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.
Monday, 1 February 2016
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/
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