To Teach

Is to forever Learn.

My students are my teachers as much as I am theirs and I will never stop learning from them. We are all learners together and if I should ever forget how much a child can teach me then I fail as their teacher. I am not the font of all knowledge, and there are many things that I do not know. May my students come to me with inquiring minds and open hearts and may I forever guide them as together we fill both mind and heart with wisdom, compassion and understanding that for seekers of information the learning journey never ends.

This Blog began as an assignment for e learning...it continues as a place where I can place all things of value and interest to me.

Some links to places I have created:

http://myplaceyourplace.wikispaces.com/

http://ourspaceourplace.weebly.com/

https://docs.google.com/document/d/1Ca3_YB1SVDQjfUAL10VcW9G7p9ODEP0prnfWE2HBb6A/edit?disco=AAAAAHxaO30#heading=h.f9ai90bul3on

http://myplaceyourplace.wikispaces.com/file/view/You%E2%80%99ve%20GOT%20MAIL%20now.ppsx/484183260/You%E2%80%99ve%20GOT%20MAIL%20now.ppsx

Voki

Google Doc

Interactive worksheets

Web Story

Published video on Your tube

Prezi

Cool tools list

‘I can score it’ worksheet on Google Doc.

Storyboard making cartoon strips

Weebly

Digi Card

Wix

PMI worksheets

Interactive Power Point

2^nd power point

Pod cast

Zooburst (storybook)

Weebly

My reflective synopsis

Today’s society requires critical, innovative, creative and progressive people with highly effective computer literate skills. Without these, students will find it almost impossible to survive in today’s global market (The Pacific Policy Research Center, (P.P.R.C). 2010. p. 1). Computer based learning provides access to a ‘world ‘of information and digital tools; however these technologies mean little without engaging and meaningful direction. For higher order thinking skills to be activated, educators must be proficient in the selection and use of digital tools. Specifically and carefully created interactive software can encourage students to think and imagine while gaining ICT abilities in a highly effective and engaging way (Department for Education Schools. 2013). This synopsis will discuss ethical and legal issues of ICT use and how student’s education is enhanced by well-planned e Learning. It will additionally discuss how teachers should see e Learning design not as designing information “but as designing an experience” (Moore. n.d).

The P.P.R.C. (2010), found that ICTs in classrooms can heighten learning processes and engage learners in academically sound, ‘flexible and innovative’ ways. It is important for my student’s education that I understanding ICTs. McPherson & Nunest, (2008) agree that this is ‘critical to the success of e-learning’. Haddad & Draxler, (2002), concur, adding teachers should not be questioning if they use technology but how they use it. They additionally claim that the way these are used must ‘make education relevant, responsive, and effective for anyone, anywhere, anytime’. The Australian Curriculum, (2013) states that ICT’s should be introduced in the foundation year and, the Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA) (2008), states that rapid changes in technology require students to continually redevelop their ICT skills. Additionally students recognise their need for advanced ICT learning skills as explained in this YouTube clip (Nesbit, n. d.) and lastly as Fryer, (2007) states there is no greater way to learn ICTs than through play.

ICTs cannot be taught with direct instruction only and understanding only occurs through constructive learning where knowledge is constructed slowly and children “experiment with…ideas in the real world” (Kwan et al (eds) 2011. p. 212). I was introduced to blogs and wikis and through constructive learning and with scaffolding I was able to experiment and play while building my knowledge in small steps. After exploring Vokis, Prezis, Google maps, PowerPoint, YouTube videos and audio Podcasts I became an enthusiastic promoter of the value of ICTs in education. However, when I found my skills wanting, I gained a powerful insight. Believing these important 21st century tools must be incorporated into my lessons makes it essential that I become ICT literate. While there are many positive aspects in teaching with ICTs, I must also consider the ethical, legal and moral issues for students. Students need to be taught how to avoid cyber-bullying and fraudulent use by others as well as understand the legalities of copyright as both seekers and creators of information.

Regulated school internet protects students; however Mason, (1986), states that privacy issues increase exponentially with greater access to digital information stores. Therefore when students use non-regulated computers they must know how to protect their identity. Planning ensures digital learning is incident free and safe. Without preparation things can go embarrassingly wrong. Even appropriate You-Tube videos may include highly inappropriate information, so these should be uploaded to a blog or sourced from safe sites such as Teacher Tube. Cyber smart or Smart Classrooms provide information about legal, moral and ethical problems associated with ICT and teachers can discuss internet dangers with YouTube video’s specifically designed for children.

Blogs engage and stimulate students, who may find handwritten tasks tedious, to improve literacy skills through modern communication. According to the Australian Curriculum (2012) students should learn how to source information…to solve problems, design solutions, create and reason. Researching, saving, and sharing information in multimedia packages or weeblys, requires higher order thinking and critical analysis skills where, as explained in Productive Pedagogies (2002), students transform information and ideas. PowerPoints with virtual rooms, display, describe or present information and Web Storys require students to choose and embed appropriate links. Brady, (2006, pp. 109-110) explains with technology, students can individually and collaboratively become artists, designers, producers, publishers and authors as they select colour, images, text and font to produce literate pieces of work.

Working collaboratively within a wiki or Googledocs can provide opportunities for students to peer teach as they share ideas and information just as wikis can be designed to allow parents classroom access. YouTubes and Podcasts encourage students, who may struggle to speak publicly, to act as professional speakers, providing opportunities for both teacher assessment and more importantly self-assessment which is guided by specifically designed questions and probes (Marzano et al, 1997. p. 314). Glogsters use interactive tools which promote creativity of once impossible posters and Prezi presentations are limited only by imagination. Interactive learning tools, games, animations and simulations such as Frogguts, encourage children to participate and enjoy learning. Creating a 3D picture book with Zooburst should engage even the most reluctant author, Adobe flash allows movement on web pages and the visual and audio aspects of Photo Story blend beautifully into art and literacy lessons. These tools are just the tip of the ICT iceberg and I like many students need to explore all that is under the surface in order to fully realise the value of eLearning.

The Australian curriculum (2013) states,

“ICT capability supports and enhances student learning across all areas of the curriculum. Students develop and apply ICT knowledge, skills and appropriate social and ethical protocols and practices to investigate, create and communicate, as well as developing their ability to manage and operate ICT to meet their learning needs”.

I believe, as does Bloom & Lazerson (1988), that learning cannot take place until inquiring minds are activated. Snowman et al (2009) adds, students, who are taught to question and think, learn automatically, enthusiastically gathering relevant information that has significance in their world. E-learning tools are not just engaging ways to deliver a lesson they may be the lesson, providing valuable skills needed for survival in the new millennium. An educator’s imagination, on how to incorporate these into a lesson, is the only limiting factor on creating a successful 21^st century classroom. It is therefore my duty to not only become proficient in e Learning, but to embed this imagination and these skills into my students.

References:

Australian Curriculum (2013). Information and communication technology (ICT) capability. Retrieved from: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT

Bloom, F. E. & Lazerson, A. (1988). Brain, mind, and behaviour. (2nd. ed.). New York: Freeman and Company.

Brady, L. (2009) Collaborative learning in action. Frenchs Forest: Pearson Education Australia.

Curriculum Implementation Unit. (2002). A guide to…Productive pedagogies: classroom reflection manual. Brisbane: Teaching and Learning Branch.

Department for Education Schools. (2013) Digital technology in schools. Teaching and learning. The School Curriculum. Retrieved from: http://www.education.gov.uk/schools/teachingandlearning/curriculum/a00201823/digital-technology-in-schools

Haddad, W. & Draxler, A. (eds). (2002). Technologies for Education: Potential, Parameters and Prospects. UNESCO and Academy for Educational Development. Retrieved from: http://www.knowledgeenterprise.org/tech_education.shtml

Kwan, R., McNaught, C., Tsang, P., Wang, F. L., & Cheong Li, K. (eds). Enhanced learning through technology: education unplugged: mobile technologies and web 2.0 Heidelberg: Springer.

Marzano, R. J., Pickering, D. J., Arredondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., Paynter, D. E., Pollock, J. E., & Whisler, J. S. (1997). Dimensions of learning: teacher’s manual (2nd ed.). Alexandria: ASCD.

Mason, R. O. (1986). Four Ethical Issues of the Information Age. MIS Quarterly, 10 (1), 5-12. Retrieved from: http://web.ebscohost.com.ezproxy.cqu.edu.au/ehost/pdfviewer/pdfviewer?sid=06fc92a0-281d-4a93-8bbd-7a41cfada353%40sessionmgr4004&vid=1&hid=4204

McPherson, M.A. & Nunest, J. M. (2008). Critical issues for e-learning delivery: what may seem obvious is not always put into practice. Journal of Computer Assisted Learning. 24, 433-445. doi: 10.1111/j.1365-2729.2008.00281.x

Moore, C. (n.d). Let’s save the world from boring training. [Web log message]. Retrieved from: http://blog.cathy-moore.com/

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on the Educational Goals for Young Australians. Retrieved from: http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Nesbit, B. (2007). A Vision of K-12 Students Today [Video file]. Retrieved from:

http://www.youtube.com/watch?feature=player_embedded&v=_A-ZVCjfWf8#t=6

Pacific Policy Research Center. (2010). 21st Century Skills for Students and Teachers.

Honolulu: Kamehameha Schools, Research & Evaluation Division. Retrieved from: http://www.ksbe.edu/spi/PDFS/21%20century%20skills%20full.pdf

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology: applied to teaching. (1st ed). Milton: John Wiley & Sons Australia, Ltd.

Internet links:

9 Interesting ways to teach internet safety.

http://www.slideshare.net/MrWright/9-interesting-waystoteachinternetsafetyin

Fryer. W. Playing with media.

http://www.youtube.com/watch?v=J38crJyJwLw

and

http://www.speedofcreativity.org/2007/12/21/technology-shopping-cart-podcast02-wikis-voicethread-and-mathcasts/

TeacherTube:

http://www.teachertube.com/

http://www.teachertube.com/videos

Web Designer: 15 outstanding tools to collect, organise and share your web experience.

http://www.1stwebdesigner.com/design/collect-share-bookmark-tools/