Wannabe Teachers

Listening to Hannah’s podcast from her blog in class prompted me to go and check out Dan Schmit’s blog to find out more about effective podcasting. Listen to my podcast to hear about what I discovered.

~Ruby~

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here

Bronwyn’s blog post about games based learning got me thinking about computer games in a new way. In all of the content areas we teach, aren’t we always trying to find fun, engaging ways to involve children in learning? So if games can help children develop social skills, problem solving approaches, collaboration and teamwork and computer skills while enjoying themselves, I see this as a worthwhile and valuable activity.

~Ruby~

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here

I came across the post, the end of static Learning Objects? by Paul Reid on the Digital Chalkie group blog. He discusses the millions of dollars spent by the Teaching and Learning Federation on flash based Learning Objects and questions if they are still worthwhile for the children of today. With the growth of web 2.0 applications and other programs which enable children to actively create their own content, I tend to agree that these technologies should be the focus of educators. Reids blog struck a chord with what we have be looking at in class; kids in the role of designer, actively creating. Students will get the most out of using technology when it is used as a platform for them to create, share and celebrate their work. The global audience available through the web, offers a highly motivating forum for students to share their experiences in learning, so perhaps we should be focusing our attention (and funds) on building up the digital connections between students nationally and world wide.

~Ruby~

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here

Flicking through a copy of the November/December issue of MultiMedia and Internet @ Schools magazine, an article on ancient Egypt caught my eye. Being not particularly technologically minded myself, I was drawn to this article because it was focused on the content area rather than the technologies used. This article outlined a number of different online resources about Ancient Egypt and ideas on how to use them in the classroom. Students would be able to travel back in time to uncover mysteries of pharaohs, mummification, pryamids and hyrogliphics through the use of websites including those of the British Museum, Minnesota State University and the BBC. This focus on the content is exactly how I believe technology should be used in the classroom; to enhance the lesson while staying in the background.

~Ruby~

Response to article I found myself:

Joseph, L. C. (2008). Mysteries of Ancient Egypt in MultiMedia and internet @ schools: The media and technology specialists’ guide to electronic tools and resources of K-12. Vol 15 no 6 p22

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here

I found Frances’s post about “the million” very interesting. This is a mobile phone designed for students that cannot be used to make calls or text during school hours, but has a number of educational programs. Teachers can also reward students with free calls and text, music and movie vouchers. While I’m sure the kids think this is really cool and may be motivated by it, I tend to think it is bringing a major distraction into the classroom. I also agree with Frances that there may be issues around rewarding our students this way. Using such a big extrinsic reward as motivation, will students ever be instilled with an intrinsic desire to learn?  And is learning such a tiresome task that students need an extravagant reward for it? I think this kind of reward is out of place in the classroom and is likely to have a negative effect on students’ attitudes towards learning.

~Ruby~

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here

As we near the end of our e-Learning in the Primary School subject, I thought I would podcast some ideas from a report Their Space. Education for a digital generation.  It can be found on the NSW DET curriculum support website here.  It is a report that is the result of nine months of work by a company called DEMOS that focused specifically on understanding how children and young people use new technologies.  I think the report gives a great overview of where education stands in relation to the use of ICT in schools and has some great ideas about how schools can catch up to their digitally fluent students.

Penny

Image used under creative commons attribution license 2.0 found here.

REFERENCES:

Green, H. & Hannon, C. (2007). Their space.  Education for a digital generation. Retrieved 2 June, 2009 from: http://www.demos.co.uk/files/Their%20space%20-%20web.pdf

I liked Michael’s investigation into SCRATCH.  The article he refers to is very good in that it makes very clear the direct links to learning that this program can provide for children.  I loved the paragraph about algebra – algebra taught in a traditional mathematics setting is not something that children can make much personal connection with.  However, when they use algebra (through the use of variables) in SCRATCH to make their own animation or game – WOW what a connection and how motivating!

The article also mentions 21st century learning skills which I have been reading a lot about lately.  I am envious of this generation’s avenues for designing, creating and communicating.  However the good news is I get my chance to create and play as a teacher – working collaboratively with students with these new programs.  It is great to think that students with all their digital fluency will help me and hopefully I will be a guide for them in their learning outcomes.  SCRATCH is Constructionism at its best – and it’s fun!

Penny

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here

I read an interesting debate from a journal called Learning & Leading with Technology.  If you are in the library this journal is worth a look as the articles are interesting and succinct.

So should podcasts replace lectures?  If you believe Brian Hatak, a high school teacher from Colorado the answer is a resounding yes!  He does make a great argument for replacing valuable teaching time with podcasts.  This has left him class time for “group discussion, problem solving, and question-and-answer sessions” (p. 9).  I like the following quote from him “We can show students that technology is not about gadgets but about tools that help us learn and understand.  Students experience real-world uses for technology” (page 9).

And then we have John J. Sweeder, a professor of education for the negatives of podcasts.  His argument is that nothing replaces the spontaneity of a lecture, the sense of community that is inspiring for students.  How about this for a quote “Podcasts are not yet holographic, but lecturers are sentient, three-dimensional human beings who move dynamically through time and space, appealing to students’ innate bodily kinesthetic, linguistic, interpersonal, and visuospatial intelligences and varied learning styles” (p. 9).  Wow! 

My own thoughts once again return to balance.  Podcasts are fun for students and a great way to relay certain types of information.  They should be used in conjunction with inspiring face-to-face teaching.

Penny.

Learning & Leading with Technology is in the library (371.3305) LEAR.  The above article is from the December 2008/January 2009 issue. 

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here 

I loved Bronwyn’s post entitled “My views on learning and E-learning”.  I thought her comparing E-learning to a soccer game was a great analogy!

I agree with her.  E-learning is best done as a group with a team spirit!  I learned this doing my LAMS task.  My partner (thanks Clarissa!) really helped me gain confidence to use the program and hopefully I was able to repay her with input on the best way to design the unit of work.

On prac I observed a Year 6 class making a podcast for English on their laptops.  I saw plenty of scaffolding happening between students who were very confident and students who were not so confident.  As Bronwyn rightly points out working as a team in E-learning can build both social skills and confidence.

Penny

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here

I appreciated Hannah’s honesty in her blog “What’s so great about technology?”.  It is so right to keep questioning the relevance of technology in a child’s life.  Hannah made some great points about technology leaving less time for students to experience the “real world” and our wonderful natural environment.

I too have been sceptical about the real learning benefits of technology versus face to face teaching.  I have also questioned the necessity of technology such as smartboards in the classroom.

But you know what?  I believe you can have the best of both worlds.  I think a teacher can handpick the best of technology for the classroom i.e. techology that is really going to assist with learning and combine this with wonderful natural, organic lessons such as a visit to a national park or the art gallery.

I recently observed a Year 6 class on prac making a podcast about the novel they were studying.  I became aware of the high level of engagement of the students as they confidently reviewed the book and spoke of their favourite part of the novel.  So Hannah I would say to you – keep a bit of healthy scepticism but also keep your eyes open to possibilities with technology as well.

Penny

Image made available under Creative Commons 2.0 Attribution Licence: http://creativecommons.org/licenses/by/2.0/ available here