Mathematics Education (Signadou)


Welcome to the Wireless Networked Classroom

What does good teaching look like?


It is helpful to be explicit up front concerning my preferred style of teaching and classroom environment. Fortunately, this has become easier in recent years with the development of models of pedagogy which offer both a framework and a language by which teachers may evaluate the quality of both what they teach and how they teach it. From early models of authentic pedagogy (Newmann, 1996), Australian education systems have adapted and embraced their own approaches, best known as productive pedagogy in Queensland (EQ, 2001), and quality pedagogy in New South Wales (D.E.T., 2003a). The last model will be referred to here, since it has formed the basis for my own evaluative use of this new technology with my own preservice Primary teacher education students in the Australian Capital Territory this year.

The Quality Pedagogy model identifies three domains by which good teaching (and learning) may be defined: Intellectual quality, a quality learning environment, and significance of what is to be learned for the learner. Each domain in this model is composed of six elements, which offer the basis for identifying and evaluating the nature and extent of quality practice for a particular lesson, classroom or even school.

Intellectual Quality Creating a Quality
Learning Environment
Deep knowledge Explicit quality criteria Background knowledge
Deep understanding Engagement Cultural knowledge
Knowledge as problematic High expectations Integration of knowledge
Higher-order thinking Social support Inclusivity
Metalanguage Self regulation Connectedness
Substantive communication Student direction Narrative

The intention in this context is to draw attention to those elements of this model of particular interest in examining the quality and effectiveness of learning in a wireless networked classroom. As described already, such a system potentially offers much to teachers seeking to address the two domains of intellectual quality, and creation of a quality learning environment. The significance of content is less explicitly related to the use of technology in this way, and more a judgement call on the part of the teacher. As suggested by the final element, narrative, good teachers are story tellers, who take care to ensure that their stories are worth telling!

Good teaching and learning: without wires!

Stephen Mark ARNOLD

Room 206 Phone 02 62091142