Mind Map.

 Again due to techincal difficulties I am unfortunately unable to upload or copy my mind map. Here is what is included in a written format.

 

 

 

What I have learnt in ICT.

I. Edublogs

A. Provides a method for  communicating your opinion and reading others

B. Interactive as can respond to other bloggers

C. Informative as links to reputable websites and journal hyperlinked.

D. Sharing

II. Effective Methods of teaching ICT

A. Scaffolded Learning

B. Self-paced Learning

C. Home or at school

D. Enhances problem-solving skills

1. Eg Mathletics

E. Creativity

1. Paint shop etc

F. Constructivism

G. Gardner 7 Multiple Intelligences

III. Digital Story Telling

A. A visual story which is accompanied by music, sound, words and images

B. mediums

1. I movie

2. Garage band

3. Photostory

4. Movie Maker

C. Cinema experience

IV. Lams

A. Sequenced Interactive Learning Activities

1. Caters for various learning styles as variety of activity types

2.

B. uses pictures, sounds and videos

1. links to www

C. Can be used as an independent activity or along with teacher/peers.

V. Pod Cast

A. Helps students with learning difficulties

B. Helps oral and aural learning types.

C. words and music

D. Garage Band

VI. IWB

A. how to use

B. Why use it

VII. Opinions on ICT in classrooms

A. plus & minus

 

 

 

Comic Strip: What is meaningful learning to me?

Comic Strip provided a platform to be able to voice my opinion in an entertaining, thought provoking and humourous way. My beliefs on learning both individually and collaboratively are embedded in the way that I will implement E-Learning into the classroom. The LAMS task which I created in our ICT also demonstrates  a mixture of learning tasks which is made to facilitate various learning types.

Means (2000) mentions: Meaningful learning as being : real word connections for learning, visualization and analysis tools, scaffold for problem solving, opportunities for feedback reflection and revision.

Comic Strip is another medium to consider when creating a meaningful learning environment in the classroom.

Means, B. (2000) Technology Use in Tomorrow’s Schools. Educational Leadership,  Dec/Jan issue

Digital Story telling.

After watching Clare’s blip (as mentioned in my previous blog) I decided to investigate digital story telling further in the hope of coming to a better understanding of  what it entails.

According to the Wikipedia digital story telling “helps ordinary people tell their own ‘true stories’ in a compelling and emotionally engaging form.” The University of Houston site mentions that digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music.

The University of Minnesota has created a “Taxonomy” on digital story telling which involves the following princples:

MEDIA

ACTION

RELATIONSHIP

CONTENT

COMMUNICATION.

In our ICT class we explored and created digital story broad via the media “Imovie” or “Garageband” or “Photostory” or “Moviemaker”. This was a very steep learning curve for me in terms of  learning the technical aspects. Unfortunately I did not complete mine, which I feel is really my loss as there was so much to gain from this type of  “story telling”. However  I will use digital storytelling in my classroom in the future; I will not let my technical illiteracy impact on the quality of the ICT learning experiences of my future students.

I am smiling in reaction to Clare’s “why do I smile?”

 Clare’s Blip was so inspiring. It related her life’s story the reason why she wants to become a teacher; to share her passion and stories with others. I too have done lots of travelling I hope to one day be able to bring my experiences of the world to my classroom. I am also looking forward to hearing my student’s stories…as Clare says everyone has a story to tell.

From a technological perspective viewing Clare’s “story board” translated into a video has made me realise the power and impact of visual media. Being able to have accompanying music, with voice and pictures really allows the audience to become part of her story. I could definitely use this type of story telling in a classroom.

Comment on Janelle’s views on how to present powerpoints.

 

I have just read Janelle’s blog regarding the over use and mis-use of powerpoint presentations within classrooms. I agree with her opinion that teaches should be careful of their use of powerpoint within classrooms as not just a fancy aesthetic tool for the teacher to hide behind. If all powerpoint presentations were simply read word for word, then what is the role of the teacher and how does the relationship between student –teacher change?  When I attend a Lecture at my uni which is accompanied by power-point that the reason I am attending the lecture is to hear the voice of the presenter and their detailed explanation of the content. To have a face to respond to.

 Janelle’s blog also linked to an article which I have read by Edward Tuffe where he likens powerpoint presentations to a school play “very loud, very slow, and very simple”. He mentions that the formatting of powerpoint presentations means that students are not being exposed to thorough content or even basic sentence structure due to its simplicity.

Therefore it is my belief that as a teacher that p should be used only when there is supplementary material, or hyperlinks to further information. The role of the teacher is to be able to demonstrate their knowledge of the content verbally whereby the visual aid of powerpoint assists to resonate information and key points. Presenting within a classroom is personable; not just pictures on a demo.

 

Other bloggers opinions on IWB.

Having already blogged recently about IWB in the class I decided to see what other pre-service teachers views and use of IWB were within their classrooms; whether the classroom had facilities to use IWB? Whether teachers were technically proficient or technically challenged; what were the opinions of teachers, students and parents?

Mel’s blog likens the experience of ICT lessons to that of being in a cinema. She says that literally the Antarctic was brought to the classroom via this technology, more than words or picture books could describe. Personally I would liken this to somebody showing you their travel photos verses seeing a video and hearing the sounds and the atmosphere there. However I would like to add that technology alone will not deliver these types of experiences ; it will depend greatly on the medium used, the content or picture used  and the way in which it is presented.

Larissa blog was so inspiring. The school which she had taught had not used IWB for Kindy even though the resources and facilities were there to do so. So by her own accord she installed and implemented IWB on her second day at the school and by the  end of her 10 day prac she had created a resource of interactive activities which were accessible via hyperlinks. The idea was to expand and collaborate teachers’ resources to benefit student learning .I hope that I will have the same approach to IWB and to be bold enough to insist upon its use in my future classroom.

Clare’s Blog.

I viewed this cartoon on Clare’s blog and find it to be the perfect metaphor for the “next generation” of students which I will be teaching. Technology in this sense is fed into students from birth, or another angle would be that students are attached to technological devices as a necessity for living; like an umbilical cord to its mother. This generation have been labelled as “digital natives.” 

This picture reminds me of a recent practicum where the students all had their own laptops at their desks. Technology was embedded in their social, emotional and intellectual encounters  which was demonstrated via their literacy with ICT. I asked students to make a digital poster where every student could list a number of programmes, software and sites in order to do so. This type of knowledge was instinctual for the students of this next generation that I was teaching. This led me to realize that using ICT within a classroom is more than just exposure to a range of products, but how it is taught. I think I have felt so overwhelmed and over exposed to technology that I have forgotten that my role as a teacher is to facilitate better learning outcomes for my students and espouse interest by doing so.

Technological Revolution!!!

 

After a reading an online article from a media source “Tomorrow’s School’s” an English educational based newspaper my initial reaction was that a “technological revolution” has arrived! This article mentions that there is 45 billion pound investment to revamp and rebuild England’s secondary schools, through restructuring schools and modernising resources to be technology based resources. It states “This is a chance to challenge what a school is”.With this statement in mind I decided to investigate the underpinnings of schools and the impact of a revolution.

Upon further reading, I realised that the technology revolution is already here. The NSW Department of Education(2008) confirms this revolution in their article entitled   “Children of the Revolution” which discusses the implementation of technology in classrooms. In particular it mentions that there is access to online tutorials, virtual excursions, connected learning activities as well as resources in classroom such as Interactive White Boards (IWB).

Another benefit of having technology within classrooms is more accessibility; which keeps parents in the loop. As the paper “Tomorrow school’s” cites “portal keeps parents in the picture.” The Rose Bay public school website also encourages accessibility via its “School Net”.

Finally: Revolution means change. I believe that change is necessary for keeping all stakeholders (in this case teacher, parents, students and the wider community) interests in mind.