NEW WAYS FOR LEARNING AND TEACHING 1

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    Business
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    Undergraduate
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New Ways of Learning and Teaching

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New technologies have significantly transformed the teaching and learning, and they help the learners to access content in a new and exciting ways. Digital tools and media-rich resources help the students to have a better interaction with the different events (Balacheff et. al., 2009, pp. 289-290). These tools also have the advantage of allowing teachers and learners to share knowledge and practices with other professionals. They also help them to interact with experts in their fields and connect with other resourceful people. A good example is a video conferencing, where a professional such as a nurse can hold an interactive talk with learners irrespective of his or her location.

Technology guided education has become an essential process in the twenty-first learning. Eady & Lockyer (2013, p. 4) are keen to note that in Australia, most schools have gone a step ahead to use tools such as interactive whiteboards and computers in their classrooms. In particular, most schools use speech generative devices (SGD), adapted tablets, notebooks, desktop computers, mainstream software and specialized software. These tools have added advantages over the traditional means of teaching since they enhance the creation, sharing, use and develop information among the pupils. Sound knowledge in the utilization of the ICT tools provides a firm foundation for the future life.

Internal and external partnership plays a significant role in the process of knowledge sharing. Cokeley (2006, p. 135) notes that school needs to build an internal and foreign partnership to accomplish their objectives in a better way. The private business involves the creation of network relations with other members of teaching and non-teaching staff to enhance knowledge sharing in the school (Prause, 2011, p. 72). In external partnership, the school teams up with other schools, community, social service organizations, business associations, firms and suppliers among other external stakeholders (Hertz, 2010, p. 54). Successful internal and external partnership helps to create long-term objectives through mutual reverence and development.

Strategy to address Ms. Newcombe’s wellbeing concerns

Students’ wellbeing is the cornerstone of success in education. Timely and efficient handling of the learners’ concerns will help to minimize disruption in the learning process in Brown Coal Primary School. The primary concern is the cause of the fire and its effects on people’s lives. Therefore, Ms. Newcombe should partner with the local health personnel, firefighters, workers from the coal mines and members of the local community.

The local health practitioners will provide the necessary information on how the fire affected the local communities. They also have the knowledge about the student health necessary, to support excellent academics. Through the use of patient-centered approaches with through understanding of the demands and requirement of the pupils, they can substantially contribute towards the students’ welfare (Cox & Strange, 2010, p. 129). Therefore, they are in the best position to offer moral support and any health related information to the pupils.

The firefighters and the workers from the coal mines are the best people to provide the students with the details of the accidents and how they handled the situation. Members of the local society, who should include the local social organizations, will also provide the pupils with more details of the accident including first aid techniques in an event the accident occurred again.

To pass this information to the students, Ms. Newcombe should use the modern technology methods. For example, through video conferencing, all students can access information from different sources in their classrooms and have a chance to ask questions. This strategy will make the learning process enjoyable, and speakers will not have to travel to school. Other possible technologies to use include the interactive whiteboards. Through collaboration with other teachers, Ms. Newcombe can build assessments before, during and after the learning experience. Internal assessment will help the learners and discussions among the students will help them to gain more knowledge concerning the accident. Through teamwork, teachers can assist the students to role play some of the events so that the learned ideas can stick on their minds.

Issues with 21st-Century-Teaching Practice

The technologies shape the meaning of literacy in the 21st-century since it impacts the manner in which we exchange and communicate information. However, the current teaching methods have failed to recognize all the outstanding teaching practices (Jansen & Merwe, 2015, p. 190). Classroom teachers should be mentors and share the skills and experience with the students. However, many teachers still hold to the traditional methods of teaching. The result is a digital divide between students and educators, hence making access to relevant information involved. Other issues include lack of digital media studies in the curriculum, inadequate in-service training and insufficient expertise in the digital media literacy.

Reflection

In the twenty-first century, learning has become a complex and demanding undertaking. Most of the times, I have faced difficulties in gathering information to complete assignments. However, after working in a group, the task was quite easy. More importantly, it was a learning experience, where I was able to learn new ideas and developed a better understanding of different concepts. Some of the benefits that resulted were increased efficiency, improved generation of ideas, improved communication, and pooled workload.

Our group worked towards achieving set objectives. The whole process of achieving our goals was tranquil because we tackled the encountered challenges easily. We also shared responsibilities hence we completed the task faster. The other benefit was the motivation of generating ideas. Every member made plans and had confidence when generating the ideas. We also shared the entire task amongst ourselves depending on one’s strength. Therefore, everybody worked to his/her level best. There was a lot of contentment since we had to discuss and agree on every point.

Common challenges encountered in the whole process were domineering personalities, ineffective communication, and some members not contributing. To curb such problems, I recommend that all members should value all the opinions and every member to have a turn to participate. Group members should help to clarify unclear points to enhance effective communication. Finally, there should be a time limit on individual contribution and interruption, which will contribute to control the members who might be domineering in the discussion.

As defined by Crebert & Cragnolini (2010, p. 5), Teamwork is an interpersonal interaction that helps people to work as a team on a common task and towards a common goal. They use a mix of interactive, relational, problem unraveling and communiqué skills. The results obtained from teamwork are far much superior to those achieved by a person working single-handedly. Therefore, teamwork is a cooperative process that helps average individuals to attain excellent outcomes. In the twenty-first-century, learning is student centered, and its primary purpose is to equip learners with skills that will assist them to acquire than skills needed in the workplaces. Therefore, it is the duty of the teachers to provide the students with opportunities to develop this skills, to prepare them to work effectively in the workplace. Therefore, as a teacher, I will use the skills to ensure that my students improve their academic outcomes through teamwork. By allowing them to find solutions to complex problems using teamwork, they will gain skills that will be of great help to them in their future careers. As noted by (Nygaard, Holtham, & Courtney, 2009, p. 191), Teamwork is the top priority in the twenty-first-workplace.

References

Balacheff, N., Ludvigsen, S., Jong, D. T., Lazonder, A., & Barnes, S. (2009). Technology-Enhanced Learning: Principles and Products. Berlin: Springer Science & Business Media.

Cokeley, S. (2006). Transformation to Performance Excellence: Baldrige Education Leaders Speak. Mexico: ASQ Quality Press.

Cox, H. D., & Strange, C. C. (2010). Achieving Student Success: Effective Student Service in Canadian Higher Education. Toronto: McGill-Queen’s Press.

Crebert, G. P., & Cragnolini, V. (2010). Teamwork Skills Toolkit. Brisbane: Griffith University.

Eady, J. M., & Lockyer, L. (2013). Tools for Learning: Technology and Teaching Strategies. Wollongong: University of Wollongong Australia.

Hertz, S. H. (2010). Education Criteria fpr Performance Excellence (2009-10): Baldrige Natuional Quality Program. Collingdale: Diane Publishing.

Jansen, C., & Merwe, P. (2015). Teaching Practice in the 21st Century: Emerging Trends, Challenges, and Opportunities. Universal Journal of Educational Research, 190-199.

Lam, P. (2011). ICEL2012-7th International Conference on E-Learning. London: Academic Conferences Limited.

Nygaard, C., Holtham, C., & Courtney, N. (2009). Improving Student’s Learning Outcomes. Copenhagen: Copenhagen Business Scholl Press.

Prause, G. V. (2011). University-Business Cooperation. Berlin: BWV Verlag.