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

st
 ICT has crucially altered the world
 ICT 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

 National 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 ICT
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Create with ICT
Communicate with ICT
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Operate with ICT
Consider Ethics and Issues in ICT

Melbourne declaration: improving the capabilities for all young Australians to become:
 Successful learners
 Confident and creative individuals
 Active 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)

st
 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.)

 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…..

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Mobile technologies
Social Networking – Web 2.0 applications
Open source and open education resources
Cloud computing
Ubiquitous learning
Collaboration
Role of educators –sense making, coaching, credentialing, mentors ,
Scholarship
(
Johnson, Levine, Smith & Stone, 2010; White,2008a)
Source: Flickr, Darren Kuropatwa

 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.
2.
3.
4.
An article: “Hong Kong Home Economics Teachers’ Preparedness
for Teaching with Technology” by K. Ho & P. Albion
A website: Aussie Educator
Podcast: “Teaching Kids About Where Food Comes From” by Don
Genova
Video clip: “Food safety 101” by student Chad Senga

 Hong Kong Home Economics Teachers’ Preparedness for
Teaching with Technology (
Ho & Albion, 2010)
 Teachers reported:
Having access to ICT for classroom use
Moderate 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 change
These barriers not attitudes, institutional support, or skills
Barriers are resource constraints; assessment pressure; lack of time; & subject culture

 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.

 Paper 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)
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Pedagogy (PK) and
Technology (TK)
(source: www.tpck.org)
 TPACK is a concept gaining popularity by researches and scholars.

TPACK
(Moyle, 2010 )

 Not an Australian education specific case study.
 Reputable articles describing Australian specific cases of Home Economics and ICT are scarce.

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Aussie Educator Website
Includes all learning areas with a variety of resources and information for both teachers and students
Very comprehensive site www.aussieeducator.org.au/curriculum/technology/generaltech.html

 One 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)

 Blogs 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.

 Mainly 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.

 Although 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.

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“Food Safety 101” by Chad Senga http://www.youtube.com/watch
?v=sryCqNJcNnY
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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

 Perfect 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.

 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.

 The 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).

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http://www.blip.tv/file/2546632
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Source: www.blog.dongenova.com
 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

 Sharing 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.

 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.

 Make a pedagogical shift to constructivist approach to connect schooling with the realities of the 21st century
Instruction Construction
Classroom Activity
Teacher Role
Student role
Instructional emphasis
Teacher centred
Didactic
Fact teller
Always expert
Listener
Always learner
Facts
Memorization
Accumulation of facts
Quantity
Learner centred
Interactive
Collaborator
Sometimes expert
Collaborator
Sometimes expert
Relationships
Inquiry and Invention
Transformation of facts
Quality of understanding
Concept of knowledge
Demonstration of success
Assessment
Technology use
Norm referenced
Multiple-choice items
Drill and practice
Criterion referenced
Communication, collaboration, information access, expression
Source: www.unescobkk.org/education/ict/themes/teaching-learning/ict-in-primary-secondary-education/new-pedagogy )

 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.

 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.

The 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 PD
 Technical Content Knowledge (TCK) needs development
 Pedagogy with ICT is still teacher-centered
 Technical Pedagogical Knowledge (TPK) needs development
 TPACK will also need development

 Teachers 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, & support
 Missing ingredient is subject specific PD
 Need to connect CK and PK with TK
 Teachers need more time to prepare for lessons with
ICT

Some Web 2.0 application ideas to use in teaching home economics for collaboration and sharing
Source: www.slideshare.net
–The Global Classroom Katie Wardrobe

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

 Why use these tools in school?
but
Must teach students cyber safety and common sense
Source: www.slideshare.net
- The Global Classroom by Katie Wardrobe

Delicious http://delicious.com
 Social bookmarking site
 Develops networks

www.wordle.net
• Building word clouds
(Mirtschin, 2008) Reflecting on the holidays
(Mirtschin, 2008)

www.slideshare.net
 Uploads powerpoint presentations
 Groups and networks
 Resources
 Slideshare for home economics http://www.slideshare.net/u mhealthscienceslibraries/foo d-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

www.voicethread.com
 User friendly
 Digital storytelling
 Reflections
 Reporting on extra-curricula activities
 Global projects
(Mirtschin, 2008)

Why should teachers use a blog?
Why should students blog?
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Online journal
Digital portfolios
Lesson plans bulletin board
Reflections
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 A tool for reading and writing
Authentic audience
Highly motivational
Powerful learning
Students want to share etc.
(Mirtschin, 2008)

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Some food blogs
 Is My blog burning www.ismyblogburning.com
 Food trend blog http://foodtrendblog.blogspot.co
m/search/label/Lesson%20Ideas
 Cooking with Amy http://cookingwithamy.blogspot.c
om
 Simply Recipes http://www.elise.com/recipes

r
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 Online photo storage and management
 Search for and use creative commons license photos
Networks (global)
Crop, share, edit
Slideshows
Videos (pro account)
Networking
(Mirtschin, 2008)
(Mirtschin, 2008)

 Uses of.....
 Group projects
 Assignments
 Resource collections
 Peer review
 Parent involvement
 Eg Wiki Educator
Eg. http://web20guru.wikispaces.com/Web+2.0+Resources

 Interactive 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

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Podcasting and podcasts
Audacity + lame codec to convert to mp3 files
Podomatic for storage online
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Educational Podcasts: www.learnoutloud.com/Podc ast-Directory/Educationand-Professional/Teaching
 www.podbean.com/podcasts
?s=hit&c=education&t=mont h&p=1
 www.larkin.net.au/024_podc asting_links.html
www.larkin.net.au/024_podcasting_links.html

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 google docs – processor, sheet, presentation
 Calendar
 Reader
 Alert
 Notes
 Igoogle
 Google maps and earth

 Constructivist learning strategies fit well with 3D virtual classrooms
 Students are learning difficult to teach skills like adaptability, risk taking, planning, prioritising, interactive communication
 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).

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

 Prepare 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 stateof-the-art teaching capabilities”
(Moyle,p. v).

 To 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).

 The 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.

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Policy 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.

 Pros 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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