Teaching in a digital world


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Week 9-10 : Peer Feedback

Within week 9 and 10 we were asked to give our peers feedback in regards to their blogs. My group consisted of the following individuals:

Stacey McLaren

Charmaine Pu Siew Yin

Both peers provided me with honest and constructive feedback that I feel helped my blog progress in the right direction. Both peers advised me that I did have a few grammar and spelling issues, which I completely agreed with. It was nice to have someone else point this out to me as I find this is an area I really need to work on. I re read my work and in more detail so I could change any mistakes I may have made. Throughout my blog I had left out teaching theories but included teaching ideas and both peers identified this for me and I went through ASAP and made sure I included theories to support my teaching ideas. I was also informed by Stacey to include more links, to make the blog more information friendly and to help support my information. Like the learning theories, I made changes to this and included more videos and links to support each week’s topic points.

The only feedback I disagreed with was that Charmaine informed me that my writing wasn’t academically correct. I disagree with this as I feel I have explained and supported each weeks topic and the blog needs to be a personal experience and from my view. I feel that a blog needs to tell the reader of your experience with certain programs that we used throughout the unit and I believe I covered that very well.

Overall, I am very happy that I received such great feedback from both peers and find this a great learning tool for future students to take part in for future blogs.

keep-calm-assignment-done

References

Clickz. (2014). Feedback [Image]. Retrieved from http://www.clickz.com/clickz/column/2358551/what-visitors-want-13-tools-for-collecting-feedback-on-your-site

The keep calm-o-matic. (2014). Keep calm assignment done [Image]. Retrieved from http://www.keepcalm-o-matic.co.uk/p/keep-calm-assignment-done/


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Week 8 Topic : Lifelong Learning

This week I was asked to create a Prezi or a Voki on The Global Poverty Project. I had worked with Prezi before and thought I would give Voki a go, as I am not familiar with the program. Voki is very simple to use and I found that there were endless choices in characters which would help me present my topic of The Global Poverty Project. The Voki is in animation form, which I think would be very appealing to students as it is a different way of presenting information and also comes across quite comical. This could be a positive or a negative, as some students may find the Voki more entertaining and distracting, resulting in no or little information being taken in.

Check out how to use Voki in the link below.

The Voki was very simple to use and I think educators would like to use this program to encourage the use of Computer-supported collaborative learning (CSCL), as it a pedagogical approach wherein learning takes place via social interaction using a computer or through the internet (Howell, 2012, p.29). Students could use Voki to present oral presentations on different subjects or include the program into group activities. Voki will also provide students with Technological content knowledge (TCK), where technology may be used to provide new ways of teaching content (Howell, 2012, p.31). Students could gather information on a subject such as a planet in space, and use Voki to present the information to their peers in a digitally advanced way.

Teachers can provide life-long learning with the use of Technological pedagogical and content knowledge (TPACK) as it is a framework that helps an educator understand the kinds of knowledge needed for effective pedagogical practice in a technology enhanced environment (Howell, 2012, p.30). Below is a link on how TPACK is the most effective framework that teachers can use in the classroom environment to support their students learning.

Reference

Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press.

Klitzke, B. (2012, September 21). Voki Tutorial [Video file]. Retrieved from https://www.youtube.com/watch?v=uErsvV9hheQ

Miller, H. (2011, October 14). TPACK and Smartboards in the classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=dfZmg35Ib3s

Voki. (2014). Logo [Image]. Retrieved from http://www.voki.com/


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Week 7 topic: Digital Blurring

Due to technology increasing in the classroom, Educators are now exploring the use of video and computer games in learning. Games are a powerful tool when combined with other exploratory, hands-on activities and ongoing instruction from a teacher (Malykhina, 2014) which promotes children to become engaged with subjects they once were not fond off. The issue is however the sigma that computer games have, which has resulted in a lengthy discussion on a post I made in blackboard about using games in the classroom. Some people agree with the use of games and some people are against it, saying there is no scientific proof it can help students learn better.

Check out this video of students from CAFFE using Sploder to help teach them how to use computers.

After being asked to design my own game on Sploder I was definitely against the use of computer games in the classroom environment. However as I was completing my game and coming up with effective learning tools that children could gain from playing my game, my mind began to change ever so quickly. Sploder was hard to use at the beginning and coming up with a creative game that will be beneficial for a child was not an easy task. Once I began playing around with the game, I started thinking of all these different ideas that could help my future students perform better in subjects like maths, which as an educator i will encourage Content knowledge (CK) which will command a student to understand knowledge and theories (Howell, 2012, p.30). I think that video games change the way of learning for children and in a positive way. If a video game has instruction and purpose, where the child has to complete a level to gain knowledge, it not only provides feedback to the student, it also helps the teacher understand the child’s knowledge on the basis of their score or level achievement. This would mean that Technological pedagogical content knowledge (TPCK) (Howell, 2012, p.32) would take place in the use of game play in the classroom. If a child can achieve passing levels in games that promotes the use of a strong framework and project-based learning, there is no reason why it shouldn’t be used in a learning environment.

If students who haven’t responded well in a traditional teaching environment, the impact of video games will be extremely positive as all children have different learning styles (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013). As an educator I want to give all my students the chance to achieve their maximum potential and if this involves using video games to do that, I am all for it!

Working in teams to create their own Spolder game will encourage problem-solving, team work and creativity.

Working in teams to create their own Sploder game will encourage problem-solving, team work and creativity.

Check out my Sploder game:

http://www.sploder.com/games/members/gemgem2014/play/pinky-the-block-finds-coins/#kickdown

Reference

CAFFE. (2011, September 26). CAFFE students using sploder [Video file]. Retrieved from https://www.youtube.com/watch?v=R0K116BYCJ8

Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press.

Jamie Lay. (2014). Sploder [image]. Retrieved from http://jlay.blogs.ccps.us/2013/04/16/sploder-com-programming-video-games/

Malykhina.E. (2014). Fact or Fiction?: Video Games are the future of Education. Retrieved from http://www.scientificamerican.com/article/fact-or-fiction-video-games-are-the-future-of-education/

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and education. Frenchs Forest, NSW: Pearson Education Australia.


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Week 6 topic : Digital Fluency

Digital Fluency is the aptitude to effectively and ethically interpret information, discover meaning, design content, construct knowledge, and communicate ideas in a digitally connected world (Digital Fluency, 2014). It is the ability to learn, to work, and to play with the infusion of technology.

As an educator in a digitally advanced world, we need to understand a student’s relationship with technology. Does the student navigate programs or apps quickly, completing tasks correctly and deliberately? If so, the student is digitally fluent. However not all students will be digitally fluent and as an educator, how will you develop this skill?

Having students participate in digital technology at least once a day in the classroom and setting out homework activities for them, can help them progress in the skill, digital fluency. One way of improving this skill is by providing ‘scaffolding’ challenges. As an educator you can do this by setting out a task, by providing the basics of what you want them to achieve. This will allow me to give my students knowledge about a subject that will make it understandable for all learning types, known as Pedagogical content knowledge (PCK) (Howell, 2012, p.31). An educator can do this by providing limited information or steps that gives them enough scaffolding to get started and then teach themselves how to finish the project. Students can learn to read menu items, access help, search for tutorials and become effective problem solvers, taking critical steps towards fluency (Holland, 2014).

Another way to teach your students digital fluency is through the website http://scratch.mit.edu/ . Scratch can assist me as an educator in helping my students gain digital fluency and although I hadn’t had much experience using this program, once I began using it, I found great ways to teach my students in a technically advanced way. Children will always gravitate towards computers, as it is a different way of learning and it seems to me that ‘fun’ is an emotional state that is composed of curiosity, puzzlement, and intrigue. These emotional states are difficult to induce via the traditional classroom setting (Reilly, 2008). After playing with the page, Scratch, I did find it a great way to involve my future students in learning and the subject matter is endless when using Scratch. Although when creating a voice over for one of the scratch characters, it was frustrating not being able to find voice overs for letters and numbers, which resulted in having to record myself saying ‘A,B,C’. However it still was awesome that I could be a part of the children’s learning, even if I’m speaking to them through an animation.This would provide Pedagogical knowledge (PK) as it is a different way for me as an educator to present information to my students as it is a different theory about learning (Howell, 2012, p.30).

There is a number of ways you as an educator can use Scratch. Try a counting game or 'Name that animal'.

There is a number of ways you as an educator can use Scratch. Try a counting game or ‘Name that animal’.

I would consider myself digitally fluent and helping my students become confident with technology is something I would be very proud to help them achieve. If that means that I would create a Scratch animation for every week, for my class, I would definitely do so. As my students grow more confident with the Scratch page and also with technology in general, I would encourage them to make their own animation in a group and present it to the class. This will encourage my students to use their imagination, work in groups and to help them become digitally fluent.

Check out my personal Scratch game  at http://scratch.mit.edu/projects/28545904/

Also check out this link, as it can help you as an educator use Scratch in the classroom environment and why children should use it to benefit them in regards to learning. Warning: Stephen Howell is very entertaining to watch!

References

Edutopia. (2014). Building technology fluency: Preparing students to be digital learners. Retrieved from http://www.edutopia.org/blog/building-tech-fluency-digital-learners-beth-holland

Government of Saskatchewan. (2014). Digital Fluency. Retrieved from http://www.education.gov.sk.ca/Instruction/digital-fluency

Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press.

Howell, S. (2011, November 19). Teaching kids to program using Scratch and Kinect [Video file]. Retrieved from https://www.youtube.com/watch?v=LpPDnRVIYcM

Teach ICT. (2014). Scratch [image]. Retrieved from http://www.teach-ict.com/programming/scratch/scratch_home.htm

Teacher net. (2008). Why do children naturally like computer class. Retrieved from http://www.teachers.net/gazette/AUG03/reilly.html


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Week 5 topic : Digital Information

In today’s classroom, there are many different ways in which an educator can provide information to their students, whether it may be on a whiteboard or with an iPad. However everyday technology is expanding and new ideas flood your computer screen when it comes to digital information. So as an educator, how can you keep your students engaged and entertained? There are endless ways to do this through technology, but have you ever considered social media? If you have maybe you should consider Pinterest like I have, which I will use for future lesson planning and organising my ideas all in the one place.

How can Pinterest help me as an educator in the classroom? Pinterest is a great website where you can organise vast quantities of information, brainstorm ideas and engage learners in subjects that may not be of interest to them. On Pinterest you can link educational videos, store ideas, connect and comment on students work and students can gather ideas for future projects (Teachthought, 2012). So not only is Pinterest great for me as an educator to help me communicate to my students, it can help my students in gathering ideas in a new fresh way supporting Technological content knowledge (TCK) (Howell, 2012, p.31) as information is presented in a digitally advanced way.

Using Pinterest in the classroom is a new way of learning and something all students will interact in, especially due to Pinterest being an app for the students to download on their phones, so the possibilities of learning is unlimited. This will encourage student participation with teachers and peers, suggest reading materials and show class artwork or photography in a new light. Not only will the students enjoy the interaction, their parents will too as they can see what their children are learning all from the comfort of their home. This is also a free website, so there will be no cost to teachers or parents and no buying textbooks at the last minute.

Using Pinterest in a science class. Children can show their projects and experiments to their peers and parents, while interacting with their teacher.

Using Pinterest in a science class. Children can show their projects and experiments to their peers and parents, while interacting with their teacher.

Pinterest creates a sense of community between teachers, students and parents, while being a source of endless information. Giving both students and teachers the freedom to be creative, while making learning more hands on and encouraging Computer-supported collaborative learning (CSCL) as information and social interaction is done through the use of technology (Howell, 2012, p.29).

Check out this video on how to use Pinterest in the classroom.

References

Horen.S. (2014, May 4). Pinterest in Education [Video file]. Retrieved from https://www.youtube.com/watch?v=Ne_0ynVs92k

Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press.

Pearson OLE Community. (2014). Pinterest for Education. [image]. Retrieved from http://olecommunity.com/pinterest-for-education-make-your-own-u-s-presidents-guess-who-game/

te@chthought. (2014). 37 ways Teachers Can Use Pinterest in the Classroom. Retrieved from http://www.teachthought.com/social-media/37-ways-teachers-can-use-pinterest-in-the-classroom/


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Week 4 topic : Participation and the digital devide, who misses out?

Digital divide is a term that refers to the gap between demographics and regions that have access to modern information and communications technology, and those that don’t or have restricted access (Digital divide, 2014). The type of technology that the digital divide is linked to is televisions, phones, computers and the internet.

The digital divide usually relates to people who live in cities compared to rural areas, between the educated and the uneducated, socioeconomic differences between people of different races, income and education that affects their ability to access the Internet (Digital divide, 2010). Not all individuals have the luxury of being able to log onto the internet from home and this can affect educators and the way digital technology has entered the classroom. So how will this impact me in my furture teaching? Check out the video below.

The one way to really express how the digital divide can affect educators, students and their parents is through an infographic. Infographics are a great tool to help put a point or information across in a simple format, which includes pictures or graphs rather than large paragraphs of words. It is used to present information clearly and simply.

What is a infographic and how can I use it in my classroom, check out this video!

For a learning activity, I was asked to create an infographic on the digital divide and as many people know, finding the right tool to help create this was not an easy task. The number of websites that provided templates to use to create an infographic was endless. However I did find the one which suited me the most and was easy to navigate around the page. Check out http://piktochart.com/ as it has free templates and easy to use to create that simple, yet effective infographic. When creating an infographic the one point an individual must remember is less words, more pictures or graphs. The point to an infographic is to be bright, enticing and sharp, something that will grab the reader’s attention.

The infographic I created had great information, however too much of it and my reader would get bombarded. Instead I should have included a graph to show my statics on the digital divide and used more bright and enticing colours, rather than black and white. I needed to remember that less is more. The information I provided may have been great for a report, however if I showed a student’s parent this, they would become overwhelmed with information. An effective infographic grabs your reader’s attention and for people who are not aware of the digital divide, an infographic is the best way to show them what it’s all about.

However, how can i as an educator use an inforgraphic in the classroom? An infographic is a great way for students to present a project instead of writing in an essay format. By doing this it will encourage Technological content knowledge (TCK), as students will use technology to provide a new way of teaching and providing content (Howell, 2012, p.31). Inforgraphics are also great for making students aware of global issues, such as Global Warming. Computer-supported collaborative learning (CSCL) will come into play using infographics as students are using technology as their primary means of communication or as a common resource (Howell, 2012, p.29). Asking students to prepare an infographic about a world wide issue using only the internet as a source of information, will encourage students of all learning styles to complete the task while storing information in their minds.

Featured image

References

Australian Bureau of Statistics. (2011). Australian Social Trends. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/lookup/4102.0main+features60jun+2011

De Meij, R. (2012, December 3). Infograhics in Education [Video]. Retrieved from https://www.youtube.com/watch?v=R8N8wUGwa1E

Howell, J. (2012). Teaching with ICT. South Melbourne, VIC: Oxford University Press.

Liggel1. (2012, February 23). The Digital Divide In Education [Video]. Retrieved from https://www.youtube.com/watch?v=x1YLPL0KOWE

Piktochart. (2014). Digital Divide [image]. Retrieved from http://piktochart.com/

Search engine journal. (2013). 5 important principles of effective infographics.Rretrieved from http://www.searchenginejournal.com/5-important-principles-of-effective-infographics/65085/

Technopedia. (2010). Digital divide. Retrieved from http://www.techopedia.com/definition/605/digital-divide

WhatIs.com. (2014). Digital divide. Retrieved from http://whatis.techtarget.com/definition/digital-divide