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.