Peer review

A big thank you to two fellow EDC101 students who volunteered to review my blog, Switched On, and provide a marked rubric and comments.

Attached are the two rubrics for you to read (comments have been copied and pasted into blog below for convenience):

Review by Katie:

Comments: Angela you have great content. You blog looks great, you have used great pictures and resources and covered the content well. There isn’t much personal reflection as such. On the description of what is required it states that each entry should be a reflection of what was learnt that week. To me that means it needs to be a little more personal. Other than that there really isn’t much I would change at this point, except to say that a couple of your blogs are very long and they are meant to be on average 200 words. It is a well laid out document that is easy to read and very informative. The blog itself looks fantastic, crisp and clean and that allows for easy reading. The last 2 blogs start with exactly the same phrase (a bit picky on my part) but maybe try rewording one of them. Other than Angela it is an extremely good piece of work of which you should feel confident about. Excellent work.

Blog_Rubric_Peer Marking Angela Harvey by Katie_R

Review by Haley

Comments: Great Blog – Found a wide range of evidence, and you showed that you understood the content. Content – I believe you focused on your response to all the blogs. Organisation – The blog layout was found to be organised but not easy to navigate.. Having to scroll up and down to read and then go back up to continue the next blog entry. Grammar and Accuracy – Very good use of vocabulary and didn’t find any punctuation errors.

Blog_Rubric_Peer Marking Angela Harvey by Haley_T

The comments provided by my peers are very encouraging.  After receiving both peers rubrics and comments I returned to my blog to review it in light of the feedback provided.  To a certain extent I agreed with Katie’s feedback about being more reflective and less formal.  I am cautious that the instructions for this assessment state that whilst we are to write reflections we will also be marked on “academic expression” so I have reviewed my blog entries to ensure I strike an appropriate balance. Many of the blogs I have uncovered throughout my research for this subject have surprised me in how informally they are written. To assist me in ensure I review and edit my blog posts to ensure they meet the criteria of “reflections” I also reviewed the reflective writing information sheet provided in Week 9. The changes I made are subtle phrases or sentence re-structures here and there, as for the most part I am satisfied with the content and extremely cautious not to add too much as I have more than exceeded the word limit for each blog already.

In response to Haley’s feedback regarding the blog layout, I disagree. Blogs are generally structured in reverse chronological order placing the most recent entry at the top. Even popular blogs are structured in this manner and by scrolling down you find varying topics of information posted to the blog earlier. I don’t think many people stumbling upon the blog would find themselves having to scroll to the bottom of the blog and then awkwardly work their way back up in order to make sense of the content. Possibly the only change I would consider would be to install I side menu panel.

 

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Earth Hour – Lesson Plan

The following is a lesson plan I have created to demonstrate how I would incorporate technology into a lesson.

The lesson is one lesson within a Term Project:

Lesson Plan by Angela Harvey

Earth Hour: “The view from down here on Earth”
Lesson TitleLesson Date and Time

 

Learning Areas

Year

Lights, camera, blackout – Part 1Week 6 (Lesson 11 of 20)

Tuesday 4th March 2015

Science

7

Earth Hour Term project: Working in groups of 4 make a video promoting Earth Hour to the local community.Project Aims:

  • Explore the contemporary issue of global warming and Earth Hour as a solution, what does Earth Hour aim to achieve for global warming? Examine Earth Hour’s prospect from a local level.
  • Create a persuasive text to target the local community to encourage participation in Earth Hour.
Curriculum links  Year 7 English – Literacy

Expressing and developing ideas

  • Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)

Creating texts

  • Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Science – Science as a Human Endeavour

Use and influence of science

  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)

Source: Australian Curriculum, Assessment and Reporting Authority (2013)

Previous lessons in term plan Wk1 (2 × 1hr lessons) – research and discussionWk2 (2 × 1hr lessons) – persuasive texts & methods to convey information and ideas

Wk3 (2 × 1hr lessons) – researching persuasive videos, experimenting with digital cameras &, collaborating ideas for project

W 4 (2 × 1hr lessons) – drafting project script & storyboards incorporating research & persuasive positioning

Wk 5 (2 × 1hr lessons) – finalizing script & storyboards

Learning Objectives 
  • Develop digital literacy using digital camera, camera equipment, editing and basic computer software
  • Create a digital persuasive text within a collaborative group dynamic
  • Time management & management of multiple roles within a group project
Prior knowledge
  • Understanding of how point of view is generated in visual texts
  • Digital camera literacy: operating, filming, downloading & saving
Preparation:You will need

  • 6 digital cameras & equipment
  • Access to computer lab (at end of lesson)

 

 Students will need

  • Completed storyboards & filming plans
Lesson Introduction: 5 minutes

  • Lesson outline & allocated times (link) on Interactive Whiteboard (IWB)
  • Students divide into their filming groups; nominated member collects camera and equipment & conducts a check of camera equipment, battery, tripod, data card
  • Nominated member collects group’s storyboards & filming plan

Lesson body: 30 minutes

  • 3 groups will be supervised by teacher aide
  • 3 groups will be supervised by teacher
  • Groups have 30 minutes (with 10 minute interval warnings) to film storyboards within their designated areas (school grounds)

Back-up & pack-up: 20 minutes

  • (10 minutes) Teacher aide 3 groups return to computer lab and download their group footage onto computer, saving back-up to USB
  • Return to classroom to pack-up digital camera & discuss last session of filming, collaborate over editing their film and including music, special effects and voiceover – exchanging ideas in light of the footage filmed
  • (10 minutes) Teacher 3 groups return to computer lab and do the same as groups above

Conclusion: 5 minutes

  • Ask class how their filming sessions went
  • Questions (IWB) to review: teamwork; efficiency; collaboration (accepting of ideas, putting ideas into action, offering encouragement, motivation);
  • Discuss next (& final) filming session: have you got a clear plan of final filming session?
Evaluation Was the lesson a success? Discuss with supervising Teacher Aide:

  • Were groups balancing filming with discussion & collaboration, or was the balance too far either way?
  • Did the groups work cooperatively to achieve their filming plans, discuss new ideas, make group decisions to make necessary or creative changes?
  • Were the groups developing their language in – giving instruction or direction; digital technology (camera & computer terminology); group interaction (active listening, reflecting others ideas, positive feedback, respectfully disagreeing, making and communicating decisions)?
Lesson to follow:

  • Part 2 filming lesson: complete filming all digital camera footage & store footage on computer ready for editing
References:Australian Curriculum, Assessment and Reporting Authority (2013). Retrieved from http://www.australiancurriculum.edu.au/Year7

 

Attached is a copy of this lesson plan as a Word document

EDC101 – Assess 3 – Teaching_Episode_Template

Switched On for Life?

Lifelong learning & global citizenship | Week 8

Global-social-media-network

Lifelong learning can be defined in its simplest form as “learning that is pursued throughout life” (What is lifelong learning?, 2013). Holistically lifelong learning enhances everyone’s understanding of the world providing us with “better opportunities and improve our quality of life” (Lifelong Learning, 2014).

The following summarises the key elements to lifelong learning:

  • Self-motivation – feeling positive about learning and your ability to learn (Lifelong Learning, 2014);
  • Acquiring – relevant and meaning information “through reading, listening, observing, practicing, experimenting and experience” (Lifelong Learning, 2014);
  • Search – “for a personal meaning in the information we’re acquiring” to place information into a context of what the information has taught you or what you have gained from the information (Lifelong Learning, 2014);
  • Triggers – to recall information for example “take notes, practice, discuss and experiment with new ideas and skills” to learn and develop (Lifelong Learning, 2014);
  • Examine – regularly examine your knowledge by questioning your understanding and perception of a subject reinforces what you have learned; be open to new information and explore others viewpoints (Lifelong Learning, 2014);
  • Reflect – on your learning, thinking about how and why you learned, how you feel about a topic or situation, what you know then and what you know now and reflect on mistakes and successes (Lifelong Learning, 2014).

As a pre-service teacher, I see it as my responsibility embed this learning within my digital pedagogy and provide meaningful opportunities to foster and develop these skills within the classroom. Further to this, lifelong learning is also an expectation from employers, who are education stakeholders, and “are looking for well-balanced people with transferable skills” and focus upon prospective employees who demonstrate they are keen to “learn and develop” (Lifelong Learning, 2014).

Lifelong learning brings global citizenship to the forefront of education, especially within the context of the digital world we live in today.  Alexander (2002, p. 77) states “we need to recognise that all learning has a global dimension”, adding that “the challenge of education… is to equip people with the skills, knowledge, attitudes and values which will enable them to understand and deal with a rapidly changing world” and “cope with these challenges effectively”.

As a pre-service teacher, this point highlights the junction between digital citizenship and lifelong learning. As digital technology provides a multitude of platforms to connect with individuals, groups and communities anywhere in the world (between those with access to such technology) individuals have the means to participate in the world as a global digital citizen. McLoughlin and Lee (2008) state that connectivism shifts focus from the “learning processes of the individual”, instead it “situates learning within the dynamics of social interaction, connection, and collaboration” and that “maintaining these connections is a skill that is essential for lifelong learning in a knowledge-based, networked society”.

Global digital citizen

 

References

Alexander, T. (2002). Integrating Lifelong Learning Perspectives. (C. Medel-Anonuevo, Ed.) Hamburg, Germany: UNESCO Institute for Education. Retrieved from http://www.unesco.org/education/uie/pdf/uiestud36.pdf

Global digital citizen [Image] (2013). Retrieved from https://communication4health.wordpress.com/author/vwsuzanne

Global Social Media Network [Image] (2011). Retrieved from  http://stockfresh.com/image/705251/global-social-media-network

Lifelong Learning. (2014). Retrieved from Skills You Need: http://www.skillsyouneed.com/ps/lifelong-learning.html

McLoughlin, C., & Lee, M. J. (2008). The Three P’s of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. Retrieved from http://files.eric.ed.gov/fulltext/EJ895221.pdf

What is lifelong learning? (2013). Retrieved from Lifelong Learning Council Queenland Inc: http://www.llcq.org.au/default.asp

 

Learning to Play or Playing to Learn?

Digital Blurring – Video Games in the classroom | Week 7

Video Games image

As a pre-service teacher the concept of using video games in Education intrigues me, and deeper exploration into the subject has challenged my preconceived ideas of video games as a purely recreational pass-time.  Learning through play and constructivist are two primary theories that support the incorporation of video games into Education (Annetta, 2008, p. 233). Below is a summary of the positive aspects to online and video games that are conducive to use in an Educational setting:

  • “Produces reductions in reaction times, improved hand-eye co-ordination and raises players’ self-esteem” (Griffiths, p. 47);
  • “Use of logic, memory, problem-solving, critical thinking skills, visualization, and discovery” (Annetta, 2008, p. 231);
  • “Manipulate virtual objects using electronic tools and develop an understanding of the complex systems being modeled” (sic) (Annetta, 2008, p. 231);
  • Generating positive engagement, cooperation, participation and achievement (Annetta, 2008, p. 233).

As discussed in Leonart Annetta’s (2008) article Video Games in Education: Why They Should Be Used and How They Are Being Used states “it is critical to expose and challenge the Net Generation in environments that engage them and motivate them to explore, experiment, and construct their own knowledge” (p, 229).

There is a scope of learning potential within mainstream recreational video games as well as targeted educational video games, also known as serious games (Annetta, 2008, p. 229).  The advantages of incorporating both educational and recreational video games into the classroom is to make “the learning experience more motivating and appealing’ (Rieber et al., 1998 cited in (Annetta, 2008, p. 233). Minecraft is a brilliant example of a recreational video game that has exponential learning opportunities within a classroom setting.  As Annetta discussed “Video games in the classroom are not a replacement for good teaching… They are merely a supplement that engages students in the content and provides an avenue for them to learn difficult concepts of the real world in an environment in which they are comfortable” (Annetta, 2008, p. 236).

 

References

Annetta, L. A. (2008). Video Games in Education: Why They Should Be Used and How They Are Being Used. Theory Into Practice, 47. The College of Education and Human Ecology, The Ohio State University. doi:10.1080/00405840802153940

Griffiths, M. (2002). The educational benefits of videogames. Education and Health, 20(3). Retrieved April 18, 2014, from http://dh101.humanities.ucla.edu/DH101Fall12Lab4/archive/files/6070f0882cc89baa5a12992aaea56028.pdf

No Title [Image] (2013). Retrieved from http://www.faronics.com/news/blog/winning-students-over-with-classroom-video-games/

 

 

Starting from Scratch

Digital Fluency | Week 6

Scratch animation offers rich learning opportunities to develop students as digital content creators and technology innovators progressing the acquisition of knowledge and skills to become digitally fluent learners.

Scratch animation is an excellent digital technology that can be used as a creative activity as it results in the creation of digital artefact. This process ‘involves a wide range of skills’ rich in ‘learning tasks’ and ‘perhaps built around problem-solving or inquiry models of learning’ (Howell, 2012, p. 134).

Scratch animation is also a rich learning opportunity when used as an experimental activity as it requires the student to ‘focus on processes’ the ‘learners engage in a process of trying to understand how something works or functions’ (Howell, 2012, p. 135).  The student can manipulate the elements of the animation to change or control it, employing functions, processes and layering to achieve a desired result. Employing scratch through experimental activity ‘builds on them being digital content creators’, as the creation of technology is not central to the activity, it is the tool being used to create an object through (Howell, 2012, p. 135).

Finally, Scratch animation can be employed through a purposeful activity ‘to build upon prior skills’ and ‘acquire experience and fluency’ in the technology to develop their digital fluency (Howell, 2012, p. 135).  Using Scratch animation for this type of activity would be to incorporate it within the curriculum by defining the learning outcomes for students to acquire specific ‘content knowledge and skills’ (Howell, 2012, p. 135).

As Scratch is a time intensive technology it would be important to introduce it early on (depending upon the degree to which students have used it previously, if at all) to enable the students to explore and become familiar with the technology. Embedding the Scratch animation within a curriculum-based task would give students direction and purpose for the desired outcome of their animation. Students would require ample time to plan their animation as well as sufficient time to experiment and create their animation. The end result of the project is the acquisition of knowledge and skills using the technology to create a digital artefact.

Scratch is a rich digital technology full of immense learning potential, especially in a Primary school setting.  If Scratch is used a number of times in a number of ways throughout a student’s primary school years they are well on their way to becoming fluent in this particular digital technology, even digitally proficient.

 

Further resources:

This wiki space CR2.0 is a collection of Scratch lesson plans. Granted it is an American site (so references to American syllabus) however the collection covers lesson plans for different subject areas, such as mathematics and geometry as well as basic introductory lessons to Scratch. If you’re having trouble finding a subject area to incorporate Scratch into, this is a good resource for ideas.

Wiki Space Classroom 2.0 (CR2.0) Lesson Plans for using Scratch.

Wiki Space Classroom 2.0 (CR2.0) Lesson Plans for using Scratch.

Similarly, this webpage Literacy from Scratch, contains lesson ideas.

Using Scratch to support pupil learning (UK)

Using Scratch to support pupil learning (UK)

 

Also, another wiki space Why Teach Scratch? With some relevant points.

Wiki-space Why Teach Scratch?

Wiki-space Why Teach Scratch?

 

References

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Melbourne, Victoria: Oxford University Press.

Pinterest

Pinterest is a remarkable resource enabling a user to connect, collaborate, share, organise, structure, research numerous topics of interest. It is the Net Generation’s answer to the favourites bar in your internet browser.

Pinterest holds a place, not only in a person’s private life but in their professional life as well, especially Teachers.

The following link from Edudemic The Teacher’s Guide to Pinterest explores the many and varied uses for Pinterest in a classroom.

You are invited to take a tour of my newly created Pinterest board: Technology in Classroom! (Simply click on the image below) Pinterest_Technology in Classroom (Or follow this link) http://www.pinterest.com/AngelaHCairns/technology-in-classroom/

Thank you to fellow EDC101 – Living and Learning in a Digital World student Katie Tills who kindly assessed my Pinterest site against the following rubric:

Marking rubric completed by Katie Tills

Marking rubric completed by Katie Tills

 

How to Read Between the Lines Online

Digital Information | Week 5

Digital Information

It has never been a straightforward task, determining reliable websites and information on the internet. In recent years the volume of digital content available on the internet has exploded, thanks to a deeper saturation of internet access (home and mobile) as well as the tidal wave of digital content creators leading to a growing population who are not only, turning to the internet for information, but are actively contributing and sharing their own thoughts, ideas, and information online (Howell, 2012, p. 136). Therefore, as Educators around the world, and in Australia, integrate technology deeper into their curriculum and daily classroom activities, teaching students ‘how to use the internet’ becomes an integral part of a student’s technological education. Students need to master the ability to discern researched and factual information from an individual or group’s thoughts and opinion.

As Teachers, when it comes to the internet, we know it is not possible to provide our students with rich learning opportunities if we are ‘holding their hand’ throughout their entire online journey. For student’s to gain the greatest understanding of ‘how to use the internet’ they need to be given opportunities to interact with it through creative, experimental and purposeful activities (Howell, 2012, p. 134-5). As Katrina Schwartz (2013) states in her blog Teach Kids to be their own Internet Filter, “It’s becoming less and less effective to block students from websites”, so “rather than shielding them” we need to teach students “to be their own filters”.

Digital Information

If we picture a pyramid, the foundational blocks would be to teach students the ‘mechanics’ of ‘how to use the internet’: connecting to the internet, opening and navigating web-browsers, using search engines, opening hyperlinks and webpages. The subsequent layers would consist of teaching students how to interpret and critique the digital information they uncover.

The following data points summarised in Teach Kids to be their own Internet Filter:

(Luhtala cited in Schwartz 2013)

As our society steadily (or in some instances rapidly) transitions to, and embraces, digital information, it is a societal expectation that students are educated on how to use the internet effectively and sensibly. As Luhtala cited in Schwartz (2013) stated “If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty”.

Filter Failure

 

References

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Melbourne, Victoria: Oxford University Press.

Information Overload [Image] (2014). Retrieved from http://www.linkedin.com/today/post/article/20140227043901-17917510-how-you-can-overcome-information-overload

It’s not information overload, it’s filter failure  [Image] (2010). Retrieved from https://www.flickr.com/photos/captainmath/4442384194/

Kapor, M. [Image 1] (2013). Retrieved from http://www.wolper.com/2013/11/evolving-value-of-information-professionals/

Schwartz, K. (2013, October 4). Teach Kids To Be Their Own Internet Filters. Retrieved April 5, 2014, from MindShift How we will learn.: http://blogs.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/

The Digital Divide

Digital Participation | Week 4
digital divide 2

The Infographic above explores elements of the “Digital Divide”, a recognized inequality in access to, or knowledge of, information communication technology (ICT).

The Digital Divide is a ‘local’ issue, affecting students throughout Australia, as well as a ‘global’ issue, affecting developing nations throughout the world.

As Jennifer Howell (2012) discussed “not everyone will have had access to the same technologies, nor will they have the same understandings of technology” (p.56). The ‘digital divide’ in Australia is influenced by factors such as socio-economic background (household income), geography (internet access and quality), cultural background (English as a Second Language, ESL), age and disability.

Overcoming the digital divide within education and society becomes more and more important on a daily basis, as referred to in the quotation below from The Australian Curriculum:

Australians conduct their routine daily activities through a wide and complex range of oral and written language and images. Our sense of belonging to local, institutional, national, and, increasingly, virtual communities, and our ability to contribute meaningfully to those communities, increasingly depends on how well we communicate. (as cited in Howell, 2012, p. 63).

Effectively, the ‘digital divide’ affects more than just a person’s limited access to, or sufficient knowledge of, technology, but their ability to use technology to participate in society. Without technology, or adequate knowledge of how to use it, members of society will become more isolated resulting in social exclusion.

From an educational perspective, Australia must look for effective ways of overcoming this ‘divide’ to ensure that students receiving education in Australia have equal opportunities to experience and understand technologies to be digitally fluent in their higher education and post-school lives.

digital divide

 

Following On…

Here are two Word Mosaics I created via Image Chef relating to being Digitally “Connected” and Digitally “Disconnected”:

Image Chef - Connected themeImage Chef - Not connected

 

References

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Melbourne, Victoria: Oxford University Press.

Access Denied [Image] (2013). Retrieved from https://www.humanrights.gov.au/news/stories/digital-divide

No title [Image 2] (2013). Retrieved from http://www.ecdl.org/blog_post.jsp?blogID=1&a=4998