When our course started at the beginning of the year, I left each residential school day feeling very overwhelmed! Just as I overcame these feelings, the same feeling of uneasiness came back during my first few weeks in class, especially ICTs!! The thought of posting my personal thoughts of my learning journey made me feel anxious and very ill! It took me a few weeks to go anywhere near the blog I had created and after much procrastination I finally built up the courage to begin. Since I have started my placement, I am so grateful for this subject and what it has taught me. What I really had no idea about before, I am now becoming a lot more comfortable with. Also being in a class of 50 year 5 students who are already so computer literate, I realised just how important the use of ICTs in the classroom really are.
http://tobeys-reflection.blogspot.com/2010/03/understanding-icts.html
In this post I’d really like to share not only about what I’ve learnt from the courseware, but also how it has already come into practise in the classroom for me. My first placement, which is a double Year 5 class, is at Taranganba State School. From my first day in this class the students had just been working on PowerPoint presentations. The majority of the class was very competent using this programme, and knew exactly how to open and save their work on their USBs. As for the students that weren’t getting the hang of it so quickly, I was glad of my recent knowledge of PowerPoint, which enabled me to help them. This project had a few different parts to it which included a PowerPoint presentation on a scientist, a 3D project they built relating to the scientist, an oral speech, and a written evaluation of how they felt with the end results. I am sharing this with you as it really showed me how far the classrooms have come with technology, especially since I finished school 10 years ago!
Photographs of the projects have been taken, and we are in the process of orally recording the student’s evaluation. A virtual classroom has been set up on the learning place www.thelearningplace.com.au where parents are able to view the children’s work and see what they are doing in class. The Teachers are very active in maintaining this high standard, and are currently setting up a class blog so that parents will be able to keep up to date with what the students are learning, and what’s happening in the classroom. I have been absolutely amazed at how much ICTs have been used each day, and we haven’t even got to the Interactive whiteboards yet!! The next project is a group assignment where the class is setting up WIKIs. Once again I am grateful for my recently gained skills and knowledge of WIKIs, they’re definitely going to come in handy because even the Teachers don’t understand how they work yet!
The class is very fortunate to have a Librarian who is an absolute whiz on computers, and access to so many computers available in their class and the library. I have seen first hand now how the use of all the ICTs in the classroom truly enhance the students learning. It adds another dimension to their learning, and the class have been so engaged that the teachers and I have been staying in class several lunch hours so the students are able to work on their projects and gain skills in ICTs. Learning can be engaging, engrossing, amazing, disorientating, and often deeply pleasurable. If it’s fun, fine. But is doesn’t need to be fun. The application of technologies can enhance the curricula in imaginative ways beyond mere fun; it can add new dimensions to units of study and expand out notions of literacy. Access to a range of resources, new audiences, and a variety of media allow the teacher and student to teach and learn in new and enriching ways. Holliday, M., Johnston, R., Ljungdahl, March, P., Winch, G., L., (2001, p 316)
I have also been completely fascinated by the Interactive Whiteboards. As mentioned in my blog posting http://tobeys-reflection.blogspot.com/2010/04/how-wonderful-interactive-whiteboards.html I genuinely feel that any classroom with these available is very fortunate. A visit to Parkhurst showed just how much can be done with them in the class, and Karlee (GDLT student) left a comment saying “you can see how they would not only support and enhance learning, but also make the teaching process more efficient for Learning Managers...”Karlee Kries, April 25, 2010.
I also found Flickr and Picnik to be exciting programmes, they don’t take too long to get the hang of, and as I’ve mentioned in further detail in my post, could be used for a variety of projects in the classroom. http://tobeys-reflection.blogspot.com/2010/04/experimenting-with-flickr-and-picnik.html I had so much fun with Flickr and Picnik, I can see they will be something exciting to play with on the side as a weekend hobby! I also have some Art lessons coming up in class and I’m hoping that I might somehow be able to incorporate this programme for one of my activities.
The Avatars and Vokis are another way to enhance learning. I had never seen one before starting this course, and they intrigued me, even more so when I came to design my own. (Which by the way Kendal left a comment saying mine looked just like hers!! http://tobeys-reflection.blogspot.com/2010/03/acvokiembed200-267-bfd8a36b787df41e2dc0.html and view Kendal’s at http://kendal-candise.blogspot.com/) I think if someone my age can get so excited about Avatars and Voki’s then I’m sure students will as well! I know my Year 5 class will when I get a chance to use them for a lesson!
Another piece of technology that I have found to be so useful personally and professionally is you tube. www.youtube.com there seems to be an endless amount of clips available to suit any subject or even year level for that matter. I remember back at Residential school when Scot showed us the Greek aboriginal clip, it was quick, but interesting, and captured everyone’s attention. I feel every teacher can benefit from this, as well as the students. A favourite clip of mine is posted on my blog. http://tobeys-reflection.blogspot.com/2010/04/yes-i-am-going-to-be-your-teacher.html Karlee also had some great you tube clips on her blog, I left her a comment after hearing how much the class loved them during her lesson. http://ictslearningdesign.blogspot.com/2010/04/draft_20.html. She too left another reply saying how successful they were.
My learning journey so far has definitely kept me very busy, and I am throroughly enjoying all courseware that has been available. Now when I log onto the ICT moodle site, I don’t get the nervous shakes so bad as I did in the first few weeks. There is so much more I want to learn, and I feel my new found enthusiasm for computers will allow me to embrace what the 21st century has to offer and share all my new found knowledge and experience within the classroom.
References
Holliday, M., Johnston, R., Ljungdahl, March, P., Winch, G., L., 2001, Literacy: Reading, Writing and Children’s Literature:Third Edition, Oxford NewYork: Oxford University Press
Thursday, April 29, 2010
Friday, April 23, 2010
Experimenting with Flickr and Picnik
I could of easily spent all day today distorting and changing pictures on Flickr! Just like the Vokis, it is so much fun, and there is endless possibilities as to what you are able to create. However, with many assignments and lesson plans looming, I think I'll have to leave playing with the fun stuff till the holidays!!
I think a student of almost any age could have a great time using a programme like Flickr. It was easy to understand, and I felt that even for those who are still trying to get their heads around all the ICT stuff (yes I am one of those people!!) it doesn't take too long to master. Students could use it for a variety of different things, but I feel anything in the Arts/Media areas could really allow students to get very creative. It could also be used to make any sort of project a bit more interesting, by creating images that are unique and original. I know with a lot of my personal art creations, photoshop has been a wonderful tool where you can be free to create whatever, and always have something exciting to show.
My mentor teachers have been doing quite a bit of work with their students to get them thinking ouside the square. It's very interesting to observe the class during these lessons, and really does get their imagination going. They are applying it to various areas to bring more creativity out in the students. I would love to do an excercise using a simple programme like Flickr, where the students could start with a picture of themselves and see how different they could make it. I definitley think there would be some extraordinary results!
I didn't do too much to my baby elephants picture, but there really is so many possibilties as to what this programme enables you to do. I can't wait to get back into Flickr and experiment some more!!
I think a student of almost any age could have a great time using a programme like Flickr. It was easy to understand, and I felt that even for those who are still trying to get their heads around all the ICT stuff (yes I am one of those people!!) it doesn't take too long to master. Students could use it for a variety of different things, but I feel anything in the Arts/Media areas could really allow students to get very creative. It could also be used to make any sort of project a bit more interesting, by creating images that are unique and original. I know with a lot of my personal art creations, photoshop has been a wonderful tool where you can be free to create whatever, and always have something exciting to show.
My mentor teachers have been doing quite a bit of work with their students to get them thinking ouside the square. It's very interesting to observe the class during these lessons, and really does get their imagination going. They are applying it to various areas to bring more creativity out in the students. I would love to do an excercise using a simple programme like Flickr, where the students could start with a picture of themselves and see how different they could make it. I definitley think there would be some extraordinary results!
I didn't do too much to my baby elephants picture, but there really is so many possibilties as to what this programme enables you to do. I can't wait to get back into Flickr and experiment some more!!
Monday, April 19, 2010
How Wonderful the Interactive Whiteboards are!!
After a visit to Parkhurst Primary School today, I really am amazed at what we can do in our class with the interactive whiteboards. I was already excited after viewing several of the presentations on You-tube, but there is so much more that we are able to do with them! I am slightly worried that they are going to be a distraction from our teaching! Once you start playing on them, you just don't want to stop! They are an incredible piece of technology to have, and any classroom that has them should feel very privileged. My classroom is fortunate to have one, and after today I just can't wait to get my hands on it! I will definitely be heading into the classroom as early as I can to experiment! My teachers have already told me that they are not overly familiar with the interactive whiteboards, so I'm hoping from what I have learnt, that I will be able to incorporate them quite a bit in my lessons. There really is endless possibilities as to what we can do!
What also was so exciting was the hand held devices that the students can use called the expressions. We also had a turn of these, and once again the classes that have these are very lucky. It is a great way to get all the students involved, and I feel this would be a great way to get students excited about the not so fun subjects like maths!! (well not so exciting to myself anyway!!) It was interesting so see all the teachers from different year levels doing their presentations, and seeing what can work for each of their year levels. The prep teacher has her student's photos on the whiteboard each morning, and instead of marking the role, they have to write their names next to their photos each morning. So the interactive whiteboards can be used for such a wide variety of areas, and are extremely engaging whilst also being so educational.
Parkhurst Primary School is in the top 20 schools for incorporating ICT's in Australia, and their dedication to the students and teachers learning has definitely paid off. They have received many awards, and bonuses for the school. I left the school today feeling so inspired, all the staff that spoke to us were so passionate. It was wonderful to be part of today, and I just can't wait till class tomorrow to experiment some more. I hope everyone else on prac enjoys the whiteboards as much as I did!
Here is an interesting article that proves how forward this school is with technology. It was published in The Morning Bulletin in November 2009.Hi-tech is child’s play at Parkhurst
Amy Formosa | 7th November 2009
HE’S only seven, but Jackson Broom already has a grasp of technology that would baffle many adults.
The year two student says he wants to engineer cruise liners and he’s going to the right school to get a head start for his ambitions.
Parkhurst State School was named the state’s most innovative school across all of Queensland, for its advanced technology, at the Showcase Award for Excellence in Schools ceremony in Brisbane, winning a total of $26,000.
The school has the most advanced range of technologies including robotics, beebots, green screening, IPODS, a music innovation centre and interactive white-boards. If you don’t know what they are – you’re probably too old.
Work has started on a multimedia building at the school incorporating a cinema, where students can develop their own movie trailers.
Jackson enjoys getting on the net to learn about geography and his maths skills are paying off as he proves to be a star beebot controller.
“We use the computer to make maps and directions for the beebot (programmable floor robot) to follow,” Jackson said.
Principle Lyle Walker said the school was leading the way in technology for Central Queensland.
“We are teaching with state-of-the-art technology students and the school needs for the future. It’s what 21st century kids deserve,” he said.
What also was so exciting was the hand held devices that the students can use called the expressions. We also had a turn of these, and once again the classes that have these are very lucky. It is a great way to get all the students involved, and I feel this would be a great way to get students excited about the not so fun subjects like maths!! (well not so exciting to myself anyway!!) It was interesting so see all the teachers from different year levels doing their presentations, and seeing what can work for each of their year levels. The prep teacher has her student's photos on the whiteboard each morning, and instead of marking the role, they have to write their names next to their photos each morning. So the interactive whiteboards can be used for such a wide variety of areas, and are extremely engaging whilst also being so educational.
Parkhurst Primary School is in the top 20 schools for incorporating ICT's in Australia, and their dedication to the students and teachers learning has definitely paid off. They have received many awards, and bonuses for the school. I left the school today feeling so inspired, all the staff that spoke to us were so passionate. It was wonderful to be part of today, and I just can't wait till class tomorrow to experiment some more. I hope everyone else on prac enjoys the whiteboards as much as I did!
Here is an interesting article that proves how forward this school is with technology. It was published in The Morning Bulletin in November 2009.Hi-tech is child’s play at Parkhurst
Amy Formosa | 7th November 2009
HE’S only seven, but Jackson Broom already has a grasp of technology that would baffle many adults.
The year two student says he wants to engineer cruise liners and he’s going to the right school to get a head start for his ambitions.
Parkhurst State School was named the state’s most innovative school across all of Queensland, for its advanced technology, at the Showcase Award for Excellence in Schools ceremony in Brisbane, winning a total of $26,000.
The school has the most advanced range of technologies including robotics, beebots, green screening, IPODS, a music innovation centre and interactive white-boards. If you don’t know what they are – you’re probably too old.
Work has started on a multimedia building at the school incorporating a cinema, where students can develop their own movie trailers.
Jackson enjoys getting on the net to learn about geography and his maths skills are paying off as he proves to be a star beebot controller.
“We use the computer to make maps and directions for the beebot (programmable floor robot) to follow,” Jackson said.
Principle Lyle Walker said the school was leading the way in technology for Central Queensland.
“We are teaching with state-of-the-art technology students and the school needs for the future. It’s what 21st century kids deserve,” he said.
Tuesday, March 30, 2010
My Experience with Classroom Engagement
I was visiting a classroom at Yeppoon State Primary School today, and a unit of work that the class was learning involved creating some amazing group projects. I found today most interesting, as after reading the Engagement Theory: A framework for technology-based teaching and learning (Greg Kearsly & Ben Schneiderman)I was able to relate elements of this theory to what the class was doing.
The year 4/5 class were learning about all different types of mining in their SOSE class. They were put into groups of 3 by having their names drawn out of a hat. They learnt about mines first in their class, and then in their teams they used books and the Internet for research. There was 6 computers in this classroom, and the class is able to access them at set times throughout the day.
The first task for the team was to source all the information they needed about a mine of their choice. eg. gold mines, shaft mines, coal mines. This involved communication, planning and social interaction in a group that was not their usual circle of friends. As mentioned in the Engagement Theory article, this type of work in teams gives students the opportunity to work with other students from different backgrounds which promotes an understanding of diversity in the classroom.
The second task for the teams was to build their own mines. They all started with a tidy tray filled with sand, and their task was to create the mine they had researched. As a group they had control over which type of mine they selected, and now as a team had to apply what they had learnt for this creative activity. The children had to source the items they wanted to use from outside of the classroom and from home. The teacher had little involvement in this part of the project, leaving it up to the students to find their own solutions. The mines that the children created were absolutely amazing! They use many recycled objects such as toilet rolls, containers, paddle pop sticks and cardboard, as well as leaves, stones and water plus many other things. This was a very student-centred project, and from what I witnessed, the children in their groups had some out-standing results. When speaking to some of the children about gathering information for this project, the Internet seemed to be most students preferred resource. From here, they also printed off various pictures for ideas to create their mines.
The third task was the presentation of their mines. The school Principle came into class for this presentation, and then later this week the students are also presenting it for their parents. This project had a very realistic focus, and each and every student seemed so engaged, and just couldn't wait to present their finished mine. They had all put in a tremendous effort, and were so proud of what they had created. During the presentation to the principle and their fellow students, the team presenting would explain why they chose that particular mine, how they had gathered the information, what they had learnt, and how and why they constructed their mine the way they did. It was very interesting to watch, and most students answered all the questions confidently. The students overall had gained a lot of knowledge, not only from the theory side, but also the practical. They did all the work as a team, and together solved any problems that arose when creating the mine.
From what I could see of this project, it involved many elements that really kept the students involved. From the initial learning about this topic, to their group research, to the creation of their mine, and then finally their presentations. Having the Principle in the classroom for the presentations really seemed to motivate the students as well. The Principal was running a little bit late so the teacher wanted to start, but the class said not until she arrived. After the presentations, each student did their own personal summary of the mine, and what they personally contributed to the project.
This was the first time I have been into a class since I was at primary school, and it was definitely a very diverse mix of students. There was 3 children with ADHD, and it was quite an eye opener to say the least! However, from being in the classroom all day, the middle session when presenting their mines, is when 2 of these kids seem to be most settled. From what I observed, they were very proud of their mines, and presented them with a real feeling of achievement. It was very enjoyable to watch, and each and every student seemed so pleased with what they had accomplished.
The year 4/5 class were learning about all different types of mining in their SOSE class. They were put into groups of 3 by having their names drawn out of a hat. They learnt about mines first in their class, and then in their teams they used books and the Internet for research. There was 6 computers in this classroom, and the class is able to access them at set times throughout the day.
The first task for the team was to source all the information they needed about a mine of their choice. eg. gold mines, shaft mines, coal mines. This involved communication, planning and social interaction in a group that was not their usual circle of friends. As mentioned in the Engagement Theory article, this type of work in teams gives students the opportunity to work with other students from different backgrounds which promotes an understanding of diversity in the classroom.
The second task for the teams was to build their own mines. They all started with a tidy tray filled with sand, and their task was to create the mine they had researched. As a group they had control over which type of mine they selected, and now as a team had to apply what they had learnt for this creative activity. The children had to source the items they wanted to use from outside of the classroom and from home. The teacher had little involvement in this part of the project, leaving it up to the students to find their own solutions. The mines that the children created were absolutely amazing! They use many recycled objects such as toilet rolls, containers, paddle pop sticks and cardboard, as well as leaves, stones and water plus many other things. This was a very student-centred project, and from what I witnessed, the children in their groups had some out-standing results. When speaking to some of the children about gathering information for this project, the Internet seemed to be most students preferred resource. From here, they also printed off various pictures for ideas to create their mines.
The third task was the presentation of their mines. The school Principle came into class for this presentation, and then later this week the students are also presenting it for their parents. This project had a very realistic focus, and each and every student seemed so engaged, and just couldn't wait to present their finished mine. They had all put in a tremendous effort, and were so proud of what they had created. During the presentation to the principle and their fellow students, the team presenting would explain why they chose that particular mine, how they had gathered the information, what they had learnt, and how and why they constructed their mine the way they did. It was very interesting to watch, and most students answered all the questions confidently. The students overall had gained a lot of knowledge, not only from the theory side, but also the practical. They did all the work as a team, and together solved any problems that arose when creating the mine.
From what I could see of this project, it involved many elements that really kept the students involved. From the initial learning about this topic, to their group research, to the creation of their mine, and then finally their presentations. Having the Principle in the classroom for the presentations really seemed to motivate the students as well. The Principal was running a little bit late so the teacher wanted to start, but the class said not until she arrived. After the presentations, each student did their own personal summary of the mine, and what they personally contributed to the project.
This was the first time I have been into a class since I was at primary school, and it was definitely a very diverse mix of students. There was 3 children with ADHD, and it was quite an eye opener to say the least! However, from being in the classroom all day, the middle session when presenting their mines, is when 2 of these kids seem to be most settled. From what I observed, they were very proud of their mines, and presented them with a real feeling of achievement. It was very enjoyable to watch, and each and every student seemed so pleased with what they had accomplished.
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