I hate goodbyes.....

Welcome to my vodcast on ePortfolios.

So, for now, I say farewell. But before signing out, take a look at my journey throughout the semester of Intergrating Learning Technologies in my digital story - Belinda's Sandcastle.

I hope you have enjoyed reading my blog as much as I have enjoyed writing it!

Bye for now......

Speilberg eat your heart out!

Today in class Kate and I were required to review Mishra and Koehler's article "Too cool for school? No way!" Have a look at my last blog R u TPACKed and ready?

As we never seem to do things by halves, rather than the standard power point presentation we opted to make a video. So here it is, have a look, like, dislike or comment if you wish, or just have a laugh.....we did!

R u TPACKED and ready?

Mishra and Koeler’s article Too Cool for School? No Way! acquaints the reader with the term TPACK. Now I know what you’re thinking...and no it’s not the latest rapper on the music scene! It is in fact an acronym for Technology Pedagogy And Content Knowledge and I believe is quite self explanatory.

As educators, our job involves teaching (Pedagogy) students specific subject matter (Content), align this with aspects of Technological Knowledge and there you have your TPACK.

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The outline of TPACK demonstrates just how interrelated the strands of the framework are. The link between technological knowledge, pedagogical knowledge and content knowledge intertwine to form the framework of technological pedagogical and content knowledge.

This article discusses how expert teachers find ways to orchestrate and coordinate these three aspects into every act of teaching and how they find solutions to complex, dynamic problems of practice by designing curricular solutions that fit their unique goals, situations and student learners.

Teachers must repurpose both traditional teaching methods and technological tools for educational purposes. This can be achieved by being digitally fluent and displaying experiential understanding developed through training and deliberate practice of all the aspects of the TPACK framework and how they interact with each other.

Most of all, we as prospective teachers need to develop a willingness to play with technologies and be open to building new experiences for students so that fun, cool tools can be educational. If we are to teach as we were taught, we will not only lag behind our colleagues in content and knowledge, we will affect the learning capabilities, engagement and motivation levels of our students.

Wanna come play?

Bullies go digital

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In class last week Glynis introduced us to icybersafe.com a website powered by Ivanhoe Grammar School. It deals with the cyber bullying trends of social media, managing online behaviour and gives a comprehensive guide to managing online time, activity and advice on how to stop cyber bullies. It endeavors to equip students with the capacity to survive and thrive in cyberspace which will be increasingly an important part of their lives, now and in the future.

Cyber bullying is defined as the use of social media, e-mail, instant messaging, chat rooms, mobile phones, or other forms of information technology to deliberately harass, threaten, or intimidate someone. The problem is compounded by the fact that a bully can hide behind an electronic veil, disguising his or her true identity. In this digital age it has surpassed traditional methods of schoolyard bullying and is deemed more detrimental to the victim due to its immediate and anonymous manner.

Phrases such as ‘digital reputation’ and ‘digital footprint’ refer to the online activity traceable through the collection of footprints left in the ‘digital environment’, in other words - an accumulation of personal information, content shared or other data which can be accessed by other internet users.

It is here that the responsibility falls to parents and educators to ensure that

children conduct themselves in accordance with the rights, duties, and privileges of being an offline inhabitant not just of a geographical location but of an online citizen of the globe.

I strongly suggest you sign up for regular updates from this website on the trends of such bullying.
Oh and btw, check your privacy settings on all of your social media accounts! And just for fun perform a Google search on your name and see what images you find.... Lucky for me my name is as common as bad hair cuts in the 80s!!

Copyright or Copywrong?

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In response to Miss Coulson’s blog discussing the legalities of copyrighting... apparently I have been labelled a future felon. Me, a felon? No way!....

Similarly to Miss Coulson I too would never willingly steal from a store, person or residence, in fact I am so against pirated movies that on a recent trip to Thailand I appeared to be the only passenger returning to Australia without a suitcase of the latest blockbusters. So that there is pure evidence of my high moral stature!

I am however, no stranger to the enormity of copyright. Professional Experience 3 requires us to source our images used in blogs and other forms of digital media via the website: Creative Commons. Now to be totally honest, I find the frustration of such sites as FlickrCC hard to navigate and source images I desire. The temptation of performing a much simpler Google search nags at me like a wife condemned to life with a lazy husband!

I understand the importance in portraying ourselves as model citizens within the code of online ethics, morals and values, but does this mean that anyone who has ever photocopied, cut and pasted or printed anything online that wasn’t their own work a felon also? Answer that one fellow moral citizens!

I also understand the importance of educating students in such moral and ethical values. As mentioned in a previous blog:  Budd:e deals with the issue of copyright in its interactive website. Educating children in copyright laws, not only within images displayed in online search engines, but in photographs, stories and ideas created by their peers is an integral part of habituating children with all aspects of online use.

Now in the instance of funding for copyrighted software, is it fair for students to miss out all together? Or is it better to select a few students to participate in such software? Perhaps budgets for schools should be better funded by the Government or somehow allocated in the school year’s fees? The overarching question is: how do we fix this to make an even playing field for all students in technology education, while remaining on the ‘good-side’ of the law? 

My new best Budd:e

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Conveniently, whilst on prac my co-operating school received an information package from the Department of Broadband, Communication and the Digital Economy. Now... you can imagine my excitement in stumbling across such information whilst slugging my weary self to the staffroom for a much needed coffee...

The Australian Government’s Stay Smart Online Initiative have established a cybersecurity education package known as Budd:e. This package comprises two modules for students in primary and secondary schools. The modules aim to help students adopt secure online practices and behaviors.

The Budd:e modules are interactive and self-learning adhering to the notions of Harel’s constructionist learning as mentioned in a previous blog. Cybersecurity topics covered in the modules include securing personal information online and social networking, the dangers of spam and pop-up scams, password strength, copyright and online ethics.

Students can create their own avatar by completing the module. Upon completion of each section a different body part is unlocked as a reward for the student; allowing them to create and name their own personal avatar. The successful completion of each level requires a disguised form of assessment to check the students’ level of understanding.

And to make it even better....This webpage is supported with teaching resources, lesson plans and curriculum links.

Check it out!!! Go on...

IT (Infant's Technology)

With exhaustion over, much needed sleep caught up on and once again in the comfort of jeans and thongs... I can now reflect on my learning experiences of Practicum 3.

Without a doubt, implementing learning experiences with technology was a near impossible task as a student teacher. My Co-operating school employed a progressive approach to learning via technology with Stage one programs collegially developed using notebook software; focusing all lessons on or around the Smartboard.

However, computer lessons took place for half an hour just once a week. Now, just imagine 23 Year one student’s unleashed in a room full of ‘playing’ equipment trying to boot up their computers and log on... just how long do you think that would take? Well, let me tell you the lesson was almost over by the time each student had complied with this requirement. This leads me to question the intent and specific outcomes of such a lesson.

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Is it feasible for 6 year olds to rely on such a limited time in this learning environment to become members of the digital native population? Or should technology be abundant within the learning environment in other non-invasive ways?

It’s not for lack of trying on the teacher’s behalf, with professional development lectures on compiling reports online to creating digital stories and participating in video conferencing, teachers not only of the modern era but ‘old school’ have been forced (most willingly, but some apprehensively) to conform to the demand of implementing technology within the learning environment. And good on them!

Can all be active in the Interactive?

Well, today I had my very first experience with the IWB and what can I say?

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Well I can tell you I am certainly in two minds about the success of this in the classroom.

As fabulous this development in educational software is, I am sceptical of its benefits in the perspective of group lessons. While this revolutionary technology has plentiful advantages (especially in regards to ease of teaching and developing lessons as a teacher), the lack of collaborative learning in the running of Smartboard directed lessons, I believe is somewhat questionable.

My experience of instructing a lesson on the topic of ‘Money’ to my Year 1 class via the Smartboard was less than optimum and highly unsatisfactory in my opinion. Besides slight initial IT complications, I found that the engagement level within the class was minimal. The particular student involved in the activity appeared engaged, while the remainder of the class chatted amongst themselves as their interest levels were low due to the lack of interaction on their part.

I wonder if future developments in this innovative software can adhere to the current problem occurring within class cohesion and attention? And I wonder if my initial opinion will remain over the duration of this practicum?

This video discusses the collaborative benefits of such developments. I wonder when these will be implemented into Australian classrooms?

Smartboard or class bored?

Whilst trailing through tweets; the tweeted and the tweeting, I stumbled across this great resource for teachers detailing the complete guide to technology in the classroom. Goldmine!!!!

 Tom Barrett, a teacher I have been following on Twitter (and recently subscribed to his blog), frequently tweets an abundance of useful information, helpful tips and generally awesome ideas regarding the use of technology in the classroom.    

Today, however I will give you the lowdown on the Interactive White Board (IWB) alias: Smartboard. I am yet to experience the IWB in the classroom, and am somewhat terrified of coming into contact with it. Just quietly, this terror is infused with excitement; excitement at the chance to experiment with such technology, also excited that no longer will I experience the cringing shiver running down my spine as nails are scraped slowly down the blackboard...Oooohhh even thought makes me shiver!

Anyhow, if used efficiently, the IWB can be an enormous time saver in regards to lesson preparation. You can even record a lesson for days when you are absent ( #30 Record it), so not to lose any precious time and cease confusion with the relief teacher. Some other favourites suggested by Tom were #11 Hide the answer, #24 Don’t erase, #34 Befuddle it and #36 Rub & reveal. These tricks and tips I hope to put into practice when I meet face-to-face with the ominous IWB. Have a look and see for yourself!

She Means it!

Barbara Means’ 'Technology use in Tomorrow’s schools' highlights the extreme benefits involved in incorporating technology into classrooms of the 21^st Century. Means accentuates the potential in contemporary students’ learning, once educational facilities are sufficiently equipped with the technology necessary to fuel this rapidly developing era of learning.

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Progressing from the days of my schooling where colossal word-processing computers were installed into ONE classroom, portable wireless and hand-held devices are being established throughout schools in an effort to increase the speed, accuracy and efficiency of students work. This increase in accessibility and availability for students can only further promote an engaged, motivated learning environment.

Means states that “as access to technology grows, educators must decide how best to use it. The potential of technology to provide the conditions that is conducive to meaningful learning: real world contexts for learning; contexts for learning; connections to outside experts; visualisation and analysis tools; scaffolds for problem solving; and opportunities for feedback, reflection and revision”.

However, the teacher has not become obsolete, nor will he/she ever, as “Schools that incorporate the technology of the future can offer the best combination of traditional face-to-face instruction – role modelling, socialisation, and morale building – and projected benefits of learning with new technologies: increased participation in systems of distributed learning that engage broader communities, learning-enhancing representations of concepts and data, a restructuring of teaching and learning roles, and more meaningful assessment practices”.

I can’t wait to tweet my facebook friends about this blog, after all..... collaborating among peers, teachers and students has become a customary advantage in this world of social media.

Is it love?

Today I am here to tell you of my new found love. Now, those of you that know me well...don’t get too excited, there are no wedding bells in the distance! My new found love is (wait for it).....digital storytelling. 

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Yes digital storytelling has become my favoured means of transferring knowledge in the context of lesson planning. Like Kate, I have found myself profusely suggesting the idea of a digital story at every chance to reinforce and enhance the learning of my prospective students.

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Recently, on two occasions a digital story became a supporting resource in educating students about the moon and as an aid for NESB students. When used as a supplementary resource to further reinforce knowledge and create an avid interest in the topic, students and teachers alike cannot help but to appear engaged. And I can tell you now the presence of digital stories in my teaching at the moment has definitely got me engaged (and no, girls there is no ring with this engagement!)

You can revisit my previous post And the Oscar goes to to view my first attempt at digital storytelling. I have also posted another created with fellow pre-service teacher Jane as part of PE3 Assignment 1 (see below).

So as far as using this technology in the classroom, I have become a huge advocate and only hope that my students won’t tire of the abundance of them appearing in my teaching.

Hmmm, perhaps I’ll be made head of the technology department with all my newly acquired knowledge and passion??? Now that's positive thinking.

So, are you game?

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Whilst browsing through Matthew's blog Learning Conversations I happened across a link to educator and self-confessed gamer Dawn Hallybone. Hallybone discusses the intrinsic and extrinsic benefits of gaming in the classroom in a conference for Learning without Frontiers.

Gaming in the learning context is fun, creative, exciting and challenging. The social nature of such technology has seen gaming become more than just a sedentary activity for students of the 21^st century. It allows communication, collaboration and experimentation in an engaging and motivational way.

Games consoles such as Nintendo D.S, Wii, Nintendogs and Mariokart satisfy cross-curricular outcomes in regard to communication, leadership, teamwork, literacy in the KLA’S of mathematics, economics, geography, PE and visual art in an environment conducive to increasing the interests and engagement level of today’s students.

Hallybone discusses the benefits of promoting reading amongst her students, as they beg and plead with her to  to read a book via electronic means. It is here the power of the learning being in the hands of the student is demonstrated...... powerful in regards to the motivation behind students as learners. As I still reel from the devastation of having my Donkey Kong confiscated in 1982, perhaps the teachers responsible for causing such trauma could have benefited from having such advice and technology at their fingertips?? Or perhaps they secretly loved Donkey Kong as much as I did?

Due to the increase of gaming technology, previously uninterested and unmotivated students have displayed improved attendance and grades due to the integration and immersion of such interactive technology within the learning environment. This aspect alone is enough to convince me of the benefits and power of gaming as a teaching tool! All students under the umbrella of Gardner’s multiple intelligence are catered for in this instance. Now that is a feat on its own!

As teachers of the gaming generation it “is essential to keep an open mind, and be willing, better yet – eager to try new things” (Abrash, M), so in an effort to adapt to this way of teaching, I leave you now as I dodge and weave the invaders of the 20^th century to upgrade from my GameBoy Colour to one, if not several of the options offered in 2011.

Wish me luck!

P.S Mario I do still love you, and I am sorry I could never get to the princess! 

What's all the hype with Skype?

 When we were asked to be prompt to class this week due to a special guest, I would never have thought this special guest would have been beaming into our classroom via Skype.


Now, let me fill you in on the hype about Skype! How have I lived apart from some of my nearest and dearest without this technology?? Why have I been paying s*%tloads of money in international and interstate phone bills? How come no-one until now had introduced me to this fantastic, economic, ingenious source of communication?


Carmel Burke, a teacher with many years experience chatted to us interactively regarding the diversity of using digital media in the classroom. She talked of ways digital storytelling can enhance all KLA's of the curriculum in and outside of the classroom. Something that I now plan on integrating into my classroom as I ride the wave of technology on my surfboard of newly acquired knowledge.


However, there is a downside to this technology......one cannot skype in pyjamas, and must look presentable at the least!

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                                 Hmmm, maybe the phone still serves a purpose?

Whatever floats your mote!

Drop the drawbridge and clear the debris from your mote....it’s time to let your guard down and embrace the notion of constructionist learning!

Upon reading Harel’s ‘Sandcastles go digital’, the reoccurring metaphor throughout this article compares children’s digital learning to that of creating sandcastles on the beach -  Sandcastles that have displayed consistent effort, enjoyment and pride for it to be only washed away by the inevitable tide. Harel states that “children learn best when they are in the active roles of designer and constructor”. It is here the ideals of this article are portrayed in the world of digital learning.  Unlike the constraints and lack of consistency in building a sandcastle by the seashore, the internet “offers a wide-open learning environment in which children can explore the world, express themselves , save their creations, revise and refine them over time and exchange ideas in ways that were simply not possible in the past”.

Unexpected, incidental learning both at the ocean’s edge and in the digital world reinforce the learning experience. It is here where my fun will begin, or perhaps it already has, as I grab my bucket and spade and head towards the www (world wide web)....

Hark! Do I hear the crank of a drawbridge dropping???? hmmm....yes I do!

And the Oscar goes to .........

This week’s blog will introduce you to the world of digital video as a tool in the classroom. Upon reading Hoffenburg & Handler’s article on Digital video goes to school, I have become familiar with the power of digital video - as a motivational tool for students; energising teaching and linking the classroom to the wider community.

Last week, the expectation in class was for us to create a digital video of our own to display to our peers. First thought...OMG! How on Earth am I going to do that? Being a novice to this whole technology spectrum, freaking out in regards to expectations and requirements of this subject is a common occurrence. Alas! I am pleased to report that I have cranked out my very first digital video. I must admit, I sound like I am reading a eulogy, but none-the-less I have created a masterpiece (in my eyes anyway). Check it out, have a laugh....or be amazed at my technical prowess J

Hoffenburg & Handler state that “digital storytelling in the classroom promotes a higher level of thinking skills”. In the process of creating a video, students are practising skills such as visual literacy, technical skills, analysing and synthesizing information.

Once again as teachers, we must be on the technological ball (so to speak), consistently remaining up-to-date with the ever-increasing demands of technology and the beneficial factors it has in relation to the curriculum and the primary classroom.

A dingle of a dongle

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Last week I had the arduous job of transferring an audio file recorded on my mobile phone somehow into something physical that I could hand in as a requirement for an assignment.

First thought? How on Earth do I do that?

Next..... Brainstorming!  Can I send the audio file to my teacher via SMS? NO. Can I email it as an attachment in an email? Yes. OK, so how do I do that?

Well, after many enquiries and with the help of a loyal family member, I ‘bluetoothed’ the audio file to a compatible Mac, and saved the file to my USB. Apparently my computer lacks Bluetooth technology, so I was informed that I needed to equip myself with a Bluetooth dongle. A Bluetooth dongle? WTF?....Surely a prank, part of a funny video show with a secret audience amusingly watching on as I naively ask the assistant at Officeworks where the dongles are kept? Well, apparently not, a dongle does indeed exist. So that of course is next on my list of things to do...

Next problem? Email of audio, not sufficient, must be a hard copy attached to written assignment! AARRGGHHH! Again, with the help of some technology savvy peers, download the file to a disc. Two discs and $5 later, still no audio burnt to disc. AARRRGGGHH once again! So after a quick side trip to Officeworks and with the help of a not so helpful assistant or perhaps an arse-istant, I had a copy of the audio on a disc with 50 more discs in hand as a pity purchase, and a smile on my face.

As this was quite a stressful and trying event, upon arriving home, I tried to burn the required audio to a disc myself ( I figured I had 50 spares, so no great drama if I ruined a few) After a few minutes of ‘what do I do-ness?’, and Voila! Success! At last....and all by myself!

What a little technology nut I am becoming, just don’t ask me to show you my dongle....

                                                                     

Life is sweeter when you're a Tweeter...

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Last week I was introduced to the social media forum that is Twitter. Like Gemma, I too have to succumbed to societal pressure and become a Tweeter. Reasons for this delay in conformity lie with privacy issues, time constraints, and being a loyal somewhat addicted member of other social networks such as Facebook.

The importance the Y generation place on the voyeuristic view regarding the happenings in their life is something that has swept over my generation X head. Maybe it’s because my updates appear mundane? The highlights of my life at the moment (atm) seem to be work, study, housework and going to the gym! Now, who wants to read about that? And do I really want anyone to recognise the humdrum that is my life???

Despite these uncertainties, in my week of tweeting, I have to admit I have become a fan. Purely for the reason I can now follow my favourite personalities and tweet straight at them, in the hope that they will acknowledge my presence and retweet or reply. Those of you that know me well know exactly who I am talking about too!!

I have used twitter on both an academic and personal level. I have tweeted ‘advertisements’ for my latest blog posts, read profiles and blogs of experienced teachers and found many  forums exploding with ideas, resources and information regarding not only the implementation of technology in the classroom, but teaching in general.

Keeping up-to-date with friends and families is made easier through Twitter. Gone are the days of long phone calls relaying the ins and outs of one’s lives. The 140 character updates keep it short, sweet and simple. Children of today must be familiar with these developments in technology. The ability to instruct students in such a matter further develops their fluency and comprehension in the rapid development of what is their educational environment.

So, follow me on Twitter.......I dare ya!

Do you speak digital?

Translation – do you have the understandings of a relatively new and ever-changing foreign language that is the digital language? Or are you of a NDSB? J

Well,  I am a member of the foremost mentioned, and similar to learning any other foreign language.... the older you are the harder the skills are to acquire. After perusing through fellow blogger Miss Kate’s post on podcasting in the classroom -  Blog, Pod, Vod? I happened to view the video so skilfully embedded in her post on Integrating podcasting into your classroom. This YouTube clip talks of the importance of adapting to the native speakers of the digital language. Colette Cassinelli  - the self-proclaimed ‘Technology Evangelist’, talks of the funs ways to demonstrate the understanding of course material via podcasting in the classroom due to today’s children having grown up immersed in technology, preferring to receive information via multiple multi-media sources.

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WebPages such as edtechlive or kidcast learning and teaching with podcasting is mentioned as a great teacher resource for ideas on integrating technology into the curriculum.

So, how can we as educators provide opportunities for them to be engaged in the learning process and offer them authentic learning experiences? The answer lies within technology -  podcasting, blogs, wikis and the like and more importantly... becoming fluent in the digital language.

Wish me luck!

Aloha!....have a wiki look

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Would anyone have ever thought the word ‘wiki’ is a Hawaiian word for quick? Certainly not me, although I am not fluent in Hawaiian (except for the odd word – Aloha, Lai, Luau and of course Mai Tai and Pina Colada), this was an interesting fact to start off my reading of Richardson's article – The Educator’s guide to the read/write web.

Due to the development of the web 2 in 2004(ish), the internet is no longer used just as a source of information. It is now a forum for prospective publishers and broadcasters with such forums as blogs, social networking and wikipedia. The ability to edit, restore or delete information in such online forums has enhanced the learning environment for the contemporary student significantly.

Students can create online, reflective, interactive portfolios of their work to be shared on an international scale. Students can comment on and interact with academics, authors and other like-minded professionals to further their knowledge and gain a more thorough basket of knowledge-  straight from the horse’s mouth, so to speak. This, as Richardson notes “gives students opportunities for important metacognition reflection on their own learning”.

The read/write web has become a place where students of disparate backgrounds can build connections and learn collaboratively with both mentors and experts.

Richardson poses the question “how should we rethink the concept of literacy now that students can instantly become not only readers and writers, but also editors and collaborators?” Great question I say! To adapt to this new method of assimilation of knowledge, and rely less on traditional curriculum delivery methods, it is imperative that we as prospective teachers continue to ‘upgrade’ and ‘download’ our skills in technology. If we cannot be one step ahead of these children, at least we can aim to be on the same level of cognition to them when it comes to the rapidly changing world of technology.

Wish me luck!

Is it a bird? Is it a plane? No......it’s an Aviary!

This week in class we were introduced to the technology of creating audio files. The aim of the lesson was to create a podcast.  Mac’s Garageband was my first experience with such technology, and boy have I had some fun with it.
Whilst dabbling with audio technology I discovered the many features of such an interactive program,after much confusion I have nutted out my first podcast.


You can select your gender, background music and blend your recorded audio with the tracks selected, enhance your voice and edit the many stammers and stutters that frequent the recording. A limitation of this in class was, due to the nature of the classroom, muffled background noise appeared on the track, even with the added security of personal earphones to help block out noise.


I love the idea of podcasting in and for the classroom. Being able to podcast lessons for student review or even more so using this medium as a tool to enhance the literacy skills of students is such a fabulous resource. Windows friendly versions like audacity and aviary are equally as good as garageband, and for those non-mac friendly users like myself, make it accessible to all.


I am excited to announce that I have uploaded my very first podcast regarding the rapper of a resource  – teachertube,  to not only this blog but my twitter  account also. Check it out!


Just incase you haven't had enough of my rantings, you can follow me on twitter too! 

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MP3 technology.....the perfect pedagogy!

Upon reading Sprague and Pixley’s article on Podcasts in Education , I am pleased to
report that my level of knowledge regarding podcasting has at least tripled!
First and foremost, who would have ever thought the acronym RSS, would stand
for something as basic as Really Simple Syndication?
The authors’ simple yet thorough explanation of creating a
podcast has further fuelled my intelligence regarding the topic of this audio
medium in the classroom. Such technology applied in contemporary classrooms
further enhances the learning experience for students creating an educational
environment conducive to creating the intrinsic motivation necessary for
learning.


Podcasts can be audio, video, text and any other media that
can be played on the computer or downloaded to an mp3 player. Creating podcasts
teaches students to do research, to communicate successfully, to speak
effectively, and to grab an audience’s interest with sound selling” (Selingo, 2006).


The benefits of podcasting include sense of ownership and
pride for the student; it extends the school day, which is extremely beneficial
to those not paying particular attention in class!; It enables material to be
reviewed at any time, and provides a meaningful and challenging learning
environment.


I particularly enjoy the idea of using pop-culture music in an
effort to reinforce skills in areas such as English. Removing nouns, adjectives
and the like in the lyrics of such songs and asking the students to then fill
in the blanks is an activity I intend to utilise in my classroom.


Wow! Combining education with a hip hop song, what a
fabulous notion! You know my mum always said... “Oh Belinda.....if only you
could learn your schoolwork like you learn the words to songs”.

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Well guess what mum? Now I can!

Oh Miss Kate....I relate!

Sourced from:teachersspace

In response to Miss Kate's memoirs on the digital divide and meaningful learning,  I relate with her thoughts and feelings regarding the use of previously unknown technology... grabbing it by the preverbial and diving in the deep end with it! Kate's intention not to employ technology as a substitute teacher in class is also my intention as a prospective teacher.  Using it to help students thrive in an environment equiped to develop their skills and creativity is the aim of the game . All this whilst on a personal journey to conquer and close the gap created in our (as teachers) technological education!
Another point that rings true for me is employing help from the 'experts' of the classroom (this being our students of course!). Not only will this assist in teacher learning and understanding, but also cements the childs ability to explain and teach something they are experienced with to a grown up! Hence, further developing and enhancing their self-esteem and intrinsic motivation....




Well said Miss Kate...I congratulate!


 Wish us luck!

Technology....a testing time?

Jonassen’s ‘Meaningful Learning with Technology’ had me cheering along the sidelines with his educated views on the usefulness of tests as an outlet for learning and retaining knowledge in the students of today. In my schooling days of yesteryear (the 80s), it appeared setting an examination was a favoured and malicious approach to assess the intelligence of the occasionally disruptive and inattentive children of the class ;-). The shear uttering of the word ‘test’ had us trembling in our finely polished Clarks shoes.

Jonassen asserts that: ‘tasks that require intentional, active, constructive, cooperative, and authentic learning processes will result in more meaningful learning’, this is consequently a more committed way of assessing a students’ knowledge, proven today with the introduction of technology as a tool in aiding meaningful learning and assist in assessment in the classroom.

When learners learn by doing; in groups; in a real-world context and where discussion and reflection is permissible to concrete their newly acquired knowledge, meaningful learning has occurred. ‘They think and learn more because they are fulfilling an intention’. I can’t emphasise enough to you how permission to work collaboratively in groups and talk in class (albeit content related) would have furthered my interest and knowledge in my education and therefore embellished my grades and desire to learn.

As an adult learner, this methodology rings true, as I find that by articulating new founded knowledge with my fellow peers, enhances not only my understanding of the topic but my overall knowledge of a subject.

So, put the pencils and paper down fellow student teachers! It’s time for a technology take over! Let’s assess meaningful learning in a meaningful manner.....

Wish me luck....

Figure1.1 Characteristics of Meaningful Learning

Reference: Jonassen, D., et al. 2008, Meaningful Learning with Technology, 3rd edn, Pearson Education, Upper Saddle River, New Jersey, pp.1-12.

Mmmmm Delicious

So, apparently I am living in the dark ages! It appears that my ‘favourites’ panel on my laptop (or is that now an outdated word?) which, btw (by the way) I only discovered its purpose and usefulness last year, has now been overtaken by WebPages such as delicious.

Now, me being the budding chef that I am thought I may have been subscribing, filing or downloading an array of scrumptious new recipes ideas from ‘Delicious’ magazine...(excitement overload). However upon the realisation of its purpose, my initial dismay was overcome with amazement at such an ingenious system of retaining records that are accessible online, not only from your PC. This was, I thought, an issue with the ‘bookmarking’ or ‘favouriting’ tabs of yesteryear.

Being able to categorise, share and link favoured websites to the online community is not only a useful resource in the world of teaching but in everyday life. The ease and accessibility of locating such resources in this manner with their relevance and popularity displayed, further enhances and simplifies the research experience (and we all know what a joy that can be at times). The option of retaining privacy for those ‘unsharable’ websites (yes, you know the ones) is an added bonus. Where do these technological innovators come up with all these ideas and notions for making life so easy??

 I leave you now to import my favourites to delicious and perhaps I will come across a few delicious favourites along the way...

Wish me luck!

Source   http://www.flickr.com/photos/isaachsieh/3596050002/ 

Reading 1: Computer as a paintbrush

Well, upon completion of this week’s reading I have a new knowledge of little computer/robot device thingys known as 'crickets'. I can't help but picture in my mind the small bouncy creature type of cricket as I talk about these innovative little technological advanced devices, but I assume this is the reason they are named so, being so small and bouncy....but do they chirp like a cricket too? Or are they regarded as pests? I am sure to the technologically disadvantaged teachers or teachers in training they must be, but I am one who plans on learning how these little things can be employed in the classroom to assist in creative and innovative learning. At least, that is the plan anyhow!
The reading has opened my mind in regards to the development of creativity, expression and design in regards to children's learning. In the example given of the bird feeder it goes to show how something, anything that has gained the interest of the child is viewed upon as an activity in interest and/or leisure, and not 'homework' or 'learning', which for some if not many would be more of a chore. Yet Jenny, in this case managed to make use of scientific concepts in a meaningful and motivating context, to acquire the desired outcome for her invention of her bird feeder, enabling her to learn concepts that would have been difficult for her to learn in the past. This route to learning can only prove beneficial to not only the student but teacher alike.
I look forward to welcoming these little crickets into my teaching resources...wish me luck!!!
Belinda

Hi....my name is!

Hi, my name is Belinda. This is my second year at University.

I completed my HSC in 1993 and at the time had a desire to work and travel rather than study for another four to six years, hence the decision to enroll in University at the ripe old age of 35.  

This decision was not made lightly; life as I knew it no longer exists and I have had to alter many aspects of both my professional life as well as my personal life to make this transition. However, this has been the greatest decision of my life thus far, and I believe that I am on my way to becoming a person who truly loves and is passionate about their career.

I work as a nanny when I am not at Uni and have done for the past seventeen years. I have looked after children between the ages of newborn and 16. Recently I attended a 21^st of one of them, who was only 7 years old when I began looking after her. Needless to say I went home and drowned my sorrows that evening as I felt so very old after attending the event!

I anticipate that learning the technologies of today in this subject will increase my confidence and knowledge of the rapidly changing world of technology. Computers were not introduced to me educationally until Year 9, with word processing being the only ‘task’ we could perform, so, I class myself as ‘Technologically Challenged’, and believe that this subject will quash any disadvantages and unfamiliarity that I may have acquired along the way. (At least I hope).

 I understand that a concerted effort is necessary on my behalf to conform to this technology fuelled era, especially in regards to my teaching, and I am committed to giving it my best shot!

Belinda