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.