Rubric peer marking

To view the Rubric Peer Marking for my Blog click and View the Links below.

These are the links for both the Rubric Peer Marking done by Alecia and Kelly, and my response to their comments.

Blog_Rubric_Peer Marking Alecia

Kelly commented on how my blog was written. She said that I had written my blog descriptive rather than reflective.
I did go back and re-read my blogs. I believe they are written reflective rather then descriptive. I used examples of ICT and ICT programs and addressed how I believe they could be used in schools.For example I made comments such as ‘this would be a great educational experience for teachers and pre-service teachers to attend’.
I did not want to change much of my blog after reading this comment as I believe it was written correct. I took into account the five points that the blog should address and linked them to the weekly content and then gave my opinion on the information I found to be important and interesting.
Kelly also commented on my design skills. Kelly stated that she liked the use of ‘ multiple media types such as animations, videos and diagrams’

 

Blog_Rubric_Peer Marking_Kelly

Kelly commented on how my blog was written. She said that I had written my blog descriptive rather than reflective.
I did go back and re-read my blogs. I believe they are written reflective rather then descriptive. I used examples of ICT and ICT programs and addressed how I believe they could be used in schools.For example I made comments such as ‘this would be a great educational experience for teachers and pre-service teachers to attend’.
I did not want to change much of my blog after reading this comment as I believe it was written correct. I took into account the five points that the blog should address and linked them to the weekly content and then gave my opinion on the information I found to be important and interesting.
Kelly also commented on my design skills. Kelly stated that she liked the use of ‘ multiple media types such as animations, videos and diagrams’

Teaching In A Digital World- Lesson Plan

 

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Introduction to Pintrest
Time: 45 minutesLearning Areas: Information and Communication Technology (ICT)Years: 5-6

Number of Students: 20

Learning objectives   Students will discover how to use Pintrest through experimenting with creating a board and pinning images
Curriculum links Mathematics (ACMMG045)

  • locate information from a given set of digital sources
  • locating information following hyperlinks; printing pages; copying and pasting text and images; experimenting in a simulation environment to test decisions

Mathematics (ACMNA123)

  • use ICT effectively to record ideas, represent thinking and plan solutions
  • using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas
Prior knowledge –    Familiarity with Ipads–    Familiar with using internet, and have an understanding of how to navigate i.e.) where is the search bar-    Able to navigate  Ipads i.e.) finding safari on home screen, using ‘back’ if wanting to return to previous page-   Ability to ‘search’ using pintrest i.e.) pressing ‘enter’ to search particular image
Resources –   10 Ipads- 1 Laptop

– Cables for projector

– projector


 

Introduction 1)     Teacher will assemble students in classroom, all students will sit at their desks2)     Teacher will divide class up into pairs3)     Teacher will discuss Pintrest and how to use iti.e.) Pintrest allows you to make ‘pins’ which are like little bookmarks. Whenever you find something interesting that you want to keep you can ‘pin’ it to one of your boards. When you ‘pin’ something it means you can see it whenever you need it, you can also click it and it will take you back to the site it came from. You collect your pins on boards. Boards are where you can organize your pinsTeacher will demonstrate on laptop (attached to projector)

i.         how to search an image using pintrest

ii.        How to pin an image

iii.        How to make a board

4)     Teacher will hand out 1 laptop per pair

5)     Teacher will allow students to ask questions or give any input during the introduction task

 


 

Body of the lesson 1)      Teachers will explain task:‘In pairs create a pintrest board on ICT technologies that you or your partner have used before or would like to use in the classroom/ at school in the future2)     Teacher will inform students that: ‘At the end of the lesson they will need to discuss their Pintrest board and will be required to give reasoning to why each image was pinned to their board3)     Teacher will allow students to spend 15-20 minutes creating their Pintrest boards4)     Teacher will navigate around the classroom during the body of the lesson and help students when needed


 

Concluding the lesson 1)     Teacher will bring the body of the lesson to a close and re-group with the class2)     Teacher will instruct 1 group at a time to discuss their Pintrest board3)    Teacher will ask any or all of the questions (depending on time)-          What could this technology be used for at school?–          How do you use this piece of technology?–          Why would this be a piece of technology you would want to use in the classroom?

–          How could we use this piece of technology in the classroom?

4)     Teacher will briefly discuss the follow up lesson


 

Evaluation/Follow up The lesson will be successful if:

  • Students have minor difficulties navigating their way around Pintrest
  • Students successfully search for images relevant to ‘ICT’
  • Students display enthusiasm and are engaged during lesson

Follow up lesson

  • Students will use their Pintrest boards on ICT to create a power point presentation on ICT in the classroom

 

 

 

APA 6th Edition References

Australian Curriculum, Assessment and Reporting Authority. (2012). Australian Curriculum. Retrieved fromhttp://www.australiancurriculum.edu.au/

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Week eight

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Being a lifelong learner

Lifelong learning promotes learning beyond traditional schooling and throughout adult life. It is ongoing, voluntary, and self-motivated.

The pursuit of wanting to expand your personal knowledge base is a key factor in life-long learning. This can be for either personal or professional reasons. You can want to expand your learning for personal development, competitiveness or employability.

There are many benefits to wanting to be a life-long learner such as expanding your viewpoints and opinions, increase your curiosity, help with your adaptability to change, keeps you involved in society and up to date with current affairs and  helps you feel fulfilled (Nordstrom).

Learning is no longer restricted to a classroom setting. Computers and the internet have allowed people to increase their knowledge and further their education. The internet has allowed people all over the globe to receive higher education through the internet. Life-long learning has never been this accessible. The internet has shifted the way we learn. Never before could you receive a degree online.

Overall, lifelong learning has an abundant amount of positive effects to a person’s professional and personal life. Learning a new skill or learning about something you have always been passionate about is worth pursuing. With the internet so readily available to people it is worth learning and improving your mental acuity.

Digital brain

APA 6th Edition References:

Nordstrom, M. (n.d.). Top 10 benefits of lifelong learning. Retrieved on April 28th 2014 from

http://www.selfgrowth.com/articles/Top_10_Benefits_of_Lifelong_Learning.html

 

Brown, A. (Photographer). (2012, November 05). AndrewBrownsBlog [Print Photo]. Retrieved from http://www.theguardian.com/commentisfree/andrewbrown/2012/nov/04/out-of-body-experiences

Week seven

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Digital blurring is using things that we once only used in our private life and coming up with ways to use them in an educational setting. This means that learning in schools in more engaging and interesting.For example, once  MSN (instant messenger)  was only for personal use in our private life. Now we can use this in an educational setting as a means for our students to communicate with other students from other states, cities and countries.

Allowing students to use technology in the classroom such as MSN gives them an opportunity to communicate with others and transmit information to each other in a different form. Students are actively participating and thinking about information. Using a tool such as instant messenger supports student-led learning.

Teachers need to use technology to their advantage to allow students to guide their own learning and take responsibility for it. This means allowing their students to make their own choices but keep in mind their objectives.

Student directed learning has never been as interesting and engaging. Instant messenger programs could eliminate problems that may arise doing group work. Students can communicate from home or if a student is away from school it could be as simple as messaging a student the groups progress.

Not only is it useful to communicate within the class but it can be used to do activities such as online tutoring for students overseas, or having a ‘pen pals’ program where students can develop an educational friendship with someone from another school or another country.

msn-logo-650x0

This week I made a game using Sploder

Here is the link to my game:

Capture the flag, Robots! : http://www.sploder.com/?s=d004390j

 

APA 6th Edition Referencing:

Rodgers, W. (n.d.). Students: Technology in the classroom. Retrieved on 28th of April 2014 from http://www.shelbyed.k12.al.us/schools/rms/faculty/wrodgers/technology int/students.html

Checkley, K. (1995). Student-directed learning balancing student choice and curriculum goals. In (9 ed., Vol. 37). Association for Supervision and Curriculum Development. Retrieved on May 1st 2014 from http://www.ascd.org/publications/newsletters/education_update/dec95/vol37/num09/Student-Directed_Learning.aspx

Mogg, T. (Photographer). (2011, September 8). MSN SLOWLY RETURNING AFTER GLOBAL OUTAGE [Print Photo]. Retrieved on May 1st 2014 from http://www.digitaltrends.com/web/msn-com-down-including-hotmail/

Week six

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click here to view my video: Digital Fluency

This video illustrates the technologies that Generation Y has been raised with. From an early age these now adults were exposed to technologies such as the floppy disk, printers and Windows Messenger. This meant that when new technologies such as USB’s, Facebook and digital cameras were created they already had the prerequisite skills to use these new technologies. Generation Y can use digital technologies confidently as a result of using these technologies in their early schooling years.

Christian’s article explains the difference between being digitally literate and being digitally fluent. He uses the example of someone building a house. He states that “A literate person is perfectly capable of using tools, they know how to use them and what to do with them but the outcome is less likely to match their intention”. A person who is fluent in building houses “Is comfortable with when to use the tools to achieve the desired outcome, and even why the tools they are using are likely to have the desired outcome at all” (Christian, 2011)

fluent

 

(Christian, 2011)

People who are digitally fluent know when to use certain technologies, computer programs, applications and so on to achieve a desired outcome. They also know why the technologies they are using will enable them to achieve their desired outcome

 

Here is the link to my Scratch animation I made this week:

http://scratch.mit.edu/projects/20797770/#player

APA 6th Edition Referencing:

Hamer, S. (2014). Digital fluency [Web series episode]. Youtube. Retrieved on May 1st 2014 from https://www.youtube.com/watch?v=KKBYs0nfWuc&feature=youtu.be

Christian. (2011, February 5). The difference between digital literacy and digital fluency. Retrieved on May 1st 2014 from http://www.socialens.com/blog/2011/02/05/the-difference-between-digital-literacy-and-digital-fluency/

 

Week Five

pintrest

Pinterest is a tool for collecting and organizing the things that inspire you. Pintrest is a great way to allow students who are visual learners to present their information through images.

Pintrest allows you to make ‘pins’ which are like little bookmarks. Whenever you find something interesting that you want to keep you can ‘pin’ it to one of your boards. When you ‘pin’ something it means you can see it whenever you need it, you can also click it and it will take you back to the site it came from. You collect your pins on boards. Boards are where you can organize your pins.

i.e.) “Ideas for my party”

“Place I want to travel to”

“Ideas for lesson”

You can then share these boards with your friends. These boards can also be shared on Facebook, or they can be kept private.You can also follow boards that you may find interesting. You can follow other people or your friends. The latest pins from the boards you are following will be displayed in your home feed.

piiiiinn

Pinterest is a great way to express who you are and what you really like without having to write any of your own thoughts down.

It encourages an artistic side and gives you a chance to be creative and inspired.

Here is a collage of images from my Pintrest board “My Future”

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APA 6th Edition Referencing

Thijs. (Photographer). (2012, March 22). Pinterest for GLAMs: Europeana’s Experiment [Print Photo]. Retrieved  on May 1st 2014 from http://blog.europeana.eu/2012/03/pinterest-for-glams-europeanas-experiment/

Week four

asfdsDigital Divide

 


 

How can we close the gap on the digital divide?

This Infographic identifies the physical requirements that are needed when teaching ICT’s in the 21st century. It is difficult for students in schools in developing countries or schools in low-socio economic towns or cities to have the same experience or even be exposed to new technologies. It is difficult to teach a lesson based on the use of ICT technologies when schools have a limited supply of computers, laptops etc. When there is a limited amount supplies in classrooms it is difficult for students to have a sufficient amount of time to experiment with the piece of technology.


Closing the gap on the digital divide within Australia is difficult; on a global scale it is almost impossible. As teachers it is vital to keep in mind that not all children can go home and play with their video games, on their iPod touch or on their computers. Exposure to the ICT’s varies from child to child we need to give students of the 21st century to explore these new technologies and become familiar with them. The school curriculum needs be accommodating of ICT technologies. This is the only way we can give all students an equal chance to excel in their ICT skill set.

 

Week three

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Scams, identity theft, cyber bullying- Stay smart online

The Australian Government provides Internet safety awareness seminars all around Australia. This would be a great educational experience for teachers and pre-service teachers to attend. The 2014 Awareness Week will be held from the 2-6th of June all around the country. The aim of the Awareness week is to help Australians using the internet to understand the simple steps they can take to protect their personal and financial information.

 

Remember the Top 10 Tips

Stay Smart Online encourages all Australians to remember these ten simple tips to improve their online security:

  1. Install and update your security software and set it to scan regularly
  2. Turn on automatic updates on all your software, particularly your operating system and applications
  3. Use strong passwords and different passwords for different uses
  4. Stop and think before you click on links and attachments
  5. Take care when buying online – research the supplier and use a safe payment method
  6. Only download “apps” from reputable publishers and read all permission requests
  7. Regularly check your privacy settings on social networking sites
  8. Stop and think before you post any photos or financial information online
  9. Talk with your child about staying safe online, including on their smart phone or mobile device
  10. Report or talk to someone if you feel uncomfortable or threatened online – download the Government’s Cybersafety Help Button

 

onlineee

 

(Noontec, 2009)

 

APA 6th Edition Referencing 

Commonwealth of Australia 2010, (2014). © Stay Smart Online. Retrieved on April 28th 2014 from website: https://www.staysmartonline.gov.au/

Noontec. (Photographer). (2009). Change your TV to be smart TV [Print Photo]. Retrieved from http://en.noontec.com/Products/Androidbox/A9mini.html