I have created a wordit.
http://www.wordle.net/show/wrdl/7388740/Peace

Word cloud made with WordItOut
Image by Cool Text: Free Graphics Generator - Edit Image

http://cooltext.com/Render-Image?RenderID=1334850626



Image by Cool Text: Free Logos and Buttons - Create An Image Just Like This

I know this has nothing really to do with e learning but I really loved these and I wanted to keep them handy. I love my blog!!!! Such a wonderful place to keep everything!!! 

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/

Why we should all play in order to learn.... 

(Wesley Fryer On December 21, 2007)

                                    

Here are some great examples of wikis for my future reference taken from:
This wonderful site also has links to many ideas in all curriculum areas.

Technology Integration for Teachers

http://www.techforteachers.net/wikis-in-the-classroom.html

On this site it is explained that "The whole process of this type of technology allows a community of people to share information easily, collaborate, and connect with others with common interests".

It also explains the features of a wiki:

"Features of a wiki:
•  quick definition: webpage with an edit button
•  easy to correct mistakes
•  easy to allow people to contribute
•  does not prevent the making of mistakes
•  “wisdom of crowds” – collaborative (wikipedia)
•  “notification” – asked to be notified when changes occur – that’s how stuff gets fixed in 2 minutes.
•  web 2.0 applications work with old computers - no need to spend money on software"

More great ways to research, gather, save and share information from the world wide web!

Examples of what can go wrong in a classroom when using You Tube without preparation:

On a prac I observed a teacher teaching a lesson using an Australian song. She could not access the version she had used in a previous lesson so opened another one. When the other version of the same YouTube song was opened the year 7 students were greatly amused and the teacher equally horrified when this video included mating kangaroos.

HERE IS ANOTHER EXAMPLE:

If I wanted to use this You Tube.... about indigenous people in Australia....in a classroom I would have problems as some the comments under it include some very racist statements, also on the links on the right hand side are links to other You Tube videos that are not appropriate and also probably attractive to children. Fir example one talks about the coming zombie plague (it is a video from a doomsday church).

http://www.youtube.com/watch?v=dfwy1z5oXHc

So using a safe download program such as iLivid to download ONLY the actual YouTube video is the one save option. 

Blogs are also wonderful places to upload and save YouTube clips. so perhaps the teacher could create a blog just for this purpose and then it could be added here....

There are many great ways to teach about internet safety, here are a sample:

and many children have had problems:

Children need to be taught how quickly information such as a photo can spread and how these are often not private. They also need to understand that whatever is written or uploaded will be always 'out there' and this can have detrimental effects in their future. A good rule is...ïf you wouldn't show it to your teacher...your nana...your boss...then do not make it public....don't put it on the internet...ever!!!

But can we overprotect them? Who will watch their backs when they are alone?

Should we be doing more to protect our kids or should we instead...... teach them how to protect themselves. 

This is discussed by a teacher of Computing and Systems & Control on his/her Blog, Coding 2 Learn-Kid's can't use computers...

"We could do more though. We should be teaching kids not to install malware, rather than locking down machines so that it’s physically impossible. We should be teaching kids to stay safe on-line rather than filtering their internet. Google and Facebook give kids money if they manage to find and exploit security vulnerabilities in their systems". 

http://coding2learn.org/blog/2013/07/29/kids-cant-use-computers/


All images taken from Google Images
https://www.google.com.au/imghp?ie=UTF-8&hl=en&tab=wi&authuser=0&ei=LqmiUseRCYeQlQXSjIHwCg&ved=0CAMQqi4oAg

Thanks Lisa this is great.

I had been looking for ways to keep students safe when using the internet when I found this video clip on a peers blog. I love this Lisa, so I hope you don't mind me using this too. 

My journey in education has taught me many things but one thing that keeps jumping up and down like a noisy tiger 
(with arms in the air screaming ...Look at me!! Look at me!! )... 
......is collaborative learning and I think as both a student and a teacher this is one of the most important aspects I will embrace. 

I have over the past three years worked with many of my peers as we strive for understanding, brilliant assignments and of course ...high grades. I can honestly say that I have never come away from a group assignment without knowledge that I may not have had if I worked by myself. 

I have worked with Lisa Rudd in many group assignments and we compliment each other beautifully...she is often the academic brain and I am the often the creative and imaginative one. Occasionally we exchange roles and surprise each other and ourselves. (Did I just do that??) 

The best learning is usually not done alone and this goes for both students and teacher. Greater knowledge is found when it is shared and explored by more than one brain. 

In this e Learning course Lisa and I bounce ideas around all the time. It is especially wonderful to have someone who you can rely on to give both warm AND cool feedback in every learning situation and she has been there to provide this for me as I do for her. 

So I have added this video, that Lisa found, eagerly on my blog just as she did when she viewed a YouTube clip I had discovered. How wonderful to not have to be the discoverer of all things great and wonderful! 

What I am trying to say in a very long winded way is this....  I believe the beauty of Blogs and wikis, YouTube and Pod-castes consists of the ability to share and find information! 

We 'scream' in words on a Blog.... Look at the great stuff I found! 

Even Facebook, as annoying and as shallow as it can sometimes be,...is a great place to share information...stuff that you may never have discovered. (Yes even those crazy cat videos that make you either cringe or laugh depending on the mood you are in). 

Digital technology opens the world of information for any student (young or old like me)... this is the true beauty of the internet and it is so much easier than searching through book after book. 

Let's Google it!... has become one of my catch phrases....

and...I get so excited when I find what I am looking for!!! 

Yes, I usually go on a crazy goose-chase ...as I search for information, but after a while....I eventually find what I am looking for...................... 



Sometimes...when I am lost...
I...like Dora the explorer...find friends to help me....

"I wonder if Lisa or one of my peers has found something which will help my understanding"?   

This is a good chunk of what this course may be about...
Teaching us how... to teach children... how to source information, share ideas and knowledge and create fantastic digital tools/sites/blogs...etc etc... in order to provide teachers proof of understanding. (Wow!! They have got it!)

In the world of teachers, we need not ever be alone...and we shouldn't be. 

The schools that I have had the privilege of being a part of, have demonstrated both collaborative learning and teaching.

Teachers share knowledge and ideas, lessons and tools within the immediate school and the internet has provided a limitless  bank of engaging resources that can be accessed at the press of a button. 

Why not create and share as many of these as possible...the children's learning can only be improved because of it. 

Various learning styles and teaching styles can  be catered for with the use of such a varied range of I CT's.

The internet is great...mostly...

Which brings me back to the start of this posting...internet safety. 

The faster the world progresses, the more students will need education provided with digital resources and within the internet circle therefore let us, as teachers, make this circle a protected one where students are safe to discover, explore and ultimately learn!

                        

9 interesting ways_to_teach_internet_safety_in from MrWright

       

Don't teach us how to learn...teach us how to think!!!

This YouTube video is inspiring. 

                     

A wonderfully powerful way to teach children about internet safety. 

       

This is a powerful message to all teachers and one that I will embrace. A beautifully made You tube by Barbara Nesbit who wrote...

"This project was created to inspire teachers to use

 technology in engaging ways to help students

develop higher level thinking skills. Equally important,

 it serves to motivate district level leaders to provide

 teachers with the tools and training to do so".

                                 

Historical Webstory Assignment 2 Debra Bradley s0193111

Overview for this week

 ...and SAMR for chosen favorite....

The Prezi!

PowerPoint has been my friend for a very long time and I have used these many times. They are a fabulous hook if used correctly and creatively, however they can be very boring too. See this page of my Blog for more on Power point:
http://deejaycqu.blogspot.com.au/2013/11/playing-with-power-point.html

I love the idea of using this virtual room in a classroom. students can create interactive presentations of the information they gather on a chosen topic in a very engaging way for both the author and the audience.

Glogstar is an interactive poster. I think of this as almost a 'living'poster and I enjoyed playing with this. Time however limited what I created and here is my example of a very simple Glogster: http://deejaycqu.blogspot.com.au/2013/11/this-is-my-first-try-at-glogging.html
I imagine the girls in the class particularly loving this as they create colourful posters. It would be appealing for both visual and creative students and the ability to embed videos and audio elements adds to its many possibilities. I found the Glogster repetitively easy to build and with guidance students would welcome this as an alternative to the old draw/paint and design a poster on a piece of cardboard.

I loved the PREZI. This is amazing and its possibilities are mind blowing or should I say endless as the circles get smaller and smaller and smaller...
Although I still love PowerPoint I think the only reason is familiarity. Stepping out with Prezi is like venturing into unknown territory. The more I explored this the more I liked it. Here is the Blog and Link for a simple Prezi.

So, how could I use the Prezi in one real life teaching situation? Let's use a SMAR to explore this.

Substitution: same task, new tech.
Year 7 students create an information booklet describing the local flora and fauna in Bundaberg.
Augmentation: same task, text increases functionality.
Students create a Prezi with each habitat represented as individual sections (circles?) These include smaller sections to represent images of the various flora or fauna that inhabit these areas.
Modification: Redesign parts of the task:
Information text circles are added and audio sounds of various animals calls.
Redefinition: New tasks, once unimaginable:
Videos are embedded, as are extra links to added information about the flora and fauna. Students select individual animals or plants and using smaller circles they go deeper... such as ... interesting facts about the turtle... the internal organs of a mud crab... life in a mangrove tree. Students create and embed  a video of as they discuss their favorite sea or land animal and plant.Students could also interview local park rangers and embed these interviews as well.


So back now to see if my very large PowerPoint is ready to embed on my Blog...wish me luck.

Engagement Activity 5: Interactive Learning Objects (optional activity) ‘Preparing Teachers To Use Learning Objects’

Many of the links on this page do not link…which was really frustrating.

The learning object, the five Martians was rather simple and not engaging. My 15 year old son said, and I quote, ”That’s stupid” The article describing how this particular one can be used for different ages by modifying or eliminating the sigma adds,

“There are myriad reasons for teachers to encourage their students to use computers in conjunction with learning objects” 

I believe that statement however after my son’s reaction I would question just how engaging this particular learning tool would be to a student that plays x box or play station? It also talks about how year 5 students actually act out this scenario with real coins,

 “The rising fifth-graders both watched the animation and mimicked the scene with five people and ten coins”

I feel that in many age groups teachers should not forget to use real life activities such as these. By all means use the interactive learning tools too…but in with the technology most children are used to they must be very engaging.

On this note.... here is a link to a web site. It is very engaging and full of information. I loved it so much I have pasted it here on my blog so that you could all see it and so I could find it again.

'For example, the Exploratorium Museum of Science, Art, and Human Perception (a 2002 Webby Education Awardee) contains many wonderful examples of learning objects. There is a section called "Global Climate Change" that includes an extensive glossary, explanations about the latest scientific data on this global problem, and graphs that illustrate trends in temperature changes'. 


http://www.exploratorium.edu/climate/global-effects/index.html

I love how useful my blog is for this reason. It is like a storage place for all great ideas that I want to remember. When I start my teaching career, I will be able to come to this blog and find everything I would have otherwise forgotten. 

Here is a link to an interactive learning site.. 

Darfur is Dying is a viral video game for change that provides a window into the experience of the 2.5 million refugees in the Darfur region of Sudan. Players must keep their refugee camp functioning in the face of possible attack by Janjaweed militias. Players can also learn more about the genocide in Darfur that has taken the lives of 400,000 people, and find ways to get involved to help stop this human rights and humanitarian crisis

http://www.darfurisdying.com/index.html

This got my heart rate going and also made me see and understand a little of what these refugees face. While it could be looked at as a survival game it is also very educational, however because of the graphic messages about how these children  and adult refugees face horrendous crimes such as rape, it would probably not be something that would be used in a primary school.

The following links are just copied and pasted from week fives learning materials, I have had a quick look at these and wanted to keep them on my blog. There are so many wonderful interactive sites.

http://edheads.org/activities/stem3/swf/index.htm

http://nhscience.lonestar.edu/biol/animatio.htm

Wow!! I have just played with a demo on this site

http://www.froguts.com/demo/

It allows students to dissect frogs, starfish, etc in a simulation. Very realistic and very informative. The school can buy this interactive scientific tool. As an animal lover I remember many years ago refusing to take part when we were asked to dissect a frog. I received a fail, as did many of my other peers who flatly refused to do this activity. This interactive tool would have enabled me to take part and learn while being very engaged without getting my fingers dirty or feeling sad about a dead creature. 

A GIZMO???

I joined the Free Gizmo site with anticipation...it sounded wonderful and I couldn't wait to try it...all those gizmos to play with. However for some reason I am unable to open any of the gizmos. Not sure why, but considering I am only half way through looking at all the links for my activities this week, I will leave this to a later time to explore. It looks really good, you can add up to 6 classes and link all the interactive learning tools into each class. Students get a password and can log on to interact with these. Engaging and perhaps self paced as well as being self assessed. 

Next I played with GapMinder

This is an interactive graph where students can compare data over a timeline about various things such as deaths from earthquakes or child mortality rate. It is colourful and engaging, although it could be hard for younger students to 'read' as you have to hover the mouse over the bubbles. I found the bubbles confusion but the map was more user friendly as you could clearly see which country you were looking at. Okay I looked at the example embedded into our learning site.....and now I am able to read this with more understanding. (Note to self: follow all the instructions.)

And that is all tonight.

I have completed and explored Engagement activity 5.

Tomorrow I begin again.

Fantastic ways to use technology: (Just for my future reference)

Adobe Presenter: using Power Point with all the extras'.

FLASH!!.....

Exploring Adobe Flash.

Time is so limited however I was very keen to try this and so I entered into the site eagerly. 

However after spending a long time on this I am still none the wiser. I downloaded adobe flash and when I tried to open it my computer tell me that I already have this on here somewhere. I have a new computer with Windows 8 and am constantly trying to find things. I will not comment on Windows 8 yet...but it is tempting to say very negative things about it. Skilled Windows 8ers''ensure me that I will grow to love it....we will see.

Anyway back to Flash...what is Flash and why is it something that I would find interesting? 

Apparently Flash is a tool that is used on websites that have anything that moves on the page. for example games or advertisements. My 15 year old son tell me that this helps you play online video, games and You tube clips.

I am unsure how I would use this in the classroom and what students could do with it. I do need to explore this in greater detail and will do so, but for the moment I will leave Adobe Flash smoldering in the too-hard basket.

All moving images from:

http://www.netanimations.net/walking.htm

My time is so limited