Before I commenced this ICTs course, I didn't even know what ICTs stood for! I had to look it up!! Out of all the courses for the Graduate Diploma of Learning and Teaching, this was the one that frightened me the most. Why? Because I was not technologically savvy (and I couldn’t see what all the fuss was about). But here I am, over 8 weeks on, and I have had my beliefs challenged, my eyes opened to not only a new world, but it's endless possibilities and I now have a new perspective. I am still on a huge learning curve, but I can see that it is all worthwhile as I will hopefully be able to use the skills I have learnt to learn more and to better facilitate my students' learning.
What I have learnt is that students are digital learners. They spend enormous amounts of time on the computer, the web, email, computer games, i-pods, blogs, text messaging, instant messaging, and mobile phones, that it is clear that ICTs motivate or engage our students (see posting – “A vision of K-12 students today”). What I have come to realise is that if I, as a 21st Century Learning Manager, don’t make an effort to learn about what interests or engages my students, and then somehow incorporate these into my pedagogical practices, then I will not be able to engage my students fully (or at all in some cases) and I will be doing them a disservice. The catch-cry “Engage Me or Enrage Me” (Prensky, 2005) still rings in my head and pushes me to learn more.
Over the last few weeks, I have experimented with a number of different ICTs and during this experimentation, I have thought about how I could apply them in the classroom using the Engagement Theory of learning (Kearsley & Shneiderman, 1999) as well as to promote active participation. The ones I can see myself using initially are programs that are easy to use (for both myself and the students), quick to set up and can be used for a multiple of applications. These include the following:
· Avatars (see posting “Vokis in the Classroom”).
· Wikis (see postings “Wikis and Engagement Theory” and page “Activity Ideas for the Classroom”).
· Powerpoint (see postings “Playing with Powerpoint” and “My Powerpoint Presentation”).
· U-tube (see postings “U-Tube – Oh the Possibilities” and “U-tube again”).
· Digital Stories (see posting “Another First For Me”).
· Music (see posting “Music – Such a Wonderful Thing”).
· Wikipedia (see posting “Wikipedia – A Wealth of Knowledge”).
· Opinion Polls (see posting “Take a Vote”).
· Flickr and Picnik (see posting “Uploading Flickr Images to Blog”).
· Forums and blogs (see postings “Blog Ideas for the Classroom”, “Blog Activity in Detail”, and “Reflection on Blogs”), both of which I have used most extensively during my ICTs course. Through this experience I have come to learn that these ICTs provide a great platform for student engagement and interaction. I have learnt a lot from visiting other peoples’ blogs. For example, I learnt about glogs from Carolyne Thornton’s and Sally James’ blogs (I had never even heard of them previously). I learnt about how to imbed powerpoint presentations into blogs by posting to the forum and getting a response from Carolyne Thornton. I found out about bubbl.us from William Sutton via the forum. I have contributed to a lengthy thread about Mahara which was started by Sally James and, of course, I have benefited from other students’ questions posted to the forum and being able to learn from them also (such as the Assessment Task 3 forum). I was also able to comment on other students’ blogs such as Susan’s learning design where I shared her thoughts and opinions about Flickr/Picnik and appreciated her posting on Music; Christine’s e.journal posting about Obesity where I provided feedback about her powerpoint; Sally’s Learning e.journal posting about Mahara where I supported her thoughts on the use of this application with Primary school students, and Carolyne Thornton's Blog about using U-Tube in Teaching as I thought she made a great choice.
Even though I have gained a lot of information from the use of forums and blogs and I tried to contribute to them, I struggled with feeling like a valued member of this community (as I felt that I had nothing to contribute) and hence, didn’t post or comment as often as others perhaps have. I can only envisage that if I feel this way, then this will be an issue for some of my students as well. While I need to consider this issue further, there are possibly 2 things I could do: One could be to scaffold their learning by providing prompting questions to respond to on a forum and another could be to foster a ‘safe learning environment’ (whether it is in the classroom or online in a forum), so that students are comfortable with providing and receiving positive and constructive feedback.
As well as the ICTs identified above, there are, however, other technologies that I would like to utilise once I have learnt more about them (to incorporate them effectively into the classroom). For example, I am really interested in animations and simulations (see posting “Animations and Simulations”), Interactive Whiteboards (see posting “Interactive Whiteboards – WOW!”), audio technology (such as ‘Audacity’ as recommended by my lecturer), glogs (see Carolyne Thornton’s Blog “There is a Glog in my Blog”), Microsoft Movie Maker (which I have downloaded but I just need time to play) and the use of ipods or mobile phones. I think all of these would be great for promoting active participation.
Aside from what I have learnt in the ICTs course, I have also played with Photostory 3 (which I am really excited about); I have bookmarked numerous sites that I have found along the way and I have learnt how to take screen shots (which I think will be an invaluable tool to incorporate into instruction - see posting "How Cool - Screen Shots Made Easy).
I am also very conscious that what I have learnt so far is only the tip of the iceberg (see posting “Into the Abyss”), so it is very important that I try to keep abreast of new and evolving technologies. I need to find out what my students are interested in outside of the school environment and try to incorporate these into my teaching and student learning so that my students are “engaged” and not “enraged”.
Wish me luck!
Monday, April 26, 2010
Wednesday, April 21, 2010
How Cool - Screen Shots Made Easy!!!
I have just learnt something new today (although, it almost seems that I am learning something new everyday)! I have just learnt the easiest, fool proof way of taking a screen shot (because even I can do it)! I just haven't worked out how to get it into my blog, but I can put it into Word. All you have to do is follow these simple steps:
1. In the screen you want to take a screen shot of, press CTRL + Print Screen button (mine is located next to the F12 button)
2. In Word, right click mouse button and select Paste.
Ta-da. There is your screen shot. I am truly amazed.
I have seen screen shots before but haven't given them much thought until my lecturer used a screen shot to explain how to create a hyperlink in an open window. Of course, I then realised that this simple idea would be invaluable to help students when they are learning a new software tool or to learn about more advanced features of a program. A screen shot, combined with more explicit verbal and written instructions, would reach the majority of my learners as it incorporates a number of different learning styles. Now that I know how to do a very basic screen shot, I will definitely be using this application in my pedagogical practices. It is simple yet very effective.
1. In the screen you want to take a screen shot of, press CTRL + Print Screen button (mine is located next to the F12 button)
2. In Word, right click mouse button and select Paste.
Ta-da. There is your screen shot. I am truly amazed.
I have seen screen shots before but haven't given them much thought until my lecturer used a screen shot to explain how to create a hyperlink in an open window. Of course, I then realised that this simple idea would be invaluable to help students when they are learning a new software tool or to learn about more advanced features of a program. A screen shot, combined with more explicit verbal and written instructions, would reach the majority of my learners as it incorporates a number of different learning styles. Now that I know how to do a very basic screen shot, I will definitely be using this application in my pedagogical practices. It is simple yet very effective.
Saturday, April 17, 2010
Another First For Me
I have just finished my first week of EPL (Embedded Professional Learning) and I have been exposed to yet another piece of technology. The idea isn't new to me (digital storytelling - because I learnt about it through the ICT course I am studying), but the program I have never used. It is PhotoStory 3. I absolutely love it!!!!! And it is really, really, really simple to use. I can't wait to get the time to teach my 6 year old how to use it.
In the classroom, I can see this being used for individual students - maybe creating a story about themselves (which can be really open ended and about things they are interested in), a fictional story they have created themselves, or stories around a theme they are learning at school (such as ancient Egypt, Explorers, Dinosaurs, Endangered Species, the Environment) using photos, drawings, narration and music. "Digital stories let students express themselves not only with their own words but also in their own voices, fostering a sense of individuality and of “owning” their creations" as indicated by the Educause Learning Initiative.
In groups, they can create a group story (perhaps each student being responsible for a page to create in terms of illustrations, but all students would need to collaborate on the story), or stories around topics they are learning about (such as those listed in the second paragraph. Students could use it in science to report on any experiments they may have conducted for a school project rather than simply writing what they did in boring report format. Student groups could also use it to create campaigns, such as something for Sun Safety, Road Safety, Bicycle safety, bullying, healthy eating etc. I think this example ties in nicely with the Engagement Theory of learning and also requires a high level of active participation.
I think digital stories are much more exciting and engaging than simply writing a story, an essay or scientific report on a piece of paper. Another good thing about digital storytelling is that the students' creations can be published on the internet such as on the school website, on student blogs, personal blogs, or wikis. The idea of a public audience may be very motivating for some to do their best.
In terms of my teaching, I could use it to introduce a topic. I could simply collect some photos around a theme (like weather - hail, snow, rain, storms, sun, or more specific - cyclones), add music and use that as an introduction to a topic. So, with the weather scenario, I could present the digital story, then have students' explain what they saw and then lead into what they know about the weather/cyclones.
I could also use existing digital stories, such as this one about TV violence, to stimulate discussion about how students use TV, their thoughts about the content of the video, whether they agree or disagree, and perhaps lead them into a group project to analyse popular TV programs (for example, The Simpsons, Home and Away, Ben 10) for the number, degree and type of violence in these programs and to perhaps reflect on their own behaviour from watching these programs (for example: Are they desensitised to violence? Do they copy violent actions in play?).
I know that there are a lot more applications for this tool (such as those suggested by Techteachers) that I am yet to learn about, but I think they are a fantastic tool and so easy to use!
Reference:
1. Kearsley, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
2. Educause Learning Initiative. (2007). 7 things you should know about digital storytelling. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7021.pdf
In the classroom, I can see this being used for individual students - maybe creating a story about themselves (which can be really open ended and about things they are interested in), a fictional story they have created themselves, or stories around a theme they are learning at school (such as ancient Egypt, Explorers, Dinosaurs, Endangered Species, the Environment) using photos, drawings, narration and music. "Digital stories let students express themselves not only with their own words but also in their own voices, fostering a sense of individuality and of “owning” their creations" as indicated by the Educause Learning Initiative.
In groups, they can create a group story (perhaps each student being responsible for a page to create in terms of illustrations, but all students would need to collaborate on the story), or stories around topics they are learning about (such as those listed in the second paragraph. Students could use it in science to report on any experiments they may have conducted for a school project rather than simply writing what they did in boring report format. Student groups could also use it to create campaigns, such as something for Sun Safety, Road Safety, Bicycle safety, bullying, healthy eating etc. I think this example ties in nicely with the Engagement Theory of learning and also requires a high level of active participation.
I think digital stories are much more exciting and engaging than simply writing a story, an essay or scientific report on a piece of paper. Another good thing about digital storytelling is that the students' creations can be published on the internet such as on the school website, on student blogs, personal blogs, or wikis. The idea of a public audience may be very motivating for some to do their best.
In terms of my teaching, I could use it to introduce a topic. I could simply collect some photos around a theme (like weather - hail, snow, rain, storms, sun, or more specific - cyclones), add music and use that as an introduction to a topic. So, with the weather scenario, I could present the digital story, then have students' explain what they saw and then lead into what they know about the weather/cyclones.
I could also use existing digital stories, such as this one about TV violence, to stimulate discussion about how students use TV, their thoughts about the content of the video, whether they agree or disagree, and perhaps lead them into a group project to analyse popular TV programs (for example, The Simpsons, Home and Away, Ben 10) for the number, degree and type of violence in these programs and to perhaps reflect on their own behaviour from watching these programs (for example: Are they desensitised to violence? Do they copy violent actions in play?).
I know that there are a lot more applications for this tool (such as those suggested by Techteachers) that I am yet to learn about, but I think they are a fantastic tool and so easy to use!
Reference:
1. Kearsley, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
2. Educause Learning Initiative. (2007). 7 things you should know about digital storytelling. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7021.pdf
Monday, April 12, 2010
Saturday, April 10, 2010
Into The Abyss
The Abyss - that's how I have come to recognise technology. It is an endless sea/pit/void of information, gadgets, plug-ins, ideas, theories, thingamajigs, whats-its, do-hickies, or whatever you would like to call them. The internet is full of them and it will never cease. It is ever evolving from one day to the next. It makes me feel ever so small knowing that even if I was technologically savvy, that I wouldn't even touch the sides of what is out there. This has really hit home as I visit other peoples' blogs and the forums and repeatedly see something new. This constant barrage of information, websites, u-tube, mind maps, posters, blogs, glogs, story telling, video making, audio files, (and this list goes on), I'm finding it all a bit too much really. What makes it all the more daunting is the wading through of all this information and working out how I can use it as a teacher and for my students. I hardly feel equipped to make those decisions.
So, where does this leave me? On a constant journey of learning, that's where. I need to keep abreast of new and potentially useful technology so that I can use it to further enhance my pedagogical practices and to enhance student learning. I think our students need to see new technology being used on a regular basis because although a lot of the resources we have seen thus far seems really appealing, engaging, motivating or fun, it won't be long before something new and better comes along and our students become bored with what was once considered the 'in' thing or the 'bees knees' of technology. Technology, to some extent, will probably follow fads. Some things will come and go really fast, while others will have a longer life. If we are really clever, we will be able to pick the ones that will be able to stand the test of time.
So, how do I keep at least a toe in this endless sea of technology? Join a community of practice and get to know people who are passionate about the use of technology in schools; embark on professional development opportunities targeted to ICTs in education, experiment with technology and be courageous enough to try them out in the classroom (I just need to be prepared with a back up plan if all goes pear shaped - just as I would with anything new I am experimenting with)!! But, possibly, the most important thing I could do is talk to my students. They are the ones I want to engage, so only they can tell my what they are interested in. I need to ask them what they do in their spare time, websites they visit, technologies they are using, and ask them if they have ideas about how we could use these things in the classrooms. And I am sure that many students would be more than happy to show me how to use certain programs/websites, which I can then (hopefully) use to engage my students in learning. Collaborative learning at it's best.
What else does "the abyss" mean for me as a teacher? As knowledge, information and technology is changing at a rapid rate, I need to teach my students the skills of life learning, to encourage them to take risks and experiment with new wonders, to take responsibility for their own learning, and to ask questions and seek answers autonomously. They will need to be able to do this to live, work and be productive in the new knowledge economy. This is what being a learning manager is all about - facilitating the learning journey, not controlling or limiting it (Smith, Lynch & Mienczakowski, 2003).
Reference:
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability": Why we do not prepare teachers anymore. Change: Transformations in Education, (6)(2): 23-37.
So, where does this leave me? On a constant journey of learning, that's where. I need to keep abreast of new and potentially useful technology so that I can use it to further enhance my pedagogical practices and to enhance student learning. I think our students need to see new technology being used on a regular basis because although a lot of the resources we have seen thus far seems really appealing, engaging, motivating or fun, it won't be long before something new and better comes along and our students become bored with what was once considered the 'in' thing or the 'bees knees' of technology. Technology, to some extent, will probably follow fads. Some things will come and go really fast, while others will have a longer life. If we are really clever, we will be able to pick the ones that will be able to stand the test of time.
So, how do I keep at least a toe in this endless sea of technology? Join a community of practice and get to know people who are passionate about the use of technology in schools; embark on professional development opportunities targeted to ICTs in education, experiment with technology and be courageous enough to try them out in the classroom (I just need to be prepared with a back up plan if all goes pear shaped - just as I would with anything new I am experimenting with)!! But, possibly, the most important thing I could do is talk to my students. They are the ones I want to engage, so only they can tell my what they are interested in. I need to ask them what they do in their spare time, websites they visit, technologies they are using, and ask them if they have ideas about how we could use these things in the classrooms. And I am sure that many students would be more than happy to show me how to use certain programs/websites, which I can then (hopefully) use to engage my students in learning. Collaborative learning at it's best.
What else does "the abyss" mean for me as a teacher? As knowledge, information and technology is changing at a rapid rate, I need to teach my students the skills of life learning, to encourage them to take risks and experiment with new wonders, to take responsibility for their own learning, and to ask questions and seek answers autonomously. They will need to be able to do this to live, work and be productive in the new knowledge economy. This is what being a learning manager is all about - facilitating the learning journey, not controlling or limiting it (Smith, Lynch & Mienczakowski, 2003).
Reference:
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability": Why we do not prepare teachers anymore. Change: Transformations in Education, (6)(2): 23-37.
Wednesday, April 7, 2010
Music - Such a Wonderful Thing
I've just had a look at the Incompetech website that has a range of royalty-free music. I think music has a significant place in the classroom. For example, in terms of teaching instruction, it can be used to create a mood about a topic or it can be used to calm/settle/relax very active children. It can also be used to motivate, inspire, and focus kids. I also think students can use music a lot more in their projects/presentations, in powerpoint, to add power to an argument, evoke emotion in a play scene, but also as a form of expression. Students could also choose a piece of their favourite music and analyse the messages within them. Most people like music of some form or another and it isn't hard to see how powerful it can be.
I am an advocate for music in the classroom as I think it can enhance our teaching and motivate kids to learn, but I don't believe music should be chosen randomly. I am just not sure about copyright issues for other music (not royalty-free), or whether this is not an issue if it is being used for educational purposes.
I had a look at this website that has a lot of information about how music promotes learning and how we can use it. As a suggestion, if students are learning about ANZAC Day, why not have them listen to "And the Band Played Waltzing Matilda" and have them analyse the lyrics for meaning. Similarly, many modern songs can be used to spark discussion about political issues such as with Pink's "Dear Mr President" or about self-esteem such as with Christina Aguilera's "I am Beautiful". Students would be more actively engaged if they were able to bring in meaningful song choices on their i-pods, then have them downloaded for others to listen and interpret the lyrics. Personally, I think music is underutilised in classrooms and it just takes a little creativity to incorporate more of it.
I am an advocate for music in the classroom as I think it can enhance our teaching and motivate kids to learn, but I don't believe music should be chosen randomly. I am just not sure about copyright issues for other music (not royalty-free), or whether this is not an issue if it is being used for educational purposes.
I had a look at this website that has a lot of information about how music promotes learning and how we can use it. As a suggestion, if students are learning about ANZAC Day, why not have them listen to "And the Band Played Waltzing Matilda" and have them analyse the lyrics for meaning. Similarly, many modern songs can be used to spark discussion about political issues such as with Pink's "Dear Mr President" or about self-esteem such as with Christina Aguilera's "I am Beautiful". Students would be more actively engaged if they were able to bring in meaningful song choices on their i-pods, then have them downloaded for others to listen and interpret the lyrics. Personally, I think music is underutilised in classrooms and it just takes a little creativity to incorporate more of it.
Wikipedia - A wealth of knowledge
Wikipedia, what a phenomenon! An encyclopaedia at your finger tips. As I don't have a particular subject, I just found myself wandering around, putting in different topics, just to see what would come up. What is great about this resource is that you can probably type in any subject you want and it will be there, right at your fingertips but it also has links to elaborate on particular topics, people, events as well as other resources. For example, if you search "History of Australia", it covers numerous topics from: Aboriginal Australians, WW II, Federation, Convicts, politics etc, but it provides links to elaborate on these particular topics within Wikipedia. It also provides links to the Australian portal which has links to the portals of different states/territories.
Providing students with weblinks to wikipedia would be a great startng point for students who are required to conduct research for a topic because it provides quick and easy access to the background knowledge of a subject. And it can be accessed at home or at school.
I also think it would be great (in an ideal world) that if a topic was being discussed and students' pose questions that teachers cannot answer, that the student who posed the question could get straight onto wikipedia and find an answer. It would show that we as teachers value student inquiry, it would add value to the topic and the transfer of information would be smooth, kept in context and without delay. If we could do this, then students may be more motivated to pose questions to expand their knowledge and understanding. We are also encouraging students to be responsible for their learning.
It would also demonstrate to students that teachers do not have all the answers and that learning is a collaborative process. We are not the 'gate keepers' of knowledge but managers of the learning experience as suggested by Smith, Lynch & Mienczakowski (2003, p. 4).
Outside of the school setting, students could be more proactive in their learning as we have armed them with a tool for the easy acquisition of information rather than using a search engine and this tool can be used beyond school.
Reference:
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability": Why we do not prepare teachers anymore. Change: Transformations in Education, (6)(2): 23-37.
Providing students with weblinks to wikipedia would be a great startng point for students who are required to conduct research for a topic because it provides quick and easy access to the background knowledge of a subject. And it can be accessed at home or at school.
I also think it would be great (in an ideal world) that if a topic was being discussed and students' pose questions that teachers cannot answer, that the student who posed the question could get straight onto wikipedia and find an answer. It would show that we as teachers value student inquiry, it would add value to the topic and the transfer of information would be smooth, kept in context and without delay. If we could do this, then students may be more motivated to pose questions to expand their knowledge and understanding. We are also encouraging students to be responsible for their learning.
It would also demonstrate to students that teachers do not have all the answers and that learning is a collaborative process. We are not the 'gate keepers' of knowledge but managers of the learning experience as suggested by Smith, Lynch & Mienczakowski (2003, p. 4).
Outside of the school setting, students could be more proactive in their learning as we have armed them with a tool for the easy acquisition of information rather than using a search engine and this tool can be used beyond school.
Reference:
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability": Why we do not prepare teachers anymore. Change: Transformations in Education, (6)(2): 23-37.
The World At Our Fingertips?
I have been playing around with Google Earth and my first thoughts were, what's the big deal? I can see my house using Google Maps. And the images aren't up to date anyway. For some reason I thought the images were live via satellite and then (after telling my family about it) I had my Father ring up and tell me his house isn't even built yet in Google Earth. Feeling a little foolish, I endeavoured to go back and explore a little further to see what the big deal was. I also had a look at Joe Wood's Blog to try to learn more. Well, all I did was get overwhelmed.
One thing I did get from Joe Wood's Blog was using Google Maps to create your own tour. I thought this would be great for students, pinpointing/marking places they have been and entering information about those places. They might even be able to mark places that they would like to visit and explain why. Or on a topic on weather, they could map out where cyclones have hit Australia in the last 5 years and enter in statistics, or use it to trace the tracks of explorers.
Back in Google Earth, I was checking out the 'layers' down the side but I couldn't get it to do a great deal. I also had a look at Mars, the Moon and the Sky options but didn't know quite what to do once I got there. I just kept clicking on little markers, but in the end, I got bored. I'd type in specific searches, for example, the Eiffel Tower, Taj Mahal, but very little seemed to come up. If I was lucky, there might be some info attached to it, an image or a video maybe. I found it exceptionally difficult to navigate around and probably need to spend some time on the tutorials as clearly (from one tutorial I had a look at for 3D buildings) there is a lot more to Google Earth than my superficial exploration. I have the "Tip" option at startup to give some quick clues as well!! And I also found this little snippet from Google for Educators that briefly summarises how we could use it and I think there are also a number of 'plug-ins' that are not automatically available when you first sign up that would probably improve my Google Earth experience. However, this exploration will be at a later date when I have time to casually look through it.
So, in terms of using in classrooms, I am not sure as yet. Yes, in the 'layers', there appears to be lots of things to look at (global awareness, oceans, buildings, terrain) all of which students could learn from, but until I become more familiar with it, it isn't going to enhance my pedagogical practices or student learning outcomes. I'd find it easier doing a simple Google search.
One thing I did get from Joe Wood's Blog was using Google Maps to create your own tour. I thought this would be great for students, pinpointing/marking places they have been and entering information about those places. They might even be able to mark places that they would like to visit and explain why. Or on a topic on weather, they could map out where cyclones have hit Australia in the last 5 years and enter in statistics, or use it to trace the tracks of explorers.
Back in Google Earth, I was checking out the 'layers' down the side but I couldn't get it to do a great deal. I also had a look at Mars, the Moon and the Sky options but didn't know quite what to do once I got there. I just kept clicking on little markers, but in the end, I got bored. I'd type in specific searches, for example, the Eiffel Tower, Taj Mahal, but very little seemed to come up. If I was lucky, there might be some info attached to it, an image or a video maybe. I found it exceptionally difficult to navigate around and probably need to spend some time on the tutorials as clearly (from one tutorial I had a look at for 3D buildings) there is a lot more to Google Earth than my superficial exploration. I have the "Tip" option at startup to give some quick clues as well!! And I also found this little snippet from Google for Educators that briefly summarises how we could use it and I think there are also a number of 'plug-ins' that are not automatically available when you first sign up that would probably improve my Google Earth experience. However, this exploration will be at a later date when I have time to casually look through it.
So, in terms of using in classrooms, I am not sure as yet. Yes, in the 'layers', there appears to be lots of things to look at (global awareness, oceans, buildings, terrain) all of which students could learn from, but until I become more familiar with it, it isn't going to enhance my pedagogical practices or student learning outcomes. I'd find it easier doing a simple Google search.
Friday, April 2, 2010
U-Tube again
I have another example of using U-tube to enhance pedagogical practices. I chose a clip to introduce the topic of the arrival of the first fleet. The clip can be used to generate thought and discussion as well as lead into what will be covered in the topic, assessment/projects etc.
Here is the video:
Here is the video:
U-Tube - Oh the Possibilities!!!
Now, even though I am behind the 8 ball when it comes to technology, I have heard of u-tube (and, yes, this was even before the course believe it or not!),but I didn't explore it. Of course, the extent of its possibilities is yet to be realised but I have seen its benefits time and time again while in this course (for example, instructions on how to embed powerpoint into a blog, or even to explain simple concepts such as blogs and RSS feeds). U-tube has enhanced my learning and I feel it is a very powerful tool, particularly because video clips are so readily available and in any topic imaginable. I also like U-tube because sometimes a short video (like a picture) can paint a thousand words. I just need to be mindful that I am using it to enhance my learning design and not just because I can. .So, with that in mind.......
I decided to use a U-tube clip on origami. I decided that I was teaching my students about the art of paper folding, but what I realised, is that it can be a little hard to see what I am doing when I am demonstrating the technique of making a crane. U-tube provides a clear tutorial that all can see and the advantage is that I can pause and go back on the clip if students are having trouble. In the same topic, U-tube also shows more challenging designs in origami that I may have trouble showing (or even doing), but students may like to try. In effect, I would use U-tube to compliment and enhance my pedagogy so that it is more effective.
Here is my clip:
I decided to use a U-tube clip on origami. I decided that I was teaching my students about the art of paper folding, but what I realised, is that it can be a little hard to see what I am doing when I am demonstrating the technique of making a crane. U-tube provides a clear tutorial that all can see and the advantage is that I can pause and go back on the clip if students are having trouble. In the same topic, U-tube also shows more challenging designs in origami that I may have trouble showing (or even doing), but students may like to try. In effect, I would use U-tube to compliment and enhance my pedagogy so that it is more effective.
Here is my clip:
Tuesday, March 30, 2010
Animations and Simulations
Animations and simulations (such as Gizmos) are great for learning. As it is stated in Explore Learning, the use of Gizmos (or simulations) actively engage students and encourage inquiry (and research supports their use as a learning tool). I loved looking at the Froguts website and the demonstration on the dissection of a Bull Frog. It was great because it had a combination of visual, auditory (although, using a computer generated voice was not the best choice) and active participation. And, to some extent, it was self-paced. This way, students can have access to a virtual dissection, without the mess and fuss! I think they are fantastic.
Novice at Work on Picnik!
Uploading Flickr Images To Blog
Here is a someone else's photo I have uploaded from Flickr. This has been a time consuming process and I don't know if I am doing it the right way. By chance, I stumbled upon a button that says 'send to blog' and I thought that this was what I was supposed to do. It isn't an option on all photos, though. I'm not entirely sure why that is. Maybe the publishers have limited the options and don't want the photos splashed around willy-nilly? I tried adding a photo to 'Gallery', but I have no idea where that ended up?!!
I did, however, manage to upload some of my own photos, but with uncertainty. I have a fear of putting any personal photos on the world wide web. Once they are there, I feel I have no control over where they end up (not that anyone really cares about my photos, but I do). The "private' option doesn't appease me.
In terms of students using Flickr (or similar programs), I think it is a great way to source photos for projects, presentations, story telling etc that would otherwise be limited. Students could search for photos that represent certain emotions, events, places or topics for example. The other great thing about Flickr, is that you can use it in conjunction with Picnik to modify the photos in all sorts of ways! It certainly opens up the opportunity for creativity and artistic flair. In Picnik, a photo is not just a photo anymore; it's an artform. When I was in primary school, I was pretty much limited to magazines, newspapers and those project packs you use to get from the newsagency! Does anyone remember those? It was sooo hard to find pictures!!
In terms of students uploading their own photos, I think an introduction to cybersafety would be important - what is appropriate for uploading and when it should be used, things to avoid etc. I think Flickr would be great for students to record their work - take photos and short videos of things they have done in class (and elsewhere) that they can then share. These photos can then be used for portfolios, blogs, wikis, power point presentations, regular presentations, reports etc.
As teachers, we can also use photos to enhance our pedagogy. Images can help engage learners, maintain interest, promote discussion, and perhaps explain something that words cannot describe effectively. However, the only problem I had was finding the "right" photo. This can be challenging.
I did, however, manage to upload some of my own photos, but with uncertainty. I have a fear of putting any personal photos on the world wide web. Once they are there, I feel I have no control over where they end up (not that anyone really cares about my photos, but I do). The "private' option doesn't appease me.
In terms of students using Flickr (or similar programs), I think it is a great way to source photos for projects, presentations, story telling etc that would otherwise be limited. Students could search for photos that represent certain emotions, events, places or topics for example. The other great thing about Flickr, is that you can use it in conjunction with Picnik to modify the photos in all sorts of ways! It certainly opens up the opportunity for creativity and artistic flair. In Picnik, a photo is not just a photo anymore; it's an artform. When I was in primary school, I was pretty much limited to magazines, newspapers and those project packs you use to get from the newsagency! Does anyone remember those? It was sooo hard to find pictures!!
In terms of students uploading their own photos, I think an introduction to cybersafety would be important - what is appropriate for uploading and when it should be used, things to avoid etc. I think Flickr would be great for students to record their work - take photos and short videos of things they have done in class (and elsewhere) that they can then share. These photos can then be used for portfolios, blogs, wikis, power point presentations, regular presentations, reports etc.
As teachers, we can also use photos to enhance our pedagogy. Images can help engage learners, maintain interest, promote discussion, and perhaps explain something that words cannot describe effectively. However, the only problem I had was finding the "right" photo. This can be challenging.
Confusion - My Middle Name
I am so confused with Flickr and copyright etc, etc, etc. I've been trying to upload photos to my blog but with no luck. This picture truly reflects how I feel and isn't she just gorgeous? Hopefully this will work this time.......
Well, I'll be a monkey's uncle. It actually worked. It has only taken a good part of the day. Let's see if I can do it again?
Well, I'll be a monkey's uncle. It actually worked. It has only taken a good part of the day. Let's see if I can do it again?
Monday, March 29, 2010
Embedded Professional Learning - Already?
I have recently found out the school where I will be doing my first EPL experience (or for want of a better word "prac"). My first initial reaction was excitement which has now been overrun with anxiety and fear (probably of the unknown and all the assignments that I need to do in that time). I'm perplexed by how fast the first few weeks have simply passed me by and wondering how much faster they will fly once I start EPL. I'll be flying by the seat of my pants, no doubt!! I just hope that I find the time to get everything done and still keep my head above water. Come the 12th of April, the real roller coaster ride begins.......
Friday, March 26, 2010
Interactive Whiteboards - WOW!
I have just finished watching some videos on Utube regarding interactive whiteboards. Regarding MY knowledge of interactive whiteboards - it is zilch. I have only heard of them, that's it, but I must say that even though I haven't seen them or used them, I've always thought that they sounded like a marvellous idea and I am itching to see one (which is amazing since I am the epitomy of the techno dummy!).
After watching the video (Interactive Whiteboards: boon or boondoggle), that provides arguments for and against their value in schools, it seems both parties had good arguments. Now I feel I have to reserve my judgement until I see them for myself and my excitement has waivered a bit with the reality check. That said, I then watched the next video and I was in awe!! Another video (Interactive Teaching and Learning in Australia) also briefly showed the use of interactive whiteboards in the classroom and I am truly amazed. I have never seen anything like that before in my life (yes, I live under a rock) and I really want to check it out!!! Imagine using that in maths and science or anywhere really. I am a visual person and I think something like this would help my understanding no end, so imagine it's application for students' learning. I am really excited!!!!!!! Here's hoping that my school has interactive whiteboards so that I can them see in action!! For me (even though I haven't seen one yet), out of all the tools I have played with thus far, the interactive whiteboard excites me the most.
That said, it is important that if these resources are implemented in schools, that teachers receive adequate training and ongoing support in their use. And it is also important to know the reasons for using them. If teaching practices are going to remain the same, then it will be a very expensive, glorified white/black board and probably do little to promote student engagement and participation or help students achieve learning outcomes.
After watching the video (Interactive Whiteboards: boon or boondoggle), that provides arguments for and against their value in schools, it seems both parties had good arguments. Now I feel I have to reserve my judgement until I see them for myself and my excitement has waivered a bit with the reality check. That said, I then watched the next video and I was in awe!! Another video (Interactive Teaching and Learning in Australia) also briefly showed the use of interactive whiteboards in the classroom and I am truly amazed. I have never seen anything like that before in my life (yes, I live under a rock) and I really want to check it out!!! Imagine using that in maths and science or anywhere really. I am a visual person and I think something like this would help my understanding no end, so imagine it's application for students' learning. I am really excited!!!!!!! Here's hoping that my school has interactive whiteboards so that I can them see in action!! For me (even though I haven't seen one yet), out of all the tools I have played with thus far, the interactive whiteboard excites me the most.
That said, it is important that if these resources are implemented in schools, that teachers receive adequate training and ongoing support in their use. And it is also important to know the reasons for using them. If teaching practices are going to remain the same, then it will be a very expensive, glorified white/black board and probably do little to promote student engagement and participation or help students achieve learning outcomes.
My Powerpoint Presentation
Here is my power point presentation targeted toward a year 7 class. Unfortunately, somewhere between creation and embedding it into my blog, I have lost all the sound and animation. I don't know how to fix this yet.
Smoking Hazardous to Your Health
View more presentations from guest457a3d.
Playing with Power Point
In my next post, you will see my power point presentation. I chose to do a presentation on smoking that targeted Year 7 students. There are so many social, economic, health and environmental issues with smoking and we can all relate to it on some level. Our students are not exempt. I chose a health approach. I also thought that year 7 would be ideal because they are on the cusp of highschool during which time most kids start to smoke. The activities that I suggested could easily follow the Engagement Theory of learning. In small groups, they are required to create an anti-smoking campaign using any media of their choice targeting a particular group of their choosing (e.g. parents with kids, youth, general smokers, friends, pregnant women etc), as well as compile a resource kit with information, advice, community supports, support groups to help them quit.
Regarding using PowerPoint, I spent an enormous amount of time playing with it to create something Ok-ish. I know there is a lot more potential with it, but this will take time and practice. I found it all very time consuming because I spent a bit of time researching the topic (I didn't just want to make it up), then, trying to get it to look OK and sequence OK. My goodness!!! And I would have liked to have had a video play straight into PP, but I couldn't work that out. I have some audio on there too that plays automatically when viewed in PP, but I lost the audio in the transition phase into my blog. I don't know how to fix that either. So, I found that very frustrating. Then I couldn't embed the darned thing into my blog, aarrrgghhhh!!!!!!!! It was so frustrating but thank goodness for people out there who know what they are doing and can lend a hand. But what a marathon effort to say the least. Sadly, it is still very basic and is highly visual, so I probably didn't cater well for all students' learning styles. Of course, I would never just set up a presentation like this and leave them to it (not with a topic like this anyway; online homework, however would be a different thing). A lot of discussion could be generated as we go through the slides.
While I was fiddling, I noticed you can do a lot with PP (e.g. put in graphs, organisers, sound effects, probably music if you wanted to, have the slide open in many different ways, lots of colours etc). Armed with all that information, you could create a masterpiece. I think, having done mine, that I would have been better off just taking a part of the topic and putting it in a powerpoint instead of trying to cover lots of things in the one presentation. For example, in mine, I could have just focussed on the anti-smoking campaigns, or the health implications, or the socio-cultural issues surrounding smoking. So, in terms of using PP as a teaching tool, as one idea, it could be used to introduce a topic and generate discussion.
Other things PP could be used for include: advanced organisers, online homework, framework for lessons, supporting lessons by highlighting key points, presenting tips and outlines, presenting examples, providing pictures and other graphics supporting the material, stimulating interest by use of clipart, cartoons, audio and video; and displaying assignment information.
Students could use PP to present projects, provide visual/auditory information to support debates, create stories, for oral presentations, create games that could be used to support concepts learnt in class. It could be used to display some of their work e.g. in art. As it has so many features, I think PP is limited only by our imagination and it can be used for big and small projects alike. I look forward to using powerpoint in the classroom. I just hope it doesn't take as long as this one did, but I suppose that once they are set up, you can re-use them and modify them accordingly. So, time spent in the beginning could be time saved down the track.
Regarding using PowerPoint, I spent an enormous amount of time playing with it to create something Ok-ish. I know there is a lot more potential with it, but this will take time and practice. I found it all very time consuming because I spent a bit of time researching the topic (I didn't just want to make it up), then, trying to get it to look OK and sequence OK. My goodness!!! And I would have liked to have had a video play straight into PP, but I couldn't work that out. I have some audio on there too that plays automatically when viewed in PP, but I lost the audio in the transition phase into my blog. I don't know how to fix that either. So, I found that very frustrating. Then I couldn't embed the darned thing into my blog, aarrrgghhhh!!!!!!!! It was so frustrating but thank goodness for people out there who know what they are doing and can lend a hand. But what a marathon effort to say the least. Sadly, it is still very basic and is highly visual, so I probably didn't cater well for all students' learning styles. Of course, I would never just set up a presentation like this and leave them to it (not with a topic like this anyway; online homework, however would be a different thing). A lot of discussion could be generated as we go through the slides.
While I was fiddling, I noticed you can do a lot with PP (e.g. put in graphs, organisers, sound effects, probably music if you wanted to, have the slide open in many different ways, lots of colours etc). Armed with all that information, you could create a masterpiece. I think, having done mine, that I would have been better off just taking a part of the topic and putting it in a powerpoint instead of trying to cover lots of things in the one presentation. For example, in mine, I could have just focussed on the anti-smoking campaigns, or the health implications, or the socio-cultural issues surrounding smoking. So, in terms of using PP as a teaching tool, as one idea, it could be used to introduce a topic and generate discussion.
Other things PP could be used for include: advanced organisers, online homework, framework for lessons, supporting lessons by highlighting key points, presenting tips and outlines, presenting examples, providing pictures and other graphics supporting the material, stimulating interest by use of clipart, cartoons, audio and video; and displaying assignment information.
Students could use PP to present projects, provide visual/auditory information to support debates, create stories, for oral presentations, create games that could be used to support concepts learnt in class. It could be used to display some of their work e.g. in art. As it has so many features, I think PP is limited only by our imagination and it can be used for big and small projects alike. I look forward to using powerpoint in the classroom. I just hope it doesn't take as long as this one did, but I suppose that once they are set up, you can re-use them and modify them accordingly. So, time spent in the beginning could be time saved down the track.
Tuesday, March 23, 2010
Creative? Me? Surely Not!
Since the beginning of my journey to become a primary school teacher, the word "creative" or "creativity" has been thrown around a lot. The word has always left me feeling a little inferior as I have always believed that there is not a creative bone in my body and that it is a quality that you have or don't have. But perhaps I have been using the term a little loosely rather than really thinking about what it means to be creative. Having read a bit about creativity, it is reassuring that there actually is hope for me. Ken Robinson (2001) argues that creativity can be taught and he defines creativity as imaginative processes with outcomes in the public world, that are original and of value. And it can be found in all areas of life, not just the Arts. I also took to the important elements of the creative process, which are finding the right medium, controlling the medium and freedom to experiment and take risks. From this I realised that I just haven't found the right medium yet and thus my creativity must be suppressed!
What I do know is that technology is not my medium (if it was I would have come to this course with a lot more knowledge - and you only have to check out my blog and my dumb questions on the forums!!). I have fun playing with it (in the short term) and I will hopefully master a bit more than the basics for application in the classroom. However, I am quickly bored with it. So my challenge is to find my medium because without that, I can't yet realise my creative potential.
What does this mean for me as a teacher? Perhaps it could mean embracing the Arts (which I presently have feelings of dread) to foster imagination, risk-taking and curiosity in my students - all of which are important aspects of creativity but also valuable attributes for functioning in the 21st Century.
Reference:
1. Robinson, K., (2001). Being creative: out of our minds: learning to be creative. Capstone Publishing.
What I do know is that technology is not my medium (if it was I would have come to this course with a lot more knowledge - and you only have to check out my blog and my dumb questions on the forums!!). I have fun playing with it (in the short term) and I will hopefully master a bit more than the basics for application in the classroom. However, I am quickly bored with it. So my challenge is to find my medium because without that, I can't yet realise my creative potential.
What does this mean for me as a teacher? Perhaps it could mean embracing the Arts (which I presently have feelings of dread) to foster imagination, risk-taking and curiosity in my students - all of which are important aspects of creativity but also valuable attributes for functioning in the 21st Century.
Reference:
1. Robinson, K., (2001). Being creative: out of our minds: learning to be creative. Capstone Publishing.
Monday, March 22, 2010
Reflection on Mahara
Over the last few days, I have immersed myself into a program called Mahara (which is an e.portfolio). It took me quite some time to start getting my head around how it works and I am still unsure how my views will come together in the end (when considering a teaching portfolio). I can't say that I am excited about this one, but perhaps in time, it's true value will unfold.
With regard to using an e.portfolio in the classroom, I found it really difficult to come up with a way to use this program with young students (as my focus is in the primary setting). However, I can see it being more suited to middle to late secondary students when students are considering their futures, making plans to enter university and, indeed, the workforce. It would provide students a method of digitally displaying their work, achievements, resume etc for potential employers.
I do question, however, if it is a method that is more suited to some industries than others (e.g. marketing/graphic design vs the trades), and how welcoming employers are of this mode of presentation (especially when some jobs attract hundreds to thousands of applications). Employers probably tend to streamline the recruitment process in the name of time efficiency and perhaps the urgency of getting a position filled doesn't lend time to find the most suitable applicant. That is not to say that I agree with how things operate at the present time. I am simply considering the plausible barriers to using this program in the job seeking market.
With regard to using an e.portfolio in the classroom, I found it really difficult to come up with a way to use this program with young students (as my focus is in the primary setting). However, I can see it being more suited to middle to late secondary students when students are considering their futures, making plans to enter university and, indeed, the workforce. It would provide students a method of digitally displaying their work, achievements, resume etc for potential employers.
I do question, however, if it is a method that is more suited to some industries than others (e.g. marketing/graphic design vs the trades), and how welcoming employers are of this mode of presentation (especially when some jobs attract hundreds to thousands of applications). Employers probably tend to streamline the recruitment process in the name of time efficiency and perhaps the urgency of getting a position filled doesn't lend time to find the most suitable applicant. That is not to say that I agree with how things operate at the present time. I am simply considering the plausible barriers to using this program in the job seeking market.
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