Narrative Writing - Teacher's Copy
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Thursday, June 24, 2010
Saturday, April 24, 2010
Reflective Synopsis - An ICT Journey
Introduction
‘What a journey’ – thank–you for making me take the ride. I have learnt so much, and have been exposed to so many new technologies – it has been a wonderful and engaging learning experience, and one that has changed my life. As my brother said to me, when I asked him how to create a PowerPoint presentation, “Where have you been for the last twenty years? Under a rock?” No, I haven’t been, but I guess the world has changed, and now I need to change with it.
My Journey
Technology and its many applications are making way for a whole new classroom experience. This means the old learning theories like Behaviourism, Cognitivism, and Constructivism must make way for new theories such as Connectivism which is based on the use of this technology (Siemans, 2004). In my modern classroom, textbooks and study guides will need to make way for the World Wide Web, pod casts and instant downloads. As Friedman (2005 p.5), states “access to anywhere in the world is now possible through our computer.” My students will be able to explore the world from their desks For example, they will visit the National Gallery on a virtual tour or see parliament in real-time action. My role will be to manage this and make it happen. Friedman (2005) also surmises that the use of Blogs, E-Portfolios, Wikis, pod casts and infinite access to on-line content knowledge will become the norm. As a teacher I will need to incorporate these into my lesson plans. A 2005 OECD Conference on E-Learning also proposed that it will only be a matter of time before the full-on use of the internet and on-line representations will be the classroom norm. Computers will not just be used for PowerPoint presentations, looking up the occasional fact or the management of student records. The World Wide Web will bring the world and all its knowledge into my classroom and the student will have full time access to it. As a teacher my focus will be to adapt these technologies to meet the requirements of the learner, whatever their range of diversity. Technology is also leading us away from the traditional ‘chalk and talk’ way of teaching. Interactive White Boards now feature prominently in some class rooms and I will need to direct considerable attention to learning how best to use them to benefit my students.
Advocates of social learning claim that one of the best ways to learn something is to teach it to each other. (Kearsley and Schneiderman, 1999.) Peer learning is where learning takes place through conversations about course content, problems and possible courses of action, and the fellow student offers solution to the dilemma before the teacher gets involved - a practice that I will encourage. Our on-line discussion forums are a perfect example of this. The forums also taught me that, as a teacher you cannot be insular. You have to interact with others. You need to have discussions with other teachers from a variety of subjects, grades and levels of experience. I will be sure to refer to the ‘Communities of Practice’ and other such blogs and wikis that have been established on the internet, to assist me in my role as a teacher. I will consult web sites such as edutopia.com to take advantage of the vast amount of knowledge available on the internet. I won’t waste time ‘re-inventing the wheel’, but use the time I have saved to enhance the learning experience or to make learning outcomes more positive. Remembering, to contribute something back by sharing what has worked. Tell people, share your ideas and learn from others. I need to know when to ask for advice, I need to listen, and I need to be prepared to help others and look for better ways of doing things constantly. As a teacher my students will depend on me to do this.
A teacher should try to create lessons that foster creativity, have a positive group work focus and have a positive learning outcome for all students regardless of their ability. Coupled closely with the Connectivism theory of learning are Student Engagement and Student Centred Learning. Kearsley and Schneiderman(1999) theorized that engagement must occur for the learner to learn effectively. It seems the biggest issue facing today’s teacher is behaviour management. Joy Ganter , a Principal of a local High School in an address to the 2010 GDLT students, stated that she believed if a teacher has engaging lessons, behaviour will not be an issue. Ms Ganters opinion supports Kearsley and Schneidman’s reasoning.
Achieving student engagement should be an important aspect but you need to focus it correctly. A discussion on the use of avatars in teaching with the ICT’s Lecturer, Scot Aldred led me to a very important learning outcome, and one I must keep in mind for the rest of my career. I proposed the use of avatars as an incentive for good behaviour. My idea was that if the student had met the required standard, they would be given the task of creating the welcome avatar for the next day. It was with some passion and conviction, that Scot stated to me that the use of technology should never be used as any form of reward, punishment or incentive. “The use of technology is their right, the student should see technology as an operational tool that is there to enhance their learning, nothing more, nothing less” (Scot Aldred, Week 5, 29 March, 2010). I had never thought about technology in this way before. I have been given a very valuable new perspective on the use of technology in learning and I will endeavour to remember it always and practise it as a teacher.
The unique nature of this Diploma is that the course ware is essentially on-line and interactive. Although you do not have to participate in group work, it is extremely important that you interact with others also participating in the course. I have been lucky enough to involve myself with some fellow students who have helped me greatly and whose assistance I have valued. Discussion and peer interaction is a vital component of this course. This led me to another aspect; I will have to overcome as a teacher – that is my absolute hatred of group work. Group work appears to be a key component in achieving engagement, and positive learning outcomes (Kearsley and Schneiderman, 1999). Involving students in projects that require them to work in a group or team is a way to help them think about ideas and points of view that may differ from their own. The ability to work successfully in a group is also a valuable life skill, and one that employers’ value.
I totally freaked myself out at the residential School, thinking that I would never be able to come to terms with this subject. As most of the computer applications were completely alien to me. I have surprised myself by my level of engagement in this subject and I am proud of what I have managed to achieve, regardless of the grade I receive for it. I have only just begun to develop my skills in most of these technologies – but I already have been able to categorise where I need to focus my attention. I must master PowerPoint and Slide-Share. I intend to make extensive use of wikispaces.com, blogger.com.voki.com, youtube.com and googleearth.com. when developing my learning experiences. Flickr and Picnik will also be
valuable tools. Two recent technologies that I have been introduced to by fellow GDLT student – Sally James are glogster.com and storybird.com. These two applications will be extremely useful to me in my primary school teaching career.
Last, but not least I have come up with a unique way of demonstrating what I have learnt about the five Dimensions of Learning and Lynch’s 8 Learning Management Questions. I have used these concepts to detail my learning journey for this subject in a blog posting. As a teacher we have to master this concept of Learning Design because it shows the learner how to learn and how to engage in higher order thinking and deep learning (Moodle Course Notes, Week 1, p3.) I realise I still have a lot to master, but I am on my way.
The Journey Continues ……
When I first created my blog, it was merely something I had to do as a piece of assessment. I now feel like it is a little piece of me, a place where I can express my ideas and in some small way impart my ‘wisdom’ for others to read and learn from. I intend to continue to post to my blog, long after this piece of assessment has been handed in. My journey is not over, and because of the dynamic nature of technology, it never will be, I just need to buckle in for the ride.
References:
Friedman, T., L. (2001). It’s a Flat World, After all. New York Times:
April 3, 2005. Retrieved from
http://www.nytimes.com/2005/04/03/magazine 03DOMINANCE.htm
Gardner, H. (1985). The Theory of Multiple Intelligences, London: Paladin.
Kearsley, G., and Shneiderman, B. (1999). Engagement Theory: A
Framework for technology based teaching and learning.
Retrieved from
http://home.sprynet.com/~gkearsley/engage.htm
OEDC (2005) E.Learning in Teritary Education. Where Do We Stand? Paris, OECD.
Siemans, G. (2004) Connectivism: A Learning Theory for the Digital Age.
December 12, 2004. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
Smith, R., Lynch, D. & Mienczakowski, J., (2003). The Bachelor of
Learning Management (BLM) and Education Capability: Why we do not
Prepare ‘Teachers’ Anymore., Change: Transformations in History.
Volume 6.2, November 2003.Retrieved from
http://search.informit.com.au.ezproxy.cqu.edu.au/fullText;dn= 132470;res=AEIPT
‘What a journey’ – thank–you for making me take the ride. I have learnt so much, and have been exposed to so many new technologies – it has been a wonderful and engaging learning experience, and one that has changed my life. As my brother said to me, when I asked him how to create a PowerPoint presentation, “Where have you been for the last twenty years? Under a rock?” No, I haven’t been, but I guess the world has changed, and now I need to change with it.
My Journey
Technology and its many applications are making way for a whole new classroom experience. This means the old learning theories like Behaviourism, Cognitivism, and Constructivism must make way for new theories such as Connectivism which is based on the use of this technology (Siemans, 2004). In my modern classroom, textbooks and study guides will need to make way for the World Wide Web, pod casts and instant downloads. As Friedman (2005 p.5), states “access to anywhere in the world is now possible through our computer.” My students will be able to explore the world from their desks For example, they will visit the National Gallery on a virtual tour or see parliament in real-time action. My role will be to manage this and make it happen. Friedman (2005) also surmises that the use of Blogs, E-Portfolios, Wikis, pod casts and infinite access to on-line content knowledge will become the norm. As a teacher I will need to incorporate these into my lesson plans. A 2005 OECD Conference on E-Learning also proposed that it will only be a matter of time before the full-on use of the internet and on-line representations will be the classroom norm. Computers will not just be used for PowerPoint presentations, looking up the occasional fact or the management of student records. The World Wide Web will bring the world and all its knowledge into my classroom and the student will have full time access to it. As a teacher my focus will be to adapt these technologies to meet the requirements of the learner, whatever their range of diversity. Technology is also leading us away from the traditional ‘chalk and talk’ way of teaching. Interactive White Boards now feature prominently in some class rooms and I will need to direct considerable attention to learning how best to use them to benefit my students.
Advocates of social learning claim that one of the best ways to learn something is to teach it to each other. (Kearsley and Schneiderman, 1999.) Peer learning is where learning takes place through conversations about course content, problems and possible courses of action, and the fellow student offers solution to the dilemma before the teacher gets involved - a practice that I will encourage. Our on-line discussion forums are a perfect example of this. The forums also taught me that, as a teacher you cannot be insular. You have to interact with others. You need to have discussions with other teachers from a variety of subjects, grades and levels of experience. I will be sure to refer to the ‘Communities of Practice’ and other such blogs and wikis that have been established on the internet, to assist me in my role as a teacher. I will consult web sites such as edutopia.com to take advantage of the vast amount of knowledge available on the internet. I won’t waste time ‘re-inventing the wheel’, but use the time I have saved to enhance the learning experience or to make learning outcomes more positive. Remembering, to contribute something back by sharing what has worked. Tell people, share your ideas and learn from others. I need to know when to ask for advice, I need to listen, and I need to be prepared to help others and look for better ways of doing things constantly. As a teacher my students will depend on me to do this.
A teacher should try to create lessons that foster creativity, have a positive group work focus and have a positive learning outcome for all students regardless of their ability. Coupled closely with the Connectivism theory of learning are Student Engagement and Student Centred Learning. Kearsley and Schneiderman(1999) theorized that engagement must occur for the learner to learn effectively. It seems the biggest issue facing today’s teacher is behaviour management. Joy Ganter , a Principal of a local High School in an address to the 2010 GDLT students, stated that she believed if a teacher has engaging lessons, behaviour will not be an issue. Ms Ganters opinion supports Kearsley and Schneidman’s reasoning.
Achieving student engagement should be an important aspect but you need to focus it correctly. A discussion on the use of avatars in teaching with the ICT’s Lecturer, Scot Aldred led me to a very important learning outcome, and one I must keep in mind for the rest of my career. I proposed the use of avatars as an incentive for good behaviour. My idea was that if the student had met the required standard, they would be given the task of creating the welcome avatar for the next day. It was with some passion and conviction, that Scot stated to me that the use of technology should never be used as any form of reward, punishment or incentive. “The use of technology is their right, the student should see technology as an operational tool that is there to enhance their learning, nothing more, nothing less” (Scot Aldred, Week 5, 29 March, 2010). I had never thought about technology in this way before. I have been given a very valuable new perspective on the use of technology in learning and I will endeavour to remember it always and practise it as a teacher.
The unique nature of this Diploma is that the course ware is essentially on-line and interactive. Although you do not have to participate in group work, it is extremely important that you interact with others also participating in the course. I have been lucky enough to involve myself with some fellow students who have helped me greatly and whose assistance I have valued. Discussion and peer interaction is a vital component of this course. This led me to another aspect; I will have to overcome as a teacher – that is my absolute hatred of group work. Group work appears to be a key component in achieving engagement, and positive learning outcomes (Kearsley and Schneiderman, 1999). Involving students in projects that require them to work in a group or team is a way to help them think about ideas and points of view that may differ from their own. The ability to work successfully in a group is also a valuable life skill, and one that employers’ value.
I totally freaked myself out at the residential School, thinking that I would never be able to come to terms with this subject. As most of the computer applications were completely alien to me. I have surprised myself by my level of engagement in this subject and I am proud of what I have managed to achieve, regardless of the grade I receive for it. I have only just begun to develop my skills in most of these technologies – but I already have been able to categorise where I need to focus my attention. I must master PowerPoint and Slide-Share. I intend to make extensive use of wikispaces.com, blogger.com.voki.com, youtube.com and googleearth.com. when developing my learning experiences. Flickr and Picnik will also be
valuable tools. Two recent technologies that I have been introduced to by fellow GDLT student – Sally James are glogster.com and storybird.com. These two applications will be extremely useful to me in my primary school teaching career.
Last, but not least I have come up with a unique way of demonstrating what I have learnt about the five Dimensions of Learning and Lynch’s 8 Learning Management Questions. I have used these concepts to detail my learning journey for this subject in a blog posting. As a teacher we have to master this concept of Learning Design because it shows the learner how to learn and how to engage in higher order thinking and deep learning (Moodle Course Notes, Week 1, p3.) I realise I still have a lot to master, but I am on my way.
The Journey Continues ……
When I first created my blog, it was merely something I had to do as a piece of assessment. I now feel like it is a little piece of me, a place where I can express my ideas and in some small way impart my ‘wisdom’ for others to read and learn from. I intend to continue to post to my blog, long after this piece of assessment has been handed in. My journey is not over, and because of the dynamic nature of technology, it never will be, I just need to buckle in for the ride.
References:
Friedman, T., L. (2001). It’s a Flat World, After all. New York Times:
April 3, 2005. Retrieved from
http://www.nytimes.com/2005/04/03/magazine 03DOMINANCE.htm
Gardner, H. (1985). The Theory of Multiple Intelligences, London: Paladin.
Kearsley, G., and Shneiderman, B. (1999). Engagement Theory: A
Framework for technology based teaching and learning.
Retrieved from
http://home.sprynet.com/~gkearsley/engage.htm
OEDC (2005) E.Learning in Teritary Education. Where Do We Stand? Paris, OECD.
Siemans, G. (2004) Connectivism: A Learning Theory for the Digital Age.
December 12, 2004. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
Smith, R., Lynch, D. & Mienczakowski, J., (2003). The Bachelor of
Learning Management (BLM) and Education Capability: Why we do not
Prepare ‘Teachers’ Anymore., Change: Transformations in History.
Volume 6.2, November 2003.Retrieved from
http://search.informit.com.au.ezproxy.cqu.edu.au/fullText;dn= 132470;res=AEIPT
An Old "Teacher" Can Learn New Tricks
I am currently doing my Embedded Learning at the School where I attended for grades 1 through to 7. It was surprising to me to see how many teachers are still there from when I was a student nearly thirty years ago. One teacher truly impressed me, and I just have to share her comments, because they were highly relevant to this subject.
Mrs X as I will call her, has been teaching for more then 40 years, you would think she might be a little jaded or lacking in enthusiasm. Happily that is not the case, she has been reinvigorated by the introduction of ICT's into her classroom. She teaches a grade 6 interactive class, where all the students have their own laptops and work at their own pace, completing class assignments or projects. Mrs X told me she is sometimes up till 2am finding new sites for her students to explore. I thought this was wonderful and a perfect example of how the introduction of ICTs into the classroom is a positive experience for everyone.
Mrs X as I will call her, has been teaching for more then 40 years, you would think she might be a little jaded or lacking in enthusiasm. Happily that is not the case, she has been reinvigorated by the introduction of ICT's into her classroom. She teaches a grade 6 interactive class, where all the students have their own laptops and work at their own pace, completing class assignments or projects. Mrs X told me she is sometimes up till 2am finding new sites for her students to explore. I thought this was wonderful and a perfect example of how the introduction of ICTs into the classroom is a positive experience for everyone.
Tuesday, April 13, 2010
My Learning Design for my ICT Journey
LEARNING MANAGEMENT PLAN
For
Susan Ashton
ICT’S for Learning Design
Profiling |
LMQ (1). What do my learner(s) already know?
· Basic Knowledge of How To Use a Computer – Email, Word Processing, Internet Search, How To Print Documents
· Ability to complete Bachelor Degree – 20 years ago – using available technology
· 25 Years of Work Experience – Sales, Retail and Marketing, some Teaching Experience.
· Knows what student engagement is and what constitutes an effective learning experience
Dimension 1 and 5
LMQ (2). Where do my learner(s) need/want to be?
Learner will be able to:
Declarative Knowledge:
· Content knowledge to create learning experience or ability to research/investigate content requirements
· Know the effective pedagogical strategies that engage and challenge learners
· Know what are the relevant learning design questions
· Awareness of the range of available ICT’s and their purpose
· Features of a learner profile
· Functions of Blogger, Voki, Google Reader, You Tube, Mahara, Powerpoint, Wikispaces.
Procedural Knowledge:
· Design effective pedagogical strategies that engage and challenge learners.
· How to perform basic/advanced task/functions on computer involving courseware
· Demonstrate effective and efficient use of digital pedagogies to enhance student
· Learning
· Design effective pedagogical strategies that engage and challenge learners
· Profile the learning needs of students through the use of the relevant learning design questions
· Develop, display, refine and reflect upon skills associated with the meaningful use of technology in the classroom
Dimension 1, 2, 3, 4 & 5
LMQ (3). How do my learner(s) best learn?
· When working on an Authentic learning task that has real life practical application
· In a Supportive Learning Environment with access to Teacher support and guidance and with peer review and interaction.
· Combination of Visual, Auditory and Kinaesthetic Instruction
· Requirement to complete tasks in a set timeframe
· Understands fully the requirements of Assessment, and is able to seek clarification on this
· A clear guideline is given as to the required standard and level of knowledge required (learning outcomes)
· Able to incorporate Mode 2 knowledge
Dimension 1 & 5
| Strategizing and Delivery |
LMQ (4). What resources do I have at my disposal?
(I know this is really for the teacher to answer) (But I will answer it in terms of what resources I had)
· A Basic Desktop Computer with Internet Access
· Access to a Lecturer who I thought was well prepared and knowledgeable in regard to subject content and seemed to love the topic he was teaching
· Access to well equipped library
· World Web Web and the vast about of information it supplies
· A Desire to Learn and become the best teacher I can be
· On-Line Course Materials (Courseware)
· University Computer Labs and Associated Software
· Learning Forums for peer interaction
Dimension 1 and 5, Plus 2
LMQ (5). What will constitute the learning journey?
| Dimension 2,3,& 4 Encompassed by Dimension 1 and 5 |
Sequence 1:
Title: Introduction to Topic – Residential School
Specific Outcomes Focus:
· ICT’s means Information Communications Technologies
· Students will have an understanding of the learning outcomes to be achieved at the completion of the course.
· Assessment Requirements
· Lecturer Expectations
· Submission of Assignments
· Discussion Forums and their purpose
· Why use technology to teach?
· What are Digital Pedagogies?
· What is Active Learning?
· Learning Design Vs Curriculum Design
· Brief Overview of Learning Theory
Main DoL: 1.
Timeframe: 4 Hours – 2 Hours Lecture / 2 Hours Mahara Introduction Session
Sequence 2:
Title: Course Introduction and what is Learning Management & Why Is It Different
Specific Outcomes Focus:
- Rationale
- What is a Knowledge economy?
- Profiling of Learners
- Learning Management Framework
- Declarative Knowledge (Construct Meaning, Organise, Store)
- Procedural Knowledge (Construct, Shape/Model, Internalize)
- What is Mode 1 Knowledge? What is Mode 2 Knowledge?
Main DoL: 2, with 1 and 5
Time Frame: 1 week
Sequence 3:
Title: Learning Design Fundamentals
Specific Outcomes Focus:
- Student Vs teacher Cantered Learning
- Smith & Lynch Model Of Learning Design
- Student Engagement – Relate – Create –Donate
- Student Diversity
- Learning Style – multiple Intelligences - Felders Learning Styles
- Overview of Learning Theory and introduction to the theory of Connectivism
- Learning Outcomes -Blooms Taxomy
- Learning Design Process
Main DoL: 2, with 1 and 5
Time Frame: 1 week
Sequence 4:
Title: Dimensions of Learning – Dimension 1 and 5
Specific Outcomes Focus:
- Attitudes and Perception – Dimension 1
- Habits of Mind – Dimension 5
Main DoL: 2, with 1 and 5
Time Frame: 1 week
Sequence 5:
Title: Using E Learning pedagogies to Engage Learners
Specific Outcomes Focus:
- Overview of Engagement theory – Relate – Create –Donate
- Communities of Practice
- Blogs
- RSS Feeds
Main DoL: 2, with 1 and 5
Time Frame: 1 week
Sequence 6:
Title: Applying Digital Pedagogies
Specific Outcomes Focus:
- Mahara – E Portfolio
- Avatars – Voki.com
Main DoL: 2, with 1 and 5
Time Frame: 1 week
Sequence 7:
Title: Applying Digital Pedagogies Part 2
Specific Outcomes Focus:
- PowerPoint
- Learning Management Systems
Main DoL: 2, with 1 and 5
Time Frame: 1 week
Sequence 8:
Title: Applying Digital Pedagogies Part 3
Specific Outcomes Focus:
- Video Links
- Flickr
- Photo Enhancement Software for image manipulation
- Animations and Simulations
Main DoL: 2, with 1 and 5
Time Frame: 1 week
Sequence 9:
Title: Applying Digital Pedagogies Part 4
Specific Outcomes Focus:
- You Tube
- Google Earth
- Wikis
- Wikipedia
- SlideShare
- Use of Music in Learning
Main DoL: 2, with 1 and 5
Time Frame: 1 week
Sequence 10,11,12,13:
Title: Developing a Teaching E Portfolios
Specific Outcomes Focus:
- Mahara – E Portfolio
- Develop of Action Plan
Main DoL: 2, with 1 and 5 and 3 and 4
Time Frame: 4 week period
LMQ (6). Who will do what?
- Family will give me support during the learning journey
- Local Schools will support my Embedded Professional Learning
- Lecturer will supply courseware and experience
- University will supply facilities, lecturer, and learning support
- Student will be expected to read module resources and complete all specified activities
- Student will have the required attitude and perceptions for learning
- Student will put in the necessary level of engagement to achieve a suitable outcome
- Student will complete on-line quiz in a timely fashion – Declarative knowledge
- Student will make an effort to expand my habits of mind (Dimension 5)
- Student will produce an authentic end product – Blog, E –Portfolio and Unit of Work
Dimension 1 & 5
| Ascertainment |
LMQ (7). How will I check to see my learner has succeeded?
An Authentic Product will be produced
Summative Assessment
- On-Line Discussion Forum with Peer Review
- Lecturer Observation – In-class discussion
- Clarification with Lecturer in class and via Email
- Progression through Blooms Taxomy to Higher Order thinking on subject matter and courseware
- Level of Student Engagement with Courseware
- Review of Blog/E-Portfolio if requested
- Feedback on Week 7 Action Plan for E Portfolio
Formative Assessment
- Series of 10 On- Line Quizzes – Declarative Knowledge
- Development of A Learning E. Journal – Requiring the completion of a number of ICT Tasks – Both declarative and procedural Knowledge
- Development of a Teaching E. Portfolio – Both Declarative and Procedural Knowledge
Dimension 1 and 5, Plus 2, 3&4
LMQ (8). How will I inform the learner of their progress?
· Student will received a grade of HD, D, C, Pass or Fail upon successful completion of the formative and summative assessment.
· Student will be given very clear guidelines of what level of work constitutes the grade given.
· The end product will continue to be valuable resource for the rest of the student’s professional career.
Sunday, April 11, 2010
Saturday, April 10, 2010
Indigenous Australians
Check out this SlideShare Presentation:
Indigenous Australians
View more presentations from Susan Ashton.
PowerPoint Presention for Embedded Learning
I have created a PowerPoint presentation that ties in with the unit I will be teaching in my Embedded Learning. The unit is Indigenous Australians.
This is the very first PowerPoint I have ever produced. I have to admit being a little proud of it, although I realise I still have a tremendous amount to learn about this application.
This is the very first PowerPoint I have ever produced. I have to admit being a little proud of it, although I realise I still have a tremendous amount to learn about this application.
Mahara - A Discussion
There was quite a debate on the forum in regard to the usefulness of an E-Portfolio in Primary School and my fellow colleagues raised some very interesting points. The main point worth considering was made by ICT Lecturer Scot Aldred, he surmised that " as a learning professional we need to ask ourselves the following questions. Will this technology improve my student's efficiency and effectiveness of learning and will it make your life easier?"
EPortfolios have also been the subject of much debate in the broader academic community too. The main point of debate appears to be that there is not a single understanding or approach to the development and purpose of an Eportfolio. - largely as a result of different didactic and pedagogic approaches to their development and use (www. pontydysgu.org/2010/03/rethinking-e-portfolios/)
So what are EPortfolios main purpose:
Using EPortfolios as a pedagogic approach to personal learning is another application The productive pedagogies that promote the use of ICT's is 'Connectedness' - intellectual quality together with supportive student environments.ICT's are effective learning tools because they provide the student opportunities to have substantive conversations with teachers and peers about the topic they are exploring and together they can increase their levels of understanding and knowledge. "If EPortfolios are to be used they should be a school wide initiative and used across all areas of primary and secondary education so that children learn how to use these and can take their work with them wherever they go (Aldred, 2010). My 4 year old son, Daniel has helped in the preparation of his hard copy portfolio (scrapbook) and he takes great pride in it. It will be a treasured momento for years to come. So when he is capable of developing his own indivdual E-Portfolio this would be a tremendous learning experience and great source of pride for him. With parental and teacher support this could be introduced as part of a school wide initiative. A journal of a student's work can show how they have progressed within Dimension 5 - (Habits of Learning) throughout their school year. In most schools this takes the form of a scrapbook.
Why couldn't this be detailed in an electronic format instead of an old fashioned scrapbook. The student could set themselves goals, and reflect on whether they achieved this - through examples of their schoolwork. Goals don't have to be monumental - just something the student formerly found difficult such as sharing or speaking in front of the class.
References:
http:// www.sallyjames2010blogspot.com/2010/03/using-mahara-in-primary-schools/
http://www.pontydysgu.org/2010/03/rethinking-e-portfolios/
http://www.knownet.com/writing/weblogs/Graham_Attwell/entries/0786277508
http://www.google.com.au/url?sa=t&source=web&ct=res&cd=4&ved=0CBgQFjAD&url=http%3A%2F%2Fresearch.becta.org.uk%2Fupload-dir%2Fdownloads%2Fpage_documents%2Fresearch%2Fimpact_eportfolios_learning.pdf&ei=IaGxS8mkN4aotgPRuo2PAQ&usg=AFQjCNFCrf1sImFigJ-EbfyjNmm9I_t9aQ&sig2=9VMYGJkZnOl8RTkWyRGNMA
EPortfolios have also been the subject of much debate in the broader academic community too. The main point of debate appears to be that there is not a single understanding or approach to the development and purpose of an Eportfolio. - largely as a result of different didactic and pedagogic approaches to their development and use (www. pontydysgu.org/2010/03/rethinking-e-portfolios/)
So what are EPortfolios main purpose:
- an assessment tool
- a tool for professional or career development or
- a tool for active learning.
Using EPortfolios as a pedagogic approach to personal learning is another application The productive pedagogies that promote the use of ICT's is 'Connectedness' - intellectual quality together with supportive student environments.ICT's are effective learning tools because they provide the student opportunities to have substantive conversations with teachers and peers about the topic they are exploring and together they can increase their levels of understanding and knowledge. "If EPortfolios are to be used they should be a school wide initiative and used across all areas of primary and secondary education so that children learn how to use these and can take their work with them wherever they go (Aldred, 2010). My 4 year old son, Daniel has helped in the preparation of his hard copy portfolio (scrapbook) and he takes great pride in it. It will be a treasured momento for years to come. So when he is capable of developing his own indivdual E-Portfolio this would be a tremendous learning experience and great source of pride for him. With parental and teacher support this could be introduced as part of a school wide initiative. A journal of a student's work can show how they have progressed within Dimension 5 - (Habits of Learning) throughout their school year. In most schools this takes the form of a scrapbook.
Why couldn't this be detailed in an electronic format instead of an old fashioned scrapbook. The student could set themselves goals, and reflect on whether they achieved this - through examples of their schoolwork. Goals don't have to be monumental - just something the student formerly found difficult such as sharing or speaking in front of the class.
References:
http:// www.sallyjames2010blogspot.com/2010/03/using-mahara-in-primary-schools/
http://www.pontydysgu.org/2010/03/rethinking-e-portfolios/
http://www.knownet.com/writing/weblogs/Graham_Attwell/entries/0786277508
http://www.google.com.au/url?sa=t&source=web&ct=res&cd=4&ved=0CBgQFjAD&url=http%3A%2F%2Fresearch.becta.org.uk%2Fupload-dir%2Fdownloads%2Fpage_documents%2Fresearch%2Fimpact_eportfolios_learning.pdf&ei=IaGxS8mkN4aotgPRuo2PAQ&usg=AFQjCNFCrf1sImFigJ-EbfyjNmm9I_t9aQ&sig2=9VMYGJkZnOl8RTkWyRGNMA
Thursday, April 1, 2010
Using Music, You Tube, and Video For Education
Selecting music and poetry for the student to put their own interpretation on, could be a powerful learning experience. A ballad discussing a historical event could also be analysed, discussed and dissected , engaging the student in a way a simple history lesson would never do. There are numerous songs based on historical events, the one I have selected is only one of many.
When designing learning experiences, one should also remember that music is a modern form of poetry and a unique way to express thoughts and ideas.
References:
www.youtube.com/watch?v
When designing learning experiences, one should also remember that music is a modern form of poetry and a unique way to express thoughts and ideas.
References:
www.youtube.com/watch?v
My Flickr and Picnik Experience Revisted
Iona-Rainy Day Pilings From Christopher M. Taken March30,2010
I decided it was in my best interest to have another look at Flickr and Picnik .This is the photo I selected from my first experience with Flickr. I wouldn't hesitate to hang this on my walls as a piece of art. You could also use the numerous public photos on Flickr to get the students to write reflective passages about them or use them as inspiration to create images of their own. Student engagement would be achieved because the student is selecting their own photo to reflect on. Therefore having a feeling of ownership over the learning experience.
Having been exposed to these beautiful and sometimes thought provoking images it makes me want to get out the old camera, and take up a hobby I once enjoyed, before all my pictures became cute baby poses and milestones.
Tuesday, March 30, 2010
My Flickr and Picnik Experience
I have to acknowledge that I am not getting the full impact of these two technologies, as something in me cannot bring myself to openly publish private pictures and make them available. Therefore I cannot fully embrace this technology. There is hope for me however, as I think as I become more comfortable with the various new technologies I am learning, and my reluctance and resonance will be overcome in time. It is probably a good idea as a teacher to be a reluctant to give so many private details away and one must be very sure not to break any school policies in regard to the publication of photos.
PowerPoint
I have sat through, many, many PowerPoint presentations, but up until now I had never created one, this technology was in it's infancy when I had any real reason to use it, and since then I have managed to avoid it like the plague. But like the common cold, I knew PowerPoint would have to catch up to me eventually. PowerPoint has the reputation of being very easy to use, everyone I have ever spoken to say, " it's so easy, the hard part is the content and having the time to do it properly". So I tackled the task of creating a PowerPoint with an open mind.
The whole exercise was a major challenge for me, I have so many new technologies dancing around in my head, that I am starting to get a bit overwhelmed. My main achievement is the
acceptance that PowerPoint is the one technology I must master. The more visually stimulating, and effective you can make your lessons, this will increase student engagement (Kearsley and Schniederman, 1999).
"With PowerPoint, you can animate words and graphics, add sound effects, include a QuickTime movie - PowerPoint captures the students attention and keeps them interested" (www.educationworld.com/)
So join me in my learning journey, and embrace PowerPoint.
Download the PowerPoint Tutorial.
ADDITIONAL RESOURCES
http://www.educationworld.com/a_tech/tech/tech013.shtml
Engagement Theory:
The whole exercise was a major challenge for me, I have so many new technologies dancing around in my head, that I am starting to get a bit overwhelmed. My main achievement is the
acceptance that PowerPoint is the one technology I must master. The more visually stimulating, and effective you can make your lessons, this will increase student engagement (Kearsley and Schniederman, 1999).
"With PowerPoint, you can animate words and graphics, add sound effects, include a QuickTime movie - PowerPoint captures the students attention and keeps them interested" (www.educationworld.com/)
So join me in my learning journey, and embrace PowerPoint.
Download the PowerPoint Tutorial.
- Click Slide Show, choose View Show, and view the tutorial.
- Print the slides and use them as a guide as you create your own PowerPoint presentation.
Remember that this is an introductory tutorial; PowerPoint offers many features and options beyond those covered here. Once you're familiar with the program, you'll be able to
- Choose from a variety of presentation types, designs, and layouts;
- Create original designs and layouts as well as change colors and color schemes in pre-selected designs;
- Add, delete, and rearrange slides within a presentation;
- Insert Web art, scanned images, or create your own drawings;
- Create charts and graphs;
- Incorporate sound and videos;
- Add hyperlinks;
- Save work in html.
Congratulations!
I've a long way to go before I master PowerPoint, but at least I realise it's educational value.- PowerPoint Informational Slide Show
This slide show provides an overview of PowerPoint and describes
its tools and capabilities. - PowerPoint Tutorial
Mark L. Merickel of Oregon State University provides this terrific PowerPoint tutorial, which includes lots of graphics. - PowerPoint In The Classroom
This engaging tutorial provides easy-to-read, graphically clear information about PowerPoint functions.
http://www.educationworld.com/a_tech/tech/tech013.shtml
Engagement Theory:
A framework for technology-based teaching and learning
Greg Kearsley & Ben Shneiderman Version 4/5/99
http://home.sprynet.com/~gkearsley/engage.htm
http://home.sprynet.com/~gkearsley/engage.htm
Monday, March 29, 2010
The Use of Music In The Classroom
| In her article the Benefits of Incorporating Music in the Classroom, Audrey Merell (2004), discusses the very real importance of using music in your teaching and the difference it can make. 'Music is a tool that is often overlooked, however it has many proven benefits and connections to the body, brain and learning that are important and can aid in academic achievement' (Merrell, 2005). There is a connection between music and the brain. 'Music's physical vibrations, organised patterns, engaging rhythms, and subtle vibrations interact with the mind and body in many ways, naturally altering the brain in a manner that one-dimensional rote learning cannot' (Routier, 2003 in Merrell 2005). Merrell quotes, as an example, the "Mozart Effect for Children" shows that when listening to Mozart's music there is an increase in concentration and speech abilities, an improvement in reading and language skills of those who listen to music regularly or receive music instruction, and evidence that SAT scores are much higher in students who sing or play an instrument. Merrell (2005) makes the assumption that by listening and playing music regularly it aids in the development of the processes and patterns of the brain showing a connection between music and reading, writing, memorization ability and mathematical skills. Music it seems, can play a powerful role in learning, as it can benefit the student and lead them perhaps to higher achievement and levels of development. It is also well worth referring to the Merrell article for a discussion on the effects of music in regard to classroom management. The diagram below also gives an insight into how music could be used.  |
Google Earth - A Learning Journey
I feel like a 'virgin'. Again, this is my first use of Google Earth and once again I had no idea on what I was missing out on. What an Amazing educational tool!
We have been asked to make a post to our blog on how we might use this technology in our teaching. But, a wise man once told me (I mean Scott Aldred) , '"don't re-invent the wheel", so being that Joe Wood has already compiled a more than adequate summary of how you would use Google Earth in your lessons. I will not endeavor to compile one. I will however point out the amazing information that is available to you on the World Wide Web if you just use the right search engine and have the time to look for it.
Google Earth did teach me an important lesson, in my journey of ICT discovery. Never attempt to use something in your teaching that you are not completely familiar with or comfortable using. You could end up looking less than competent unless you are a brilliant actor. Once comfortable with Google Earth I would definitely use it as a ICT.
Refences:
http://www.teachinghacks.com/wiki/index.php?title=Google_Earth_Curriculum_Ideas
We have been asked to make a post to our blog on how we might use this technology in our teaching. But, a wise man once told me (I mean Scott Aldred) , '"don't re-invent the wheel", so being that Joe Wood has already compiled a more than adequate summary of how you would use Google Earth in your lessons. I will not endeavor to compile one. I will however point out the amazing information that is available to you on the World Wide Web if you just use the right search engine and have the time to look for it.
Google Earth did teach me an important lesson, in my journey of ICT discovery. Never attempt to use something in your teaching that you are not completely familiar with or comfortable using. You could end up looking less than competent unless you are a brilliant actor. Once comfortable with Google Earth I would definitely use it as a ICT.
Refences:
http://www.teachinghacks.com/wiki/index.php?title=Google_Earth_Curriculum_Ideas
Saturday, March 27, 2010
WIKI - How To Be An Effective Teacher
This is my Wiki where I hope to develop a list of the very special requirements it takes to be an Effective Teacher. I hope that you can add to what I have already listed. This website gives some good information about wikis and their use in education.
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/wikis/#value
My how to be an effective teacher wiki is my first ever interaction with a wiki. I haven't even used Wikipedia before, and had no idea it was even what could be classically defined as a wiki.
Wikis are a useful teaching tool because many students find that their learning is most effective when they are actively involved in the construction of their knowledge. Wikis encourage group social interaction and collaboration and support 'timely' communication.
Kearsley and Shneiderman (1999) discuss in their article Engagement Theory : A Framework for technology-based teaching and learning, very interesting reasons for using technology in your lessons. The authors propose that students who are meaningfully engaged in learning activities through interaction with others and performing tasks that they see as being worthwhile are more engaged, therefore more actively learning than other students who are less engaged or not using such technology. By setting tasks that are meaningful and have a usable outcome, the teacher is able to motivate the student to participate in the task and therefore possibly achieving a positive outcome such as creating, problem-solving, reasoning, decision-making and evaluation (all higher learning outcomes).
Wikis could be seen as a useful tool because they allow the user (in our case the student) to freely create and edit a web based list/creation which allows others to add/amend their ideas to your original thought. Schools with grades from Prep-12 are taking advantage of the opportunities for 'collaborative construction' that wikis provide. As a teachers you could get your students to use wikis to:
So what do Kearsley and Scheirderman mean by Relate-Create-Donate?
Relate means interacting with others to achieve an outcome. This requires good communication, planning, management and collaboration skills. Very useful skills for anyone to have. Working with others also exposes the student to people with different backgrounds, makes them interact with people they wouldn't normally mix with, therefore experiencing new views and ways of looking at things.
Create, allows the student to work on something they see as being worthwhile, it serves a purpose. They are given a sense of control over their learning and therefore makes learning a creative, purposeful activity. They have to problem solve, focus their effort on a specific outcome and work together for a common purpose.
Donate, means that their learning and the time spent on the task, has a productive outcome. The task or learning is then, seem by the student as being meaningful which increases their levels of motivation and satisfaction.
References:
Kearsley, G. and Shneiderman, B. (1999) Engagement Theory:
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/wikis/#value
My how to be an effective teacher wiki is my first ever interaction with a wiki. I haven't even used Wikipedia before, and had no idea it was even what could be classically defined as a wiki.
Wikis are a useful teaching tool because many students find that their learning is most effective when they are actively involved in the construction of their knowledge. Wikis encourage group social interaction and collaboration and support 'timely' communication.
Kearsley and Shneiderman (1999) discuss in their article Engagement Theory : A Framework for technology-based teaching and learning, very interesting reasons for using technology in your lessons. The authors propose that students who are meaningfully engaged in learning activities through interaction with others and performing tasks that they see as being worthwhile are more engaged, therefore more actively learning than other students who are less engaged or not using such technology. By setting tasks that are meaningful and have a usable outcome, the teacher is able to motivate the student to participate in the task and therefore possibly achieving a positive outcome such as creating, problem-solving, reasoning, decision-making and evaluation (all higher learning outcomes).
Wikis could be seen as a useful tool because they allow the user (in our case the student) to freely create and edit a web based list/creation which allows others to add/amend their ideas to your original thought. Schools with grades from Prep-12 are taking advantage of the opportunities for 'collaborative construction' that wikis provide. As a teachers you could get your students to use wikis to:
- create in online text for your classroom.
- creating a choose your own adventure
- publish information about a topic they are researching
- create an online presence for their school/class
- create digital portfolios for students and teachers
- encourage collaboration
So what do Kearsley and Scheirderman mean by Relate-Create-Donate?
Relate means interacting with others to achieve an outcome. This requires good communication, planning, management and collaboration skills. Very useful skills for anyone to have. Working with others also exposes the student to people with different backgrounds, makes them interact with people they wouldn't normally mix with, therefore experiencing new views and ways of looking at things.
Create, allows the student to work on something they see as being worthwhile, it serves a purpose. They are given a sense of control over their learning and therefore makes learning a creative, purposeful activity. They have to problem solve, focus their effort on a specific outcome and work together for a common purpose.
Donate, means that their learning and the time spent on the task, has a productive outcome. The task or learning is then, seem by the student as being meaningful which increases their levels of motivation and satisfaction.
References:
Kearsley, G. and Shneiderman, B. (1999) Engagement Theory:
A framework for technology-based teaching and learning
http://home.sprynet.com/~gkearsley/engage.htm
http://home.sprynet.com/~gkearsley/engage.htm
Thursday, March 25, 2010
The Theory of Connectivism and Its Relevance To Students
Connectivism is relevant because it is a Learning Theory for the Digital Age.
George Siemans (2004) believes that our ability to learn what we need for tomorrow is more important than what we know today. I think what he means here that it is more important for us to know that we are lacking knowledge , and how to get that knowledge by using the relevant sources available. You are not always going to know everything, but you must know how to access it and accept advances in technology and knowledge as they become available and keep up to date with it all.
Reference:
Siemens, George, S, 2004, Connectivism: A Learning Theory for the Digital Age.
www.elearnspace.org/Articles/connectivism.htm
George Siemans (2004) believes that our ability to learn what we need for tomorrow is more important than what we know today. I think what he means here that it is more important for us to know that we are lacking knowledge , and how to get that knowledge by using the relevant sources available. You are not always going to know everything, but you must know how to access it and accept advances in technology and knowledge as they become available and keep up to date with it all.
Reference:
Siemens, George, S, 2004, Connectivism: A Learning Theory for the Digital Age.
www.elearnspace.org/Articles/connectivism.htm
Tuesday, March 23, 2010
Behaviour Management In School - Summary Of Joy Ganters Presentation To Education Students
Joy Ganter is the current Principal of Glenmore State High School. She has also worked at Mt Morgan High School, The Hall State School and a number of other public schools in the district. Ms Ganter presented a discussion on Behaviour Management in School to the GDLT Students on Monday 14 March, 2010.
I thought it would be helpful to share with the students who could not attend this lecture -a brief summary of what was discussed. Hopefully I have recorded most of the important bits. This lecture was very interesting and I thoroughly recommend that if you get the opportunity to hear this lady speak again you take the opportunity to do so.
With regard to Behavior Management she made the recommendation that a teacher should:
Hopefully I have covered most of what was discussed, if you have any questions. Leave a comment and I will try to answer them for you.
I thought it would be helpful to share with the students who could not attend this lecture -a brief summary of what was discussed. Hopefully I have recorded most of the important bits. This lecture was very interesting and I thoroughly recommend that if you get the opportunity to hear this lady speak again you take the opportunity to do so.
With regard to Behavior Management she made the recommendation that a teacher should:
- Be Calm and collective
- Know what you what your classroom to be like
- Be consistent but be flexible
- Have your own Philosophy about Behavior Management
- Look at behavior management as a life long learning process
- Display and make known your behavior expectations
- Read about behavior management from the experts - she recommended Ken Rigby, Bill Rodgers, John Joseph and Lee Cantor.
- Give quality feedback on behavior
- Developing a relationship with your students is important in learning
- You must take care of your students learning needs.
- Divide and conquer in a discipline situation.
- It is the certainty not the severity of the punishment or consequence.
- Make sure your punishment is redeemable. (That a student can reverse the consequences of their actions)
- Your profile is power. (If students respect and believe in you they will respect your expectations)
- Have engaging lessons and behavior won't be a problem.
- Enable the student to be able to save face.
- Use techniques for discipline that don't interrupt your lessons (Such as simplicity writing the offending students name on the board in the detention box)
- Use involving parents as a very last resort.
- Try to manage the discipline yourself with involving others unless the matter is serious and it is school policy.
- Could use positive encouragement contracts or deals with students.
- Support from colleagues is important - how are they doing things is there a better way.
- Positive letter or phone call home to parents is appreciated by some students.
- Take advantage of peer group pressure in regard to good behavior.
- Suspensions don't work in most cases and they are not a positive experience for anyone.
- Find out what is meaningful to the offending student and reward their good behavior with it.
- Know your schools behavior policy backwards.
Hopefully I have covered most of what was discussed, if you have any questions. Leave a comment and I will try to answer them for you.
Sunday, March 21, 2010
The Use of Voki Avatars in Teaching
I created my first avatar at 39 years of age. Sitting beside me watching avidly was my young son. He created his first avatar at 4, and his second, third and fourth. He went to school the next day, and with much excitement detailed his new found skill to his prep teacher. Seeing his level of engagement she approached me, asking the about details for the site. Working closely with him, to encourage him to pass on what he knows, she will allow him to show the rest of the class how to create an avatar. She has been trying to encourage him to showcase his knowledge to the rest of the class, but so far he has resisted her attempts at doing this. Maybe with this exciting use of technology, she will be able to get him to open up.
The creation of avatars could be used, to encourage the students to follow directions. For example, create an avatar with the following features --. This would teach patience, group work, co-operation, lateral thinking and following instruction.
Get a Voki now!
The creation of avatars could be used, to encourage the students to follow directions. For example, create an avatar with the following features --. This would teach patience, group work, co-operation, lateral thinking and following instruction.
Get a Voki now!
Friday, March 12, 2010
Friedman's Flat World Discovery - A Laymen's View
ICT, the subject, has been my first real exposure to the world wide web in an academic sense. When I completed my first degree, we only touched on VAX and MS Dos. (Bet that brings back some nightmares). The web was in its infancy and it was still a major mystery to most. Of course, I have emailed and occasionally looked something up, but this creation called the internet was largely passing me by.
So it was with great trepidation, I started out on this journey to discover the world of technology I have been missing out on.
Never being a great fan of the Labor Party or it's policies (joke)- I always concluded that Kevin Rudd's master plan to provide every student computer access by 2011, was largely a ploy to gain votes with the younger sector. Maybe it is, but it actually a very valid idea. Especially after reading an article by Thomas L Friedman, written in April 2005 and published in the New York Times. The article, called It's a Flat World After All can be found here.
As part of a brief history lesson Friedman documents some interesting events that have resulted in technology taking over the world and becoming its most vital resource. The fall of the Berlin Wall on November 9 1989, acted as a release mechanism and the world now seemed to have a global outlook. Microsoft Windows 3.0 was launched and 6 months later, in August 9 1995, Netscape brought the internet alive and triggered the dot com boom. Money flowed freely and the world suddenly became much smaller. "Suddenly more people could connect with more people from different places in more different ways than ever before" (Friedman, 1995).
Then came out-sourcing, off-shoring, supply-chaining, open-sourcing, in-sourcing, wireless access and voice over internet protocol. Brilliant minds, with brilliant ideas were interfacing like never before and probably some nuts too. But from this a new language was born, one that knows no borders and not too many constraints - computer code.
With an inexpensive PC and a reasonable internet connection anyone can have access to a brave new world. A world where anything is merely a key stroke away - not just information, but entertainment and communication. And so, on to us a new generation is born - the computer generation.
We as teachers have to learn how to harness this technology to reach our students. This means we have to understand it and not be frightened of it. In 2010, Prep students are eagerly logging on and lamenting the fact that their computer class is only once a week. Ask any teacher, it is the one time that all students are fully engaged and eager to learn and behavior is not an issue. This is the brave new world of teaching and we need to embrace it. (Computers for all students in schools may just be the only policy this government will get right, if they manage to achieve it).
References:
http://www.nytimes.com/2005/04/03/magazine/03DOMINANCE.htm
So it was with great trepidation, I started out on this journey to discover the world of technology I have been missing out on.
Never being a great fan of the Labor Party or it's policies (joke)- I always concluded that Kevin Rudd's master plan to provide every student computer access by 2011, was largely a ploy to gain votes with the younger sector. Maybe it is, but it actually a very valid idea. Especially after reading an article by Thomas L Friedman, written in April 2005 and published in the New York Times. The article, called It's a Flat World After All can be found here.
As part of a brief history lesson Friedman documents some interesting events that have resulted in technology taking over the world and becoming its most vital resource. The fall of the Berlin Wall on November 9 1989, acted as a release mechanism and the world now seemed to have a global outlook. Microsoft Windows 3.0 was launched and 6 months later, in August 9 1995, Netscape brought the internet alive and triggered the dot com boom. Money flowed freely and the world suddenly became much smaller. "Suddenly more people could connect with more people from different places in more different ways than ever before" (Friedman, 1995).
Then came out-sourcing, off-shoring, supply-chaining, open-sourcing, in-sourcing, wireless access and voice over internet protocol. Brilliant minds, with brilliant ideas were interfacing like never before and probably some nuts too. But from this a new language was born, one that knows no borders and not too many constraints - computer code.
With an inexpensive PC and a reasonable internet connection anyone can have access to a brave new world. A world where anything is merely a key stroke away - not just information, but entertainment and communication. And so, on to us a new generation is born - the computer generation.
We as teachers have to learn how to harness this technology to reach our students. This means we have to understand it and not be frightened of it. In 2010, Prep students are eagerly logging on and lamenting the fact that their computer class is only once a week. Ask any teacher, it is the one time that all students are fully engaged and eager to learn and behavior is not an issue. This is the brave new world of teaching and we need to embrace it. (Computers for all students in schools may just be the only policy this government will get right, if they manage to achieve it).
References:
http://www.nytimes.com/2005/04/03/magazine/03DOMINANCE.htm
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