Here is a digital artefact that outlines how my views of contemporary learning theory and my Personal Pedagogical Framework align.
This is one of the most constructive assessment pieces that I have engaged in throughout my pre-service journey. Everyone is so different in how their views of learning have shaped them to be who they are today. The most discerning fact for me is to be told by my mentor teacher that I am too creative, and then to read the literature surrounding importance of critical and creative thinking is just as important as literacy (Sir Ken Robinson) if not more. Its a mental battle to uphold my eclectic contemporary views on how students learn only to have them shot down my those who are a little less adaptive to change and difference. Are those teachers who resist change and difference in their own practice less likely to model that to their students.
Whilst being teaching year 7 history I mentioned to my supervising teacher how poorly my class coped with critical thinking even to the degree when asked to find their own research students moaned and groaned and pretty much flatly refused to co-operate. I passed comment to my supervising teacher (relief teacher for the day) that the students need a lesson on how to read a interrupted and asked if he could share a research tool called Instagrok.
Instagrok is a search engine for children that presents its content in the form of a concept map. A new phrase has been coined in the classroom. Instead of googling we are now groking. Students then choose which area they wish to explore further and click on the bubble. This will produce a summary of suitable resources for children to investigate further.
Another plus; at the top of the instagrok screen are two pictures a blackboard with ABC on it and a picture of an Einsteen man. Moving the slider between the two pictures will determine the academic levelling of information. For example if teaching year 1 to research the slider would be all the way near the blackboard, then search findings would bring up suitable resources for year 1 students to read and understand. At the other Einsteen end of the slider would be year 7-9 students who are looking for more complex understandings of research information.
Instagrok is the best tool for differentiation of research strategies when students are undertaking assessment. Try it for yourself. I’m hooked.
This is a very random post. During prac I created and taught an entire unit for year 7 history. As a part of students assessment I want them to create a 3 minute video presentation in voicethread. This is my weird random test to see how easy it is to embed a voicethread.
My buzz word for this week is digital citizenship. What is it? How is it taught? Is it possible to integrate digital citizenship into learning episodes?
Jeff Dunn from described in his blog that thinking of digital citizenship is like the Girl Guides and Scouts online. Being a great community participant and member in a digital environment. Just as we would teach our children not to talk to strangers, keep their house keys safe the same applies to digital environments. Craig Badura has also blogged about a fantastic idea on how to teach digital citizenship to students with props. He suggests
A padlock to symbolise strong passwords.
A toothbrush to symbolise never sharing passwords.
A permanent marker highlights that everything online is permanent
A tube of toothpaste to demonstrate that once it’s out, it cannot be pushed back in the tube.
After some thoughtful contemplations about Google Forms in the classroom, I have created a mock spelling test using google forms to test a suggestion about using google forms for weekly spelling tests in the classroom. The link to the mock spelling test is here http://bit.ly/YtYLvm.
When giving the test the teacher would read the words out aloud. It would have been good to add some audio to the form so that the students could work completely independently on their test. I thought about recording the words in audacity and embedding the link in a google doc although wondered if this would be too cumbersome and also contemplated saving the file as an MP4 and then could put on an ipod and play aloud to the students. Having an audio file of the words means that students doing extension words could work separately and all students could finish spelling at the same time.
Here are some negatives: some students may only finger type and be left behind. With room chatter the audio file may not be heard. Can you think of any others to add to my list?.
A topic was presented that interested me. Using Google Forms as ICT in assessment. What the …. is a google form let alone using it as an assessment tool? Off I go with my trusty google search engine.
The first part of my research took me on a journey to find out what a google form is. According to Google Drive (2013):
Google Forms is a useful tool to help you plan events, send a survey, give students a quiz, or collect other information in an easy, streamlined way. A Google form can be connected to a Google spreadsheet. If a spreadsheet is linked to the form, responses will automatically be sent to the spreadsheet. Otherwise, users can view them on the “Summary of Responses” page accessible from the Responses menu.
Using my PLN I discovered Tom Barrett, a teacher from England who has incorporated Google Forms into classroom assessment. Here is a link to his blog ’10 Google Forms for the classroom’ that outlines how he is achieving this great blend of rich ICT experiences into everyday learning and assessment.
My particular favourite is using Google Forms for the weekly spelling test. I can really see the benefit here as all results are collated in a spreadsheet and identifying misspelled words will be a whole lot faster than opening 30 student exercise books, finding the right page and individually marking each one. Using a spreadsheet the data can then be transfered into individual students spreadsheets and can provide a visual graphical analysis of results over time.
Its hard to reflect on this however, I have come across the first item in this course (EDC3100) that is causing me some pedagogical discomfort. I am finding the Unit planner template hard and confusing to use. Although seeing the situation from another perspective it is good to experience a different way to backward plan a unit of work. It just confirms my preferred pedagogical planning tools. I’ve also found that all is well and good to investigate ICT rich tools for integration into curriculum as an isolated learning activity, but planning for an entire unit (as small as this one is) is far more challenging than I ever thought.
I am looking forward to prac in a few weeks time however focusing on ICTs will be an enormous challenge for me, although I can only do my best with the resources that are available to me and my students.
Very much enjoying a somewhat less intense assessment for Assignment 2. Just about finished Stage 2 and began searching for some big ideas for ICT integration to fit in with a year 6 Historical Community of Inquiry. I remember seeing somewhere throughout EDC3100 a video of a teacher that posted a question/video/picture up on the screen and students were able to reply and annotate with voice, videos and pictures thus creating a collaborative learning experience that prompted higher order critical thinking. For the life of me I could not think what it was called and I couldn’t find any evidence of it in my toolbelt.
I needed to pull out the big guns and opened up to my PLN for help. First I posted on facebook hoping that someone at home studying today would read my post and recognise seeing the tool I was looking for. Within 5 minutes other course participants were sharing their ideas with me. Nicole Hargreaves shared with me a tool called popcorn maker. You can read all about it from Nicole’s blog. I remember watching the video from a link on the USQ study desk however, never really took the time to analyse its benefits and functionality until specifically looking for a particular tool. I then took to twitter and the EDC3100 Diigo group for further assistance.
Finally discovered to tool I was looking for on Study Desk which linked to a wiki called 50+ web 2.0 ways to tell a story. The tool I’m going to use for my big ideas in Assignment 2 is Voicethread. Voicethread is a cloud based web 2.0 tool that designed for tertiary online learning however has been adapted to suit collaborative classroom learning. Whist the process of searching for a lost tool took 4 hours from start to finish, it would have taken days if not for my PLN. Now I’m focused and back on track. I hope that I can repay the favour given to me today by Nicole and assist someone looking for info in the future.
Here is an online artefact that I have produced outlining my reasons why integrating ICTs into students learning is a good idea.
Wow! are the only words I have at the moment to express a lot of emotion at the completion of my biggest challenge to date. When I count up all the obstacles that have been before me this semester I have succeeded.
I never thought that I would delve so deep into an assignment and use so many tools embedded in the one artifact. I have begun by selecting a reusable prezi template and then began modifying to suit my assignment plan and context. So far I’ve used and embedded iPhoto on my macbook to video an introduction, Powerpoint diagrams converted to pictures to illustrate educational goals, Goanimate to illustrate supporting evidence and youtube as a vehicle for uploading video. Its exhausting just listing them out and I’m not yet finished. I wonder what other tools I can come up with to add diversity and interest to my presentation.