Week 12

This week's question:

What did you think of this week's micro-blogging activity? Will you use this in your future classroom and why?

The micro blogging activity involved creating a shared 'fairytale' using Edmodo. The experience highlighted both benefits and problems that could be associated with using a similar activity in the classroom. I can see how the activity could engage students in reading and creative writing. Before posting students could be asked to consider the setting, point of view (first/third person), characterisation and development of the plot. I can also see some potential problems with using this activity including control over what is posted and the inability for students to edit their posts. I don't think I would use this particular activity in my classroom, as I feel there are other more suitable technologies to create a shared story. However I would like to investigate the use of Edmodo in the classroom for students to post a response or reflection to a particular activity or task.

Week 11

This week's question:

This week's blog is based on Mr Jason Turnbulls lecture. Identify one of the key points which was made in the lecture and explain why you thought it was important from a classroom perspective.

In the lecture Mr Jason Turbull suggested that play is the 'native language of human learning'. He suggests that as we engage in 'play' in our youth and as adults we are involved in a process of learning. This process involves exploration, practice, re-invention of self and socialisation.

There is no doubt that children and adults have become very active and engaged in a digital game culture. Part of the attraction of games could therefore be seen as the challenge of learning through play. Players explore new worlds, practice game playing skills and take on the role of a characters as they gain experience and progress through game levels. Game players then share their experiences and tips with other people who share a common interest in the game.

From a teacher's perspective it may be of interest to explore the possibility of designing learning experiences that are based on some of the principals of game play. As Jason Turbull suggested, instead of progressing linearly through an activity we could allow students to 'jump around and try out new things'. Teachers could immerse students in an activity by creating a role for them to play such as an 'environmental scientist'. As students uncover facts or solve problems they could be rewarded with 'experience points' that allow them to progress further in an activity. What teachers should be asking is 'How can we put the play (fun) back in to our classrooms?'.

Week 10

This weeks question:

e-safety is an important issue in classrooms. Visit the Kedron State High School website to get some ideas on how the school deals with this issue (http://kedronshs.eq.edu.au/wcmss/index.php/esafety.html ). They have a number of useful links on this page which you must view. In your blog, identify and describe one aspect of e-safety. Then suggest how it can be dealt with in the classroom.

Post on May 16 2010 (permalink) -edithistorydelete
Created on Sunday, 05/16/2010 10:48 PM by CATHY-ANNE SCOTT
Updated on Sunday, 05/16/2010 10:49 PM by CATHY-ANNE SCOTT

The issue of cyber bullying is of increasing concern as primary school children have access to their own email accounts and mobile phones. The Australian Communication and Media Authority (ACMA) have developed a new and innovative program designed for children in Year 7. The 'Cyber Smart Hero' program allows students to work online, synchronously with community professionals to solve a cyberbullying themed problem. Students play the role of a student concerned about a friend who is being bullied online and by mobile phone. Teachers can register for the program by sending an email to isl@acma.gov.au. Teachers could follow up this activity by getting students to create a short animation or role play around the issue of cyber bullying.

The ACMA site also has a number of online games with teacher resources on internet safety which could be used in the classroom:

CyberQuoll is suitable for 8-12 year old students.

Week 9

This week's question:

What were some of the issues raised in the podcast? Do you agree/disagree with some of the points raised? How will this initiative impact on you as a learner and a teacher? Give reasons.

Post on May 9 2010 (permalink) -edithistorydelete
Created on Sunday, 05/09/2010 8:54 PM by CATHY-ANNE SCOTT

The podcast relating to the internet service Google Book Search raised a number of relevant issues for the public, educators, authors and publishers alike. Some of the issues included Google’s exclusive internet publication rights, the commercialisation of books and privacy related issues.

I am of the opinion that Google Book Search is a positive step in providing the world with access to information and its “ cultural, social and historical “ heritage in print. The ‘world of literature’ should not be confined to institutions of higher learning or city libraries, access to this immense body of knowledge should be freely available. I realise Google has commercial interests in the project, however I doubt that any other large corporation would have had the technology or financial power to make this possible. I agree with the comment made in regards to orphan books, it is better to have “ a world where one is distributing rather than a world where no one is distributing them”. The issue of privacy does concern me slightly. I realise that Google records all searches from specific IP addresses, Google’s privacy assurances and policy of no password is somewhat comforting.

As a learner and future educator I applaud Google’s Book Search facility. A Google search can locate books that I may be interested in purchasing, I can quickly skim a few pages or a chapter and decide if I would like to purchase it or see if the book is available in the library. QUT library searches can be somewhat restricted as they do not link to chapter topics. I believe that in the future students will be reading books on portable e-readers that will have interactive features including digital bookmarking and built in dictionaries.

Borders Online have just introduced an e-reader called KOBO eREADER. The site lists a large number of kids e-books for instant download. Borders is also offering a free app download so that their e-books can be read on a PC. A teacher could purchase an e-book and project it on to an IWB. The book could then be used in a modelled reading episode.

Week 8

This week's question is:

Comment on the following statement with good reasons: "Video games should be used in teaching and learning"

Post on May 1 2010 (permalink) -edithistorydelete
Created on Saturday, 05/01/2010 8:28 PM by CATHY-ANNE SCOTT
Updated on Sunday, 05/09/2010 8:55 PM by CATHY-ANNE SCOTT

Video games can be both entertaining and educational, providing students with interactive hands-on learning experiences.

Simulation games can allow a student to take on the role of a Business Manager (Roller Coaster Tycoon) or Town Planner (Sims). Car racing games can be integrated into a mathematics lesson on statistics (see the Prezi presentation on Trackmania)

Video games provide an excellent and engaging way to teach Media Literacy to students. Students can examine stereotypical representations of people, places, values and ideas (Legend of Zelda series). Game making experiences can take students through the basic production steps of creating a multimedia narrative (Alice).

Game making activities can encourage students to think logically, creatively and critically. These experiences also introduce students to basic programming skills. Students can create games to demonstrate their knowledge and understanding about a particular concept. Students could create a game in Scratch to demonstrate their understanding of Transformations (flips, slides and turns).

Trackmania on Prezi

Week 7

This week's question:

What benefits can you see in primary school students engaging with programming LEGO robots? Describe an activity using robotics that could help students learn a concept (e.g. variables). Discuss how you could implement and assess this activity in your future classroom.

Post on April 22 2010 (permalink) -edithistorydelete
Created on Thursday, 04/22/2010 7:22 PM by CATHY-ANNE SCOTT

Programming with LEGO robotics in the classroom can help students develop creative problem solving skills in a collaborative environment. Projects centred on robotics can be designed to link authentic, real world learning experiences that integrate science, maths, literach and technology. LEGO robotics in the primary setting can also inspire girls and boys to consider maths and science related subjects in secondary school.

Students could incoporate a LEGO robotics activity into a school road safety campaign. By changing the power of the robot students could investigate and graph the relationship between power (deceleration/braking) and distance travelled. An integrated (Maths/Multiliteracy) assessment task could be to create a short video on road safety incoroporating a video clip of the LEGO robotics in action.

Week 6

This weeks question:

In this week's lecture, Steve highlighted excellent educational possibilities with the Teachers Chronicle web 2.0 mindmap. Choose one of the links from this map and suggest how it can be used in the classroom. Clearly state the branch of the mindmap where link was found.

Cathy-Anne Scott - Week 6 (permalink)

last edited by CATHY-ANNE SCOTT on Sunday, 04/11/2010 9:57 AM

The Teachers Chronicle Web 2.0 mind map lists many innovative tools and applications that could be used in the classroom. The ability to gain access to the website through Education Queensland's internet filters would need to be investigated before planning a unit or lesson. As a pre-service teacher I have already bookmarked some of these tools in my Delicious account including Voicethread, Glogster and Toondoo. On the animation branch of the mind map the author has listed Xtranormal as an application of interest to teachers.

The Xtranormal software can be used to create short animated movies. A favourite blogger of mine ( a Yr. 2 teacher, Leopold Primary School, Victoria ) has posted a review of this software. The teacher suggests downloading the free beta version program State, available on the website. This is due to internet speed issues with the online version in the school setting. State animation software allows students to choose from a variety of scenes and actors, import audio, change camera angles and even customise their actors voices with their own ( super cool! ). As suggested by the reviewer the software could be used to make movies about any topic " including a book report, re-enactment of a historical event, a debate, an explanation and a narrative the possibilities are endless". I agree.

Here is a link to a short animation created by the teachers Year 2 students....MOVIE

This weeks portfolio task:

Week 5

This weeks question:

Last week's lecture focussed on the Internet in the classroom. Comment(with reasons) on one website which can be used effectively in the classroom. You must provide the web address and it should NOT be one which was referred to in the lecture.





Post on March 22 2010
Created on Monday, 03/22/2010 9:55 PM by CATHY-ANNE SCOTT

Dust Echoes ( www.abc.net.au/dustechoes/ ) is a website that could be used in a Year 6-7 classroom to integrate Indigenous perspectives in English, the Arts and SOSE. The website contains " twelve beautifully animated dreamtime stories". Each animated (movie) dreamtime story contains links to: the original story, the meaning of the story and geographical location. The teacher is supported with an online study guide and quiz. Students have the opportunity to take a story and 'mash it up', whereby they can create their own 1 minute version of the dreamtime story by selecting scenes and audio tracks. The website can help teachers scaffold learning around Indigenous dreamtime stories and gives students a constructivist hands on learning experience where they mash up their own version of the story.

Week 4

This weeks question:

QCOT Standard Six states that in their practices teachers should "provide opportunities to purposefully use a range of communication tools and participate through ICT in local, national or global communities." Suggest how this can be achieved in your future classrooms..



Post on March 22 2010
Created on Monday, 03/22/2010 8:55 PM by CATHY-ANNE SCOTT
Updated on Monday, 03/22/2010 8:56 PM by CATHY-ANNE SCOTT

The internet has opened up amazing possibilities for teachers to bring local, national and global communities ‘into’ the classroom. At the local level students have the opportunity to ‘chat live’ or teleconference with a scientist. The Scientist in Schools website highlights the success of long-distance school partnerships and projects. On a national level students can participate in projects such as “The Australian Orang-utan Project “ where they can engage and take action for wildlife conservation. The project gives schools the opportunity to form a national community where they can raise awareness for the endangered animals. A visit to the Global Education site can provide teachers with resources to integrate global perspectives across the curriculum. The site lists a number of global projects which address such issues as sanitation and biodiversity. The projects incorporate activities, online discussion forums and suggestions for action.

Week 3

This weeks question:


Created on Saturday, 03/13/2010 9:32 PM by CATHY-ANNE SCOTT

ICT's and mind tools such as Inspiration could be integrated into a classroom spelling program to provide Johnny with fun and engaging ways to learn spelling. Johnny could be asked to use Inspiration to create a mind map of words that he is having trouble spelling. Johnny could link his tricky spelling words in Inspiration to strategies he could use to help him spell them ie. " i before e, except after c " or either ( has " it her " in it ). An example of a similiar mind map can be seen here . Johnny could also be asked to create a game in PowerPoint for his tricky words. Johnny could create a PowerPoint page with the image, sound file and hidden correct spelling of his tricky words. Practice and Drill programs like spelling city could also be incorporated into a spelling program to assist Johnny with learning to spell.

Week 2

This weeks question:

Many learning activities are underpinned by learning theories. Think of an effective activity where ICT was used. Which learning theory (or theories) shaped its design? How did it influence the learning outcomes?

Created on Sunday, 03/07/2010 1:29 PM by CATHY-ANNE SCOTT

Whilst reading an education blog I came across an effective learning activity where the teacher used an application called VoiceThread for students to create a book report. This ICT application is particularly effective as students can use images (photographs, own drawings) to illustrate their review. Students can then use the voice recording capabilities of the software to record their book report responses. The program allows other class members and/or the teacher to also record/reflect on comments made by the student.

This activity supports social activism theory whereby ICT's are used in a hands-on way to connect to real world (reading) experiences. The teacher also has the opportunity to scaffold the learning experience (Vygotsky) by posing reflective questions for the student to respond to. Students are able to therefore extend their ideas and thoughts during the creation of the book report through visuals and the support of the teacher.

Week 1

This week's question:

Give an example of a learning experience where ICT was effectively used. Describe the situation and explain why the experience was effective.

Created on Thursday, 02/25/2010 7:56 PM by CATHY-ANNE SCOTT

Bounty Boulevard State School is an innovative new school in Brisbane's northern suburbs that prioritises the embedding of ICT's across the curriculum. In 2009 the grade 5/6/7 students at the school participated in an online video conference with indigenous students at Cherbourg State School. Students compared after-school activities, favourite foods and school work. I believe this learning experience was highly engaging, authentic and student centred. Students had the opportunity to compare and reflect on the similarities and differences between their urban community and a rural, indigenous community.