So, this week we were suppose to engage with numerous technological programs. I have to say I found them all pretty easy to use but that is probably because I have used most of them before or similar programs.
Flickr for me means not getting caught out on copyright thanks to creative connections. All you have to do is give attribution.
BeFunky is a great way for students to get creative with the images that they may have taken for projects or special classroom events. And it's FREE! :)
Voki's are another great way to engage students and to appeal to different learning styles. They are super easy to create and students can create their own personal voki and upload it to their blogs, wikispaces or weeblys.
Podcasts could be a great way to rewind the teacher or reach students who are away. There are many teaching opportunities here as mentioned in the earlier posting.
Movie Maker I have used numerous times through high school and uni. I always just found it a great way to get the message across by using multimodal features. It also ment I had fun being creatve in my assignments and also wanted to complete them. Movie Maker is simple to use and many primary school students would adapt to it easily.
Wednesday, 25 July 2012
Movie Maker
Here is a video I made for my technology assignment. However, I had to edit the first section because I had a popular drinking song snippet playing. So, here is now the legal version of my assignment :)
Attribution for the stickman pic which was made into logo - http://freevectorfinder.com/
Podcasts and learning
So, the question is posed, 'how can you use podcasts for great learning?'
There is no question now that technology automatically engages students and I'm sure Prensky would agree.
Some podcast that I would use in my classroom are the ones which are rated in the top charts. Why? Well because the latest trends are that are going to hook the learners even more. Even though some may argue that Hamish and Andy podcasts are not the most educational for students, I would still most definitely use them in a english/literacy unit because they seem to have the podcast elements nailed by always being in the top 10 on iTunes.
Some ideas would be:
The podcasts made do not have to be uploaded to iTunes; it really depends on the circumstances of the learning process. Audio recordings or video can be uploaded into a wikispace and password protected as to protect privacy if neccessary. Another option for uploading podcasts is PodOmatic.
There is no question now that technology automatically engages students and I'm sure Prensky would agree.
Some podcast that I would use in my classroom are the ones which are rated in the top charts. Why? Well because the latest trends are that are going to hook the learners even more. Even though some may argue that Hamish and Andy podcasts are not the most educational for students, I would still most definitely use them in a english/literacy unit because they seem to have the podcast elements nailed by always being in the top 10 on iTunes.
Some ideas would be:
- Identifying and evaluating why some podcast attracted more viewers than others - comparing different podcasts and then creating a checklist of what makes a great podcast
- Students can use that checklist to then make their own podcast - the LM may allow students to choose their own topic and then mark them from an english/literacy standing point or may direct the students to make a podcast about a specific topic i.e. a history unit.
- The podcast can also be uploaded by the teacher as a recording of a lesson for students who may be away
- Students could also go home and 'replay' the teacher
- The whole class video podcasts could be made on different subject or to raise awareness for a project
The podcasts made do not have to be uploaded to iTunes; it really depends on the circumstances of the learning process. Audio recordings or video can be uploaded into a wikispace and password protected as to protect privacy if neccessary. Another option for uploading podcasts is PodOmatic.
Flickr Picture
Here is a fishy from Flickr and with the attribution to Taras Kalapun's photostream
Flickr is a site that makes it easy to ensure you do not breach copyright.
Quick Point: If you are trying to upload an image and it seems to take forever; make sure you resize the image before uploading i.e. lowering the megabytes in the image or clip. This can be done by downloading MobaPhoto.
Saturday, 21 July 2012
Weebly PMI
Weebly is a website that essentially lets you create your own free website.
Plus:
Interesting:
I did have an example of a Weebly website that was created for uni assessment purposes. The website was actually a SOSE webquest unit where students would progress through each page with numeous activities that they would need to complete. However, I did not reference my images or give attribution because I was blissfully unaware of copyright at that point in time. You'll just have to take my word for it, that I has successfully utilized Weebly before. :)
Plus:
- Upload text, pictures and videos
- Insert YouTube clips, hyperlinks and voki's
- Creation of website - set-up of website orientation, colour scheme and imagery - use of different designs, headings and text etc.
- Teacher may create but allow students to become 'editors' as to add or change information
- Once published anyone can view website
- Teacher may need to demonstrate navigation or website creation skills
- Teacher cannot post a feedback comment directly onto student work
Interesting:
- Students can create indivdual or group websites for assessment
- Teachers can create a website that scaffolds student learning or investigations
I did have an example of a Weebly website that was created for uni assessment purposes. The website was actually a SOSE webquest unit where students would progress through each page with numeous activities that they would need to complete. However, I did not reference my images or give attribution because I was blissfully unaware of copyright at that point in time. You'll just have to take my word for it, that I has successfully utilized Weebly before. :)
Wiki Capabilities PMI
Wikispaces is another great way for students to share information and collaborate online. Wikispaces offers some tools that support and faciliate student learning and development.
Plus:
Minus:
Interesting:
A collaborative task where three other students and myself constructed a wikispace for an assessment task.
Key Features to look out for:
A fiddling Wikispace just to demonstrate the use of some Widgets.
http://averyinterestingwiki.wikispaces.com/
Plus:
- Ability to upload pictures and videos to share students work
- An online record of what has happened through out the day for students who may be away
- Sharing YouTube clips with students to reinforce keep concepts
- Create polls for student surveys - ability to gain teacher feedback or use in lesson i.e. Maths graphs
- Upload Google maps for students interaction or for giving event directions to parents
- Allows online collaboration
- Students can create records of their group work
- Teacher can put in place scaffolding or add to students work to drive them in the right direction
- Teachers can add comments for student feedback and review if the students have taken that feedback on board or not
- Wikispaces can be constantly added to for an indefinate period of time
- Students have the ability to view other students ideas and ask questions to help their own learning
Minus:
- Technology failures with an online environment
- Students self-conscious of sharing their work
- Students being highly critical of other students work
- Members of group tasks not evenly contributing
- Inappropriate material or comments that may be added to wikispace
Interesting:
- Search/work history can be retrieved for teachers to monitor individual student input
- If work is accidently deleted it can be retrieved from using the history tool
A collaborative task where three other students and myself constructed a wikispace for an assessment task.
Key Features to look out for:
- The professional set-up and easy navigation of the wikispace
- The sharing of 'Awesome Resources'
- The communication page
A fiddling Wikispace just to demonstrate the use of some Widgets.
http://averyinterestingwiki.wikispaces.com/
PMI Chart for Blogging in the Classroom
Plus:
Minus:
For interactive ways that blogs can be used in the classroom check out this website: http://web20intheclassroom.blogspot.com.au/2008/10/ways-to-use-blogs-in-your-classroom-and.html
- All information is online and accessable from any location with mobile access devices
- Posts can be easily edited and updated
- Pictures, videos, weblinks etc. can be uploaded to share students' work
- Privacy settings can be enforced to prevent unwanted visitors for privacy reasons
- Ability for students to comment and share each others work - collaboration
- Ability to make students global learners by connecting with other students from around the world
- Information can be saved as students blog preventing lost information
- Teachers can easily monitor student progress
Minus:
- Some students or parents many not have internet access from home
- No spell check
- Particular websites blogs may not be appropriate for students to view
- Students may feel self-conscious sharing their work with peers (Lauren's E-Learning Blog)
- Students may post inappropriate or unconstructive comments on others work
- Technology failures may disrupt student learning and lessons
- Reduces the need for ink and paper - sustainability
- Although some blog sites may have inappropriate content there are some blog sites such as www.edublogs.org that allow more teacher control
For interactive ways that blogs can be used in the classroom check out this website: http://web20intheclassroom.blogspot.com.au/2008/10/ways-to-use-blogs-in-your-classroom-and.html
Tuesday, 10 July 2012
Just a little bit on pedagogies
So, firstly you ask, 'what is a pedagogy? They always seem to use this word at uni but I always forget what is means.'
Well, simply pedagogy, in my own words (and remembering from LM1) is the art of teaching; the choices you make to best cater and facilitate for your learners so they learn best.
This means not only engaging them so they learn but also learning to a high standard or expanding their own thinking. The tricky bit is getting them to think more with out them realising that they are actually using higher order thinking and therefore actually working harder for you ;).
But really, by using frameworks such as productive pedagogies or Bloom's taxonomy it makes a teachers job much easier. You just need a little bit of creativity, little bit of profiling and a few helpful strategies to make sure you tick all those higher order thinking boxes which help your students to get the most out for their learning journey with you.
Well, simply pedagogy, in my own words (and remembering from LM1) is the art of teaching; the choices you make to best cater and facilitate for your learners so they learn best.
This means not only engaging them so they learn but also learning to a high standard or expanding their own thinking. The tricky bit is getting them to think more with out them realising that they are actually using higher order thinking and therefore actually working harder for you ;).
But really, by using frameworks such as productive pedagogies or Bloom's taxonomy it makes a teachers job much easier. You just need a little bit of creativity, little bit of profiling and a few helpful strategies to make sure you tick all those higher order thinking boxes which help your students to get the most out for their learning journey with you.
TPACK unpacked
This YouTube clip by Roycekimmons uploaded on 22-03-11explains the TPACK (Technological Pedagogical Content Knowledge) framework in a clear way.
He briefly at the end mentions the context of which TPACK could take place and I would just like to expand on this for specifically in primary schools.
As an example, rote learning still plays an important part in primary schools assisting students to learn specific knowledge such as sound letter combinations or timestables. TPACK may not neccessary be used as much in these areas. Having said that, technology can still be used to enhance the students learning or to allow students to practice thier phonics or timestables in an engaging format, such as, various computer games or aps.
Wiki reflection SWOT analysis
This is a SWOT analysis (Strength, weaknesses, opportunities and threats) of using a wiki for educational purposes.
Strengths:
Strengths:
- Exposed all students to a wiki (forced by way of assessment)- some may never have used before (Behaviourism - conditioning students to not be afraid of technology but to embrace the opportunities they present)
- Structuring and scaffolding (use of De Bono's six thinking hats) of wiki allowed target and specific learning to occur (Cognitivism - requiring students to analyse and evaluate (higher order thinking))
- Allowed collaboration of ideas (Constructivism and connectivism - joining of ideas, experiences and perceptions from varied individuals all sharing)
- Technology fails - wiki wiping off other students contributions as others were trying to add information (Attempt at constructism failed)
- Online digital copy for students who may have been away to also participate at later date (connectivism and constructivism)
- Allows students to refer back to later
- Learning from the weaknesses and threats to better the lesson next time i.e. saving information onto a shared drive first and then having one scribe to upload)
- Students to reference information where they retrieved it from to allow further research to occur from others (constructivism)
- Publicly open wiki for editing - may lead to all information being lost or sabotaged
Mobile devices in the classroom??
So, the question is posed; should mobile devices such as iPhones, iPods and iPads be used in the classroom?
Straight up I am going to say YES!!!!!!!
These mobile devices are the here and now of technology and I think they are an excellent resource in the classroom.
Already those reading this might think, 'yeah, but what about off-task behaviour, technology failing and socioeconomic differences?'
To me these are all excuses which result in limiting student learning. All these issues can be overcome by simple planning and putting in measures that ensure success.
Of course I acknowledge that the budget in some schools may be an issue but this can be overcome and is well worth the money that goes into the purchasing of these devices.
The path I would be taking in order to implement these mobile devices into classrooms is to firstly purchase a school set that can be loaned out to classrooms.
For example: Average class of 25 students, with students sharing an iPod at the price of $188 per unit. 13 iPods would cost $2444. That is pretty affordable when compared to the cost of desktop computers or laptops.
Buying a school set also eliminates the socioeconomic factor as all students have the equal opportunity to use an iPod. Using iPods also limits off task behaviour as the students are engaged. Additionally, software can be loaded that prohibits the access to specific sites (similar to most schools already existing proxy blocker) and only educational aps can be downloaded.
Technology failing can be overcome with ensuring the iPods are always fully charged and properally handled.
The positives far out weigh the negatives (which can be overcomed).
Straight up I am going to say YES!!!!!!!
These mobile devices are the here and now of technology and I think they are an excellent resource in the classroom.
Already those reading this might think, 'yeah, but what about off-task behaviour, technology failing and socioeconomic differences?'
To me these are all excuses which result in limiting student learning. All these issues can be overcome by simple planning and putting in measures that ensure success.
Of course I acknowledge that the budget in some schools may be an issue but this can be overcome and is well worth the money that goes into the purchasing of these devices.
The path I would be taking in order to implement these mobile devices into classrooms is to firstly purchase a school set that can be loaned out to classrooms.
For example: Average class of 25 students, with students sharing an iPod at the price of $188 per unit. 13 iPods would cost $2444. That is pretty affordable when compared to the cost of desktop computers or laptops.
Buying a school set also eliminates the socioeconomic factor as all students have the equal opportunity to use an iPod. Using iPods also limits off task behaviour as the students are engaged. Additionally, software can be loaded that prohibits the access to specific sites (similar to most schools already existing proxy blocker) and only educational aps can be downloaded.
Technology failing can be overcome with ensuring the iPods are always fully charged and properally handled.
The positives far out weigh the negatives (which can be overcomed).
- 40 hour battery life when fully charged
- Wireless operations with the ability to use them anywhere and connect to the internet with a wireless hotspot!
- Video recording, video conferencing, camera, voice recordings
- iMessaging students information or instructions
- Easy uploading to computers to save information recorded
- Countless aps that engage and educate students
Saturday, 7 July 2012
No longer possible to know everything?!?
So, there is this guy named Siemens (2005) who thinks it it is no longer possible to know everything. He believes that it is more important to identify how and where to find knowledge than it is to know. He theorises about connectivism which is linking yourself and your knowledge and opinion to others from all around the world via the use of the internet and its endless possibilities.
In some ways I agree with him. Sometimes teachers are sterotyped by students to know everything and be the font of all knowledge so to speak. But today, in the 21st century, we know that this is false. As a student aspiring to become a teacher I don't regard myself to know everything and nor do I ever intend to. However, as teachers, we must be able to provide for students a better answer than 'just Google it'. I believe students need a combination of both raw knowledge and also skills that enable them to pursue other areas of inquiry if they wish. The skills or the ability to find credible knowledge allows students to venture down different paths of discovery and to take charge of their own learning. Students no longer learn from just their close circle of peers but are now exposed to a global connection that links them to others around the world who may have a difference of opinion to themselves. Learning should never stop and with ITCs and 21st century connections students' opportunities should never cease.
That's just my short opinion. What do others out there think about it?? :)
In some ways I agree with him. Sometimes teachers are sterotyped by students to know everything and be the font of all knowledge so to speak. But today, in the 21st century, we know that this is false. As a student aspiring to become a teacher I don't regard myself to know everything and nor do I ever intend to. However, as teachers, we must be able to provide for students a better answer than 'just Google it'. I believe students need a combination of both raw knowledge and also skills that enable them to pursue other areas of inquiry if they wish. The skills or the ability to find credible knowledge allows students to venture down different paths of discovery and to take charge of their own learning. Students no longer learn from just their close circle of peers but are now exposed to a global connection that links them to others around the world who may have a difference of opinion to themselves. Learning should never stop and with ITCs and 21st century connections students' opportunities should never cease.
That's just my short opinion. What do others out there think about it?? :)
Multiple Intelligences
So, I just did this Multiple Intelligence test at this website. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
It also gives you a result number if you want to refer back to it. Mine is 4592464. Just incase you are really interested or just want someone to compare to.
Before I started I guessed which intelligence I would dominate in and other which I thought I would lack. I guessed I would be ranked highly in kinaesthetic and interpersonal just because I'm keen on sports and enjoy people watching or analysing 'why would a person do that or say that?'
Both ranked fairly high in both however, apparently I am also visually/spatially and musically smart. Musically was expected as I play guitar but visually I kind of crossed off first as a weakness because I suck at art. However, reflecting now and understanding that visual/spatial includes looking at pictures like map reading, finding your way out of mazes and graphs etc. it now makes sense due to my favourable learning style of being a visual learner.
So, to use this information in a classroom setting it shows me that a LM should be flexible in the way they approach a new learning subject. For example:
Someone who lacks logical smartness or struggles with maths, might find it beneficial to learn maths through a different intelligence such as drawing a picture to assist understanding (visual/spatial) or remembering a formular by using a mnemonic (musical).
Learning through favoured intelligences assists students in adhereing to best learning practices for themselves.
It also gives you a result number if you want to refer back to it. Mine is 4592464. Just incase you are really interested or just want someone to compare to.
Before I started I guessed which intelligence I would dominate in and other which I thought I would lack. I guessed I would be ranked highly in kinaesthetic and interpersonal just because I'm keen on sports and enjoy people watching or analysing 'why would a person do that or say that?'
Both ranked fairly high in both however, apparently I am also visually/spatially and musically smart. Musically was expected as I play guitar but visually I kind of crossed off first as a weakness because I suck at art. However, reflecting now and understanding that visual/spatial includes looking at pictures like map reading, finding your way out of mazes and graphs etc. it now makes sense due to my favourable learning style of being a visual learner.
So, to use this information in a classroom setting it shows me that a LM should be flexible in the way they approach a new learning subject. For example:
Someone who lacks logical smartness or struggles with maths, might find it beneficial to learn maths through a different intelligence such as drawing a picture to assist understanding (visual/spatial) or remembering a formular by using a mnemonic (musical).
Learning through favoured intelligences assists students in adhereing to best learning practices for themselves.
Learning Styles
So, I just completed a learning style questionarie at this website http://www.engr.ncsu.edu/learningstyles/ilsweb.html
From this I found out that I am very much an active and visual learner (which I kind of already knew).
This means I like group work and mixing with others and when it comes to various hands on/work it out sort of projects, I prefer to just have a go and see if it works or not rather than thinking it through.
For me this is probably because there is more action that way and altermately more excitment.
Also because I'm a visual learner with a rating of 11 on the scale (which is the highest rating) I always understand more and learn better if I can see a picture of diagram which helps to explain the concept. However, this also means I tend to always be looking around the classroom, seeing what's going on outside or fiddling with something instead of listening to the lecture. I just kind of zone out of what I'm suppose to be learning and focus on what ever seems to be more important at the time (such as the ibis outside the window).
So, pretty much what I can gather as a LM and focusing now on how this applies to classrooms is the following:
1. Learning styles are very important in the classroom. Everyone learns differently and the LM should be aware of how their learners learn best. Not only the teacher but students also benefit from knowing how they learn best.
2. From knowing how learners learn best it makes the LMs job more easy. Why? Because it helps the students to focus on the information being taught if it is intune with their personal learning style. E.G. I pretty much zoned out in the first section of my E-learning lecture because it was just talking (auditory - not my preferred learning style). However, as soon as the lecturer started to use the smartboard and I saw the pretty cool things it could do I was hooked and therefore listened and learned.
3. It's not that difficult to cater for different learning styles when using ITCs. Using interactive websites for students can have them visually captured by the images and the written words, auditory learners catered for by the interactive sound the accompanies the program and the kinaesthetic learners are learning by doing and interacting with the ITCs. It's really a win-win situation for the students and teacher.
So, if you are a student or teacher or just a random on the internet just checking out this blog and you're not to sure on what your learning style is, just check out this website to help you out. http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
Welcome :)
Hey hey hey,
Looks like I've got four followers. Not to sure how you 'follow' at this stage but I'm sure after a bit of fiddling I'll work it out. I'm pretty sure I've befriended a few uni peeps on Google+ but that doesn't mean following?!? Oh well :/
Anyways, since you are 'following' me, you'll be hearing a lot more about me and my thoughts about a variety of technical/educational/learning stuff and hopefully some other random stuff which I may deem awesome (as long as that doesn't effect my grade...probably should read the criteria sheet... maybe soon haha).
Yeah, so, welcome to my blog!!!! :D
Looks like I've got four followers. Not to sure how you 'follow' at this stage but I'm sure after a bit of fiddling I'll work it out. I'm pretty sure I've befriended a few uni peeps on Google+ but that doesn't mean following?!? Oh well :/
Anyways, since you are 'following' me, you'll be hearing a lot more about me and my thoughts about a variety of technical/educational/learning stuff and hopefully some other random stuff which I may deem awesome (as long as that doesn't effect my grade...probably should read the criteria sheet... maybe soon haha).
Yeah, so, welcome to my blog!!!! :D
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