Wow! what an amazing and inspiring video this is
I wrote a post on my blog earlier about how the use of ICT'S in class can foster an environment where every student is equal and I loved how all of the students were interacting with the technology, just as capable as any other student anywhere in Australia.
Seeing the students and how they worked with the music to tell there own story also inspired me as it was a great example of how students who are usually more withdrawn will express themselves through music.
The students in the community had few resources and very little support however were still able to overcome these barriers while in class through the use of multimedia devices to bring out their ideas and creativity.
The techniques that the film crew used obviously worked and considered the students culture and backgrounds and how they could use their experiences to tell there own story with fantastic outcomes and results.
As one of the elders in the video commented "without our culture, we'd be lost", and what the crew did not only engaged the students by using multimedia but allowed them to identify strongly with their culture which was what I loved the most about this video.
Monday, May 3, 2010
Digital Storytelling in the Classroom
Wow! at the moment I am pretty excited! after posting my rough outline of an action plan for assessment task 3 a few weeks ago on an idea of using digital story telling for a classroom to create a modern day interpretation of a fairy tale I have been stuck for ideas on how to actually achieve this! now I have so many options available I am trying to narrow the choices down!
At present I like move maker and photostory as they seem to be relatively easy to use. I believe that digital storytelling is a fantastic way of using ICT;s in class to put the RELATE, CREATE, DONATE frameworks into practice. Getting students to apply their work in digital storytelling also leads towards Mode 2 learning where students learn by doing something, or putting work into a practical application rather than just regurgitating declarative knowledge. Not that declarative knowledge is not a relevant part of learning, its just that using an application such as the ones listed on the web page on digital story telling gives students an avenue to put that declarative knowledge into good use which encourages creativity, collaborative learning and problem solving.
Using digital storytelling also gives us a way to work across KLA'S as no doubt we are trying to do for our lesson plans on our EPL'S! It also addresses dimension 4 in the dimensions of learning Use Knowledge Meaningfully as students get to develop their complex reasoning process in decision making, problem solving and invention in the task of creating their digital story. Here is another useful article which I found on the edutopia website which gives some further ideas on how we can use digital storytelling in the classroom. I also like this video on making a digital storytelling project in Photo Story which is the program I am leading towards. I love movie maker however as Photo story is free for me to upload I think I will be going with this!
At present I like move maker and photostory as they seem to be relatively easy to use. I believe that digital storytelling is a fantastic way of using ICT;s in class to put the RELATE, CREATE, DONATE frameworks into practice. Getting students to apply their work in digital storytelling also leads towards Mode 2 learning where students learn by doing something, or putting work into a practical application rather than just regurgitating declarative knowledge. Not that declarative knowledge is not a relevant part of learning, its just that using an application such as the ones listed on the web page on digital story telling gives students an avenue to put that declarative knowledge into good use which encourages creativity, collaborative learning and problem solving.
Using digital storytelling also gives us a way to work across KLA'S as no doubt we are trying to do for our lesson plans on our EPL'S! It also addresses dimension 4 in the dimensions of learning Use Knowledge Meaningfully as students get to develop their complex reasoning process in decision making, problem solving and invention in the task of creating their digital story. Here is another useful article which I found on the edutopia website which gives some further ideas on how we can use digital storytelling in the classroom. I also like this video on making a digital storytelling project in Photo Story which is the program I am leading towards. I love movie maker however as Photo story is free for me to upload I think I will be going with this!
Monday, April 26, 2010
My slidecast so far
I am not sure if the narration is even working on this as I have been unable to view it all day, but time is running out for me this week with a sick child so here is my progress so far. I have set the narration which seems to have transferred however my editing of the slides in correspondence with the narration does not seem to have worked. When I can access slideshare (it seems to be working really slowly and then freezing?) again I will try to rectify this. Personally, I really would rather have someone else narrate or use music in my slidecast rather than my own voice, which I have tried to record without background noise! I can appreciate the technology and how it can be used and wouldn;t hesitate to use music or video to improve my powerpoint I and will definitely be keeping my slidecast account.
I am trying to access some presentations I completed at my old workplace to keep for future reference and editing as I may be able improve on these to incorporate into lessons at a later date. I also think that slidecast would be fantastic for students to work on their own material, the potential is endless for work on presentations, stories and narration and documenting field trips and activities just to name a few.
Again, this is another way to incorporate the Learning Engagement Theory and Active Learning Theory into the classroom. ICT'S such as slidecast can assist students developing procedural knowledge, putting a powerpoint and slidecast together also allows students to Use Knowledge Meaningfully which is addressed in Dimension 4 of the Dols. I am currently in the process of using the 6 reasoning processes listed under this category right now
Biodiversity
I am trying to access some presentations I completed at my old workplace to keep for future reference and editing as I may be able improve on these to incorporate into lessons at a later date. I also think that slidecast would be fantastic for students to work on their own material, the potential is endless for work on presentations, stories and narration and documenting field trips and activities just to name a few.
Again, this is another way to incorporate the Learning Engagement Theory and Active Learning Theory into the classroom. ICT'S such as slidecast can assist students developing procedural knowledge, putting a powerpoint and slidecast together also allows students to Use Knowledge Meaningfully which is addressed in Dimension 4 of the Dols. I am currently in the process of using the 6 reasoning processes listed under this category right now
Biodiversity
View more presentations from Meegan Sommerfeld.
Reference:
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandria, VA: ASCD.
Reference:
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandria, VA: ASCD.
Week 8 Powerpoint slide Audio File
Just a quick posting to document what is happening with my week 8 PowerPoint slide activity. So far I have
- created an audio file narration
- converted this to Mp3 format using Switch Sound file converter
- gone to my slid share account, edit uploads and create a slide cast
- uploaded my Mp3 audio narration
Reflective Synopsis: Assessment 2 ICTS FOR ME
It has been an interesting and exciting journey this past eight weeks; however I will be honest in saying that at times it was also frustrating and time consuming as well! The tears, fears, joy and feeling of achievement when I actually managed to work through the activities provided in the courseware after much experimentation and innovation thanks to my colleagues who responded so quickly to my cries for help on the forums! (Yes it is the Learning Engagement Theory and the Active Learning Theory put into practice!) has been mind boggling!
I have been forced to radically change my view of teaching today and think about the application of education in a completely different context to what I had initially visualised before commencing the GDLT program.
Gregory Heath’s article Mode 2 Learning (2001) states that knowledge is rapidly moving in the direction of Mode 2 Learning which is learning that is produced in the “context of application” and ICT’s can be used provide an avenue for the “application” of this knowledge.
As I am studying primary education I will address the technologies that I imagine could be used at this level to enhance student learning and make teaching more efficient. I will also try my best to relate these to the conceptual learning frameworks which we have covered in our online courseware.
All of the ICT’S I will mention have the potential to take learning from a Teacher Centric to a Student Centred experience and support the Learning Engagement and Active Learning frameworks.
Blogs and Wikis:
Blogs and Wikis are a great ICT to use both inside and outside the classroom environment to enhance student communication and build trust and communication with the students at a new and different level.
In reference to blogs at primary school I would use this ICT for the purpose of maintaining a classroom blog for students to contribute to as a class group activity to encourage Collaborative Learning. My blog postings http://newlearningexperience.blogspot.com/2010/03/some-ideas.html and http://newlearningexperience.blogspot.com/2010/03/101-ways-to-use-blogs.html
also address some other ways that blogs and wikis can be used in the classroom and provide a link to relevant online resources.
Maintaining a classroom blog incorporates Kearsley and Schneidermans (1998) Engagement Theory and Relate, Create, Donate frameworks which is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom.
Working in groups to create a blog and donate this technology to a public or semi public forum certainly covers this criteria.
Creating a Wiki at a classroom level for the application of a group project as an assessment piece also incorporates this theory, wikis are a great way to enhance communication outside of the classroom and can be used for collaborative classroom projects and as a tool for teachers for tutoring and homework activities.
Vokis/Avatars:
I would definitely use these at a primary school level. Please refer to my blog posting http://newlearningexperience.blogspot.com/2010/03/educational-uses-for-avatars.htm and also
http://newlearningexperience.blogspot.com/2010/04/acvokiembed100133369600169815aaf606aed6.html
which lists the ways that Vokis and Avatars can be used in class to incorporate Kearsley and Schiedermans (1998) Engagement Theory and Dimensions of Learning and provides links to relevant resources.
I am also considering using a voki to address classroom bullying as the use of a voki has the potential to engage the students and address this issue without them feeling like they are being lectured by the teacher; these could be recorded and used at various stages when needed. This is an excellent way use vokis to promote a classroom environment of safety, respect and belonging.
As Maslow’s Hierarchy of Needs (Norman Kunc 1992) advises, the feeling of safety and belonging (or having a social context) is a requisite for the development of self esteem which directly affects the motivation to pursue education.
PowerPoint:
Has limitless potential to be used at any level of education and is a great resource to use for students to gain declarative knowledge of a subject.
A power point is also good to introduce a topic to a classroom and prompt classroom attention and discussion on the subject being covered. Please refer to my blog posting http://newlearningexperience.blogspot.com/2010/04/powerpoint-presentation.html where I have addressed how Power Point can be used to address different learning styles and incorporate aspects of Dols.
E-portfolios:
This has great potential for maintaining a lifelong learning portfolio for students. Please refer to my blog posting http://newlearningexperience.blogspot.com/2010/03/reflection-on-process-and-learning.html which addresses this topic.
Google Earth:
At a primary school level I would use Google Earth for those visual learners to show places and landmarks! To date I have used it to show students the Fitzroy River Catchment Area as part of their integrated unit topic being covered this term. Students took turns to search for relevant landmarks (under supervision). This activity took into consideration Marzano and Pickering’s Dimensions of Learning (1997) Dol 2: Acquire and Integrate Knowledge as students first obtained declarative knowledge on the topic and then used their knowledge in the application of a new skill in the form of using Google Earth.
Please refer to my blog posting
http://newlearningexperience.blogspot.com/2010/04/google-earth-how-to-use-this-technology.html which also makes reference to Joe Woods Wiki which has some excellent ideas for using Google Earth in classroom activities.
Flickr:
This I would use for the creation of digital story telling projects and to create virtual field trips. My blog posting http://newlearningexperience.blogspot.com/2010/04/have-you-seeeen-light.html covers this in further detail.
YouTube/Teacher Tube:
This one was a little bit tricky as most primary schools have strict policies concerning YouTube. In my blog posting http://newlearningexperience.blogspot.com/2010/04/writing-short-narrative.html I have used a YouTube video as an introduction to an English Narrative topic to address Dimension One: Attitudes and Perceptions of the Dols.
Wikipedia:
Dales Cone and The Learning Pyramid (2000) addresses the concept that students learn best from direct and purposeful learning experiences which are hands on or field based.
Wikipedia is a resource which has the potential to provide this type of learning experience to students. An idea I have covered in my blog posting addresses the use of Wikipedia at a primary school level as a forum to contribute an article which has been completed as a collaborative classroom project. http://newlearningexperience.blogspot.com/2010/04/wikipedia-how-would-i-take-advantage-of.html it also addresses considerations when using Wikipedia as a research tool.
Royalty Free Music:
Music is an excellent way to help develop effective listening skills and set a mood or feeling in the classroom to promote focus on a task. Deirdre Russell-Bowie’s MMADD about the arts (2009) pg.62-65 lists ways in which music can be used in the classroom to provide relevance to their studies.
Music has the potential to be used to enhance Affective –emotional and feelings (attitude) learning, covered in Blooms Taxonomy (1956). Music can be applied to learning experiences to have a positive effect on a student’s feelings, appreciation, enthusiasm, motivation and attitudes towards a topic.
My posting http://newlearningexperience.blogspot.com/2010/04/using-music-on-web.html provides a reference to my e-portfolio where I have an example of how music can be applied in the classroom.
I summary use of ICT’S facilitates the development of higher order and creative thinking by allowing students the opportunity to work together while completing a task which has a real life application.
If we were to think about the constructivist approach to learning ( Mergel 1998) which states that knowledge is “constructed from experience and that learning is an active process where meaning is developed on the basis of experience”, the use of ICT’S in learning would support this.
Completing this course to date has allowed me to experience a student centred approach to teaching and the opportunity for collaborative learning and I will express my thanks to Scot and all who responded to my questions so quickly on the forums and posted helpful comments and feedback on my blog.
References:
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandria, VA: ASCD.
Deirdre Russell-Bowie, (2009) MMADD about the arts! An Introduction to Primary Arts Education, Frenchs Forest: Pearson Education Australia.
The Albiene Christian University Adams Center for Teaching Excellence. (2000). Why use active learning? Retrieved from http://www.acu.edu/cte/activelearning/whyuseal2.htm
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Norman Kunc, (1992) The Need to Belong: Rediscovering Maslows Hierarchy of Needs. Retrieved from CQUniveristy e-course EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Brenda Mergel, (1998) Instructional Design and Learning Theory. Retrieved from CQUniversity e-course EDED 20491 ICT’S for learning design http://e-courses.cqu.edu.au
Gregory Heath, (2001), Teacher Education and The New Knowledge Environment. Retrieved from CQUniversity e-course EDED 20491 ICT’S for learning design http://e-courses.cqu.edu.au
Blooms Taxonomy of Learning Domains, The Three Types of Learning. Retrieved from CQUniversity e-course EDED 20491 ICT’S for learning design http://e-courses.cqu.edu.au/
Some URLS for Comments I have placed on blogs and responded to:
http://kyliegupwell.blogspot.com/2010/04/interactive-whiteboards.html?showComment=1271133022889_AIe9_BGSB6MSvgQqjXJBOPzggqbZFRsTmSjqGf5-GHFNqlq_FrIRGHVJGAkfYvhhttcs0CphOpm7Dc3mpoEdVit6MYKnNbVn9DQEuHijnrXE2RTQ4VMn-Y0YezVNzhdP6xqNdiESaXpxwrKmbm6IhSq2b1dmW1YxapNEfKEimE5XDCZBnlo53L7ah3y07dNS3y6Xt5FzulMcr4Er_LXMnCXt4hjxL6ymBh_xnBNopC5k2oVJ-y_7lxE#c2774248303140079087
http://nataliearthurgdlt.blogspot.com/2010/04/why-let-our-students-blog.html#comment-form
http://bean-the-teacher.blogspot.com/2010/04/using-video-in-classroom.html?showComment=1271933959832#c4000865193170925945
http://sallyjames2010.blogspot.com/2010/04/webquests-hard-work-but-worth-it.html?showComment=1271657284293#c7182314743022702439
http://newlearningexperience.blogspot.com/2010/04/writing-short-narrative.html?showComment=1271933430274#c9042493118530164106
http://sallyjames2010.blogspot.com/2010/04/webquests-hard-work-but-worth-it.html?showComment=1271657284293#c7182314743022702439
http://newlearningexperience.blogspot.com/2010/04/wikipedia-how-would-i-take-advantage-of.html?showComment=1272235632882#c6100164357847967256
I have been forced to radically change my view of teaching today and think about the application of education in a completely different context to what I had initially visualised before commencing the GDLT program.
Gregory Heath’s article Mode 2 Learning (2001) states that knowledge is rapidly moving in the direction of Mode 2 Learning which is learning that is produced in the “context of application” and ICT’s can be used provide an avenue for the “application” of this knowledge.
As I am studying primary education I will address the technologies that I imagine could be used at this level to enhance student learning and make teaching more efficient. I will also try my best to relate these to the conceptual learning frameworks which we have covered in our online courseware.
All of the ICT’S I will mention have the potential to take learning from a Teacher Centric to a Student Centred experience and support the Learning Engagement and Active Learning frameworks.
Blogs and Wikis:
Blogs and Wikis are a great ICT to use both inside and outside the classroom environment to enhance student communication and build trust and communication with the students at a new and different level.
In reference to blogs at primary school I would use this ICT for the purpose of maintaining a classroom blog for students to contribute to as a class group activity to encourage Collaborative Learning. My blog postings http://newlearningexperience.blogspot.com/2010/03/some-ideas.html and http://newlearningexperience.blogspot.com/2010/03/101-ways-to-use-blogs.html
also address some other ways that blogs and wikis can be used in the classroom and provide a link to relevant online resources.
Maintaining a classroom blog incorporates Kearsley and Schneidermans (1998) Engagement Theory and Relate, Create, Donate frameworks which is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom.
Working in groups to create a blog and donate this technology to a public or semi public forum certainly covers this criteria.
Creating a Wiki at a classroom level for the application of a group project as an assessment piece also incorporates this theory, wikis are a great way to enhance communication outside of the classroom and can be used for collaborative classroom projects and as a tool for teachers for tutoring and homework activities.
Vokis/Avatars:
I would definitely use these at a primary school level. Please refer to my blog posting http://newlearningexperience.blogspot.com/2010/03/educational-uses-for-avatars.htm and also
http://newlearningexperience.blogspot.com/2010/04/acvokiembed100133369600169815aaf606aed6.html
which lists the ways that Vokis and Avatars can be used in class to incorporate Kearsley and Schiedermans (1998) Engagement Theory and Dimensions of Learning and provides links to relevant resources.
I am also considering using a voki to address classroom bullying as the use of a voki has the potential to engage the students and address this issue without them feeling like they are being lectured by the teacher; these could be recorded and used at various stages when needed. This is an excellent way use vokis to promote a classroom environment of safety, respect and belonging.
As Maslow’s Hierarchy of Needs (Norman Kunc 1992) advises, the feeling of safety and belonging (or having a social context) is a requisite for the development of self esteem which directly affects the motivation to pursue education.
PowerPoint:
Has limitless potential to be used at any level of education and is a great resource to use for students to gain declarative knowledge of a subject.
A power point is also good to introduce a topic to a classroom and prompt classroom attention and discussion on the subject being covered. Please refer to my blog posting http://newlearningexperience.blogspot.com/2010/04/powerpoint-presentation.html where I have addressed how Power Point can be used to address different learning styles and incorporate aspects of Dols.
E-portfolios:
This has great potential for maintaining a lifelong learning portfolio for students. Please refer to my blog posting http://newlearningexperience.blogspot.com/2010/03/reflection-on-process-and-learning.html which addresses this topic.
Google Earth:
At a primary school level I would use Google Earth for those visual learners to show places and landmarks! To date I have used it to show students the Fitzroy River Catchment Area as part of their integrated unit topic being covered this term. Students took turns to search for relevant landmarks (under supervision). This activity took into consideration Marzano and Pickering’s Dimensions of Learning (1997) Dol 2: Acquire and Integrate Knowledge as students first obtained declarative knowledge on the topic and then used their knowledge in the application of a new skill in the form of using Google Earth.
Please refer to my blog posting
http://newlearningexperience.blogspot.com/2010/04/google-earth-how-to-use-this-technology.html which also makes reference to Joe Woods Wiki which has some excellent ideas for using Google Earth in classroom activities.
Flickr:
This I would use for the creation of digital story telling projects and to create virtual field trips. My blog posting http://newlearningexperience.blogspot.com/2010/04/have-you-seeeen-light.html covers this in further detail.
YouTube/Teacher Tube:
This one was a little bit tricky as most primary schools have strict policies concerning YouTube. In my blog posting http://newlearningexperience.blogspot.com/2010/04/writing-short-narrative.html I have used a YouTube video as an introduction to an English Narrative topic to address Dimension One: Attitudes and Perceptions of the Dols.
Wikipedia:
Dales Cone and The Learning Pyramid (2000) addresses the concept that students learn best from direct and purposeful learning experiences which are hands on or field based.
Wikipedia is a resource which has the potential to provide this type of learning experience to students. An idea I have covered in my blog posting addresses the use of Wikipedia at a primary school level as a forum to contribute an article which has been completed as a collaborative classroom project. http://newlearningexperience.blogspot.com/2010/04/wikipedia-how-would-i-take-advantage-of.html it also addresses considerations when using Wikipedia as a research tool.
Royalty Free Music:
Music is an excellent way to help develop effective listening skills and set a mood or feeling in the classroom to promote focus on a task. Deirdre Russell-Bowie’s MMADD about the arts (2009) pg.62-65 lists ways in which music can be used in the classroom to provide relevance to their studies.
Music has the potential to be used to enhance Affective –emotional and feelings (attitude) learning, covered in Blooms Taxonomy (1956). Music can be applied to learning experiences to have a positive effect on a student’s feelings, appreciation, enthusiasm, motivation and attitudes towards a topic.
My posting http://newlearningexperience.blogspot.com/2010/04/using-music-on-web.html provides a reference to my e-portfolio where I have an example of how music can be applied in the classroom.
I summary use of ICT’S facilitates the development of higher order and creative thinking by allowing students the opportunity to work together while completing a task which has a real life application.
If we were to think about the constructivist approach to learning ( Mergel 1998) which states that knowledge is “constructed from experience and that learning is an active process where meaning is developed on the basis of experience”, the use of ICT’S in learning would support this.
Completing this course to date has allowed me to experience a student centred approach to teaching and the opportunity for collaborative learning and I will express my thanks to Scot and all who responded to my questions so quickly on the forums and posted helpful comments and feedback on my blog.
References:
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandria, VA: ASCD.
Deirdre Russell-Bowie, (2009) MMADD about the arts! An Introduction to Primary Arts Education, Frenchs Forest: Pearson Education Australia.
The Albiene Christian University Adams Center for Teaching Excellence. (2000). Why use active learning? Retrieved from http://www.acu.edu/cte/activelearning/whyuseal2.htm
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Norman Kunc, (1992) The Need to Belong: Rediscovering Maslows Hierarchy of Needs. Retrieved from CQUniveristy e-course EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.
Brenda Mergel, (1998) Instructional Design and Learning Theory. Retrieved from CQUniversity e-course EDED 20491 ICT’S for learning design http://e-courses.cqu.edu.au
Gregory Heath, (2001), Teacher Education and The New Knowledge Environment. Retrieved from CQUniversity e-course EDED 20491 ICT’S for learning design http://e-courses.cqu.edu.au
Blooms Taxonomy of Learning Domains, The Three Types of Learning. Retrieved from CQUniversity e-course EDED 20491 ICT’S for learning design http://e-courses.cqu.edu.au/
Some URLS for Comments I have placed on blogs and responded to:
http://kyliegupwell.blogspot.com/2010/04/interactive-whiteboards.html?showComment=1271133022889_AIe9_BGSB6MSvgQqjXJBOPzggqbZFRsTmSjqGf5-GHFNqlq_FrIRGHVJGAkfYvhhttcs0CphOpm7Dc3mpoEdVit6MYKnNbVn9DQEuHijnrXE2RTQ4VMn-Y0YezVNzhdP6xqNdiESaXpxwrKmbm6IhSq2b1dmW1YxapNEfKEimE5XDCZBnlo53L7ah3y07dNS3y6Xt5FzulMcr4Er_LXMnCXt4hjxL6ymBh_xnBNopC5k2oVJ-y_7lxE#c2774248303140079087
http://nataliearthurgdlt.blogspot.com/2010/04/why-let-our-students-blog.html#comment-form
http://bean-the-teacher.blogspot.com/2010/04/using-video-in-classroom.html?showComment=1271933959832#c4000865193170925945
http://sallyjames2010.blogspot.com/2010/04/webquests-hard-work-but-worth-it.html?showComment=1271657284293#c7182314743022702439
http://newlearningexperience.blogspot.com/2010/04/writing-short-narrative.html?showComment=1271933430274#c9042493118530164106
http://sallyjames2010.blogspot.com/2010/04/webquests-hard-work-but-worth-it.html?showComment=1271657284293#c7182314743022702439
http://newlearningexperience.blogspot.com/2010/04/wikipedia-how-would-i-take-advantage-of.html?showComment=1272235632882#c6100164357847967256
Friday, April 23, 2010
EPL Reflection on ICT'S
After week 2 of my EPL placement I thought I would post a brief summary of my progress so far! I have been placed in a Year6/7 composite class and I am one of the fortunate people who have been placed in a classroom with great ICT'S including student Laptops and an Interactive Whiteboard which I am still trying to figure out how to use! However The students love the technology and are always willing to show me how to everything (The class even has "Technology Officers"!).
There are several special needs students in the class and many that the MT has advised should be classified as special needs, but have not been for varying reasons. So far I have identified many areas where I can incorporate ICT'S into my lessons included the Year 6 and 7 integrated units and Narrative lessons which I have outlined in previous postings. (Please refer to my postings on Google Earth and YouTube in the classroom)
The one thing that became most clear to me when working with and observing students behaviour and classroom management was their eagerness and excitement to use the Laptops and the Interactive Whiteboard. Classroom management was no longer an issue during lessons where the ICT'S were incorporated as students really focused on their set tasks and related easily to the technology. Proving Kearsley and Schniedermans Engagement Theory really does have merit!
My MT also, uses any technology she can when applying the curriculum, however she did mention that she is still struggling with finding the time to learn and understand the technology working out the Interactive Whiteboard. Something which I can really relate too! And I myself am unsure what resources we have used in this course I will be able to incorporate into my pedagogical approach as the school policy regarding ICT'S looks like it was written before the interactive whiteboards and Laptops were introduced into the classroom so I will adapt as I go!
Surprisingly also, having the ICT'S in the classroom also has had the effect of promoting a caring and accepting classroom environment as students help each other to use the laptops and take good care and maintenance of the equipment. Students who may also previously been slower workers and students with special needs are finding that they are just as capable of using the technology as anyone else and it is wonderful to see how their self-esteem and commitment to learning improves when working. Maslow's Hierarchy of Needs states the students need to be in a safe and accepting classroom environment in order to learn and having the introduction of ICT'S certainly has had a positive influence on the classroom environment so far from my observations over just two weeks and the MT comments regarding the classroom progress and behaviour.
So I have had to admit to myself, yes using ICT'S is hard for me and a challenge but they definitely have there place in education today even (or maybe most especially) at a primary school level and I need to do all I can to practice with the resources I have learned so far and develop skills using other technologies as they introduces students to so many different ways of learning and working and help to develop important skills which they will no doubt synthesize in future learning.
There are several special needs students in the class and many that the MT has advised should be classified as special needs, but have not been for varying reasons. So far I have identified many areas where I can incorporate ICT'S into my lessons included the Year 6 and 7 integrated units and Narrative lessons which I have outlined in previous postings. (Please refer to my postings on Google Earth and YouTube in the classroom)
The one thing that became most clear to me when working with and observing students behaviour and classroom management was their eagerness and excitement to use the Laptops and the Interactive Whiteboard. Classroom management was no longer an issue during lessons where the ICT'S were incorporated as students really focused on their set tasks and related easily to the technology. Proving Kearsley and Schniedermans Engagement Theory really does have merit!
My MT also, uses any technology she can when applying the curriculum, however she did mention that she is still struggling with finding the time to learn and understand the technology working out the Interactive Whiteboard. Something which I can really relate too! And I myself am unsure what resources we have used in this course I will be able to incorporate into my pedagogical approach as the school policy regarding ICT'S looks like it was written before the interactive whiteboards and Laptops were introduced into the classroom so I will adapt as I go!
Surprisingly also, having the ICT'S in the classroom also has had the effect of promoting a caring and accepting classroom environment as students help each other to use the laptops and take good care and maintenance of the equipment. Students who may also previously been slower workers and students with special needs are finding that they are just as capable of using the technology as anyone else and it is wonderful to see how their self-esteem and commitment to learning improves when working. Maslow's Hierarchy of Needs states the students need to be in a safe and accepting classroom environment in order to learn and having the introduction of ICT'S certainly has had a positive influence on the classroom environment so far from my observations over just two weeks and the MT comments regarding the classroom progress and behaviour.
So I have had to admit to myself, yes using ICT'S is hard for me and a challenge but they definitely have there place in education today even (or maybe most especially) at a primary school level and I need to do all I can to practice with the resources I have learned so far and develop skills using other technologies as they introduces students to so many different ways of learning and working and help to develop important skills which they will no doubt synthesize in future learning.
Tuesday, April 20, 2010
Using Music On the Web
I have posted this activity first as I am still working on my slide share narration and so far not making much progress so give me strength!
Please refer to my e-porfolio view (there is only one unfortunately!) for my posting for this activity. I was unable to upload my music onto my blog so I did as I noticed some others have done before me and uploaded the music to my e-portfolio. Thank you so much for that idea guys! you have saved the tears at 2am this morning and for that I will be eternally grateful!
Please refer to my e-porfolio view (there is only one unfortunately!) for my posting for this activity. I was unable to upload my music onto my blog so I did as I noticed some others have done before me and uploaded the music to my e-portfolio. Thank you so much for that idea guys! you have saved the tears at 2am this morning and for that I will be eternally grateful!
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