Shalena’s Blog

Image Source: http://farm2.static.flickr.com/1123/1086323050_7ef091c151.jpg?v=0

The article by Robert Andrews, talks about the use of online social network sites in the classroom. There is now one site in particular, Elgg, that is being used for an educational purpose.

My Teaching Story

In class, we created a short movie about a personal story of our choice. To complete mine, I used imovie and garageband. It was a great exercise as it enables me to further familiarise myself with the two programs. We had to use a variety of images that we had collected, as well as audio to tell the story. I chose to base mine around why I chose to become a teacher and what I eperienced to get to where I am today.

It was fun to play around with the programs, and experiment with the visual side of the movie. I am sure children would also find this fun, and it would also be a great way to familiarise them with these programs. Garageband and imovie would be a fantastic (and different) way of creating and presenting class assignments. Children could also create a media-type diary on what they have learnt in class each week.

Jo also raised some great points in her article Digital Videos in the Classroom, about the many uses of digial videos and their possible uses in the classroom. 

Click on the link above, labelled “My Teaching Story” to see mine! Enjoy!

Image Source: http://farm1.static.flickr.com/100/292168143_9e1310380b.jpg?v=0

The article “Want to be my friend? What you need to know about social technologies” by Annette Lamb and Larry Johnson, is a short but informative reading that introduces us to the wide range of social technology that is being used by the children of today.

“Social technology refers to computer-mediated communication environments that connect people for cooperation, collaboration, and information sharing. Weblogs, wikis, forums, instant messaging, and e-mail are all social technologies that facilitate information sharing and online community formation.” – Lamb and Johnson (2006).

In this article it states that according to “Lee Rainie (2006) of the Pew Internet and American Life Project, 87% of all youth between the ages of 12 and 17 use the Internet.” This is a huge number of children, but it also doesn’t include children under 12 years of age. I would believe that this number would be growing significantly each day as more and more children are being introduced to the internet at school and home. With a large amount of children using the Internet, comes a large amount of risks. The article suggests possible risks may be cyberbullying or stalking.

This article also opened my eyes as I realised that not only do students access the internet via computers, but also through the use of mobile phones, laptops and PDA’s (personal digital assistants).

Also a number of benefits, as summarised in the article include:

• promoting information skills
• allow others to supervise student activity
• model positive applications
• discuss time management and multitasking.

Lamb, A. & Johnson, L. (2006). Want to be my friend? What you need to know about social technologies. Teacher Librarian, 34(1), 55-57. https://online.uts.edu.au/courses/1/021310/content/_337691_1/Lamb%20%26%20Johnson.htm

Image Source: http://farm3.static.flickr.com/2364/2056792427_9ac91dde54.jpg?v=0

This article that I found, by Coley, focuses generally on whether or not technology is creating a positive or negative impact upon schools.

It makes the conclusion that drill-and-practice type software is most effective and efficient, especially when teaching children mathematics such as addition and subtraction. It also suggests that the benefits of more pedagogically complex computer use is inconclusive. This is because it can be particularly difficult to evaluate and thus, draw conclusions from. Coley, however, goes on to say that they “offer promising and inviting vignettes on the future of teaching and learning”

Coley also mentioned 3 main conclusions that have come as a result of studying the use of computers in the school. There are:

• students usually learn more in less time when they receive computer-based instructions.
• students like their classes more and develop more positive attitudes toward computers when their classes include computer-based instruction
• computers do not, however, have positive effects in every area in which they were studied.

The article also features a number of links to studies that have been conducted in the past, on technology and its impact on education. Quite interesting to read! The article continues on to talk about a number of qualities that come into play when stdying technology and its effects/ impact.

“Technological changes are likely to be nonlinear, and might show effects not only on student learning, but also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that teachers do their jobs.” U.S. Office of Technology Assessment’s Teachers and Technology: Making the Connection

Coley, R. J. (1997) Technology’s Impact: A new study shows the effectiveness– and the limitations– of school technology. Retrieved from http://www.electronic-school.com/0997f3.html

Image source: http://farm1.static.flickr.com/118/295605582_9ec18200f3.jpg?v=0

David Jonassen argues in this piece of literature, that instead of using technology to support learning by instructing the learner, technology “should be used as knowledge construction tools that students learn with, not from” (Jonassen, 1998, pp. 1-2).

I agree with this statement in that I believe that children shouldn’t be presented with an educational game and be told to play it. An example would be giving a child a subtraction and addition game where the child continuously answers one question and moves onto the next. Instead, children should have the opportunity to show what they know as well as develop their knowledge further while they are using the technology. One example could be to use the Inspriation program and create a mind map on a subject they are doing in science. Children are learning to use this software, whilst it is also a knowledge construction tool.

The literature then goes on to individually explain the different types of digital media that can be used in the classrooom, as well as the beneficial ways to use it. It shows clear examples using diagrams and pictures. Each form of media is placed in a group. These groups being sematic organisation tools, dynamic modeling tools, information interpretation tools, knowledge construction tools, hypermedia and conversation tools.

In future, if I am looking for ways to implement technology and digital media in the classroom, I will turn to this literature as it is a great help, and easy to understand.

Jonassen, D., Carr, C. & Yueh, H. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43 (2), 24-32. Retrieved from: http://www.esev.ipv.pt/3siie/actas/actas/doc01.pdf

Image Source: http://farm1.static.flickr.com/63/206305695_f339dba58c.jpg?v=0

Sarah Fallon’s article “All the World’s a Stage”  talks about how classrooms are opening their doors to the whole world with the use of technology, and in particular, blogs.

Blogs (short for Web logs) are the online diary (just like edublogs!) that are allowing students to read and interact with the teacher in a new and different way. With the use of a blog, the article suggests that teachers can post and offer thoughts on the day’s work. I think this is particularly beneficial to children who miss a day at school, as they can log on and read what they have missed. It also allows the teacher to communicate with the children and send reminders, when they aren’t in the same proximity.

I think that blogs are also a great idea for posting up the whole years assignments and work. This way, children cannot use the excuse that they “didn’t know” or “were away” when something was handed out. Blogs also give children the opportunity to communicate with other students. This is useful if a child is in need of help. Peers helping one another is very beneficial.

It is a great, inexpensive piece of technology, which may be a little scary to use a first, but it is so easy when given the time. All you need is to sit down and take it one step at a time. Experiment and don’t be afraid! Before this task, I didn’t know how to use edublogs, but now it’s so easy!

Fallon, S. (2005). All the World’s a Stage. Blogs aren’t just for techheads and political cranks. They’re opening up classrooms, too. Edutopia. Feb. issue. Retreived from http://www.edutopia.org/all-worlds-stage.

Image source: http://www.edutopia.org/images/graphics/001354_23.jpg

I loved the name of this article… Synching Up with the iKid. Very smart!

McHugh introduces us to one classroom that is up to date with all the latest technology. I was introduced to the program known as DyKnow Vision. This software allows children to analyse different passages from books, on computer screens that sit at their desks. This teacher then posted the students’ work on a large monitor at the front of the room, whilst students discussed it. According to this teacher, when using technology such as that mentioned before, she receives work from students that is far better in quality, than it is when they use traditional pen and paper methods.

Although the teacher is saying this now, I think to myself, what happens when students become bored with the technology that is, for now, new to them. Once the everyday computer starts to become just like the everyday pen and paper, what’s next? I guess with technology, it is always evolving to something new and different. It continues to awe and surprise us, and I’m sure it will for many years to come.

McHugh, J. (2005). Synching Up with the iKid: Connecting to the twenty-first-century student. Retrieved from http://www.edutopia.org/ikid-digital-learner

Image Source: http://farm2.static.flickr.com/1032/954186089_bf204a5836.jpg?v=0

This article, Sand Castles Go Digital, by Itit Harel, gives us an in depth look at constructionist learning. Through the metaphor of a sand castle, Harel gives us all the ins and outs of constructionist learning and linking it to technology.

Constructionism is a theory that was developed by Seymour Papert and it believes that “children learn best when they are in the active roles of designer and constructor” (Harel, 2003). In other words, whilst children play, they are learning new things. I completely follow this theory. I believe that in order for the children of my future classes to fully take in what is being taught, firstly they must be engaged and interested. If a child shows no interest in a subject, then it is more than likely that they will tune out and not take in any information. I also believe that in order for children to become engaged, using hands-on and visual teaching works the best. With hands-on activities, children are no limited by what they can create, and there imaginations are allowed to run wild. The possibilities are endless for them. This excites them, and makes them willing to learn more.

We can use technology and the Internet to re-create this hands-on approach, but in a digital manner. Children love gadgets and are excited to explore the Internet and learn new things. The Internet is like their world, and they are free to explore it (within reason). These new processes and skills they learn using technology, can then be transferred for everyday use. However, it is simply not enough to provide children with the opportunity to use technology, we must also facilitate their learning by supporting them throughout the learning process.

Harel, I. (2003). Sand castles go digital. Retrieved May 8th, 2008 at:
http://www.mamamedia.com/areas/grownups/new/21_learning/sand_castles.html

This article by Marc Prensky introduces us to the thought that at the moment, we are only testing the waters of what technology can do for us, and how we can use it, in the Primary school. The possibilities for using technology are endless, but most of us are too scared to experiment with it.

According to Prensky, when we recieve a new form of technology, our first instinct is to use it in the way that we already know. The way we are familiar with. Instead of pushing the boundaries, we are still sending around documents, writing, and submitting, but this time in electronic form. We are not always getting the real use out of technology. In some cases, we are experimenting more, by doing old things in new ways. Such an example would be demonstrating a concept using a program (for example a real life simulation game).

Prensky also talks about the possible barriers that are stopping us from going all the way with the technology of today. Although it may seem like a big effort to overcome barriers and experiment withb technology, it is definitely worth it in the long run. Our children’s education will benefit from our efforts.

Prensky, M. (2005). Adopt and Adapt: Shaping Tech for the Classroom. Retrieved from http://www.edutopia.org/adopt-and-adapt

Image Source: http://farm1.static.flickr.com/97/282046239_c4e581b4cb.jpg?v=0

I decided to focus on something a little bit different in this blog. Whilst I was looking for articles, I came across one on edutopia.org that talked about technology in the school, and how it is able to help special needs students.

The article speaks about specific cases where disabled children have been given the opportunity to be fully mobile and particpate in classes and school activities, with the help of technology. In particular, one child who is only able to move his eyes brows, is now able to communicate with others by using a computer that has pictures tailored especially for him.

This article shows that technology can assist students to learn, in a much broader context. Technology has made it possible for these children to have a decent education. The technology of today has made the impossile, possible for these children, and they would be more than thankful for it.

Curtis, D. (2005). Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged. Retrieved from: http://www.edutopia.org/assistivetechnology