Mindlab - Professinal Context - Crossing Boundries and Creating Connections

Activity 7: My Interdisciplinary Connection Map

Evidence for Applied Practice in Context - MindLab

“Reflection as a slogan for educational reform also recognises that the process of learning to teach continues throughout a teacher’s entire career, a recognition that no matter what we do in our teacher education programmes, and no matter how well we do them, at best, we can only prepare teachers to begin teaching.” (Carlgren et. al., 1994)

The teaching profession and its practice are changing at a rapid pace.The boundaries between disciplines are changing and new disciplines are being created at a remarkable rate and the boundaries between disciplines are becoming more connected.

An interdisciplinary environment as described by Jacobs (2004), is the delivering of a curriculum that "presents content, skills and thinking processes, and assessments through exploring connections among the disciplines." 

Today and in the future, practitioners will be asked to support people who will be skilled in the ability to work across disciplinary boundaries.

Joyce's Interdisciplinary Connections

Benefits and Challenges

As a Technology teacher, I believe  the Technology curriculum enables our learners to develop into people who will be skilled in the ability to work across disciplinary boundaries and this is supported by Jones (2009). He states that students are provided with opportunities for 'lifelong learning' skills and this is valuable for their future and also to encourage them to pursue their passion for becoming 'lifelong learners'.

Technology is a learning area that interdisciplinary. The curriculum strands urge learners to access relevant knowledge and skills from other disciplines. For example, learners working with materials and or food technology will need to refer to science and maths and learners working on an architectural project will find that the understanding of art history is invaluable. Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative.

The attributes for Technology education is not dissimilar from project-based learning (PBL) as it also lends itself to interdisciplinary learning. PBL is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Learners can drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge.  As described by Solomon, 2003, PBL enables learners to "work in groups to solve challenging problems that are authentic, curriculum-based, and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue".

Although I am in favour for interdisciplinary learning and connections there are some challenges that may need to be considered. An Interdisciplinary approach can be time-consuming. To collaborate and plan effectively time is required. Educators will need to consider how this will fit into the timetable of the currently structured school system? Implementing interdisciplinary connections will require resources such as a collaborative space for learners and facilitators. Access to Technology may also be a challenge.

Future Goals:

The two potential connections from my map that are my near-future goals will be to continue to explore  Google Apps for Education GAFE and

 work towards achieving Google certification for educators.  

This more for a personal reason so that I can continue to network and collaborate with like-minded educational learners.  Secondly,  I would like to continue to embed culturally responsive pedagogy within my practice. Lynch (2012) describes "culturally responsive pedagogy is a student-centred approach to teaching in which the students’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student’s cultural place in the world".

References:

Carlgren, I.,  Handal, G. & Vaage, S. (Eds.). (1994). Teachers' Minds And Actions: Research On Teachers' Thinking And Practice. London, UK: The Falmer Press.

Jacobs, H.H. (2004).  Concept to Classroom: Workshop: Interdisciplinary Learning in Your Classroom. Educational Broadcasting Corporation. Retrieved from http://www.thirteen.org/edonline/concept2class/interdisciplinary/index.html#sbs  

Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI, 7(26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Matthew, L. (2016). What Is Culturally Responsive Pedagogy?. Retrieved from http://www.huffingtonpost.com/matthew-lynch-edd/culturally-responsive-pedagogy_b_1147364.html

Solomon, G. (2003). Project-Based Learning: A Primer. Retrieved July 9, 2016, from http://pennstate.swsd.wikispaces.net/file/view/pbl-primer-www_techlearning_com.pdf

David Wiley - An Interdisciplinary Path to Innovation. TEDx Talks (2001, April 6). Retrieved from https://www.youtube.com/watch?v=5ytjMDongp