Thinking in Action: Digital Media Arts - Assignment Example

?Reflective Essay on Learning Introduction This essay is a reflection on my learning, predominantly in in the Digital Media Arts, as it impacts my understanding of my future professional role. Currently, I am studying my PGCE course to become an ICT teacher to instruct grades seven through eleven. Previously, I completed a degree in Digital Media Arts. A am 22 years of age and have wanted to teach for a considering time, particularly after being influenced by my family members who are also teachers. The reflection in large part considers what I have come to understand as the nature of education in the 21st century. Through my education in the Digital Media Arts I have come to view education as a shifting element of social progress that no longer constitutes a privilege, but a necessity for the fundamental stability and function of society. I believe that education must consider teaching, and how the rapidly changing technological development brought on by the digital age, as well the increasing multicultural makeup of the social order, requires that education professionals learn to function as innovators to address the shifting nature of these 21st century challenges. While these changes education the 21st century must undergo are large, in expanding on the foundational principles of diversity, equality, and inclusivity the educational establishment can build a bridge into the next millennium. In these regards, I believe that the Digital Media Arts, with its emphasis on progressive technology presents a highly important element for education. The fundamental question asked concerns education in the 21st century and challenges both future appropriateness of the educational system and its delivery. In reality, the 21st century is something we know very little about, as we are only just 10 years into this century and the new millennium. The future is unknown and therefore one can only forecast, project and extrapolate as to what might be, based on what is already know. Although the old maxim states that the only certainties in life are death and taxes, with the unexceptional accountants our contemporary educational system delivers, I personally am not convinced about taxes. However, I do believe in another certainty and that is of inevitable change; for as John Wilmot, Earl of Rochester (1647 –1680) once wrote, “Since ‘tis Nature’s law to change,/ Constancy alone is strange” (Brihouse 2006, pg. 172). This reflection considers these questions of education in relation to my own educational journey. Reflective Analysis In considering the way my own education has impacted my future professional role I have come to adopt a forward thinking approach. One of the important elements I have come to recognize is the multi-cultural nature of society. As we move into the 21st century the total births of all the ethnic groups in this country now constitute the majority. Clearly, this majority will soon pass into the educational system and into our classrooms. We are a multicultural society that needs to be enhanced by our educational system. This belief is a result of a personal journey of diversity experience through the PGCE course. The demands on our educational system and our teaching, while catering for such diversity must at the same time become all inclusive. It may sound like a paradox, but gone are the days of teaching to one individual class of 20; we now need to consider increased methods of differentiated instruction and teach 20 individuals in one class. Indeed, in the 21st century diversity and inclusivity will need to be two major strands in our education system and in our teaching to come. The 21st century is also the age of technology and the computer. From my own experience in Digital Media, I am amazed at how computer literate children are, even in primary school. I hear them talk in the classroom of Xbox and Wii consoles and their accompanying games, some of which are played by adults. The 21st century is the age of communication with the world merely the press of a button away. How many children have a mobile phone? These days it is easier these days to ask how many do not have one. It is into this age and environment that our children from such a diverse range of backgrounds and cultures will be born and grow and all must be included and catered for in our educational system. How successful each and every child is, is the measure of how good that system is and how good the teachers are especially will be operating in a climate of constant change. A good day for a fisherman is dull and overcast whereas a good day for a holidaymaker is blue skies and sunshine. It is subjective. However, the dictionary definition of good is ‘to be of high quality’, ‘as having appropriate qualities to be something’ and ‘to be fit for a purpose’, all of which I consider to be fitting for both the education system and the teacher. In addition, good is also defined as skilled, virtuous, kind, honourable, valid, helpful, pleasant, meticulous and genuine, which I would add all to the definition of good as it relates to the teaching professional. While the definition of good is subjective, I’ve come to believe that it’s ultimately the responsibility of the teaching professional to develop an intuitive understanding of the concept that is founded in social values of equality and progress. The Moore (2004, pg. 31) considers the skill aspects of the ‘good’ teacher. The good teacher, never loses sight of the teacher as career and nurturer...but identifies nine discrete ‘teaching skills’ required of an effective teacher: high expectations; planning; methods and strategies; pupil management; time and resource management; time on task; lesson flow; assessment; setting appropriate and challenging homework (Hayes, 2004.p.40) This is accurate as it concerns the nature of instruction. My time spent on placement has given me the opportunity to consider how to be an effective and outstanding instructor. My observed lessons, comments from others, together with my own self-assessment constitute my attempt to attain each of the discrete teachings skills mentioned above. In observation, I have learned that these become a package of essential measures that need to be constantly honed as they are intrinsic to lesson planning and implementation. The 21st century is an age of diversity, inclusivity, technology, (which includes instant access to communications and information) and of course change. It’s been suggested that “...a balance between the curriculum components is important...as well as progression within the curriculum and a thorough understanding of the educational needs of individual children so that tasks are appropriately differentiated” (Pollard&Tann,1990.p.79). I have come to realize that in Digital Media Arts differentiation is one of the biggest attributes a good teacher can have. Looking at the needs of the individual children in your class is essential in developing more appropriate lessons, as these can be tailored to set challenging learning objectives and targets. I have found this especially pertinent in classes where there are a high percentage of children with varying levels of technological skills and computer access. Indeed, the changing nature of the structure of the classroom environment necessitates a corresponding change in the structure of the lesson plan, differentiation, and the teacher’s professional approach; this is a daily and yearly task that will require 21st century teachers to be prepared as creative professionals to take on these challenges. A good teacher must be as good at learning as he is at teaching. Not only do they have to forward looking, but they also must be capable of learn from past mistakes. While the good teacher should have a thirst for continual improvement, this best occurs within an objective framework. I self-assess my performance. If a lesson has been observed, I actively seek constructive criticism, as I want to be become not only a good teacher but a first class one. Such self-reflexivity is best supplemented with the university model. Indeed, “Practical experience and related discussions at university seem to be more powerful influences for PGCE students on their professional development than their subject studies.” (Pollard&Tann,1990.p.14) In attempting to become a first class teacher, I find this to be consistently accurate. I am always willing to learn from experienced professionals and lectures. I use the time to observe others to learn valuable experiences. I found my university workshops an excellent source of ideas and an excellent forum to share and learn the best practices. A few years ago I stood behind a woman who was buying tomatoes at a market stall. When handed the filled bag of produce she undid it and took out two or three tomatoes saying that they were unacceptable. When the trader said that she should expect to have to take some ‘rough with the smooth’ she replied that as he wanted perfect money then she in return wanted perfect goods. That moment has remained with me ever since and the principle is now an embedded element in my personal and professional mantra and can be extended to the role of education in contemporary society. I believe that when children come into our schools and we have the highest expectation of them, they will then have the highest expectation of receiving the very best from the teachers, from the school and from the educational system. That is, we need to give each student the maximum opportunity to reach and realise their fullest potential. The educational establishment has a duty and responsibility to always deliver education to the very best of their ability to enable all students to succeed as confident individuals. We all know about the tremendous capability of computers but to reinforce that they were still only machines there used to be the saying that “garbage in means garbage out”. Similarly, education is about the quality of learning and knowledge that is/has been gained as a consequence of the quality of teaching that is/has been given as described above. To produce good outputs, the educational system must recognize that we are teaching in the 21st century and in the age of communication, technology, diversity, inclusivity and constant change. In terms of my own studies within Digital Media, I generally concur with Moore (2004,p.24) who proposes that, “...perhaps the central purpose of education is to produce a more competitive, efficient workforce aimed at enhancing the wealth and prosperity of a nation state.” In these regards, it’s necessary for even schools with lower socio-economic statuses to develop Digital Media programs as these programs are essential to future social progress. While in the past even receiving a sub-par education was considered a privilege, society and culture has advanced to the stage that education must function not as merely a compulsory social service, but as the standard bearer and torch for upcoming leaders in the 21st century. In this regard, it’s the moral responsibility of the educational establishment that all students receive the education necessary to approach their potential. Conclusion My educational journey how shown me that the ‘good teacher’ in the 21st century is the one that can deliver a first class education to the very best of his or her ability while managing change in an age of diversity, inclusivity, information and technology. Indeed, the ‘good education’ is that which delivers its desired outcomes. Therefore we achieve these desired outcomes by ensuring that what is required from the educational system is replicated within the classroom, and it is therefore the responsibility of the good teacher to deliver it. As we move into the 21st century, we are a multi cultural society. This means our schools are diverse and full of different cultures. As good teachers, each individual needs to be a focus and our diverse society needs to be embraced and enhanced and supported by our educational system to make it an inclusive one. As I am only just starting out on my journey into the teaching profession and striving to be an outstanding teacher, I recognize there are a great many steps I still need to take. Ultimately, I feel that in the 21st century, a good education system empowers the good teacher to allow all students access to their potential. References Brighouse, H., 2006. On Education: Thinking in Action. Oxon: RoutledgeFalmer. Hayes, D., 2004. The RoutledgeFalmer Guide to Key Debates in Education. Oxfordshire: RoutledgeFalmer. Moore, A., 2004. The Good Teacher. Oxon: RoutledgeFalmer. Pollard, A. and Tann, S., 1990. Reflective Teaching in the Primary School, A Handbook for the Classroom. 3rd ed. London: Cassell Educational Limited. Read More