As part of my Youth, Popular Culture and Texts unit of work I’ve been exploring how this new era of Web 2.0 and technology revolution impacts on teaching and learning. What better place to look than to check out what fellow teachers are out there doing? I’d like to introduce you to Mr Barlow…
Mr Barlow is Melbourne-based high school science teacher and eLearning leader. He has had overwhelming success with integrating emerging technologies into his classrooms. I first heard of him while cruising in the libraries journal database, searching for articles with ‘intrinsic motivation’, ‘self-efficacy’ and ‘web 2.0’ (all three of these search terms go so nicely together :)). After reading a 2008 article of his I thought I should check out his blog (I was curious to see if it was still alive and if it was thriving – I know blogger burnout is a real thing and maintaining a blog long term is no easy feat).
I was gobsmacked to find his blog is flourishing with nearly 2 million hits (this after very humble, tentative beginnings). Mr Barlow not only uses blogging as part of his pedagogy but has increased his teaching repertoire to include:
- An active podcast channel
- An interactive electronic book (complete with over 50 integrated videos) available on itunes for his grade 6 science students
- And his senior biology students are some of the first in the world to have iOS apps designed specifically for their course.
I definitely recommend reading some of his papers – one I enjoyed was The End of ‘Chalk and Talk.’ Mr Barlow compares his classroom/teaching results as he moves away from the traditional teaching style of ‘chalk and talk’ instead integrating podcasting and student-directed activities (Spoiler: the students got better marks and they also considered him a better teacher).
One thing that stood out to me was how Barlow found it discombobulating to relinquish the traditional teaching method (discombobulating = me, paraphrasing :)). He reports that it felt different, letting go of the teacher being the centre of attention and the focus of the lesson. That his role changed. Even to the extent of feeling like he was not doing his job properly – being less active in the classroom and relinquishing control to the students.
I love the idea of integrated technologies in the classroom. Research overwhelming shows that incorporating emerging technologies into teaching pedagogy produces greater results and fosters a rich, motivating learning environment. What teacher does not want that for their students?
However, what does that mean my job as a teacher will look like? It will not look like what my teacher’s job was back in the 80’s and 90’s when I was a student in school. It won’t even look like my early years of teaching in the 2000’s. It’s an exciting era for teaching and I feel like I am only on the cusp of exploring how new technologies can transform Australian schools. I’m excited for what it means for my own kids learning and also as I seek to adapt my own classroom pedagogy. (I also pray for a small handful of tech savvy kids in each of my classes, haha – this new generation of kids are brilliantly adept and often make manipulating technology seem effortless — they’re a godsend as I negotiate my way through tricky waters).
Barlow, T., 2012, The end of ‘Chalk and Talk’, Teaching Science, Volume 58, Number 1, p.54-57.