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.
Tuesday, March 30, 2010
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
Battle at Kruger - Shows Habits of Mind In Action
I saw this powerful clip recently, and wanted to share it with you. After reading about the Five Dimensions of Learning, I realised the clip showed a perfect example
of positive Habits of Mind(Dimension 5).
Jungle Animals practicing good Habits of Mind - (at least the buffalo do)
The buffalo showed critical, creative and self-regulated thinking.
Reference:
Marzano, R. J., and Pickering D.J., et.al., Dimensions of Learning. Teachers Manual (2nd Edition)
(1997). Aurora, Colorado, USA:McRel & ASCD.
of positive Habits of Mind(Dimension 5).
Jungle Animals practicing good Habits of Mind - (at least the buffalo do)
The buffalo showed critical, creative and self-regulated thinking.
- They were accurate where they needed to be;
- They were clear in their intentions and purpose;
- They maintained an open mind;
- They restrained their impulsivity;
- They took a position when the situation warranted it and they responded appropriately.
- They showed perseverance
- and they raised themselves to their limits and capabilities.
Reference:
Marzano, R. J., and Pickering D.J., et.al., Dimensions of Learning. Teachers Manual (2nd Edition)
(1997). Aurora, Colorado, USA:McRel & ASCD.
Thursday, March 11, 2010
Saturday, March 6, 2010
Am I being Too Simplistic ? My View of Learning Managment.
I have been an avid lurker on the chat forums. Thinking I have nothing to contribute.
You see my concept of Learning Management is quite simplistic. "It's about having all the balls in place". As a Learning Manager you need to :
You see my concept of Learning Management is quite simplistic. "It's about having all the balls in place". As a Learning Manager you need to :
- Know your learning theories and how/when to apply them
- It is knowing your learner
- Knowing the constraints in which you work eg resources, budgets etc
- Aware of other stakeholders
- Achieving a work life balance
- Knowing what outcomes you need to achieve
- Establishing good classroom discipline
- Establishing a respectful 'two way' relationship with your learner
- Understanding the differences amongst your learners
- Realizing there is always something new to learn
- Accept the need for change
- Know your limitations
- Realise the basics are important and get your learners to understand this too.
Monday, March 1, 2010
The Wonderment Of Lectures
Today was the first time I have attended lectures for a long time. I am very pleased that I decided to avail myself of the opportunity to attend. Both Lecturers, set very good examples. Both were very knowledgeable on their topics, both appeared to love their job and their lectures were very student-focused. They set great examples, and I strongly recommend that if you can, attend these lectures.
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