I am embarking on creating a Webquest for my Assessment 3 item for ICT. It is not an easy journey and I am finding it quite difficult to put all my thoughts and ideas together to form this quest. Saying that, I am persistent and particularly want to succeed in producing something of a reasonable standard.
A Webquest is an inquiry based, on line learning activity. Incorporated into a Webquest are the higher order thinking skills of Marzano & Pickering (1997) Dimensions 3 & 4. Life long learning comes when students are encouraged to Extend and Refine Knowledge and to Use Knowledge Meaningfully. Because many Webquests incorporate authentic scenarios or problems the outcomes and learning opportunities for students is internalised. When group work is undertaken in a Webquest students learn to problem solve, inquire, investigate, analyse and produce an authentic product based around a scenario. It is designed so students don't waste time searching for information from inappropriate sites as the list is already there for them to go through. This means that the final product should be of a high standard as the teacher has done all the hard work sifting through appropriate sites.
Students are able to work at their own pace - therefore covering the areas of student-centered learning, active learning and learning engagement theories.
I am excited about putting this quest together - even though I am also finding it quite difficult getting the information formatted correctly. One advantage to Webquests is that it is almost entirely student based and therefore the students teach each other and support one another through the process of learning and gathering information. This is a skill that is not often learnt at school due to students relying on teachers to provide the information to them. Webquests require the students to seek out the information to complete the task.
Once I have semi-mastered the designing of Webquests I believe I will continue to use them within the classroom for not only the experience of group work but also for the great life learning skills that will be gained by each student.
What a lesson to learn!
References:
Marzano, J & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
Sunday, April 18, 2010
What is bookmarking and what are the benefits?
My Delicious account is a very important tool for me as a prospective teacher. I believe everyone can benefit from the use of this tool, as my 10 year old son already has one up and running.
Bookmarking (often referred to as social bookmarking)is a way of organising your web addresses. It is similar to 'your favourites' on your desktop but with this type of bookmarking because it is on the internet you will never loose it, never not have it (as long as you have internet access!) and you can continue to tag and share your bookmarks with other people all over the world - especially if you have a specific community of practice. You can even have your students jump onto your site and open up specific pages for homework etc - things they can do in their own time or even fast finishers could find appropriate sites to access work appropriate to what they have been learning about. When students are given the opportunity to make choices about their learning it becomes more student centered and there is more internal drive for improvement to seek out further knowledge.
Although Bookmarking is generally just a tool and not so much a learning device it also has its place in supporting student centered learning. I have witnessed a teacher use his Delicious account as a way of encouraging students to seek out further information in a subject they have a particular interest in. The students log onto the teachers Delicious account, search the tags and then select a site that is appropriate to their current learning. The student knows ahead of time they will not spend hours 'surfing' the net searching for appropriate information about the required subject - the teacher has done the work and selected the best sites available. I see huge potential in reducing wasted computer time and making the most of the possibly limited time available in a computer lab or at home.
Students will love the chance to share, borrow and interact with other people's delicious site in order to either build up their own bank of resources or just to see what other people find useful.
Bookmarking (often referred to as social bookmarking)is a way of organising your web addresses. It is similar to 'your favourites' on your desktop but with this type of bookmarking because it is on the internet you will never loose it, never not have it (as long as you have internet access!) and you can continue to tag and share your bookmarks with other people all over the world - especially if you have a specific community of practice. You can even have your students jump onto your site and open up specific pages for homework etc - things they can do in their own time or even fast finishers could find appropriate sites to access work appropriate to what they have been learning about. When students are given the opportunity to make choices about their learning it becomes more student centered and there is more internal drive for improvement to seek out further knowledge.
Although Bookmarking is generally just a tool and not so much a learning device it also has its place in supporting student centered learning. I have witnessed a teacher use his Delicious account as a way of encouraging students to seek out further information in a subject they have a particular interest in. The students log onto the teachers Delicious account, search the tags and then select a site that is appropriate to their current learning. The student knows ahead of time they will not spend hours 'surfing' the net searching for appropriate information about the required subject - the teacher has done the work and selected the best sites available. I see huge potential in reducing wasted computer time and making the most of the possibly limited time available in a computer lab or at home.
Students will love the chance to share, borrow and interact with other people's delicious site in order to either build up their own bank of resources or just to see what other people find useful.
Learning Theories - how to decide????
All students are different and we all learn in different ways. As Learning Managers it is vital that we not only know what to teach but also have some understanding of how students differ in learning styles. We need to be able to cater for as many various learning styles as possible. Using a variety of ICT’s and other quality teaching resources throughout each lesson will help to ensure that the information being shared with the students will be engaging and receivable by most.
According to Smith and Lynch (2003) the 8 Learning Management Questions assist in the development of a quality learning program. By answering the 8LMQ’s in sequence you will be able to design and develop learning activities that meet the desired outcomes for students.
Student centred learning is an approach to education that focuses on the needs of the students, rather than those of others involved in the educational process (for example the teachers, administrator or other stakeholders).
Teaching today should be based around Mode 2 of the New Knowledge Environment. This mode is different from Mode 1, which is very teacher centred. Mode 2 is based around a knowledge rich environment, is student centred, is trans-disciplinary and has application of its content.
Engagement Theory is a theory that takes into account the needs of students learning for life. It requires students to be able to Relate to the activity, to Create a product of some kind and then to Donate it back to a prescribed audience. This is best completed with an authentic learning base that is valued in the real world – something that will assist in the development of life long learning. According to Kearsley & Shneiderman (1999) “Engagement theory is presented as a model for learning in technology-based environments which synthesizes many elements for past theories of learning. The major premise is that students must be engages in their course work in order for effective learning to occur.”
Maslow’s Hierarchy of Needs is a theory that is taught in many different learning environments. I remember delving deep into this theory during my BArts degree. In short Maslow believed that students need to feel belongingness in order to be able to achieve a sense of self-worth. This theory holds true today with the recognition of the importance of belonging. Marzano & Pickering's (1997) Dimensions of Learning connects directly with Maslow's Hierarchy in Dimension 1, Attitudes and Perceptions and Dimension 5, Habits of Mind. When students are connected, feel a sense of belonging, have good attitudes to learning and the people around them, have created good work habits and have life long learning skills they are more likely to succeed in learning and life.
Bloom’s Taxonomy of Learning is another theory that is dominant in today’s education system. Only last week did I get a book out of the library titled: ‘Thinking Themes: Applying Bloom’s Taxonomy in the Classroom’, written by Currie and Robertson (2005). This book breaks down the order of the thinking skills as prescribed by Bloom into the following workable categories:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Siemens (2004) talks of a time now when we are learning in a digital age. A time when we need to continue to change our learning patterns and that young people today are different in the way they view their future.
One time people went to school and then took up a job that they stayed at for 40 or 50 years. Now days the trends have changed and the education system is changing with society.
If we look at Richard Felder’s approach to learning styles and strategies we can see that students learn differently and sometimes one style will suit specific types of learners.
Felder divides learners up into the following categories:
So with all this information on hand about the theories of learning (and I have only mentioned a few here) how then can we assist our students to best learn in an environment that encouraged quality learning for all?
This is a difficult question to answer and I think that if we incorporate a few different learning styles into each of our teaching plans we will be able to assist many different students. I like to look at it quite broadly and incorporate learning that is student centered, engaging and can assist students who are kinesthetic learners, visual learners and auditory learners. One important thing to remember is that if we dismiss any of the theories we may limit the effectiveness of our teaching. We should be open to incorporate many different theories into our teaching pedagogy. We can do this by not only incorporating ICT's into our learning plans but also using some 'old fashion' products as well. These could be simply books, writing on paper or drawing pictures as opposed to graphic work on a computer. I am looking forward to the opportunity to create a balanced learning environment for all my students which supports quality learning by all - no matter what the preferred learning style might be.
References:
Currie.C & Robertson. S (2005) Thinking Themes: Applying Bloom's Taxonomy in the Classroom. User Friendly Resources
Kearsely, G & Shneiderman, B (1999) Engagement Theory: A Framework for technology based teaching and learning. Retrieved 18th April, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Kune, N (1992) The Need to Belong: Rediscovering Maslow's Hierarchy of Needs. Paul H. Brookes Publishers
Marzano, R & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
Siemans, G (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved 18th April, 2010 from http://www.connectivism.ca/?cat=3
According to Smith and Lynch (2003) the 8 Learning Management Questions assist in the development of a quality learning program. By answering the 8LMQ’s in sequence you will be able to design and develop learning activities that meet the desired outcomes for students.
Student centred learning is an approach to education that focuses on the needs of the students, rather than those of others involved in the educational process (for example the teachers, administrator or other stakeholders).
Teaching today should be based around Mode 2 of the New Knowledge Environment. This mode is different from Mode 1, which is very teacher centred. Mode 2 is based around a knowledge rich environment, is student centred, is trans-disciplinary and has application of its content.
Engagement Theory is a theory that takes into account the needs of students learning for life. It requires students to be able to Relate to the activity, to Create a product of some kind and then to Donate it back to a prescribed audience. This is best completed with an authentic learning base that is valued in the real world – something that will assist in the development of life long learning. According to Kearsley & Shneiderman (1999) “Engagement theory is presented as a model for learning in technology-based environments which synthesizes many elements for past theories of learning. The major premise is that students must be engages in their course work in order for effective learning to occur.”
Maslow’s Hierarchy of Needs is a theory that is taught in many different learning environments. I remember delving deep into this theory during my BArts degree. In short Maslow believed that students need to feel belongingness in order to be able to achieve a sense of self-worth. This theory holds true today with the recognition of the importance of belonging. Marzano & Pickering's (1997) Dimensions of Learning connects directly with Maslow's Hierarchy in Dimension 1, Attitudes and Perceptions and Dimension 5, Habits of Mind. When students are connected, feel a sense of belonging, have good attitudes to learning and the people around them, have created good work habits and have life long learning skills they are more likely to succeed in learning and life.
Bloom’s Taxonomy of Learning is another theory that is dominant in today’s education system. Only last week did I get a book out of the library titled: ‘Thinking Themes: Applying Bloom’s Taxonomy in the Classroom’, written by Currie and Robertson (2005). This book breaks down the order of the thinking skills as prescribed by Bloom into the following workable categories:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Siemens (2004) talks of a time now when we are learning in a digital age. A time when we need to continue to change our learning patterns and that young people today are different in the way they view their future.
One time people went to school and then took up a job that they stayed at for 40 or 50 years. Now days the trends have changed and the education system is changing with society.
He observes a significant trend in learning:
• People take up more than one job in the space of their life time – often in unrelated fields
• Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our leaning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks
• Learning is a continual process – lasting a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
• Technology is altering our brains. The tools we use define and shape our thinking
• The organisation and the individual are both learning organisms.
• Know how and know what is being supplemented with know where.
If we look at Richard Felder’s approach to learning styles and strategies we can see that students learn differently and sometimes one style will suit specific types of learners.
Felder divides learners up into the following categories:
• Active and Reflective Learners
• Sensing and Intuitive Learners
• Visual and Verbal Learners
• Sequential and Global Learners
So with all this information on hand about the theories of learning (and I have only mentioned a few here) how then can we assist our students to best learn in an environment that encouraged quality learning for all?
This is a difficult question to answer and I think that if we incorporate a few different learning styles into each of our teaching plans we will be able to assist many different students. I like to look at it quite broadly and incorporate learning that is student centered, engaging and can assist students who are kinesthetic learners, visual learners and auditory learners. One important thing to remember is that if we dismiss any of the theories we may limit the effectiveness of our teaching. We should be open to incorporate many different theories into our teaching pedagogy. We can do this by not only incorporating ICT's into our learning plans but also using some 'old fashion' products as well. These could be simply books, writing on paper or drawing pictures as opposed to graphic work on a computer. I am looking forward to the opportunity to create a balanced learning environment for all my students which supports quality learning by all - no matter what the preferred learning style might be.
References:
Currie.C & Robertson. S (2005) Thinking Themes: Applying Bloom's Taxonomy in the Classroom. User Friendly Resources
Kearsely, G & Shneiderman, B (1999) Engagement Theory: A Framework for technology based teaching and learning. Retrieved 18th April, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Kune, N (1992) The Need to Belong: Rediscovering Maslow's Hierarchy of Needs. Paul H. Brookes Publishers
Marzano, R & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
Siemans, G (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved 18th April, 2010 from http://www.connectivism.ca/?cat=3
Friday, April 16, 2010
EPL Wk 1 Reflection
What an amazing week it has been. My first day at EPL saw me take a small group for some inference work during English time. We incorporated roll plays into our 15 minute session and I had all 5 students fully participate and totally engaged in this vital English session. It was a great beginning to 10 weeks of full on learning.
Day 2 took me one step forward with interactions in computer lessons - my first introduction to Apple Macs - similar to what I am use to but, the kids were eager to point me in the right direction when I couldn't find something! I'm delighted to learn my Mentor teacher advocating on my behalf to be supported by other school staff to learn new skills. She had organised for me to undertake a session on Movie Maker with the ICT specialist and then work with a few students to 'train them up', so then the students can teach and guide each other. If this process isn't what we have been learning about - I don't know what is.
Teach the students to teach and support each other in their learning!!
What a great opportunity came to me today when I was able to observe the Literacy Coach in action with the class. She held these kids attention for 1.5 hours discussing, interacting, completing activities and generally engaging the students in learning about Reciprocal Teaching. Having the opportunity to see other teachers at work allows us to gain more skills and ideas for teaching on our own.
I am now planning for my first two teaching sessions next week. I will be taking 2 x 1hr lessons - one is English and the other Maths. Its wonderful to have the confidence of the mentor teacher and know that they will assist me to be the best teacher I can be.
Currently I am feeling on cloud nine with the great teachers at my disposal, great facilities (the library and teaching resources filing system are to die for!) and just a wonderful class who are so excited to hear I am with them until the end of the term.
I'm looking forward to our full day excursion next week to the Botanical Gardens - will keep you all posted.
Day 2 took me one step forward with interactions in computer lessons - my first introduction to Apple Macs - similar to what I am use to but, the kids were eager to point me in the right direction when I couldn't find something! I'm delighted to learn my Mentor teacher advocating on my behalf to be supported by other school staff to learn new skills. She had organised for me to undertake a session on Movie Maker with the ICT specialist and then work with a few students to 'train them up', so then the students can teach and guide each other. If this process isn't what we have been learning about - I don't know what is.
Teach the students to teach and support each other in their learning!!
What a great opportunity came to me today when I was able to observe the Literacy Coach in action with the class. She held these kids attention for 1.5 hours discussing, interacting, completing activities and generally engaging the students in learning about Reciprocal Teaching. Having the opportunity to see other teachers at work allows us to gain more skills and ideas for teaching on our own.
I am now planning for my first two teaching sessions next week. I will be taking 2 x 1hr lessons - one is English and the other Maths. Its wonderful to have the confidence of the mentor teacher and know that they will assist me to be the best teacher I can be.
Currently I am feeling on cloud nine with the great teachers at my disposal, great facilities (the library and teaching resources filing system are to die for!) and just a wonderful class who are so excited to hear I am with them until the end of the term.
I'm looking forward to our full day excursion next week to the Botanical Gardens - will keep you all posted.
Sunday, April 11, 2010
Access 24/7
Some students today have access to the internet 24/7. This can be a formula for positives and negatives. I can see some real benefits for students who use ICTs wisely. Obviously, the appropriate and mature use of these technologies comes only with education, guidance and support from both teachers and parents.
When it comes to use of ICT’s some students now days have the luxury of being able to log on anywhere, anytime. Obviously with primary school students I would like to see most of the work completed during the school day as I don’t necessary agree with large amounts of homework, but saying that I know there will be many students when they interact with Blogs, chat rooms, Facebook, Twitter and other such platforms they will participate in interactions during their own time. My attitudes of using blog posting by students has changed over this course (see posting titled 'Why Blog?').
After listening to Clay Burell and using Blogs myself I have changed my views of allowing students to access Blogs for educational reflection.
Blogs, Twitter and Wiki’s have great abilities to keep students connected during class time and also out of hours. Students will have the benefits of connecting into a lesson if they are away on holiday, sick or simply just need support from other students at any time.
Twitter is being used in the USA as a means of interacting within a University lecture (see my blog posting Twitter in School). Currently I don’t see any benefits in a primary setting but as a high school or university community of practice it is certainly a positive way of engaging students in the lessons and also encouraging students to actively participate in sessions they would not normally be able to.
I can see one of the disadvantages to students having so much access to ICT's is the lack of personal face to face interactions humans need. Evidence also shows that children who spend too much time in front of monitors, tv or video games are increasing the risk of related health problems.
As educators we need to be vigilant in encouraging the access to technologies but also encouraging personal face to face contact and physical activity.
When it comes to use of ICT’s some students now days have the luxury of being able to log on anywhere, anytime. Obviously with primary school students I would like to see most of the work completed during the school day as I don’t necessary agree with large amounts of homework, but saying that I know there will be many students when they interact with Blogs, chat rooms, Facebook, Twitter and other such platforms they will participate in interactions during their own time. My attitudes of using blog posting by students has changed over this course (see posting titled 'Why Blog?').
After listening to Clay Burell and using Blogs myself I have changed my views of allowing students to access Blogs for educational reflection.
Blogs, Twitter and Wiki’s have great abilities to keep students connected during class time and also out of hours. Students will have the benefits of connecting into a lesson if they are away on holiday, sick or simply just need support from other students at any time.
Twitter is being used in the USA as a means of interacting within a University lecture (see my blog posting Twitter in School). Currently I don’t see any benefits in a primary setting but as a high school or university community of practice it is certainly a positive way of engaging students in the lessons and also encouraging students to actively participate in sessions they would not normally be able to.
I can see one of the disadvantages to students having so much access to ICT's is the lack of personal face to face interactions humans need. Evidence also shows that children who spend too much time in front of monitors, tv or video games are increasing the risk of related health problems.
As educators we need to be vigilant in encouraging the access to technologies but also encouraging personal face to face contact and physical activity.
Why Blog?
When I first heard we needed to implement our own blog for this course I thought it was another technology I was being taught (and made to use) that I saw no real reason for - as I had no intention of ever using one with primary school students. Initially my thoughts were you can't use a blog with students because the whole world will see what they are writing about and how on earth would I use them within the school curriculum anyway?
My eyes have certainly been opened. My ideas and thoughts were very naive - basically because I really had no understanding of what a blog was. Just through using one myself for this course I can see the real benefits of allowing students access to a blog (not necessarily a public one) and providing them time to reflect on their learning - I like this the most - what a great way for them to engage in higher order thinking.
They can also allow feedback from other students, allowing different points of views about a specific topic. Students can take time in thinking about material they have read and interacted with throughout the day or week and provide a platform for them to share their thoughts and ideas with others.
Reflection is something I didn't do alot - if any of - during primary or secondary school and I now see huge benefits to life long learning when given the chance to do this. I wish I had a platform to share my views with others during this vital time of learning!
I can now see that the use of a Blog can actually cover all 5 dimensions within the Dimensions of Learning (Marzano and Pickering , 1997). Blogging can be such a powerful tool for students to interact with it can provide:
Dimension 1: Attitudes and Perceptions
* to feel accepted by teachers and peers
* to experience a sense of comfort and order
Dimension 2: Acquire and Integrate Knowledge
* Through reflection and constructive feedback students can internalize procedural knowledge
Dimension 3: Extend and Refine Knowledge
* By reflection and analysis of learnt material students can refine and extend knowledge
Dimension 4: Use Knowledge Meaningfully
* By reflection and discussions with other students they can develop reasoning processes and receive clarification and higher order thinking for life long learning
Dimension 5: Habits of Mind
* By Critically thinking, thinking creatively and evaluating our thinking students will be able to develop great educational skills that will assist them throughout their lives.
If being able to cover the 5 Dimensions of Learning (Marzano & Pickering, 1997) wasn't enough I believe Blogs can also engage students in learning and encourage them to become involved in areas of the curriculum they wouldn't normally have interest. An example of this is if students don't like to write during English lessons they are more likely to want to write on their blog daily or weekly. Often writing on a blog is not seen as homework but as a communication tool to keep up with friends and share information. Should we be teaching students they need to write for the sake of writing or should we be putting meaning into why they write? A blog can provide the meaning and purpose for them.
When students communicate via a blog with other like minded people they are creating a support network for themselves and therefore creating a Community of Practice. This is vital in ongoing learning for not only knowledge sharing but also for support and encouragement.
I need to remember that we are teaching students in their world - not in the world that I grew up in. I need to extend myself and provide opportunities suitable to them, for them and relevant to them. It is a challenge. It is a task I want to take on with full force and provide the best educational experience I can for the young people of the 21st Century.
Reference:
Marzano & Pickering (1997) Dimensions of Leanring Teacher's Manual 2nd Ed. McRel. Colorado.
My eyes have certainly been opened. My ideas and thoughts were very naive - basically because I really had no understanding of what a blog was. Just through using one myself for this course I can see the real benefits of allowing students access to a blog (not necessarily a public one) and providing them time to reflect on their learning - I like this the most - what a great way for them to engage in higher order thinking.
They can also allow feedback from other students, allowing different points of views about a specific topic. Students can take time in thinking about material they have read and interacted with throughout the day or week and provide a platform for them to share their thoughts and ideas with others.
Reflection is something I didn't do alot - if any of - during primary or secondary school and I now see huge benefits to life long learning when given the chance to do this. I wish I had a platform to share my views with others during this vital time of learning!
I can now see that the use of a Blog can actually cover all 5 dimensions within the Dimensions of Learning (Marzano and Pickering , 1997). Blogging can be such a powerful tool for students to interact with it can provide:
Dimension 1: Attitudes and Perceptions
* to feel accepted by teachers and peers
* to experience a sense of comfort and order
Dimension 2: Acquire and Integrate Knowledge
* Through reflection and constructive feedback students can internalize procedural knowledge
Dimension 3: Extend and Refine Knowledge
* By reflection and analysis of learnt material students can refine and extend knowledge
Dimension 4: Use Knowledge Meaningfully
* By reflection and discussions with other students they can develop reasoning processes and receive clarification and higher order thinking for life long learning
Dimension 5: Habits of Mind
* By Critically thinking, thinking creatively and evaluating our thinking students will be able to develop great educational skills that will assist them throughout their lives.
If being able to cover the 5 Dimensions of Learning (Marzano & Pickering, 1997) wasn't enough I believe Blogs can also engage students in learning and encourage them to become involved in areas of the curriculum they wouldn't normally have interest. An example of this is if students don't like to write during English lessons they are more likely to want to write on their blog daily or weekly. Often writing on a blog is not seen as homework but as a communication tool to keep up with friends and share information. Should we be teaching students they need to write for the sake of writing or should we be putting meaning into why they write? A blog can provide the meaning and purpose for them.
When students communicate via a blog with other like minded people they are creating a support network for themselves and therefore creating a Community of Practice. This is vital in ongoing learning for not only knowledge sharing but also for support and encouragement.
I need to remember that we are teaching students in their world - not in the world that I grew up in. I need to extend myself and provide opportunities suitable to them, for them and relevant to them. It is a challenge. It is a task I want to take on with full force and provide the best educational experience I can for the young people of the 21st Century.
Reference:
Marzano & Pickering (1997) Dimensions of Leanring Teacher's Manual 2nd Ed. McRel. Colorado.
Saturday, April 10, 2010
Reflective Synopsis
I came into this course with such great expectations of what I would learn, how I would learn and how I would be able to 'teach' these to the students in my class. I have not been disappointed. For me, the most important thing I have learnt so far in this course is that although I am here to teach students specific knowledge components - as required by the Essential Learnings, my main role is to be a guide, facilitator, encourager, assistant, manager, offer challenges, promote positive changes, provide good practice and model good behaviour. This course has challenged my initial impressions of how teachers teach and has replaced it with a greater self awareness of being able to identify what ICTs I can utilise to encourage Active Learning and Student Centred Learning. I have learnt the importance of engaging students in meaningful education and being able to seek out activities that challenge students ability to think, perceive and utilise learning at a higher level. I have learnt that we learn best when given the opportunity to investigate for ourselves, form relationships with other people within a community of practice and take on ownership of our own learning. My aim is to be a facilitator of learning, providing students with the tools required to access information.
ICTs for Learning Design has been a path of personal and professional growth, and has allowed me to question my values and beliefs in a positive supporting environment. This is how I expect my students to learn and explore new ideas, question the world and make personal convictions about their own beliefs and values - in a safe and supportive environment. Unlike me, students will do the majority of their questioning via technology. Blogging, mobile phone use, using smart phones, accessing Facebook and Twitter to keep in touch with people and to question the world they live in will (and has already to some extent), become second nature to many students. Today many students have the advantage of access 24 hours a day, 7 days a week to the internet. This has great potential for learning on a global scale. Having the ability to link into classes, learning opportunities and social networks on a want basis as opposed to a class timetable can allow for learning outside of the classroom, from any location in the world, bringing the world to our doorstep. When we engage students in learning activities and provide opportunities for them to fully participate we are demonstrating Mode 2 Knowledge.
Technologies are changing every day. Updated versions of software and new advancements keep us excited about what the future possibilities are for our students. We have learnt that in order to educate students for the 21st Century we must keep up with the available technology and its constant changing structure. This sounds brilliant in theory and I understand that we need to learn how to manage in the 21st Century and beyond, but we also need to learn to engage students in a world today that may or may not have the resources of ICT's available to them. Managing the learning of students to direct them towards careers and jobs that don’t even exist yet, have ramifications for schools and home based learners that just don’t have the facilities and resources necessary to ‘keep up’ with the dynamic movement of the technology. We are Learning Managers that need to be creative with what resources we have at our disposal and we are learning to engage students with and without ICT’s now. Plan B and Plan C are important for if and when the lights go out (see discussions on Mahara).
To be a well organised teacher I believe it is important to have quality resources at your disposal. The use of an e-portfolio as a record keeping tool, professional log and a community of practice to share all teaching resources with other colleagues would be invaluable. Not only could these be used by professional teaching staff but high school students would benefit greatly by being able to keep track of their learning experience. Students could learn to develop it, manage it and maintain it as a life long learning tool that goes far beyond the boundaries of a school ground. See professional discussions on Mahara, comments on Carolyn's, Emma’s, Susan’s, Johanna's blogs and my blog all show my thoughts on how and when to utilise e-portfolios within the education system. Other teaching resources include Fuse technology and Bookmarking..they are both exciting way to continue with the communities of practice model.
I have particularly enjoyed investigating the variety of creative ICT options for students. As we have learnt, not all students learn in the same way, and the same topic or idea will not engage them all. We, as learning managers need to find a variety of options and include what we can into our planning. The introduction of Avatars, Storybird (and other digital storybooks), Glogs, Flickr, Picnik and other programs similar such as Memory Manager, PhotoShop, Kahootz, Vodcasts and Podcasts all have the potential to engage students into incredibly exciting and enriched learning opportunities.
I have been able to identify particular ICTs that I think will have huge benefits in the classroom. Powerpoints, YouTube, Teacher Tube, Wikipedia, Wiki’s and Google Earth all have their place in education. When used appropriately the improvement in students ICT use and understanding will be a great benefit. Interactive Whiteboards are just as they are called, interactive. Students will reap the benefits of being able to do hands on activities from all KLA’s. Engaged students are learning student’s and when they jump up to have a turn on the interactive whiteboards they are learning more and enjoying education more.
George Lucas talks at length about engaging students in learning that is creative, exciting, meaningful and allows for students to gain skills in developing higher order thinking skills. He is passionate about creating life long learners and encourages us to embrace ICT’s and embed them into our learning plan to meet the needs of our students. I firmly believe that technologies such as Reflective Blogs and Webquests can help our students to focus on Marzano & Pickering (1997) Dimensions 3 and 4. When students have opportunities to reflect on what they have learnt and participated in they need to think at a higher level as they do when they are participating in Problem Based Learning. This thought process encourages and develops student’s ability to think at a higher level and to become creative in alternative thinking.
If we are to be acknowledged as a successful Learning Manager we can no longer attend University to obtain the required degree, work within an environment with set curriculum and teach within set guidelines that are being adapted and altered to cover minimum standards over the impending years. We need to remember that learning for students within the education environment is about lifelong learning and this requires us to have a passion and commitment to lifelong learning. Our quest for knowledge must continue to develop. Every day that passes more developments are being made within the area of technology to enhance our lives. As Learning Managers, these are the things we need to continue to strive for understanding.
I am feeling very excited about the prospect of taking the technologies we have been exposed to, gaining knowledge in technologies that are not developed yet and incorporate them into the learning area.
My goal is to create opportunities for my students so they can develop positive changes in their learning and lives. I know that the challenges ahead will only strengthen my commitment to each student and the learning path they have ahead of themselves.
References:
CQU. Problem Based Learning. Retrieved on 6th April, 2010 from http://pbl.cqu.edu.au/
George Lucas. Edutopia. Retrieved from http://www.edutopia.org/george-lucas-education-dreamforce-2007 on 26th April, 2010
Kearsely, G & Shneiderman, B (1999) Engagement Theory: A Framework for technology based teaching and learning. Retrieved 18th April, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Marzano, J & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
ICTs for Learning Design has been a path of personal and professional growth, and has allowed me to question my values and beliefs in a positive supporting environment. This is how I expect my students to learn and explore new ideas, question the world and make personal convictions about their own beliefs and values - in a safe and supportive environment. Unlike me, students will do the majority of their questioning via technology. Blogging, mobile phone use, using smart phones, accessing Facebook and Twitter to keep in touch with people and to question the world they live in will (and has already to some extent), become second nature to many students. Today many students have the advantage of access 24 hours a day, 7 days a week to the internet. This has great potential for learning on a global scale. Having the ability to link into classes, learning opportunities and social networks on a want basis as opposed to a class timetable can allow for learning outside of the classroom, from any location in the world, bringing the world to our doorstep. When we engage students in learning activities and provide opportunities for them to fully participate we are demonstrating Mode 2 Knowledge.
Technologies are changing every day. Updated versions of software and new advancements keep us excited about what the future possibilities are for our students. We have learnt that in order to educate students for the 21st Century we must keep up with the available technology and its constant changing structure. This sounds brilliant in theory and I understand that we need to learn how to manage in the 21st Century and beyond, but we also need to learn to engage students in a world today that may or may not have the resources of ICT's available to them. Managing the learning of students to direct them towards careers and jobs that don’t even exist yet, have ramifications for schools and home based learners that just don’t have the facilities and resources necessary to ‘keep up’ with the dynamic movement of the technology. We are Learning Managers that need to be creative with what resources we have at our disposal and we are learning to engage students with and without ICT’s now. Plan B and Plan C are important for if and when the lights go out (see discussions on Mahara).
To be a well organised teacher I believe it is important to have quality resources at your disposal. The use of an e-portfolio as a record keeping tool, professional log and a community of practice to share all teaching resources with other colleagues would be invaluable. Not only could these be used by professional teaching staff but high school students would benefit greatly by being able to keep track of their learning experience. Students could learn to develop it, manage it and maintain it as a life long learning tool that goes far beyond the boundaries of a school ground. See professional discussions on Mahara, comments on Carolyn's, Emma’s, Susan’s, Johanna's blogs and my blog all show my thoughts on how and when to utilise e-portfolios within the education system. Other teaching resources include Fuse technology and Bookmarking..they are both exciting way to continue with the communities of practice model.
I have particularly enjoyed investigating the variety of creative ICT options for students. As we have learnt, not all students learn in the same way, and the same topic or idea will not engage them all. We, as learning managers need to find a variety of options and include what we can into our planning. The introduction of Avatars, Storybird (and other digital storybooks), Glogs, Flickr, Picnik and other programs similar such as Memory Manager, PhotoShop, Kahootz, Vodcasts and Podcasts all have the potential to engage students into incredibly exciting and enriched learning opportunities.
I have been able to identify particular ICTs that I think will have huge benefits in the classroom. Powerpoints, YouTube, Teacher Tube, Wikipedia, Wiki’s and Google Earth all have their place in education. When used appropriately the improvement in students ICT use and understanding will be a great benefit. Interactive Whiteboards are just as they are called, interactive. Students will reap the benefits of being able to do hands on activities from all KLA’s. Engaged students are learning student’s and when they jump up to have a turn on the interactive whiteboards they are learning more and enjoying education more.
George Lucas talks at length about engaging students in learning that is creative, exciting, meaningful and allows for students to gain skills in developing higher order thinking skills. He is passionate about creating life long learners and encourages us to embrace ICT’s and embed them into our learning plan to meet the needs of our students. I firmly believe that technologies such as Reflective Blogs and Webquests can help our students to focus on Marzano & Pickering (1997) Dimensions 3 and 4. When students have opportunities to reflect on what they have learnt and participated in they need to think at a higher level as they do when they are participating in Problem Based Learning. This thought process encourages and develops student’s ability to think at a higher level and to become creative in alternative thinking.
If we are to be acknowledged as a successful Learning Manager we can no longer attend University to obtain the required degree, work within an environment with set curriculum and teach within set guidelines that are being adapted and altered to cover minimum standards over the impending years. We need to remember that learning for students within the education environment is about lifelong learning and this requires us to have a passion and commitment to lifelong learning. Our quest for knowledge must continue to develop. Every day that passes more developments are being made within the area of technology to enhance our lives. As Learning Managers, these are the things we need to continue to strive for understanding.
I am feeling very excited about the prospect of taking the technologies we have been exposed to, gaining knowledge in technologies that are not developed yet and incorporate them into the learning area.
My goal is to create opportunities for my students so they can develop positive changes in their learning and lives. I know that the challenges ahead will only strengthen my commitment to each student and the learning path they have ahead of themselves.
References:
CQU. Problem Based Learning. Retrieved on 6th April, 2010 from http://pbl.cqu.edu.au/
George Lucas. Edutopia. Retrieved from http://www.edutopia.org/george-lucas-education-dreamforce-2007 on 26th April, 2010
Kearsely, G & Shneiderman, B (1999) Engagement Theory: A Framework for technology based teaching and learning. Retrieved 18th April, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Marzano, J & Pickering, D (1997) Dimensions of Learning: Teacher's Manual 2nd Ed. McRel, Colorado, USA.
How Far We Have Come
I look back at the date of my first blog entry, and realise it was only 1 month ago to the day.
It astounds me to think that in the course of 30 days I can go from never having blogged to now blogging at least twice a week. I have blogged, wiki'd, started a Mahara account, created avatars, written my first book on storybird, surfed you tube, played with Google Earth, downloaded from Promethean Planet, edited photos on picnik and flickr as well as made a poster on Glogster and disected a frog. Out of all the things we have learnt about the only piece of ICT that I had used previously was power point.
I have read so much information about technology, spoken and discussed my thought with people I have never even met face to face and disagreed with various people on a few topics on a Moodle site I had to learn how to navigate and post discussions on. All this could not have been experienced had it not been for the technology that I have been introduced to through the GDLT at the Central Queensland University.
I am more excited than ever to be starting my EPL stage 1 on Wednesday. I have met my Mentor Teacher, my Deputy Principal and my team teaching partner. It is an experience that I am apprehensive about, but I know that it will be the best part of this course - getting in and trying out all the student centred theories we have spent this last 6 weeks cramming for.
I'm trying to stay positive, as I know that the negative thoughts will start to weigh me down after a while. I came into this course wanting to be a teacher and I still am confident that I have made the right choice. Admittedly, sometimes I feel overwhelmed by the full time study load, full time work commitments, coaching and family commitments and teaching commitments at Sunday School - but in the end what is placed in front of us will only make us stronger and more ready for what life can throw at us.
COME ON WEDNESDAY!!!!
It astounds me to think that in the course of 30 days I can go from never having blogged to now blogging at least twice a week. I have blogged, wiki'd, started a Mahara account, created avatars, written my first book on storybird, surfed you tube, played with Google Earth, downloaded from Promethean Planet, edited photos on picnik and flickr as well as made a poster on Glogster and disected a frog. Out of all the things we have learnt about the only piece of ICT that I had used previously was power point.
I have read so much information about technology, spoken and discussed my thought with people I have never even met face to face and disagreed with various people on a few topics on a Moodle site I had to learn how to navigate and post discussions on. All this could not have been experienced had it not been for the technology that I have been introduced to through the GDLT at the Central Queensland University.
I am more excited than ever to be starting my EPL stage 1 on Wednesday. I have met my Mentor Teacher, my Deputy Principal and my team teaching partner. It is an experience that I am apprehensive about, but I know that it will be the best part of this course - getting in and trying out all the student centred theories we have spent this last 6 weeks cramming for.
I'm trying to stay positive, as I know that the negative thoughts will start to weigh me down after a while. I came into this course wanting to be a teacher and I still am confident that I have made the right choice. Admittedly, sometimes I feel overwhelmed by the full time study load, full time work commitments, coaching and family commitments and teaching commitments at Sunday School - but in the end what is placed in front of us will only make us stronger and more ready for what life can throw at us.
COME ON WEDNESDAY!!!!
Victoria - what can we learn from them?
I was doing some surfing today and came across the Victorian Department of Education and Early Childhood Development site. It is a site with a specific section designed to provide information about e-Learning and ICT's in schools (obviously within Victoria). I firmly believe that we can learn from many different sources and from other states within Australia. I was pleasantly surprised to see such a focus on this site for the integration of ICT's into the education system. After having a good look around I was interested in 3 different ICT's they are using in various parts of Victoria.
The first was a Vodcast. According to Wikipedia
I see potential with Vodcasts at school when it comes to incorporating music into various other technologies. We do not dispute that students love technology and they also love music and video clips - lets put it all together and produce and watch information that is interesting and engaging for our students. Lets step into their world and teach in their world!
The second was a Kahootz. You can do a general search on You Tube to get more videos like the one below.
When students share their creativity with others from around the world they are getting authentic real life feedback that is meaningful and purposeful (hopefully). This can be constructed as a communication devise and bring people from various locations together to interact on a level about a specific subject (community of practice). I have watched in wonder as a teacher has linked his current Australian year 7 class with his year 7 Canadian class (he is on exchange). They are linked up via email pen friendships and are currently organising a suitable time to Skype together. One of the real life activities they have participated in is the production of a powerpoint about their home country. They were required to make the design realistic for the audience and it also incorporated music and voice overlay. They then sent the zipped file over and it was assessed by their peers via a set rubric criteria. Both parties were responsible for doing this for each other. What a great real life activity to participate in.
The third was FUSE. You might say this is a tool mainly used for teachers and therefore why have I written about it? The simple fact is we are pre-service teachers and not only do we need to learn how to engage our students in quality, exciting learning activities but we also need to know how to support each other in maintaining and sharing those quality resources to use with our students.
References:
Wikipedia: retrieved 10th April, 2010 from http://en.wikipedia.org/wiki/Vodcast
Victorian Department of Education and Early Childhood Development: retrieved 10th April, 2010 from https://fuse.education.vic.gov.au/pages/Teacher.aspx and http://www.education.vic.gov.au/
The first was a Vodcast. According to Wikipedia
Video podcast (sometimes shortened to vodcast) is a term used for the online delivery of video on demand video clip content via Atom or RSS enclosures. The term is used to distinguish between podcasts which most commonly contain audio files and those referring to the distribution of video where the RSS feed is used as a non-linear TV channel to which consumers can subscribe using a PC, TV, set-top box, media center or mobile multimedia device. Web television series are often distributed as video podcasts.
I see potential with Vodcasts at school when it comes to incorporating music into various other technologies. We do not dispute that students love technology and they also love music and video clips - lets put it all together and produce and watch information that is interesting and engaging for our students. Lets step into their world and teach in their world!
The second was a Kahootz. You can do a general search on You Tube to get more videos like the one below.
Kahootz is an educational Software application that allows students aged 5-18 to create their own 3d content. Sharing it with schools around the world using the Kahootz website.
When students share their creativity with others from around the world they are getting authentic real life feedback that is meaningful and purposeful (hopefully). This can be constructed as a communication devise and bring people from various locations together to interact on a level about a specific subject (community of practice). I have watched in wonder as a teacher has linked his current Australian year 7 class with his year 7 Canadian class (he is on exchange). They are linked up via email pen friendships and are currently organising a suitable time to Skype together. One of the real life activities they have participated in is the production of a powerpoint about their home country. They were required to make the design realistic for the audience and it also incorporated music and voice overlay. They then sent the zipped file over and it was assessed by their peers via a set rubric criteria. Both parties were responsible for doing this for each other. What a great real life activity to participate in.
The third was FUSE. You might say this is a tool mainly used for teachers and therefore why have I written about it? The simple fact is we are pre-service teachers and not only do we need to learn how to engage our students in quality, exciting learning activities but we also need to know how to support each other in maintaining and sharing those quality resources to use with our students.
FUSE enables you to Find, Use and Share quality Education resources.
FUSE is a portal, a repository, a search engine, a workspace and a way of sharing quality education digital resources.
* A package of "How to use FUSE Videos" have been developed. Press here for online tutorials on how to use FUSE.
* Teachers please login here. Once you have logged in, you’ll be able to discover more content and access more site functions and features.
* Press here to access The Learning Federation and other digital learning resources. Use the tabs on the result screen to select the types of resources you wish to use e.g. images, videos, interactives and websites. Use the search bar and filter to further refine your search.
Find The FUSE search will allow teachers to locate quality assured teaching and learning resources. These resources have been brought together from many sources including from the Department, The Learning Federation (TLF) and Victoria’s cultural institutions.
Use FUSE lets you create and use your online resources with your students. FUSE also allows you to upload files to your personal workspace called ‘My Desk’ and to create a “Package”. A range of different file types are available including video, document, PDF, webpage, images and sound files.
Share FUSE enables you to share what you have found, packaged and created. Each learning resource has a unique Learning Resource ID (LRID). By sharing the LRID with others they can access the resource directly through the window on the homepage of FUSE or by placing this directly into the FUSE search bar. You can provide this LRID to your students, parents and other teachers so they can use and access this resource anytime and anywhere.
References:
Wikipedia: retrieved 10th April, 2010 from http://en.wikipedia.org/wiki/Vodcast
Victorian Department of Education and Early Childhood Development: retrieved 10th April, 2010 from https://fuse.education.vic.gov.au/pages/Teacher.aspx and http://www.education.vic.gov.au/
Wednesday, April 7, 2010
Learning through You Tube
The above video is on ants nesting in the mangrove swamps of Australia. It is a short video - 4 minutes in length and therefore I think it would be a great introduction to nesting and territory of ants in mangrove areas. David Attenborough brings this informative video and gives much detailed information about the hard working needs of the ants in areas that are constantly altering by tidal changes. As this video is short it does leave some information unexplained - leaving way for questions, research needs and group work. All these are part of the pedegogy of Student-Centered Learning, Problem Based Learning and Learning Engagement Theory.
You Tube have such a large range of available tools and videos that are ideal for teaching students of all ages and interests. Some videos go for 10 seconds others for over 15 minutes, but the reality is you can generally find something on youtube about nearly any subject you need to teach. It is certainly a valuable tool that I will use fairly regularly for introductions to subjects or short snippets to encourage thinking about something important and engaging the students into an area that may otherwise be rather dull to learn about.
Tuesday, April 6, 2010
Wikipedia and it's use in the school research mode
Using Wikipedia is a great source of information about so many subjects. Students often turn to Wikipedia for initial information about a particular subject. One thing I like about this site is that it gives linked sites that are detailed and tagged into specific areas. An example of this is my research into
Ole Kirk Christiansen (Why you might ask? Well, it so happens my yr 6 son is 'becoming' Ole Kirk Christiansen - the inventor of Lego, at his 'Day of Notables' in term 3 this year - I needed to see if he would be able to find enough information on this person to research) I found Wikipedia a great place to start.
Wikipedia
Biography-centre
Inventors
Godtfred Kirk Christiansen
The four searches above give the best information specific to what I was seeking, however, it also provides links in products, people, Legoland, events and other. These all have information or reference to Ole Kirk Christiansen.
This is a great way to assist students to find quick and appropriate links for research and information. You can use Wikipedia to assist with information for webquests and other research assessment pieces.
When students have the opportunity to research on their own and gather information they deem appropriate it is regarded as Student-Centered learning and can also fit within the pedegogical framework of Problem Based Learning.
Athough Wikipedia is a valuable source of information students must be provided with information, skills and encouraged to confirm all data gathered is correct. This too is an important life long skill of not just accepting what we read as accurate.
Ole Kirk Christiansen (Why you might ask? Well, it so happens my yr 6 son is 'becoming' Ole Kirk Christiansen - the inventor of Lego, at his 'Day of Notables' in term 3 this year - I needed to see if he would be able to find enough information on this person to research) I found Wikipedia a great place to start.
Wikipedia
Biography-centre
Inventors
Godtfred Kirk Christiansen
The four searches above give the best information specific to what I was seeking, however, it also provides links in products, people, Legoland, events and other. These all have information or reference to Ole Kirk Christiansen.
This is a great way to assist students to find quick and appropriate links for research and information. You can use Wikipedia to assist with information for webquests and other research assessment pieces.
When students have the opportunity to research on their own and gather information they deem appropriate it is regarded as Student-Centered learning and can also fit within the pedegogical framework of Problem Based Learning.
Athough Wikipedia is a valuable source of information students must be provided with information, skills and encouraged to confirm all data gathered is correct. This too is an important life long skill of not just accepting what we read as accurate.
Investigating Real World Concepts
My past experience with Google Earth has been a simple look at the world through cameras. I actually didn't realise (or maybe more to the point), never considered that you could do more. But, boy was I wrong! I have since learnt that not only can you incorporate the use of world wide views but you can gather lesson plans that investigate real world concepts. Joe Wood shows us that measurement, exploratory, concepts and problem based learning can be achieved through the use of Google Earth. It is very exciting to see the concepts of real world maths can be supported via Google Earth.
Since visiting my EPL school I have learnt that my class uses IMath to support students. This maths program is a "flexible teaching program that comprehensively addresses both aspects of the Essential Learnings - Knowledge and understanding and Ways of working. The engaging iMaths investigations ask students to plan, question, apply their understanding, use technologies and reflect within real-life mathematical contexts. The core principles of iMaths reflect the core principles of the National Curriculum." (iMath, 2010)
It is wonderful to see outside resources are available to support our students in real life concepts.
According to CQU, Problem Based Learning is
* is a both a pedagogical approach and a curriculum design methodology
* simultaneously develops higher order thinking and disciplinary knowledge bases and skills
* places students in the active role of problem solvers (practitioners) and
* confronts students with a real-world situation (ill-structured problem)
I do hope that I have the opportunity to utilise Google Earth while on my EPL next term. Students will enjoy using the technologies and applying them to real life situations. These are skills that students will learn and develop to implement into their lives now and for the future.
Within my future teaching career I believe that access to technology such as Google Earth and Google Maps will bring the students one step closer to the rest of the world. We can sit at our computers and take a world trip, do Maths at the Pyramids of Egypt, create an English lesson about the English writer Shakespeare - visit his hometown and study about his lifestyle, go deep sea diving off the coast of Antarctica and not get wet - we could measure the depths of some of the smaller icebergs to complete our SOSE projects, the list is endless. My students are going to see the world, use the world and enjoy the world from the comfort of their own seats.
Reference:
iMaths resources. Retrieved on 6th April, 2010 from http://www.fireflypress.com.au/primary-school/maths/imaths/
CQU. Problem Based Learning. Retrieved on 6th April, 2010 from http://pbl.cqu.edu.au/
Since visiting my EPL school I have learnt that my class uses IMath to support students. This maths program is a "flexible teaching program that comprehensively addresses both aspects of the Essential Learnings - Knowledge and understanding and Ways of working. The engaging iMaths investigations ask students to plan, question, apply their understanding, use technologies and reflect within real-life mathematical contexts. The core principles of iMaths reflect the core principles of the National Curriculum." (iMath, 2010)
It is wonderful to see outside resources are available to support our students in real life concepts.
According to CQU, Problem Based Learning is
* is a both a pedagogical approach and a curriculum design methodology
* simultaneously develops higher order thinking and disciplinary knowledge bases and skills
* places students in the active role of problem solvers (practitioners) and
* confronts students with a real-world situation (ill-structured problem)
I do hope that I have the opportunity to utilise Google Earth while on my EPL next term. Students will enjoy using the technologies and applying them to real life situations. These are skills that students will learn and develop to implement into their lives now and for the future.
Within my future teaching career I believe that access to technology such as Google Earth and Google Maps will bring the students one step closer to the rest of the world. We can sit at our computers and take a world trip, do Maths at the Pyramids of Egypt, create an English lesson about the English writer Shakespeare - visit his hometown and study about his lifestyle, go deep sea diving off the coast of Antarctica and not get wet - we could measure the depths of some of the smaller icebergs to complete our SOSE projects, the list is endless. My students are going to see the world, use the world and enjoy the world from the comfort of their own seats.
Reference:
iMaths resources. Retrieved on 6th April, 2010 from http://www.fireflypress.com.au/primary-school/maths/imaths/
CQU. Problem Based Learning. Retrieved on 6th April, 2010 from http://pbl.cqu.edu.au/
Monday, April 5, 2010
Interactive Whiteboards - Student Centered Learning
Does the introduction of interactive whiteboards into the classroom suggest that when they are in use we are providing student centred learning? Perhaps it does, but its not necessarily the case. We need to first look at what student centred learning is. I think sometimes we see the words student centred and think if the students are involved it means it is centred around them. Well, this isn't always true.
According to Scot Aldred (2010) in his UCQ GDLT Moodle courseware notes he references the following information:
Wikipedia defines student-centred learning as: "..an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators." Learning Engagement Theory, Problem-Based Learning and Authentic learning are all good examples of learner centred learning as they involve authentic tasks valued in the real world and offer a negotiated and guided exploration of the content matter. Teachers' language is often a give away in deciding what is teacher-centric, or student-centred:
* "I have a responsibility to get through this content by ..."(a certain time)--Teacher-centric;
* "Having looked at what our project involves, what lessons do you think we should have to learn....."(required content)--student-centred
* "Now I want you to take out your exercise books and write a paragraph that describes..". (content)--Teacher-centric;
* "Some of you have indicated that you would like a lesson on.. (content) to be able to complete your project. When do you think would be a good time to do this?"--student-centred
The teacher knows what the students need to complete their learning, but uses project work and negotiated outcomes to build student ownership which in turn makes the learning meaningful and engaging.
I feel it is really important to distinguish between what is student centred and what is teacher centred. The reason for this is that although we may have the best equipment available, the top resources and all the correct software to go with our technology, if we don't make it student centred than the learning can become meaningless to some students.
I love interactive whiteboards - and by what I can see most students become very much involved in the learning process. I think with better training and constant support for teacher in the use of interactive whiteboards students will receive a high quality and quantity of student centred learning. We must remember that interactive whiteboards are more than just glorified data projectors displaying powerpoints and worksheets. If the students don't interact with them you may as well go back to the worksheet handouts!
Promethean Planet are one of the leaders in interactive software and whiteboard distributions. They provide free lesson downloads for anyone who wishes to access their site. It's well worth a look and a fantastic opportunity to get some free online training in the use of the whiteboards.
My EPL school uses iMaths (investigative maths) and I plan on using an interactive whiteboard to encourage students to fully participate in an otherwise unengaging subject of angles, triangle classification and learning to use a protractor. Also while at my EPL I will have the opportunity to learn from the ICT specialist on how to use the Apple Mac Movie Maker program. The aim of this activity is for me to then be able to take 2 students from the class, instruct them in the use of this program so they in turn can instruct and support the remainder of the class. This is a great example of Problem Based Learning where the students teach each other, just as they have done with the Hole in the Wall research program.
Before commencing my career next year I plan on getting qualified in the use of an interactive whiteboard. I have already downloaded the ActivInspire onto my computer and have downloaded a few flipcharts from Promethean Planet. As I see them useful within the context of my current EPL during maths I felt it was a great way to learn the ins and outs of how to use one. For those of you who know I am currently in a room that doesn't have an interactive whiteboard you might ask why would I do this. For two reasons. The first is that the school does have one in the library and if I am lucky enough to run my class at the same time it is available I can take the class down to use it. The second reason is that although these are designed for use on the large interactive whiteboard you can just as easily use them on a computer. I am able to take my laptop along to work and have the students interact with the system this way. This also allows for student interaction and removed me from the picture for some of the teaching - students are teaching themselves and interacting with other members of the class to come to a decision about the task. These are great problem solving skills for all to learn.
Reference:
Aldred, S. (2010). Learner/Student-Centred Learning. Retrieved from the UCQ Moodle course ware on 5th April 2010 from: http://moodle.cqu.edu.au/mod/resource/view.php?id=44470
According to Scot Aldred (2010) in his UCQ GDLT Moodle courseware notes he references the following information:
Wikipedia defines student-centred learning as: "..an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators." Learning Engagement Theory, Problem-Based Learning and Authentic learning are all good examples of learner centred learning as they involve authentic tasks valued in the real world and offer a negotiated and guided exploration of the content matter. Teachers' language is often a give away in deciding what is teacher-centric, or student-centred:
* "I have a responsibility to get through this content by ..."(a certain time)--Teacher-centric;
* "Having looked at what our project involves, what lessons do you think we should have to learn....."(required content)--student-centred
* "Now I want you to take out your exercise books and write a paragraph that describes..". (content)--Teacher-centric;
* "Some of you have indicated that you would like a lesson on.. (content) to be able to complete your project. When do you think would be a good time to do this?"--student-centred
The teacher knows what the students need to complete their learning, but uses project work and negotiated outcomes to build student ownership which in turn makes the learning meaningful and engaging.
I feel it is really important to distinguish between what is student centred and what is teacher centred. The reason for this is that although we may have the best equipment available, the top resources and all the correct software to go with our technology, if we don't make it student centred than the learning can become meaningless to some students.
I love interactive whiteboards - and by what I can see most students become very much involved in the learning process. I think with better training and constant support for teacher in the use of interactive whiteboards students will receive a high quality and quantity of student centred learning. We must remember that interactive whiteboards are more than just glorified data projectors displaying powerpoints and worksheets. If the students don't interact with them you may as well go back to the worksheet handouts!
Promethean Planet are one of the leaders in interactive software and whiteboard distributions. They provide free lesson downloads for anyone who wishes to access their site. It's well worth a look and a fantastic opportunity to get some free online training in the use of the whiteboards.
My EPL school uses iMaths (investigative maths) and I plan on using an interactive whiteboard to encourage students to fully participate in an otherwise unengaging subject of angles, triangle classification and learning to use a protractor. Also while at my EPL I will have the opportunity to learn from the ICT specialist on how to use the Apple Mac Movie Maker program. The aim of this activity is for me to then be able to take 2 students from the class, instruct them in the use of this program so they in turn can instruct and support the remainder of the class. This is a great example of Problem Based Learning where the students teach each other, just as they have done with the Hole in the Wall research program.
Before commencing my career next year I plan on getting qualified in the use of an interactive whiteboard. I have already downloaded the ActivInspire onto my computer and have downloaded a few flipcharts from Promethean Planet. As I see them useful within the context of my current EPL during maths I felt it was a great way to learn the ins and outs of how to use one. For those of you who know I am currently in a room that doesn't have an interactive whiteboard you might ask why would I do this. For two reasons. The first is that the school does have one in the library and if I am lucky enough to run my class at the same time it is available I can take the class down to use it. The second reason is that although these are designed for use on the large interactive whiteboard you can just as easily use them on a computer. I am able to take my laptop along to work and have the students interact with the system this way. This also allows for student interaction and removed me from the picture for some of the teaching - students are teaching themselves and interacting with other members of the class to come to a decision about the task. These are great problem solving skills for all to learn.
Reference:
Aldred, S. (2010). Learner/Student-Centred Learning. Retrieved from the UCQ Moodle course ware on 5th April 2010 from: http://moodle.cqu.edu.au/mod/resource/view.php?id=44470
Picnik was a picnic to use!
This is a great little program designed to assist with editing and adding features that can create lots of fun. Students will love the ease of the program, ease of the registration and the fact you can save all your changes directly to your hard drive. This allows the students to take away the pictures they are working on.
I can see benefits to use this program to allow students to step inside a photo. They can make massive changes to it and place themselves into various pictures to represent something they might be studying at school. An example of this might be to find a picture of Captain James Cook and modify it so you are also in the picture with him. I think this kind of interaction allows students to be creative using tools they must continue to use throughout their lives.
Sir Ken Robinson is leading the way in showing how creativity is being taught out of students today. His lecture is extremely interesting and will create good discussions amongst people who think the arts are too heavily involved in the education system.
I have attached two photos from Picnik. The first is the original and the second is the changes I made to it. It is obvious to see that just with the 5 minutes I spent editing this photo and the only photos I used were from the demo stockpile that there is so much more variety available. Only your imagination will stifle your final product. Have fun!
I can see benefits to use this program to allow students to step inside a photo. They can make massive changes to it and place themselves into various pictures to represent something they might be studying at school. An example of this might be to find a picture of Captain James Cook and modify it so you are also in the picture with him. I think this kind of interaction allows students to be creative using tools they must continue to use throughout their lives.
Sir Ken Robinson is leading the way in showing how creativity is being taught out of students today. His lecture is extremely interesting and will create good discussions amongst people who think the arts are too heavily involved in the education system.
I have attached two photos from Picnik. The first is the original and the second is the changes I made to it. It is obvious to see that just with the 5 minutes I spent editing this photo and the only photos I used were from the demo stockpile that there is so much more variety available. Only your imagination will stifle your final product. Have fun!
Flicker photos
Flicker is a great way to save and edit photos. You can keep them private or put them up for everyone to see (and use). I have hesitation in making my photos public for all to see, but having the opportunity to view them as private will be a positive incentive for students to up load photos that they can use both at home or with other school projects.
The use of the public photos could be beneficial to students when creating works of art, needing to add appropriate pictures to specific work assessment pieces or teachers could use them as ways to generate communication, both verbal and written.
Although I am in favour of using flickr photos for student benefits, the school I am employed at as a teacher aide does not allow flickr to be accessible to students from the school network. They are blocked from this site. As a teacher we can use it, which would mean we could save what WE wanted the kids to use but this takes away from them the chance to make choices of their own. Sometimes we may have wonderful technology but without access it becomes irrelevant to the students.
I have attached a photo here as one I chose from flickr. It depicts how I sometimes feel as I work my way through this course material. Some days I feel at peace with all the technology and information and then other days I feel like I am so far under the water that I am about to drown. This picture says both feelings - depending on how you look at it.
Photo courtesy of flickr. Retrieved on 5th April, 2010.
The use of the public photos could be beneficial to students when creating works of art, needing to add appropriate pictures to specific work assessment pieces or teachers could use them as ways to generate communication, both verbal and written.
Although I am in favour of using flickr photos for student benefits, the school I am employed at as a teacher aide does not allow flickr to be accessible to students from the school network. They are blocked from this site. As a teacher we can use it, which would mean we could save what WE wanted the kids to use but this takes away from them the chance to make choices of their own. Sometimes we may have wonderful technology but without access it becomes irrelevant to the students.
I have attached a photo here as one I chose from flickr. It depicts how I sometimes feel as I work my way through this course material. Some days I feel at peace with all the technology and information and then other days I feel like I am so far under the water that I am about to drown. This picture says both feelings - depending on how you look at it.
Photo courtesy of flickr. Retrieved on 5th April, 2010.
WOW!
You want to engage kids? You want to have them interested in presentation work? You want students to feel proud of their work that they can embed it into other forms of technology? Come and Glog it! I've just been reading about Glogster and I have created my own presentation page.
What a fun way to get students to be involved in how they show off their knowledge. I see huge potential for this technology and it is so easy to use. As a Learning Manager you can connect to the Glogster EDU and have your whole class connected at the same time and you can view and oversee what they are doing. Amazingly this is a free service and very user friendly. Students will be able to do pages on any topic you wish - this will form part of the demonstration of knowledge and skills. You will be able to find many links when you go onto the Glogster home page but this link is a review of using it in the classrom.
I had so much fun putting it together that I can see real potential for students to be completely engaged and continue to produce pages at home. It has many benefits to getting the students involved and has the advantage of keeping them private for yourself or public for the world to see.
Incorporating Glogs into your learning plans has the potential to engage students who otherwise are not interested in 'school work'. I believe that many students are more interested in the topic if it has benefit to either themselves or others around them. Glogs can be made very personal or can be generic - depending on the activity you are currently involved in. My initial thoughts on where I would use one would be an initial beginning of year introduction to technology where the students will be encouraged to create a page about themselves to share with the class. I think this would be a wonderful way to 'get to know' the students and for them to get to know each other. They could work in pairs or individuals - supporting each other through the process.
I want to look more into this technology but at the moment I am very impressed by the ease of use, the creative components and the multitude uses it allows. Students are going to love it!
What a fun way to get students to be involved in how they show off their knowledge. I see huge potential for this technology and it is so easy to use. As a Learning Manager you can connect to the Glogster EDU and have your whole class connected at the same time and you can view and oversee what they are doing. Amazingly this is a free service and very user friendly. Students will be able to do pages on any topic you wish - this will form part of the demonstration of knowledge and skills. You will be able to find many links when you go onto the Glogster home page but this link is a review of using it in the classrom.
I had so much fun putting it together that I can see real potential for students to be completely engaged and continue to produce pages at home. It has many benefits to getting the students involved and has the advantage of keeping them private for yourself or public for the world to see.
Incorporating Glogs into your learning plans has the potential to engage students who otherwise are not interested in 'school work'. I believe that many students are more interested in the topic if it has benefit to either themselves or others around them. Glogs can be made very personal or can be generic - depending on the activity you are currently involved in. My initial thoughts on where I would use one would be an initial beginning of year introduction to technology where the students will be encouraged to create a page about themselves to share with the class. I think this would be a wonderful way to 'get to know' the students and for them to get to know each other. They could work in pairs or individuals - supporting each other through the process.
I want to look more into this technology but at the moment I am very impressed by the ease of use, the creative components and the multitude uses it allows. Students are going to love it!
Sunday, April 4, 2010
Everyone has a Story to Tell
This is true. Everyone, of every age has a story to tell. When I went to school we would put our writing down on paper. It would take hours to write a story, edit the story, write a good copy and then illustrate the story - usually with only one spot for a picture.
Welcome to the world of technology! Today's writers have access to computers, the internet, digital pictures, technology to edit and incorporate their own art work. Best of all it can be completed in half the time it took us to put it all together - often with a more professional look to it.
I was recently introduced to creating digital storybooks. What an amazing idea! One of the first things we have learnt in becoming positive and successful Learning Managers is to engage in student-centered learning. I believe digital storybooks have the works.
There are many students today who are not interested in writing or just don't enjoy the long process of putting it all together. But..... put many of them in front of a computer or another form of technology and they are in a world of their own.
Digital story telling is about using computer based tools to tell stories. They are suitable for any age and students in prep right up to adults will love the idea that they can add words to pictures already on the computer (so if they feel they are not good artists they can use what is available to them via the internet - no need to ever pick up a paint brush or pencil). Your imagination is the only limitation to digital story telling - photos, art work, cartoons, videos,graphics and any multimedia tool you can think of.
As Kearsley and Shneiderman (1998)have indicated in their engagement theory
The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
Engaging students within digital media has the potential to excite students in a way that writing stories has never done before.
I fully intend on using digital story writing many times within my career as a Learning Manager and I know that over time I will become more proficient at using the many technologies out there. At the moment I have only personally tried one tool and have found Storybird extremely easy to use and I can make a professional story within a short period of time. I created a short book that you read here.
My Imagination on Storybird
I see that access to digital storybooks can also be used as a fast finishes activity. The book I wrote above took all of 10 - 15 minutes to write. Students who are keen and active learners may be excited at the chance of putting their thoughts on paper for an outcome they can view and share with others.
Technology should not be viewed as a medium that is always fast paced. Reading is a way of slowing ourselves down, relaxing and enjoying life. There is no reason that a digital book can not provide the same results as a book off the shelf.
NSW Country Areas Program activity use digital storybooks as a tool in education. They have many links to support this technology and also a variety of samples written by both students and teachers. Enjoy.
References:
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved 4th April 2010 from: http://home.sprynet.com/~gkearsley/engage.htm
Welcome to the world of technology! Today's writers have access to computers, the internet, digital pictures, technology to edit and incorporate their own art work. Best of all it can be completed in half the time it took us to put it all together - often with a more professional look to it.
I was recently introduced to creating digital storybooks. What an amazing idea! One of the first things we have learnt in becoming positive and successful Learning Managers is to engage in student-centered learning. I believe digital storybooks have the works.
There are many students today who are not interested in writing or just don't enjoy the long process of putting it all together. But..... put many of them in front of a computer or another form of technology and they are in a world of their own.
Digital story telling is about using computer based tools to tell stories. They are suitable for any age and students in prep right up to adults will love the idea that they can add words to pictures already on the computer (so if they feel they are not good artists they can use what is available to them via the internet - no need to ever pick up a paint brush or pencil). Your imagination is the only limitation to digital story telling - photos, art work, cartoons, videos,graphics and any multimedia tool you can think of.
As Kearsley and Shneiderman (1998)have indicated in their engagement theory
The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
Engaging students within digital media has the potential to excite students in a way that writing stories has never done before.
I fully intend on using digital story writing many times within my career as a Learning Manager and I know that over time I will become more proficient at using the many technologies out there. At the moment I have only personally tried one tool and have found Storybird extremely easy to use and I can make a professional story within a short period of time. I created a short book that you read here.
My Imagination on Storybird
I see that access to digital storybooks can also be used as a fast finishes activity. The book I wrote above took all of 10 - 15 minutes to write. Students who are keen and active learners may be excited at the chance of putting their thoughts on paper for an outcome they can view and share with others.
Technology should not be viewed as a medium that is always fast paced. Reading is a way of slowing ourselves down, relaxing and enjoying life. There is no reason that a digital book can not provide the same results as a book off the shelf.
NSW Country Areas Program activity use digital storybooks as a tool in education. They have many links to support this technology and also a variety of samples written by both students and teachers. Enjoy.
References:
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved 4th April 2010 from: http://home.sprynet.com/~gkearsley/engage.htm
Loves to learn but hates school
'I love to learn, but hate school'. These are the words that Clay Burell from Beyond School identifies with - as do probably thousands (perhaps millions) of students today. After spending some time looking through his Blog page I came across a short video he has produced on using blogs with students. Students who would write only when absolutely required to are now blogging daily. They are writing about things they see as important in their lives - not what the teachers are telling them they need to see as important.
I have over the course of this GDLT thought about using blogs within schools but something kept jumping out at me to say BEWARE! I think because I am still learning the ropes of how it all fits together, and I do worry alot about the safety of the internet and students. I decided that I needed to get some more information on the subject, so I could make an informed decision. Clay Burell identifies with students who don't like school but love to be immersed in learning opportunities. He shows that for students who don't like to write in the standard way (the way I was taught at school) but love to connect via the computer, using a blog is ideal. These students are being assessed on the blog - therefore a criteria is being set, however they are writing on a subject that is important to them. Its not what they write but how they write it that is up for the assessment component (perhaps there are some limitations).
My thoughts on this have widened and I would really like the opportunity to introduce students to blogging after school hours. Obviously I would need to sit down with the IT staff at the school, have guided limitations, have lessons on using the internet and its safety, discuss things with parents and make it as safe as possible for the students to access - this would required more research on my part - but I see some huge benefits to students writing each day.
Reflective blogging is an amazing way to introduce students to self paced learning, higher order thinking, reflecting on what they have learnt and how they may use that knowledge to link into other areas of their lives and gain self confidence in writing on a regular basis. These are all important skills needed to live in the 21st Century and beyond.
We are entering into a new world of ICT's for learning and I want to jump on board to give the best I can for the students I manage.
I have over the course of this GDLT thought about using blogs within schools but something kept jumping out at me to say BEWARE! I think because I am still learning the ropes of how it all fits together, and I do worry alot about the safety of the internet and students. I decided that I needed to get some more information on the subject, so I could make an informed decision. Clay Burell identifies with students who don't like school but love to be immersed in learning opportunities. He shows that for students who don't like to write in the standard way (the way I was taught at school) but love to connect via the computer, using a blog is ideal. These students are being assessed on the blog - therefore a criteria is being set, however they are writing on a subject that is important to them. Its not what they write but how they write it that is up for the assessment component (perhaps there are some limitations).
My thoughts on this have widened and I would really like the opportunity to introduce students to blogging after school hours. Obviously I would need to sit down with the IT staff at the school, have guided limitations, have lessons on using the internet and its safety, discuss things with parents and make it as safe as possible for the students to access - this would required more research on my part - but I see some huge benefits to students writing each day.
Reflective blogging is an amazing way to introduce students to self paced learning, higher order thinking, reflecting on what they have learnt and how they may use that knowledge to link into other areas of their lives and gain self confidence in writing on a regular basis. These are all important skills needed to live in the 21st Century and beyond.
We are entering into a new world of ICT's for learning and I want to jump on board to give the best I can for the students I manage.
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