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Do Touch Screens make us loose touch?
Are touch screens the new way of self paced education or are they making us lose touch?
Connected learning presented a new age of learning for both staff and students. The end to the isolation period was undeniably rewarding as teachers were finally greeted with the friendly faces of both colleagues and students. The social interactions were definitely missed and are further cherished from this experience. In light of this, it would be remiss to conclude that online learning is responsible for students ‘losing touch’ at a social capacity.
The transition from face-to-face teaching proved to be a surprisingly smooth transition made possible through the direction and guidance of incredible leadership. Within 2 days, leadership tackled the remarkable battle of organising staff and students to successfully continue learning online. Take a moment to consider the extremity of this task and you would realise that organising 100 staff and 900 students to work effectively at home in one giant system of perfectly running cogs, is no easy feat. This resulted in a timetable that produced synchronous and asynchronous learning opportunities. The online platform produced many avenues for flipped classrooms that offered content prior to a lesson commencing. This skill was beneficial for many subjects as students had an awareness of content and knowledge before their lesson commenced.
As a CAPA teacher, I enjoyed experimenting with Screencastify and Quicktime to produce instructional videos that guided my students to digitally complete their artworks through PhotoShop. This was received positively by the students and built their skills to think creatively in an ever changing world. The quality of their work was nothing short of impressive. Connected learning evidently created moments for introverted students to express themselves in a greater capacity. During this period, I saw many reserved students beginning to pose questions, engage with content confidently and communicate their concerns or queries with teachers. Therefore this period urged teachers to consider the new learning context and experiment with various teaching strategies that created a classroom beyond the physical construct.
The connected learning period was undoubtedly a blessing for education as whole as teachers were forced to experiment with different learning models that catered for a diverse range of students. The benefits of connected learning proved that there is a need for more flexible timetables that allows learning to continue beyond a traditional 9-3 setting. In addition, introverts were more active in the classroom and pursued subjects beyond what was expected through online engagement. In particular, I enjoyed the transition phase back to school as students prioritised what work needed to be completed at home so that they could utilise resources in the maker space more effectively to continue practical work. In response to the very essence of the original question posed, touch screens are not responsible for making us lose touch because there is a time and place for technology to assist learning rather than using it as a tool to display learning.
Connected learning presented a new age of learning for both staff and students. The end to the isolation period was undeniably rewarding as teachers were finally greeted with the friendly faces of both colleagues and students. The social interactions were definitely missed and are further cherished from this experience. In light of this, it would be remiss to conclude that online learning is responsible for students ‘losing touch’ at a social capacity.
The transition from face-to-face teaching proved to be a surprisingly smooth transition made possible through the direction and guidance of incredible leadership. Within 2 days, leadership tackled the remarkable battle of organising staff and students to successfully continue learning online. Take a moment to consider the extremity of this task and you would realise that organising 100 staff and 900 students to work effectively at home in one giant system of perfectly running cogs, is no easy feat. This resulted in a timetable that produced synchronous and asynchronous learning opportunities. The online platform produced many avenues for flipped classrooms that offered content prior to a lesson commencing. This skill was beneficial for many subjects as students had an awareness of content and knowledge before their lesson commenced.
As a CAPA teacher, I enjoyed experimenting with Screencastify and Quicktime to produce instructional videos that guided my students to digitally complete their artworks through PhotoShop. This was received positively by the students and built their skills to think creatively in an ever changing world. The quality of their work was nothing short of impressive. Connected learning evidently created moments for introverted students to express themselves in a greater capacity. During this period, I saw many reserved students beginning to pose questions, engage with content confidently and communicate their concerns or queries with teachers. Therefore this period urged teachers to consider the new learning context and experiment with various teaching strategies that created a classroom beyond the physical construct.
The connected learning period was undoubtedly a blessing for education as whole as teachers were forced to experiment with different learning models that catered for a diverse range of students. The benefits of connected learning proved that there is a need for more flexible timetables that allows learning to continue beyond a traditional 9-3 setting. In addition, introverts were more active in the classroom and pursued subjects beyond what was expected through online engagement. In particular, I enjoyed the transition phase back to school as students prioritised what work needed to be completed at home so that they could utilise resources in the maker space more effectively to continue practical work. In response to the very essence of the original question posed, touch screens are not responsible for making us lose touch because there is a time and place for technology to assist learning rather than using it as a tool to display learning.