REFLECTION

I think the feedback I received for my blog was very effective and looking back at my blog after receiving this feedback I agree with it. The feedback was consistent with both of my peers. To improve my blog I am going to add some more images to make my blog more visually appealing and add more value to the points I am making in my blog entries. A few of my blog entries were not referenced and some aren’t as detailed as others so I want to go back and fix those. I am happy with my lesson plan and my peers stated that is was engaging and interesting so I will be leaving my lesson plan as it is. Overall I have found having my blog peer assessed very effective. It is a great way to receive feedback before submitting it and having perspectives from my peers was eye-opening for me to evaluate my work.

Advertisements

Lesson Plan:

Year:   Foundation      Lesson:     2     Topic:  Fairytales – The Gingerbread Man
Resources: Interactive Whiteboard and iPads

Australian Curriculum Links:

  • English/Foundation Year/ Literacy
  • Content description: Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations
    • Elaboration: sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps
  • Content description: Retell familiar literary texts through performance, use of illustrations and images
    • Elaboration: Using digital technologies to retell events and recreate characters from favourite print and film texts

Prior Knowledge: The gingerbread Man was read to the students’ in the previous lesson.

Steps:

  • All students’ sit on the mat in front of the Interactive whiteboard
  • Read The Gingerbread Man off the Interactive whiteboard to the students’ again so they are familiar with the storyline/recounting the events
  • Discuss the story as a class: Who? What? When? Where? Why?
  • As a class, using the interactive whiteboard, put pictures in order of the story events to create a story board then match the main event descriptions to the pictures
  • Have students’ go back to their desks and using iPads create their own storyboards using the beginning, middle and end structure. They should draw the main events and then record themselves retelling the story in their own words.
  • The application Educreations Interactive Whiteboard can be used for drawing and recording

Evaluation during lesson:

  • Observe student learning
  • Address any issues/problems the students are having.
  • Collect students work to evaluate.

Evaluation after lesson:

  • Was it a suitable activity?
  • Were students’ engaged?
  • Has the criteria/learning objectives met?
  • Have the students’ learnt?
  • What didn’t work and could be changed?
  • What did work?

 

Reference: 

ACARA Australian Curriculum, Assessment and Reporting Authority, The Australian Curriculum: English. Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F-10

LIFELONG LEARNING


Lifelong learning can be defined as ‘learning that is pursued throughout life: learning that is flexible, diverse and available at different times and in different places.’ (Lifelong Learning Council Queensland Inc., 2012) Lifelong learning does not only mean to enrol in university or complete further education after school, but also involves engaging in learning digitally through search engines, websites and blog entries etc. This is why it is important for teachers to include technology in the classroom and to teach their students how to be digitally fluent. According to Howell 2012  ‘effective learning in school that is rich in digital fluency will ensure learning longer through life.’ (pp.13) Students’ having the ability to use technology fluently gives them the opportunity to continue their learning whenever they have access to the resources which is a very valuable tool to have.

 

References:
Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Victoria, Australia: Oxford University Press.

Lifelong Learning Council Queensland Inc. (2013) What is lifelong learning?. Retrieved from http://www.llcq.org.au/01_cms/details.asp?ID=12

Getler, A. (2014). 9 Ways to be a lifelong learner [Image]. Retrieved from http://algetler.com/ways-to-be-a-lifelong-learner/

 

DIGITAL BLURRING

Digital blurring is when the technologies you use in your everyday life overlap with your study and work life. I think to a certain extent the technology I use every day such as texting, FaceBook and Twitter and various other computer programs have translated and helped me understand other aspects of my study and work life. I believe having familiarity with the internet and computer programs in my daily life has made it easier for me to navigate my way through new programs when I am introduced to them such as Blackboard Learn when I first started at Curtin University and the computer program AI that I use at work as a receptionist. Programs such as Flash, cloud computing, photoshop, WII are some examples of how some technologies students would use at home could also use in an educational setting.

Reference:

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Victoria, Australia: Oxford University Press.

Howell (2014, March 25) Living and Learning in the Digital World Mod 0204 Week 7. [Video file]. Retrieved from http://echo.ilecture.curtin.edu.au:8080/ess/echo/presentation/9d8a1cd3-f679-4184-8791-6765f6454274

GazzToday. (2014) Facebook logo [Image]. Retrieved from http://gazztoday.com/facebook-has-800-million-users-daily/facebook_logo/

DIGITAL FLUENCY

Digital fluency can be defined as ‘the ability to use digital technologies in a confident manner.’ (Howell, 2012, pp. 246) I believe it is important to expose students to a variety of technologies in the classroom such as word, spreadsheets, advanced web-searching skills, animation, podcasting, presentation software such as powerpoint, blogging, social networking, publishing and making a video or movie. All these technologies are useful skills for students to have and understand so creating classroom activities and assignments that still follow the curriculum but incorporate these different technologies is a very effective way to build digital fluency.

When I started thinking about my own digital fluency, I have realised a lot came from trial and error and teaching myself the way around programs and how they work. So when introducing technology into the classroom, plenty of time needs to be given to the students so they can work out how it works, different features they can use so they can truly understand the program and feel confident with it. The classroom activities and  the rubric also need to allow for creativity and be quite broad to give students the chance to become confident in learning to use the program efficiently.

Reference: 

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Victoria, Australia: Oxford University Press.

Image

 

 

DIGITAL INFORMATION

This week we looked at Pinterest and Group Map and how they can be incorporated into the classroom. Pinterest can be used as a bibliography, a research tool and can assist in group collaboration where multiple students can pin onto the one board. Teachers can also create boards on particular topics for students to use when researching. Not all internet sites are age appropriate, especially for the younger students so this allows the teacher to monitor where the information is coming from and know that the content will be appropriate and useful for them. Group Map is another useful tool in the classroom. It is a great way to include everyones ideas. It can be used for brainstorming, pro’s and con’s lists, focus groups and as a way of communicating with the class about what went well, and what could have been better etc. It is a great tool as it can be accessed anytime/anywhere so students ideas that they come up with at home can still be incorporated into the brainstorming. The most agreed on points can be narrowed down so they class have the main ideas right in front of them. 

http://www.pinterest.com/
http://www.groupmap.com/

DIGITAL DIVIDE

In class this week we researched the digital divide, who is affected, what are the effects and solutions to bridging the gap. I will be focussing on the digital divide between children from low socio-economic backgrounds who don’t have access to technology and internet and those who do have access.

The students who don’t have access to this kind of technology are not only disadvantaged now when completing homework tasks and researching etc. but they are also disadvantaged in the future as future employees will expect them to have experience and confidence with these digital technologies. This digital divide means that less children have the opportunity to go into the professions they might want to because they didn’t have sufficient access to technology. This also continues the cycle for future generations of disadvantaged families staying disadvantaged and not being able to move forward. I think it is important for all students to have the opportunity to learn how to use technology confidently.

This is why I believe it is extremely important for technology to be incorporated into the classroom along with specialised I.T classes with I.T professionals. There needs to be more education on technology  for teachers so they understand how it works and can confidently teach students how to use it and have teaching strategies to include technology effectively.  There also needs to be enough technology available for all students for it to be incorporated into the curriculum effectively.

Digital Divide – Video

Reference:

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Victoria, Australia: Oxford University Press.

DIGITAL SECURITY

As the internet has many benefits to us such as using it as a valuable learning tool, keeping in contact with friends and family, keeping up to date with the latest news, online shopping and many more, it can also pose some serious risks. In class this week we looked into the disadvantages of the internet, in particular cyber bulling, identify theft, scams and how some posts on social media such as FaceBook and Twitter can get you into trouble at the workplace. We looked into real cases for each of these and how they had impacted individual people – some of these cases ended in death, career  damage and loss and money loss. Although these are extreme cases, this is happening to a lot of users of the internet even though it may not always end with such a serious outcome. We looked into ways we can learn from these cases and keep our digital identify safe by being able to notice when something is a scam, keeping personal details personal, keep FaceBook and Twitter private and be mindful about what you post and finally to remember there is help out there regarding cyber bullying and parents should know what their children are doing on the internet.

Digital Security Awareness – Video

Reference:

Howell, J. (2014). Living and learning in the digital world. Mod01 04 Topic 03. [ilecture]. Retrieved from http://echo.ilecture.curtin.edu.au:8080/ess/echo/presentation/1636447f-aa10-42de-bec3-f6fe6f44932e