“In order to challenge digital technologies to deliver a genuinely enhanced learning experience, it is possible to use the educational theories already developed about what it takes to learn” (Laurillard, 2009). Effectiveness of collaborative learning largely depends on the quality of student interaction (Kaendler, Wiedmann, Rummel, & Spada, 2015).
Laurillard(2009) writes about four different learning theories:
Instructionism is the most prominent theory with instruction being the main focus and using technology for assessing.
Constructionism is building knowledge from making doing and sharing. Learners have to share and discuss the actions they take, and the products they make, in the practice environment (Laurillard, 2009).
Socio-cultural learning is the importance of conversation in learning and making use of communications technologies (Laurillard, 2009).
Collaborative learning combines the social and construction elements of learning and integrates technology to support both.
The best approach for my assignment and lesson planning is a combination of all learning theories as each approach focuses on a different aspect of the learning process and different uses of digital technologies.
Kaendler, C., Wiedmann, M., Rummel, N., & Spada, H. (2015). Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review. Educational Psychology Review, 505-536.
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 5-20.
Friday 5 February 2016
Thursday 4 February 2016
Collaborative Learning
Collaborative learning as defined by Chai & Tan, 2010 (as cited in, Sing, Wei-Ying, Hyo-Jeong, & Mun, 2011) is social interactions that targets deeper knowledge. De Hei, Strijbos, Sjoer, & Admiraal (2015) states collaborative learning contributes to student education and prepares them for teamwork if planned and implemented properly.
The key issues raised about collaborative learning for teachers and students by Sing, Wei-Ying, Hyo-Jeong, & Mun (2011) are:
• Students are engaged in off-task talking
• Group members may not contribute good ideas
• Students may have difficulties resolving conflicts
To overcome these difficulties teachers need to take into account the social and cognitive benefits for collaborative learning. When working in these groups students need to feel safe and supported, have a good scaffold and set learning goals to build skills, variety of assessment, feedback to promote positive independence. Students will work productively in groups if they are provided with more choices on their topic and the people who form their group. Studies have shown they learn better, socially bond, gain ideas and complement their team’s strengths (Sing, Wei-Ying, Hyo-Jeong, & Mun, 2011).
Describe briefly (one or two sentences) what a group of your students would look like if they were using a form of ICT of your choosing and participating in each of the following:
The teacher uses open ended questioning and a looser structure so the student has a greater power over the direction and nature of the learning activity using the ICT and their skills in using it (Beauchamp & Kennewell, 2010). An activity where all students could be involved at the same time could be a Google Doc for prior knowledge details before a unit starts or to voice an opinion on a topic.
Synergistic interactivity is independent reflective activity carried out by students collectively in the whole-class setting (Beauchamp & Kennewell, 2010). A synergistic interactivity for the class would be to create a mind map as a whole class activity using MindMup, MindMeister or Lucodchart.
I could use a variety of Interactivity with ICT in my assignment depending on the type of activity the students were engaging in.
The key issues raised about collaborative learning for teachers and students by Sing, Wei-Ying, Hyo-Jeong, & Mun (2011) are:
• Students are engaged in off-task talking
• Group members may not contribute good ideas
• Students may have difficulties resolving conflicts
To overcome these difficulties teachers need to take into account the social and cognitive benefits for collaborative learning. When working in these groups students need to feel safe and supported, have a good scaffold and set learning goals to build skills, variety of assessment, feedback to promote positive independence. Students will work productively in groups if they are provided with more choices on their topic and the people who form their group. Studies have shown they learn better, socially bond, gain ideas and complement their team’s strengths (Sing, Wei-Ying, Hyo-Jeong, & Mun, 2011).
Describe briefly (one or two sentences) what a group of your students would look like if they were using a form of ICT of your choosing and participating in each of the following:
Group interaction
Is group work is set up in advance by the teacher but is coordinated by the learners who work independently with minimal input from the teacher (Beauchamp & Kennewell, 2010). A group activity that may be set in the classroom would be for a group of students to use iMovie to create an end of year pictorial of what the class had done that year or an excursion movie to be played at a school assembly.Authoritative interactivity
Authoritative interaction with ICT is when the teacher plans fixed questions with specific answers (Beauchamp & Kennewell, 2010). This could be used as an assessment task in the classroom. The use of Google forms, Survey Monkey or Active Vote on the interactive whiteboards could be examples of authoritative interactivity.Dialectic interactivity
Dialectic interactivity with ICT is a constructive mode, where the learner is the object of probing questioning by a teacher and is planned so the student can understand the subject matter (Beauchamp & Kennewell, 2010). This could be an activity where a teacher has hyperlinked websites to a class blog for the student to access particular sites to gain knowledge on a topic or perhaps a web quest.Dialogic interactivity
The teacher uses open ended questioning and a looser structure so the student has a greater power over the direction and nature of the learning activity using the ICT and their skills in using it (Beauchamp & Kennewell, 2010). An activity where all students could be involved at the same time could be a Google Doc for prior knowledge details before a unit starts or to voice an opinion on a topic.
Synergistic interactivity
Synergistic interactivity is independent reflective activity carried out by students collectively in the whole-class setting (Beauchamp & Kennewell, 2010). A synergistic interactivity for the class would be to create a mind map as a whole class activity using MindMup, MindMeister or Lucodchart.
I could use a variety of Interactivity with ICT in my assignment depending on the type of activity the students were engaging in.
Beauchamp, G., & Kennewell, S. (2010). Learning in Digital Worlds: Selected Contributions from the CAL 09 Conference. Computers & Education, 759–766.
De Hei, M. S., Strijbos, J.-W., Sjoer, E., & Admiraal, W. (2015). Collaborative learning in higher education: lecturers’ practices and beliefs. Research Papers in Education, 232-247.
Simmons, C., & Hawkins, C. (2009). Planning to teach an ICT lesson. In Teaching ICT (pp. 54-105). London: SAge Publications Ltd.
Sing, C. C., Wei-Ying, L., Hyo-Jeong, S., & Mun, C. H. (2011). Advancing Collaborative Learning With ICT: Conception, Cases and Design. Singapore: Ministry of Education, Singapore.
Wednesday 3 February 2016
Classroom Behaviour Management and Technology
The five elements of classroom management identified by Lim, Pek & Chai (2005) discusses supporting activities for ICT tools for lessons, the role of the teacher, establishing expectations and procedures using ICT and the role of students and technical support.
Supporting Activities for ICT Tools
Teachers can sometimes assume students are able to effectively complete all tasks using ICT because they are Digital Natives. Just like any other task children need to have a clear understanding of what they need to do to and the skills to successfully complete an activity. Providing effective explicit teaching of new skills, printed instructions for regular activities as well as some peer assistance could be beneficial to students who are still developing their skills. Teachers therefore need to identify students who need extra support using ICT and model and guide them to develop their confidence and minimize behavioural issues.
Role of Teacher
The teacher's role is transformed through incorporating technology into teaching and learning (Rose & Kadvekar, 2015). Therefore teachers guide their students by becoming facilitators of learning when using ICT in the classroom. This approach is not new to most inquiry based schools but some teachers may need to adjust their management style to accommodate ICT to ensure classroom harmony and task completion. Teachers need to be aware and monitoring the classroom while students are using ICT. Teacher’s expectations, routines and supervision need to be establish to ensure they are conscious of everything that is happening in the classroom.
Role of Student Helpers
Student helpers give teachers and extra set of skills and the opportunity to focus on the lessons (Lim, Pek, & Chai, 2005). Assigning students the responsibilty to handle remedial tasks or peer tutor their skills ensures the teachers are able to guide struggling students and considerably improve the student’s technological knowledge.
The Role of Technical Assistants
Technical assistants are not usually found in the classroom during lessons. The technical assistants that work in our system are behind the scenes purchasing and maintaining hardware and software.
Establishment of Rules and Procedures
Establishing rules and procedures when using ICT should be explicitly taught before the technology is used. In the example from Lim, Pek, & Chai (2005) it appears the example discussed was a computer lab situation. It has been more than ten years since this article so most computer labs have now been dismantled with schools opting for more hardware in individual classes. With more technology available the need for rules and procedures is essential to help the teacher manage the lesson. Teachers using positive reinforcement will increase the student’s positive behaviours (Roblyer & Doering, 2014) during these lessons. Students need to understand there will interruptions to their screen time and the students also need to manage their time to ensure smooth transition between lessons.
These five elements are incorporated into every lesson in classrooms to create a positive environment for learning and to effectively reach curriculum outcomes.
Interactive Computer Technology
Teaching young children is a behaviour management nightmare for some teachers. This age group are active, egocentric and always wanting to take center stage. Incorporating interactive computer technology is a way to have all the learners focused and help maintain a productive classroom. The interactivity has a dual purpose. Not only does it help manage the group but it also encourages positive peer feedback with the right guidance. I use interactive activities every day in a variety of lessons and contexts. The children love to show everyone how clever they are or become the teacher when they come to the front of the class.
In conclusion I believe if your lessons are challenging and engaging classroom management issues will be minimal and everyone will have a productive experience.
Lim, C. P., Meow , S. P., & Ching , S. C. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. Journal of Educational Multimedia and Hypermedia, p391.
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex: Pearson.
Rose, A., & Kadvekar, S. (2015). ICT (Information And Communication Technologies) Adoption Model For Educational Institutions. Journal of Commerce and Management Thought, 558-570.
Supporting Activities for ICT Tools
Teachers can sometimes assume students are able to effectively complete all tasks using ICT because they are Digital Natives. Just like any other task children need to have a clear understanding of what they need to do to and the skills to successfully complete an activity. Providing effective explicit teaching of new skills, printed instructions for regular activities as well as some peer assistance could be beneficial to students who are still developing their skills. Teachers therefore need to identify students who need extra support using ICT and model and guide them to develop their confidence and minimize behavioural issues.
Role of Teacher
The teacher's role is transformed through incorporating technology into teaching and learning (Rose & Kadvekar, 2015). Therefore teachers guide their students by becoming facilitators of learning when using ICT in the classroom. This approach is not new to most inquiry based schools but some teachers may need to adjust their management style to accommodate ICT to ensure classroom harmony and task completion. Teachers need to be aware and monitoring the classroom while students are using ICT. Teacher’s expectations, routines and supervision need to be establish to ensure they are conscious of everything that is happening in the classroom.
Role of Student Helpers
Student helpers give teachers and extra set of skills and the opportunity to focus on the lessons (Lim, Pek, & Chai, 2005). Assigning students the responsibilty to handle remedial tasks or peer tutor their skills ensures the teachers are able to guide struggling students and considerably improve the student’s technological knowledge.
The Role of Technical Assistants
Technical assistants are not usually found in the classroom during lessons. The technical assistants that work in our system are behind the scenes purchasing and maintaining hardware and software.
Establishment of Rules and Procedures
Establishing rules and procedures when using ICT should be explicitly taught before the technology is used. In the example from Lim, Pek, & Chai (2005) it appears the example discussed was a computer lab situation. It has been more than ten years since this article so most computer labs have now been dismantled with schools opting for more hardware in individual classes. With more technology available the need for rules and procedures is essential to help the teacher manage the lesson. Teachers using positive reinforcement will increase the student’s positive behaviours (Roblyer & Doering, 2014) during these lessons. Students need to understand there will interruptions to their screen time and the students also need to manage their time to ensure smooth transition between lessons.
These five elements are incorporated into every lesson in classrooms to create a positive environment for learning and to effectively reach curriculum outcomes.
Interactive Computer Technology
Teaching young children is a behaviour management nightmare for some teachers. This age group are active, egocentric and always wanting to take center stage. Incorporating interactive computer technology is a way to have all the learners focused and help maintain a productive classroom. The interactivity has a dual purpose. Not only does it help manage the group but it also encourages positive peer feedback with the right guidance. I use interactive activities every day in a variety of lessons and contexts. The children love to show everyone how clever they are or become the teacher when they come to the front of the class.
In conclusion I believe if your lessons are challenging and engaging classroom management issues will be minimal and everyone will have a productive experience.
Lim, C. P., Meow , S. P., & Ching , S. C. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. Journal of Educational Multimedia and Hypermedia, p391.
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex: Pearson.
Rose, A., & Kadvekar, S. (2015). ICT (Information And Communication Technologies) Adoption Model For Educational Institutions. Journal of Commerce and Management Thought, 558-570.
Monday 1 February 2016
Planning and Conducting Lessons with Technology
Deciding on the objectives and assessments is in Phase 2, Step 3 in the Technology Integration Planning Model (Roblyer & Doering, 2014). If the teachers have clear expectations and a focus on observable outcomes, they can plan a range of assessment strategies including ICT (Board of Studies) as part of an ongoing process. These assessments should be valid and based on syllabus outcomes.
The lessons I have in my assignment are based on Kindergarten English. To assess these lessons I would view the quiz results in the Raz Kids website to check comprehension skills of my students to cover the outcome:
ENe4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies.
I could also see the improvements from working with the handwriting app from pretest samples of the child’s handwriting and post test samples to cover the outcome:
ENe3A produces most lower case and upper case letters and uses digital technologies to construct texts.
Board of Studies. (n.d.). Kindergarten - Year 6 Assessment Strategies. Retrieved February 1, 2016, from http://syllabus.bostes.nsw.edu.au/support-materials/k-6-assessment-strategies/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex: Pearson.
The lessons I have in my assignment are based on Kindergarten English. To assess these lessons I would view the quiz results in the Raz Kids website to check comprehension skills of my students to cover the outcome:
ENe4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies.
I could also see the improvements from working with the handwriting app from pretest samples of the child’s handwriting and post test samples to cover the outcome:
ENe3A produces most lower case and upper case letters and uses digital technologies to construct texts.
Board of Studies. (n.d.). Kindergarten - Year 6 Assessment Strategies. Retrieved February 1, 2016, from http://syllabus.bostes.nsw.edu.au/support-materials/k-6-assessment-strategies/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex: Pearson.
Planning Lessons with Technology
Roblyer & Doering (2014) tell us to integrate technology we need to understand what outcomes we expect from using technology as well as knowing the best way of assessing the outcomes.
When planning for lessons I use DuFour’s four critical questions
1. What do we want our students to learn?
2. How will we know they have learned it?
3. How will we respond when they don’t learn?
4. How will we respond if they already know it?
These questions help me to make sure the curriculum is my main focus.
Lesson plans are a planning tool (Simmons & Hawkins, 2009). Every teacher plans their lessons in their own way and in varying styles. When planning my lessons I create a day book from my Key Learning Area programs. While creating this day book I prepare my lessons for the coming week including all resources and tools need for those lessons. It is important to go through this lesson planning process for every lesson (Simmons & Hawkins, 2009) to ensure you are organised, the lesson runs smoothly and you are focused on the learning outcomes.
At the start of each lesson we discuss prior lessons and what we are learning to do this lesson - our lesson aim. I will then do a warm up activity which is something to capture the children’s attention encourage them to want to be involved. I will then model or explicitly teach the content before the children complete an individual task on at their level. During this independent time I will assist any children who need it and give positive feedback to all students. At the end of the lesson we will reflect and review our learning goal.
I am not in the habit of using set lesson plans as I like to cater all lessons to the needs of the class that I have. I did find The Australian Curriculum (Australian Curriculum Lessons, 2012-2015) website has a range of lesson plans. http://www.australiancurriculumlessons.com.au/
The greatest advice I would give to a new teacher is to plan ahead and be prepared. There is always something happening at school which takes your relief from face to face teaching time when you had planned to get something done like extra-curricular activities, Professional Learning Team meetings, meetings with other teachers or staff, meetings with parents, OT, Speech Pathologists, Special Needs planning and meetings the list is endless.
Australian Curriculum Lessons. (2012-2015). Australian Curriculum Lessons. Retrieved February 1, 2016, from http://www.australiancurriculumlessons.com.au/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into
Teaching. Essex:Pearson.
Simmons, C., & Hawkins, C. (2009). Planning to teach an ICT lesson. In Teaching
ICT (pp. 54-105). London: SAge Publications Ltd.
When planning for lessons I use DuFour’s four critical questions
1. What do we want our students to learn?
2. How will we know they have learned it?
3. How will we respond when they don’t learn?
4. How will we respond if they already know it?
These questions help me to make sure the curriculum is my main focus.
Lesson plans are a planning tool (Simmons & Hawkins, 2009). Every teacher plans their lessons in their own way and in varying styles. When planning my lessons I create a day book from my Key Learning Area programs. While creating this day book I prepare my lessons for the coming week including all resources and tools need for those lessons. It is important to go through this lesson planning process for every lesson (Simmons & Hawkins, 2009) to ensure you are organised, the lesson runs smoothly and you are focused on the learning outcomes.
At the start of each lesson we discuss prior lessons and what we are learning to do this lesson - our lesson aim. I will then do a warm up activity which is something to capture the children’s attention encourage them to want to be involved. I will then model or explicitly teach the content before the children complete an individual task on at their level. During this independent time I will assist any children who need it and give positive feedback to all students. At the end of the lesson we will reflect and review our learning goal.
I am not in the habit of using set lesson plans as I like to cater all lessons to the needs of the class that I have. I did find The Australian Curriculum (Australian Curriculum Lessons, 2012-2015) website has a range of lesson plans. http://www.australiancurriculumlessons.com.au/
The greatest advice I would give to a new teacher is to plan ahead and be prepared. There is always something happening at school which takes your relief from face to face teaching time when you had planned to get something done like extra-curricular activities, Professional Learning Team meetings, meetings with other teachers or staff, meetings with parents, OT, Speech Pathologists, Special Needs planning and meetings the list is endless.
Australian Curriculum Lessons. (2012-2015). Australian Curriculum Lessons. Retrieved February 1, 2016, from http://www.australiancurriculumlessons.com.au/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into
Teaching. Essex:Pearson.
Simmons, C., & Hawkins, C. (2009). Planning to teach an ICT lesson. In Teaching
ICT (pp. 54-105). London: SAge Publications Ltd.
Saturday 30 January 2016
Ethical issues
Technology is an essential tool in the 21st century classroom and society but while bringing many benefits to society, computers also bring problems, tension and disbenefits (Rosenberg, 2013). There can be potential social, educational, cultural legal and ethical issues associated with computer use as summerised below (Roblyer & Doering, 2014).
Educational issues associated with computer use include lack of funding, teacher and student accountability for quality progress, best practices and distance education.
Cultural & equity issues associated with computer use include the digital divide, racial and gender equity and students with special needs.
Legal and ethical associated with computer use include hacking, safety issues, plagiarism and illegal downloading.
Social issues associated with computer use include treats to personal safety, technology overuse and misuse, online distractions like social networking and inappropriate sites, cyberbullying, spam, malware, viruses and phishing.
An issue that has had a lot of media and research attention in the past 10 years is in technology overuse. From articles about limiting screen time before bed (Hale & Guan, 2014) to improve the amount and quality of sleep, to childhood obesity with studies showing some children are spending 24 hours a week in front of a screen (Anderson & Butcher, 2006) so the overuse of technology is concerning. There is not a quick fix to this problem and as teachers and parents we need to understand everyone including children must have a balance of physical activity, sleep, socialising, food and entertainment.
Anderson, P. M., & Butcher, K. F. (2006). Childhood obesity: trends and potential causes. The Future of Children, p 37.
Hale, L., & Guan, S. (2014). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Science Review, 50–58.
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex: Pearson.
Rosenberg, R. S. (2013). The Social Impact of Computers. Retrieved January 31, 2016, from Google Books: https://books.google.com.au/books?hl=en&lr=&id=JX2LBQAAQBAJ&oi=fnd&pg=PP1&dq=Social+issues+associated+with+computers&ots=_lCWtCCTzz&sig=GL3Pl_9Oowm41CFIrIU2ojuwbLk#v=onepage&q&f=false
Educational issues associated with computer use include lack of funding, teacher and student accountability for quality progress, best practices and distance education.
Cultural & equity issues associated with computer use include the digital divide, racial and gender equity and students with special needs.
Legal and ethical associated with computer use include hacking, safety issues, plagiarism and illegal downloading.
Social issues associated with computer use include treats to personal safety, technology overuse and misuse, online distractions like social networking and inappropriate sites, cyberbullying, spam, malware, viruses and phishing.
An issue that has had a lot of media and research attention in the past 10 years is in technology overuse. From articles about limiting screen time before bed (Hale & Guan, 2014) to improve the amount and quality of sleep, to childhood obesity with studies showing some children are spending 24 hours a week in front of a screen (Anderson & Butcher, 2006) so the overuse of technology is concerning. There is not a quick fix to this problem and as teachers and parents we need to understand everyone including children must have a balance of physical activity, sleep, socialising, food and entertainment.
Anderson, P. M., & Butcher, K. F. (2006). Childhood obesity: trends and potential causes. The Future of Children, p 37.
Hale, L., & Guan, S. (2014). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Science Review, 50–58.
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex: Pearson.
Rosenberg, R. S. (2013). The Social Impact of Computers. Retrieved January 31, 2016, from Google Books: https://books.google.com.au/books?hl=en&lr=&id=JX2LBQAAQBAJ&oi=fnd&pg=PP1&dq=Social+issues+associated+with+computers&ots=_lCWtCCTzz&sig=GL3Pl_9Oowm41CFIrIU2ojuwbLk#v=onepage&q&f=false
Web-based learning
Web based learning is changing all the time. Roblyer & Doering (2014) tell us that teachers have numerous web-based lessons, projects and courses in their classrooms where once it was only one online activitiy at a time. I love the idea of ‘Keypals’ for primary aged children. What a great way to correspond with someone from another country or culture and an exciting learning tool.
The Google Apps suite is quiet amazing with some excellent free web-based learning resources that could easily be used in the classroom. I have visited all different countries of the world today as well as planets from our solar system using these apps and add ons.
Google Education is an incredible resource. I have spent ages looking through the site and learnt so much. They have videos for a lot of the information so even the reluctant readers in our classes will have the opportunity to learn the content.
Passwords are the first line of defence against cyber criminals (Google). The ever increasing amount of passwords are hard to keep track of and I always thought my idea of limiting my passwords to a few variations was a great idea so I couldn’t forget them. It also limited the chance of me getting locked out of a site if I got the password incorrect three times. We can become a little blasé about our passwords so easily. I love the idea of using the first letters of a sentence with some numbers to help remember them. Simple information that will help me and those I teach keep save online.
Google for Education (Google) offers a range of products, training and resources perfect for educational settings.
Google Street View (Google) was an interesting site. What a wonderful way to share amazing sites of the world all from the comfort of your home with your family or in the classroom as a learning activity. For young children it would be a great way for them to share an overseas holiday or their previous country with their peers without bringing in a thousand photos.
Trimble SketchUp (Google) is a 3D drawing app that helps you create 3D images. From simple lines you can push and pull the surfaces to turn them into 3D forms. You can stretch, copy, rotate and paint to make anything you like. This app would be great for all ages.
Google Scholar (Google) provides a simple way to search articles, theses, books, abstracts etc for academic purposes.
Google Translate (Google) is a wonder resource to connect people, places and cultures across the language barrier. This app would be great for students who are learning another language and for children whose first language is not English.
STEM & CS have a lots of information for high school and higher education settings but the Custom Search for K-12 Computer Science Education and Public Data Explorer would be useful in Primary school.
Microsoft Educator Network (Microsoft) has training, networking, forums, lesson plans, live lessons and virtual field trip resources for teachers.
Google. (n.d.). Retrieved January 2016, from SketchUp: http://www.sketchup.com/
Google. (n.d.). Google for Education. Retrieved January 2016, from
https://www.google.com/edu/
Google. (n.d.). Google Safety Center. Retrieved January 2016, from Secure your
passwords: https://www.google.com/safetycenter/everyone/start/password/
Google. (n.d.). Google Scholar. Retrieved January 2016, from
https://scholar.google.com.au/
Google. (n.d.). Google Translate. Retrieved January 2016, from
https://translate.google.com/
Google. (n.d.). Street View. Retrieved January 2016, from Google Street View:
http://www.google.com/maps/streetview/understand/
Microsoft. (n.d.). Microsoft Education. Retrieved January 2016, from
https://education.microsoft.com/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into
Teaching. Essex: Pearson.
The Google Apps suite is quiet amazing with some excellent free web-based learning resources that could easily be used in the classroom. I have visited all different countries of the world today as well as planets from our solar system using these apps and add ons.
Google Education is an incredible resource. I have spent ages looking through the site and learnt so much. They have videos for a lot of the information so even the reluctant readers in our classes will have the opportunity to learn the content.
Passwords are the first line of defence against cyber criminals (Google). The ever increasing amount of passwords are hard to keep track of and I always thought my idea of limiting my passwords to a few variations was a great idea so I couldn’t forget them. It also limited the chance of me getting locked out of a site if I got the password incorrect three times. We can become a little blasé about our passwords so easily. I love the idea of using the first letters of a sentence with some numbers to help remember them. Simple information that will help me and those I teach keep save online.
Google for Education (Google) offers a range of products, training and resources perfect for educational settings.
Google Street View (Google) was an interesting site. What a wonderful way to share amazing sites of the world all from the comfort of your home with your family or in the classroom as a learning activity. For young children it would be a great way for them to share an overseas holiday or their previous country with their peers without bringing in a thousand photos.
Trimble SketchUp (Google) is a 3D drawing app that helps you create 3D images. From simple lines you can push and pull the surfaces to turn them into 3D forms. You can stretch, copy, rotate and paint to make anything you like. This app would be great for all ages.
Google Scholar (Google) provides a simple way to search articles, theses, books, abstracts etc for academic purposes.
Google Translate (Google) is a wonder resource to connect people, places and cultures across the language barrier. This app would be great for students who are learning another language and for children whose first language is not English.
STEM & CS have a lots of information for high school and higher education settings but the Custom Search for K-12 Computer Science Education and Public Data Explorer would be useful in Primary school.
Microsoft Educator Network (Microsoft) has training, networking, forums, lesson plans, live lessons and virtual field trip resources for teachers.
Google. (n.d.). Retrieved January 2016, from SketchUp: http://www.sketchup.com/
Google. (n.d.). Google for Education. Retrieved January 2016, from
https://www.google.com/edu/
Google. (n.d.). Google Safety Center. Retrieved January 2016, from Secure your
passwords: https://www.google.com/safetycenter/everyone/start/password/
Google. (n.d.). Google Scholar. Retrieved January 2016, from
https://scholar.google.com.au/
Google. (n.d.). Google Translate. Retrieved January 2016, from
https://translate.google.com/
Google. (n.d.). Street View. Retrieved January 2016, from Google Street View:
http://www.google.com/maps/streetview/understand/
Microsoft. (n.d.). Microsoft Education. Retrieved January 2016, from
https://education.microsoft.com/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into
Teaching. Essex: Pearson.
Cyber Safety and Digital Citizenship
Cyber safety is part of the PDHPE syllabus (NSW Department of Education and Communities) and there are a range of websites and resources available on this site for teacher’s and student’s use. Disturbingly research (O'Connell, Price, & Barrow, 2004) tells us that 91% of children are aware they should never give out their address or phone number to people they meet.
Digital Citizenship requires students to practice safe, legal and responsible use of information and technology (Roblyer & Doering, 2014). According to Ribble, Bailey, & Ross (2004) digital citizenship is etiquette, communication, education, access, commerce, responsibility, rights, safety and security.
The ten commandments of computer ethics ( Rinaldi, 1996) are:
1. Thou shalt not use a computer to harm other people.
2. Thou shalt not interfere with other people's computer work.
3. Thou shalt not snoop around in other people's files.
4. Thou shalt not use a computer to steal.
5. Thou shalt not use a computer to bear false witness.
6. Thou shalt not use or copy software for which you have not paid.
7. Thou shalt not use other people's computer resources without authorization.
8. Thou shalt not appropriate other people's intellectual output.
9. Thou shalt think about the social consequences of the program you write.
10. Thou shalt use a computer in ways that show consideration and respect.
The ten commandments of etiquette (Brakeman, 1995) are:
1. Never forget that the person on the other side is a human being.
2. Be brief.
3. Be proud of your messages.
4. Use descriptive subject headings in your messages.
5. Think about your audience.
6. Be careful with humor and sarcasm.
7. Summarize what you are following up.
8. Give back to the community.
9. Do not repeat what has been said.
10. Cite appropriate references.
The need to teach Cyber Safety and responsible Digital Citizenship is essential and teachers need to address the safe, legal and ethical uses when using digital technology (Roblyer & Doering, 2014).
For students to be “good digital citizens” they need to be well informed and supervised while using technology at school and in the home.
Websites to use include:
Digital Citizenship - http://www.digitalcitizenship.nsw.edu.au/Prim_Splash/index.htm
Safety Land - http://www.att.com/Common/images/safety/game.html?partner=LinkShare&siteId=je6NUbpObpQ-fB4AxTtaUmwlMjaezomNAw
Be Cyber Street Wise - https://www.cyberstreetwise.com/
Webonauts - http://pbskids.org/webonauts/
BrainPOP - https://jr.brainpop.com/artsandtechnology/technology/internetsafety/
Rinaldi, A. (1996). World Wide Web. The Net: User Guidelines and Netiquette . http://search.proquest.com.ezproxy.csu.edu.au/docview/219853714?accountid=10344
Brakeman, L. (1995). E-mail Lists are the Ultimate Electronic Penpals. Managed Healthcare. NSW Department of Education and Communities. (n.d.). Cybersafety. Retrieved January 2016, from http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/crosscurriculum/ict/ict_00.htm
O'Connell, R., Price, J., & Barrow, C. (2004, February). Emerging trends amongst Primary School Children's use of the Internet. Retrieved January 30, 2016, from Research Gate:
https://www.researchgate.net/publication/242450803_Emerging_trends_amongst_Primary_Schoo_Children's_use_of_the_Internet
Digital Citizenship requires students to practice safe, legal and responsible use of information and technology (Roblyer & Doering, 2014). According to Ribble, Bailey, & Ross (2004) digital citizenship is etiquette, communication, education, access, commerce, responsibility, rights, safety and security.
The ten commandments of computer ethics ( Rinaldi, 1996) are:
1. Thou shalt not use a computer to harm other people.
2. Thou shalt not interfere with other people's computer work.
3. Thou shalt not snoop around in other people's files.
4. Thou shalt not use a computer to steal.
5. Thou shalt not use a computer to bear false witness.
6. Thou shalt not use or copy software for which you have not paid.
7. Thou shalt not use other people's computer resources without authorization.
8. Thou shalt not appropriate other people's intellectual output.
9. Thou shalt think about the social consequences of the program you write.
10. Thou shalt use a computer in ways that show consideration and respect.
The ten commandments of etiquette (Brakeman, 1995) are:
1. Never forget that the person on the other side is a human being.
2. Be brief.
3. Be proud of your messages.
4. Use descriptive subject headings in your messages.
5. Think about your audience.
6. Be careful with humor and sarcasm.
7. Summarize what you are following up.
8. Give back to the community.
9. Do not repeat what has been said.
10. Cite appropriate references.
The need to teach Cyber Safety and responsible Digital Citizenship is essential and teachers need to address the safe, legal and ethical uses when using digital technology (Roblyer & Doering, 2014).
For students to be “good digital citizens” they need to be well informed and supervised while using technology at school and in the home.
Websites to use include:
Digital Citizenship - http://www.digitalcitizenship.nsw.edu.au/Prim_Splash/index.htm
Safety Land - http://www.att.com/Common/images/safety/game.html?partner=LinkShare&siteId=je6NUbpObpQ-fB4AxTtaUmwlMjaezomNAw
Be Cyber Street Wise - https://www.cyberstreetwise.com/
Webonauts - http://pbskids.org/webonauts/
BrainPOP - https://jr.brainpop.com/artsandtechnology/technology/internetsafety/
Rinaldi, A. (1996). World Wide Web. The Net: User Guidelines and Netiquette . http://search.proquest.com.ezproxy.csu.edu.au/docview/219853714?accountid=10344
Brakeman, L. (1995). E-mail Lists are the Ultimate Electronic Penpals. Managed Healthcare. NSW Department of Education and Communities. (n.d.). Cybersafety. Retrieved January 2016, from http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/crosscurriculum/ict/ict_00.htm
O'Connell, R., Price, J., & Barrow, C. (2004, February). Emerging trends amongst Primary School Children's use of the Internet. Retrieved January 30, 2016, from Research Gate:
https://www.researchgate.net/publication/242450803_Emerging_trends_amongst_Primary_Schoo_Children's_use_of_the_Internet
Friday 29 January 2016
Web 2.0 Resources and Issues
Web 2.0 is the social use of the Web according to Grosseck (2009). It allows us to collaborate, using blogs (Blogger, EduBlog), class microblogs, photo/video sharing (YouTube, Vimeo), wikis, social bookmarking (Delicious, Pinterest), media sharing(flickr, Snapfish) and social networking sites(Facebook, Twitter, Google+) .
It is interesting that Hew & Cheung’s (2013) research suggests the efficacy of Web 2.0 technologies is as yet fairly weak but the use of these technologies appears to have a positive impact on student achievement.
Some potential difficulties using Web 2.0 technology according to Grosseck (2009) includes:
• an Internet connection is required (slow connections or no connection could cause issues)
• hardware is needed to access it (limited devices in the classroom unless a BYOT school)
• it gives everyone the opportunity to voice their opinions or complaints (Blogs)
• it has limited security or rules
• the speed of programs is incomparably lower than the one of desktop programs.
For assignment 2 I may use a video sharing site for my Kindergarten children to introduce a lesson or sing a song. The other Web 2.0 resources are more suited to older students. I have seen Edublog and Edmondo used successfully with Stage 2 & 3 children.
This is a website that I will use in my assignment for Personal security protocols. After watching this video there is a quiz for the children to make sure they understood the message.
https://jr.brainpop.com/artsandtechnology/technology/internetsafety/
BrainPOP. (1999-2015). Internet Safety. Retrieved January 2016, from BrainPOP Jr: https://jr.brainpop.com/artsandtechnology/technology/internetsafety/
Grosseck, G. (2009). To use or not to use web 2.0 in higher education? Procedia - Social and Behavioral Sciences.
Hew, K. F., & Cheung, W. S. (2013). Use of Web 2.0 Technologies in K-12 and Higher Education. Educational Research Review.
It is interesting that Hew & Cheung’s (2013) research suggests the efficacy of Web 2.0 technologies is as yet fairly weak but the use of these technologies appears to have a positive impact on student achievement.
Some potential difficulties using Web 2.0 technology according to Grosseck (2009) includes:
• an Internet connection is required (slow connections or no connection could cause issues)
• hardware is needed to access it (limited devices in the classroom unless a BYOT school)
• it gives everyone the opportunity to voice their opinions or complaints (Blogs)
• it has limited security or rules
• the speed of programs is incomparably lower than the one of desktop programs.
For assignment 2 I may use a video sharing site for my Kindergarten children to introduce a lesson or sing a song. The other Web 2.0 resources are more suited to older students. I have seen Edublog and Edmondo used successfully with Stage 2 & 3 children.
This is a website that I will use in my assignment for Personal security protocols. After watching this video there is a quiz for the children to make sure they understood the message.
https://jr.brainpop.com/artsandtechnology/technology/internetsafety/
BrainPOP. (1999-2015). Internet Safety. Retrieved January 2016, from BrainPOP Jr: https://jr.brainpop.com/artsandtechnology/technology/internetsafety/
Grosseck, G. (2009). To use or not to use web 2.0 in higher education? Procedia - Social and Behavioral Sciences.
Hew, K. F., & Cheung, W. S. (2013). Use of Web 2.0 Technologies in K-12 and Higher Education. Educational Research Review.
Saturday 23 January 2016
Internet based resources
Roblyer & Doering’s (2014) identify five potential problems using the internet.
1. Accessing sites with appropriate materials
2. Safety and privacy issues for students
3. Fraud on the internet
4. Computer viruses and hacking
5. Copyright and plagiarism issues
The one potential problem which would have the most impact on Kindergarten children would possibly be safety and privacy. Most of the activities I use on the internet for my class are set up in between lessons to minimise risks for a couple of reasons. Five and six year olds have minimal patience to wait for anything so I set up the games or websites needed so all they need to do is go and play. While the children play these games pop ups do appear and sometimes the children will click on them and go to another website. Once the new site appears and their game disappears the children bring your attention to their device fairly quickly. At the end of the lesson we discuss what and talk about what the pop ups are and why we shouldn’t click on them.
We do have Firewalls and filtering software to prevents access to inappropriate sites. Teachers and admin staff also have fewer restrictions than students so we are still able to access sites like Facebook and YouTube. Teachers use secret Facebook pages as a means of communication with the parents of their students. This is to protect the children’s privacy and keep the parents up to date with what is happening at school. Photos, songs and reminders are loaded to the page and the parents love it. Parents are also able to contribute to the page after an administrator allows their post.
Smart phones are not usually an issue in our primary school. If a child does have a phone that they use after school the school policy is that phone is kept in the school office until the end of the day when it can be collected before going home. The executive staff speaks with the parents and students using the smart phones and rules are agreed to so the phones are not used inappropriately.
Studyladder, an online educational program designed by teachers for children to learn at their own pace. Teachers are able to add their class to the website and assign set activities. The children are given a username and password which can be used to access Studyladder at school or at home. Regular at home access helps to reinforce what has been taught in school. Parents are able to upgrade if they wish to give their child unlimited home access. Teachers can also keep track of students results and can print individual reports on progress.
https://www.studyladder.com.au/teacher/resources
1. Accessing sites with appropriate materials
2. Safety and privacy issues for students
3. Fraud on the internet
4. Computer viruses and hacking
5. Copyright and plagiarism issues
The one potential problem which would have the most impact on Kindergarten children would possibly be safety and privacy. Most of the activities I use on the internet for my class are set up in between lessons to minimise risks for a couple of reasons. Five and six year olds have minimal patience to wait for anything so I set up the games or websites needed so all they need to do is go and play. While the children play these games pop ups do appear and sometimes the children will click on them and go to another website. Once the new site appears and their game disappears the children bring your attention to their device fairly quickly. At the end of the lesson we discuss what and talk about what the pop ups are and why we shouldn’t click on them.
We do have Firewalls and filtering software to prevents access to inappropriate sites. Teachers and admin staff also have fewer restrictions than students so we are still able to access sites like Facebook and YouTube. Teachers use secret Facebook pages as a means of communication with the parents of their students. This is to protect the children’s privacy and keep the parents up to date with what is happening at school. Photos, songs and reminders are loaded to the page and the parents love it. Parents are also able to contribute to the page after an administrator allows their post.
Smart phones are not usually an issue in our primary school. If a child does have a phone that they use after school the school policy is that phone is kept in the school office until the end of the day when it can be collected before going home. The executive staff speaks with the parents and students using the smart phones and rules are agreed to so the phones are not used inappropriately.
Post to the wiki
Study Ladder is a free website for teachers and students to access Mathematics, English, Science, ICT, Health, Language, Music, Art, Theme Based Learning and NAPLAN activities.Studyladder, an online educational program designed by teachers for children to learn at their own pace. Teachers are able to add their class to the website and assign set activities. The children are given a username and password which can be used to access Studyladder at school or at home. Regular at home access helps to reinforce what has been taught in school. Parents are able to upgrade if they wish to give their child unlimited home access. Teachers can also keep track of students results and can print individual reports on progress.
https://www.studyladder.com.au/teacher/resources
Roblyer, M. D., & Doering, A. H. (2014). Integrating
Educational Technology into
Teaching. Essex: Pearson.
Study Ladder. (n.d.). Retrieved January 2016, from
https://www.studyladder.com.au/
Instructional Software
Instructional software according to Roblyer & Doering’s (2014)
is computer programs designed specifically and developed for the sole purpose
of supporting instruction and/or learning.
Five
different instructional software functions
Drill and
practice
Targeting Maths Lab (Blake Education, 2016) by Blake Education
is a CD Rom which is loaded onto our school network. There are 20 different
activities and games for each year level covering most of the strands in the
mathematics syllabus. We also have access to the other year levels so we
can differentiate the activities to the knowledge of the students. For addition
and subtraction the children would play Froggy Plus and Froggy Minus.
Tutorial
Basic Math For Kids (KidsEduc – Kids Educational
Games) :
Addition and Subtraction, Science games, Preschool and Kindergarten Activities
https://www.youtube.com/watch?v=N0_TWQTrJ-k
From kidseduc.com
This is a YouTube tutorial that the children watch to
learn about addition and subtraction. The children meet Annie and Jose who
are in the garden and using their addition and subtraction skills. If the
children in my class were using this tutorial I would have them use a
whiteboard to write their responses to the questions and then check when the
answer is revealed on the clip.
Simulation
The only example of a simulation that I could think of was the
Triple Zero Kids Challenge (Triple Zero Kids Cahllenge) http://kids.triplezero.gov.au/game.php?lang=en.
Children learn about getting help from the Police, Ambulance and
Fire Brigade by calling 000. There are 12 simulated challenges. The
children watch an animated clip then answer some questions relating to that clip.
Children learn about safety and hear what happens when you call 000.
Instructional
game
Studyladder is a website that has a range of activities for the
children to complete for all Mathematic Strands. There are numerous games
focusing on different Maths strategies.
In this game the children watch a tutorial as a whole class then
individually they play a subtraction game. The children have number lines and a
button to press to read the question. If they get the answer correct they
get a clapping sound. If they are incorrect the sound is a soft beep. Results
can be saved for if the children are logged onto their account.
https://www.studyladder.com.au/teacher/resources/activity?activity_id=3211
Problem Solving
In this game the children watch a tutorial as a whole class then
individually they play an addition game. The children have to solve word
problems that can be read to them by clicking a button. They need to select the
correct answer by counting the items. If they get the answer correct they
get a clapping sound. If they are incorrect the sound is a soft beep. Results
can be saved for if the children are logged onto their account.
Blake Education. (2016). Retrieved January 2016, from
http://www.blake.com.au/Targeting
Maths-Labs-NETWORK-Launch-Pad-p/9781920728663.htm
KidsEduc – Kids Educational Games. (n.d.). Basic
Math For Kids: Addition and Subtraction,
Science games, Preschool and
Kindergarten Activities. Retrieved January 2016, from
https://www.youtube.com/watch?v=N0_TWQTrJ-k
Roblyer, M. D., & Doering, A. H. (2014). Integrating
Educational Technology into Teaching.
Essex: Pearson.
Study Ladder. (n.d.). Retrieved January 2016, from https://www.studyladder.com.au/
Triple Zero Kids Cahllenge. (n.d.). Retrieved January
2016, from
http://kids.triplezero.gov.au/game.php?lang=en
Technology in the Curriculum
The curriculum I will be using is the NSW Mathematics syllabus created by the Board of Studies found at http://syllabus.bostes.nsw.edu.au/mathematics/. I chose Mathematics because the children in my Kindergarten class are mostly non-readers and using technology for this age group’s Mathematics is typically visual. The children have a lot of fun while building their essential skills and are successful using the technology. I think it is also a great way to build mathematics confidence which is a good foundation for success in future Mathematics lessons.
ICT is written into the Mathematics syllabus in the Working Mathematically outcomes. I will focus Mae-2WM - “A student uses objects, actions, technology and/or trial and error to explore mathematical problems”. Working mathematically underpins all the content and provides students with the opportunity to develop the skills to become flexible and creative users of mathematics.
The classroom has an Interactive whiteboard for whole class explicit teaching, tablets and netbooks to use in small group activities.
Using the netbooks I would have the children use the Targeting Maths Lab by Blake Education which is which is loaded on our school network. There are 20 different activities and games for each year level covering most of the strands in the mathematics syllabus. We also have access to the other year levels so we can differentiate the activities to the knowledge of the students.
Websites like Studyladder, IXL Maths,Woodland Maths and Get Smart also offer a range of interactive activities and games for our students to learn from.
On the tablets I would use Apps like Kids Math Kindergarten, Kids Math Fun, Math vs Undead, Math Workout, Interactive Telling Time, IXL Maths and Zeus vs Monsters.'
If we follow Roblyer & Doering’s (2014) advice to integrate technology we need to consider the teaching strategies, use technology planning tools and have trained teachers matching technology to the curriculum needs. I agree that knowing your students and how they learn and knowing what and how your technology works makes lesson planning easier.
If you take the time to prepare and plan your lessons they will be successful. The hardest part is deciding on what tools and materials to use for the greatest success.
Board of Studies. (n.d.). Mathemathics Syllabus. Retrieved January 2016, from http://syllabus.bostes.nsw.edu.au/mathematics/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex:Pearson.
ICT is written into the Mathematics syllabus in the Working Mathematically outcomes. I will focus Mae-2WM - “A student uses objects, actions, technology and/or trial and error to explore mathematical problems”. Working mathematically underpins all the content and provides students with the opportunity to develop the skills to become flexible and creative users of mathematics.
The classroom has an Interactive whiteboard for whole class explicit teaching, tablets and netbooks to use in small group activities.
Series of lessons
My initial plan for my series of lessons would be in the Number and Algebra Strand focusing on addition and subtraction. I would use the Interactive Whiteboard for explicit teaching of the concept then I would demonstrate the game and activities that the children would be using in that lesson. During group time the children would have a device each and they would “play” the game to explore mathematical problems through trial and error.Software choices
I think the most important thing to remember is to stay true to the curriculum and not get bogged down in the hardware or software.Using the netbooks I would have the children use the Targeting Maths Lab by Blake Education which is which is loaded on our school network. There are 20 different activities and games for each year level covering most of the strands in the mathematics syllabus. We also have access to the other year levels so we can differentiate the activities to the knowledge of the students.
Websites like Studyladder, IXL Maths,Woodland Maths and Get Smart also offer a range of interactive activities and games for our students to learn from.
On the tablets I would use Apps like Kids Math Kindergarten, Kids Math Fun, Math vs Undead, Math Workout, Interactive Telling Time, IXL Maths and Zeus vs Monsters.'
Thoughts about lesson planning with technology.
After teaching for a while you forget all the background information that lesson plans show. Of course that information is relevant but it is in the programming documents rather than on individual lesson plans. Teaching with technology is no different to planning lessons using concrete material. The focus is always the curriculum. We need to keep the learning intention in mind and use whatever tools we have to help our students reach that learning goal. We use WALT (We are learning to) statements with our students so they know the goal of the lesson. At the end of the lesson the children reflect on their learning and share something they learnt with their peers.If we follow Roblyer & Doering’s (2014) advice to integrate technology we need to consider the teaching strategies, use technology planning tools and have trained teachers matching technology to the curriculum needs. I agree that knowing your students and how they learn and knowing what and how your technology works makes lesson planning easier.
If you take the time to prepare and plan your lessons they will be successful. The hardest part is deciding on what tools and materials to use for the greatest success.
Board of Studies. (n.d.). Mathemathics Syllabus. Retrieved January 2016, from http://syllabus.bostes.nsw.edu.au/mathematics/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex:Pearson.
Friday 22 January 2016
How do we know if the use of technology is effective for learning?
Bigum’s(2012) chapter on the patterns of response is an interesting observation. Having not been in the education sector for long it makes sense to me that education just like other industries have repeated patterns of how computers are considered and evaluated.
I particularly like his comment about banning technologies that schools cannot incorporate into their teaching and learning environment. Perhaps some more research on technology like mobile phones is required before banning these devices because there could be a place for these in a BYOT environment.
Issues raised in this article will help us find the right technology to help teach the curriculum and not focus on the newest technology.
Rowan, Leonie, and Bigum, Chris, eds. Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms : Future Proofing Education. Dordrecht, NLD: Springer, 2012. ProQuest ebrary. Web. 22 January 2016.
I particularly like his comment about banning technologies that schools cannot incorporate into their teaching and learning environment. Perhaps some more research on technology like mobile phones is required before banning these devices because there could be a place for these in a BYOT environment.
Issues raised in this article will help us find the right technology to help teach the curriculum and not focus on the newest technology.
Rowan, Leonie, and Bigum, Chris, eds. Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms : Future Proofing Education. Dordrecht, NLD: Springer, 2012. ProQuest ebrary. Web. 22 January 2016.
Learning theory and classroom technology
The learning theories related to the software I have chosen are mostly direct instructional models. Kindergarten children do work in group activities in constructivist ways but their technology and social skills are still developing.
Older children could use Google docs to work constructively to produce group solutions to a problem. Students could also research a topic as a group and produce a Prezi or Powerpoint/Google Slide on their findings as an assessment task.
Direct instructional models include individual tablet or netbook activities. Using Learn Write Letters ABC 123 or the RAZ Kids Apps on the Tablet or iPad are two examples where the children need to work alone to focus on the formation of their writing and reading skills.
Older children could use Google docs to work constructively to produce group solutions to a problem. Students could also research a topic as a group and produce a Prezi or Powerpoint/Google Slide on their findings as an assessment task.
Direct instructional models include individual tablet or netbook activities. Using Learn Write Letters ABC 123 or the RAZ Kids Apps on the Tablet or iPad are two examples where the children need to work alone to focus on the formation of their writing and reading skills.
Classroom Technology and Affordances
When a new type of technology is
introduced it is understandable that educators look for a way to use it in the
classroom. Morgan, M., Butler, M. & Power, M.
(2007) compared the affordances of the iPod, DS and Wii. While reading this
paper I thought I could see advantages of using the Wii connect for children
with gross motor issues as an out of class activity. The examples of using the
DS in the classroom were not strong. The
brain training game was popular in 2007 but I think it would have been a good revision
tool for children at home as using it in the classroom would have been in my
option, a time filler which may have been difficult to match the curriculum
outcomes using this game. The other technologies listed had minimal education
opportunities unless you were studying pets or medicine. The iPod would have
been somewhat useful for languages or taking photos but the technology for photo
and video editing came a little later.
With the
right software I think most ICT could be educational. The developments since 2007 have seen most of
these handheld devices superseded with smartphones, more advanced iPods or iPads.
Most of which have higher video/photo definition and editing capabilities and
the ability to download games and apps to use anywhere anytime.
The Samsung
Galaxy Tablets were originally produced by Samsung in September 2010 as the first
android based tablet computer. The first model was a 7 inch but they have since
increased the screen size to include 10.1 inch.
This review will focus on
the Galaxy Tab A, 9.7 inch. This portable
device is 242.5 x 166.8 x 7.5 weighing 450g making it lightweight and slim. It
has a 1.2 GHz Quad-core processor, liquid crystal display (TFT) with a
resolution of 1024 x 768 pixels. This device can access the internet using Wi-Fi,
GPS and cellular capabilities as well with 14 hours battery life. The camera
has 5MP with auto focus, 1280 x 720 HD video recording resolution. The tablet also has a storage capacity up to
10.8GB. The tablet is powered by a rechargeable, standard Li-lon battery. A wall/USB charger(charging head and USB cable) for charging the battery from any standard outlet is included. The battery comes partially charged. A fully discharged battery requires up to
four hours of charge time. You can use the device while charging. The Tab A tablet comes with 16GB of
internal storage. The device has built in speakers and a 3.5mm ear jack
to connect earphones or headphones. The affordance of the tablet includes portability,
the touch feature, internet, apps, storage, sound, motion sensitivity, 14 hour
battery life, interactivity, camera and video functions.
Liaw, Hatala and Huang
(2010) suggest five affordances of mobile technology:
1.
educational content and knowledge delivery
2.
adaptive learning applications
3.
interactive applications
4.
individual applications
5.
collaborative applications.
Liaw, S.-S., Hatala, M., & Huang, H.-M. (2010). Investigating acceptance toward
mobile learning to assist individual knowledge management: Based on activity theory
approach. Elsevier.
Morgan, M., Butler, M. & Power, M. (2007). Evaluating ICT in education: A comparison of the affordances of the iPod, DS and Wii. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http://www.ascilite.org.au/conferences/singapore07/procs/morgan.pdf
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into
Teaching. Essex: Pearson.
mobile learning to assist individual knowledge management: Based on activity theory
approach. Elsevier.
Morgan, M., Butler, M. & Power, M. (2007). Evaluating ICT in education: A comparison of the affordances of the iPod, DS and Wii. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http://www.ascilite.org.au/conferences/singapore07/procs/morgan.pdf
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into
Teaching. Essex: Pearson.
Wednesday 20 January 2016
Hardware in the Classroom
Hardware available in my school includes: computers, monitors, mouse, keyboards, printers, CD/DVD RW drives, USB ports, USBs, scanners, image projector, digital camera, external hard drives, Interactive Whiteboards, Chromebooks, Tablets and the server hardware. Most hardware I use every day without any thought and I guess we all take them for granted. These tools help teachers and students access information and create, play, watch, learn, store and print.
In the last 12 months our principal has focused on purchasing tablets for use in each classroom. He chose Tablets as they were cheaper than iPads and our technical support team recommended them. The ratio is 1:3 in infants and 1:2 in primary classrooms. Most teachers use the tablets in small group activities using the web, apps, camera etc. The teachers were given tablets 12 months before they were introduced into the classroom. The teachers had the time to get used to the tablet before they tried using it with the students. Teachers also had the ability to mark their roll on the tablets. Some teachers embraced the tablets while other put them in a drawer or cupboard and did not use them at all. When the classes were issued tablets the same teachers who embraced this technology suggested Apps to purchase for their classes and they used them to help their students learn every day.
We had a Family Maths night at our school last year. Each Stage used various tools to show the families what Maths looks like in the classroom today. Our stage used the Interactive Whiteboard and tablets to play a Maths games and the parents loved it. We also had some hands on activities using concrete material and the parents had the opportunity to ask questions of the teachers so they could feel comfortable about helping their child learn about Maths. Students love to use the Tablets. They think they are just playing games and they are very comfortable using this type of technology. Teachers have different reactions to the tablets depending on their own experiences. The teachers who embraced the introduction actively use the tablets with their students and plan learning experiences using appropriate apps and games. Teachers who are not comfortable or unwilling to learn about the tablets tend to use the Tablets as a “Free time” activity for their fast finishing students.
Using technology has made a huge difference to teaching and learning in my classroom. Personally I use the Interactive Whiteboard for most lessons. It is visual and the children are able to be involved in the lessons as they often show their knowledge when using the board. Tablets, computers and Chromebooks are available for the students to use in lessons.
Technology seems to be heading to smaller more capable devices, mostly with touch screen or hands free functions. We are now able to buy smart watches that are compact and attached to our wrists, large multi-touch screen desks, Smart boards, robots, 3D printing and head mounted displays are already a reality in some classrooms. Fridges, benchtops and walls can now fitted with computers to make life easier. The world is getting smaller with all this technology at our fingertips anywhere and anytime. The future of Educational Technology could only follow these trends. I predict we will see smaller technology that is easier to carry for students that is able to more functions quicker in the future. I also think white/smartboards will be replaced by touchscreen LCD screens capable of detecting multiple touch inputs from many students simultaneously.
Voogt, Knezek, Cox, Knezek, & Brummelhuis (2011) raised a few issues that I think could be researched more like:
Can ICT provide situations where students can learn at their own pace, focus on problem solving and be involved in their assessments?
What other ways can we use infrastructure to address individual student needs?
Is technology making a difference and how can that be measured?
How can we change the teachers’ attitude and competencies using ICT?
Cox (2012) also raised a few issues that I think could be researched more like:
Do children who use ICT at home have an advantage in the classroom?
Extensive teacher training was an issue in the 1980’s, why is it still an issue now?
Are surveys the most effective way to research?
Should research methods change?
Cox, M.J. (2012), Formal to informal learning with IT: research challenges and issues for e-learning. Journal of Computer Assisted Learning. doi: 10.1111/j.1365-2729.2012.00483. Located http://ezproxy.csu.edu.au/login?url=http://dx.doi.org/10.1111/j.1365-2729.2012.00483.x
Voogt J., Knezek G., Cox M.J., Knezek D.&ten Brummelhuis A. (2011) Under which conditions does ICT have a positive effect on teaching and learning? Acall to action. Journal of Computer Assisted Learning. 15 November 2011, DOI: 10.1111/j.1365-2729.2011.00453.x. Located http://ezproxy.csu.edu.au/login?url=http://dx.doi.org/10.1111/j.1365-2729.2011.00453.x
In the last 12 months our principal has focused on purchasing tablets for use in each classroom. He chose Tablets as they were cheaper than iPads and our technical support team recommended them. The ratio is 1:3 in infants and 1:2 in primary classrooms. Most teachers use the tablets in small group activities using the web, apps, camera etc. The teachers were given tablets 12 months before they were introduced into the classroom. The teachers had the time to get used to the tablet before they tried using it with the students. Teachers also had the ability to mark their roll on the tablets. Some teachers embraced the tablets while other put them in a drawer or cupboard and did not use them at all. When the classes were issued tablets the same teachers who embraced this technology suggested Apps to purchase for their classes and they used them to help their students learn every day.
We had a Family Maths night at our school last year. Each Stage used various tools to show the families what Maths looks like in the classroom today. Our stage used the Interactive Whiteboard and tablets to play a Maths games and the parents loved it. We also had some hands on activities using concrete material and the parents had the opportunity to ask questions of the teachers so they could feel comfortable about helping their child learn about Maths. Students love to use the Tablets. They think they are just playing games and they are very comfortable using this type of technology. Teachers have different reactions to the tablets depending on their own experiences. The teachers who embraced the introduction actively use the tablets with their students and plan learning experiences using appropriate apps and games. Teachers who are not comfortable or unwilling to learn about the tablets tend to use the Tablets as a “Free time” activity for their fast finishing students.
Using technology has made a huge difference to teaching and learning in my classroom. Personally I use the Interactive Whiteboard for most lessons. It is visual and the children are able to be involved in the lessons as they often show their knowledge when using the board. Tablets, computers and Chromebooks are available for the students to use in lessons.
Technology seems to be heading to smaller more capable devices, mostly with touch screen or hands free functions. We are now able to buy smart watches that are compact and attached to our wrists, large multi-touch screen desks, Smart boards, robots, 3D printing and head mounted displays are already a reality in some classrooms. Fridges, benchtops and walls can now fitted with computers to make life easier. The world is getting smaller with all this technology at our fingertips anywhere and anytime. The future of Educational Technology could only follow these trends. I predict we will see smaller technology that is easier to carry for students that is able to more functions quicker in the future. I also think white/smartboards will be replaced by touchscreen LCD screens capable of detecting multiple touch inputs from many students simultaneously.
Voogt, Knezek, Cox, Knezek, & Brummelhuis (2011) raised a few issues that I think could be researched more like:
Can ICT provide situations where students can learn at their own pace, focus on problem solving and be involved in their assessments?
What other ways can we use infrastructure to address individual student needs?
Is technology making a difference and how can that be measured?
How can we change the teachers’ attitude and competencies using ICT?
Cox (2012) also raised a few issues that I think could be researched more like:
Do children who use ICT at home have an advantage in the classroom?
Extensive teacher training was an issue in the 1980’s, why is it still an issue now?
Are surveys the most effective way to research?
Should research methods change?
Cox, M.J. (2012), Formal to informal learning with IT: research challenges and issues for e-learning. Journal of Computer Assisted Learning. doi: 10.1111/j.1365-2729.2012.00483. Located http://ezproxy.csu.edu.au/login?url=http://dx.doi.org/10.1111/j.1365-2729.2012.00483.x
Voogt J., Knezek G., Cox M.J., Knezek D.&ten Brummelhuis A. (2011) Under which conditions does ICT have a positive effect on teaching and learning? Acall to action. Journal of Computer Assisted Learning. 15 November 2011, DOI: 10.1111/j.1365-2729.2011.00453.x. Located http://ezproxy.csu.edu.au/login?url=http://dx.doi.org/10.1111/j.1365-2729.2011.00453.x
Sunday 17 January 2016
Technology, Pedagogy, And Content Knowledge (TPACK)
TPACK
is a framework that I have not encountered before but often I find these visual
representations easier to understand. After viewing the video by Punya Mishra and Matt Koehler at
SITE 2008 in Las Vegas I was a little confused because I thought the framework
was fairly straight forward but after reading the reading I now understand that
the framework helps us to identify what we as teachers need to learn in order
to use technology to get the best results. It is difficult to plot where I
would be on the Framework but in some cases I would be close to the middle
(TPACK) because I have been on this year level for a few years and I am
familiar with the content and pedagogy related to this age group. Over the last
few years I have been able to introduce various technologies to help cater for
the differing learners we encounter but there is always room for improvement.
However this will change dramatically when I change grades or when a new
syllabus in introduced.
(Smith & Throne, 2007) but as mentioned in
the readings (Koehler, M. J., &
Mishra, P. (2009) technology also includes things like pencils and
microscopes. We need to remember that content knowledge (CK), pedagogical
knowledge (PK) and technological knowledge (TK) are all part of the complex
combination of what teachers need to know and do. Shulman (1986) and Hughes
(2000) stressed the importance of how all these components work together,
rather than separately. While Koehler,
M. J., & Mishra, P. (2009) thing the heart of good teaching with technology are using content,
pedagogy, and technology, plus the relationships among and between them.
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