order to obtain a rich first-hand experience.
Those these other Christian religions made significant progress, Catholicism still intertwined itself deeply with the educational system. Unlike other countries who have prohibited rel...
Kalafa, Amy. Lunch Wars: How to Start a School Food Revolution and Win the Battle for Our Children's Health. New York: Jeremy P. Tacher/Penguin, 2011. EBook Reader.
During Market to Market, kids have the opportunity to explore the Chapel Hill Farmer’s Market with their families to purchase fresh ingredients to cook into a healthy meal later at the museum. Kidz in the Kitchen, which is my favorite program the museum offers, affirms the importance of eating well and shows how being healthy can positively affect a child’s life and their families. Children learn that cooking with their guardians can create lasting memories while being taught that using healthy alternatives to standard baking ingredients, such as honey instead of sugar, can make their food taste even better. The meals for Kidz in the Kitchen change weekly and are simple to make. For example, last week’s program Kidz in the Kitchen is incredibly popular at Kidzu: last week, the “magic ingredient” we used were onions. For the meal, kids made potato pea samosas and green chutney dip. For the last week of March, the “magic ingredient” will be allspice and kids will have the opportunity to make maple spice baked oatmeal and homemade fruit
Smart, Ninian. "Blackboard, Religion 100." 6 March 2014. Seven Dimensions of Religion. Electronic Document. 6 March 2014.
In this assignment the practitioner is going to plan and prepare two experiences in which they will implement and evaluate after each of the lesson. These two experiences will be based on current theory, it will be in a form of an appendix to illustrate the two experiences as well as to promote children’s and young people’s thinking skills, creativity and problem solving. Many researchers such as Wilson (2000 cited in Macleod-Brudenell and Kay, 2008, p.323) have suggested that thinking skills are ways in which a child or young person is looking at the problem. To which we use thinking as a way of processing what we as individual know as well as remembering and perceiving. As for the skills this is the way in which we act by collecting and sorting information to help make decisions and reflect after wards (Macleod-Brudenell and Kay, 2008, p.323). This will include the practitioner to use effective approaches as well as evaluate tools, resources which can help to stimulate children and young people learning as well as supporting children development. The term for creativity has been define as being the use of imagination or original ideas to create something; inventiveness (Oxford Dictionary 2013). The definition of the term problem solving has been described as the process of finding solutions to difficult or complex issues (Oxford Dictionary 2013).
The statement “philosophy of Christian education” contains much information to be unwrapped. The term philosophy literally means, in the Greek, “love of wisdom.” In this case, the study of philosophy involves a “critical study of the basic principles and concepts of a particular branch of knowledge” (Philosophy). My understanding of Christian education is what I hope to unveil in this brief document. A high-quality education of children must embrace a student’s intellect, spiritual nature, social life, emotional growth, and physical health. I see evidence for this in scripture as Jesus grew in wisdom and stature, and in favor with God and man (Luke 2:52). The goal of education should be the training of children, in every area of their life, for adulthood. What makes my philosophy of education different from the secular world is the distinctively Christian biblical worldview. It is this biblical worldview that sets apart Christian education from the public schools in our culture because we address the spiritual dimension of children that the secular humanistic education denies.
I want to investigate how schools and parents can work together to support healthy eating for young children. Many schools already have healthy eating initiatives in place, however, there is still a high percentage of children with obesity. I firmly believe that if schools and parents have a close partnership in promoting healthy eating young children will have consistency both in the school and home environment. Healthy eating is an area that I feel passionate about due to the effects poor nutrition can have on the child both in the short term and in the long term. During my second school placement, I witnessed a healthy eating initiative that was extremely successful both with the staff and the students. This has influenced my enthusiasm to promote healthy eating in the early years by including parents in order to combat the serious issue of childhood
Within his research, Aaron T. Sigauke (2013) described how in some nations citizenship education is taught school-wide in all subjects and school activities, but this approach is the exception rather than the rule (p. 11). Traditionally, the teaching of citizenship is generally reserved for social studies classes and is not directly taught as a separate subject. Although the reasons vary as to why it should not be its own course, most educators and politicians agree that it should be indirectly taught in the social studies curriculum because it can be incorporated into the study of history and civics, as well as an analysis of the great citizens (military leaders, politicians, scientists, et al.) that contributed to the nation’s chronicle (Keating, 2011, pp. 762-765). When this practice is combined with national holidays and other local or state celebrations, then the study of civilization becomes more significant and meaningful for all of the students (Keating, 2011, p.
...them to learn more about food hygiene and especially about the importance of cleaning children’s hands before eating. Also, I would advise them to read more about healthy food to increase their awareness about food and to reduce the risk factors of several diseases.