Saturday, 30 November 2013
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".
Friday, 29 November 2013
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
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
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.
Wow!! I have just played with a demo on this site
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.
Thursday, 28 November 2013
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.
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All moving images from:
My time is so limited
Wednesday, 27 November 2013
Interview with Michael.
Michael is a father of two boys, in this discussion he talks about his youngest son, Brennan. Michael kindly offers his thoughts and feelings on take-home assignments.
Michael feels passionately that work should not be taken home at all. He does not see how teachers can truly assess the content to discover exactly what the student has completed or what another interested family member or friend may have completed.
I also ask Michael in this interview how he would feel about communicating with the teacher through a site such as a Blog or a closed (Parents of class A, teacher and Principal only) Face Book page.
Much thanks to Michael.
Group 4 technologies:
In a science course last year we found this website.
Animations and Simulations:
In a science course last year we found this website.
1. Playing with ecosystems.
This is an interesting simulation where you can play 'God' or (intervening human) and change an ecosystem. It took me a while to learn how to use it, which buttons to press and to take it seriously. At first I just wanted to 'play' with it and add more meat-eaters or take away the plants, then after I began to act like the adult learner that I am... I realised that this interactive 'toy' was actually very clever.
As with many of these simulations, these types of learning tools allows a student to experiment with something that would usually be virtually impossible. Studying a landscape over many years in real life would take ...many years. Here students can become researchers as they manipulate the layers of lifeforms and attempt to find a balance that supports all life.
http://www.learner.org/courses/envsci/interactives/ecology/ecology.htm
In my first simulation I introduced plant A and plant B, Plant A was obviously aggressive and went wild and plant B quickly died out. Perhaps Plant B needed something in order to survive? Maybe it required fertilizer from a herbivore's droppings? Or perhaps the Pant A grew some fast it blocked out the sunlight that plant B may require? I played with this some more and found that each time I changed an element, introduced another animal or plant, I was left with more questions.
Using this tool in a classroom would ask students to use higher order thinking and questioning as they attempted to find a balanced ecosystem. Students could also work collaboratively as they share ideas and discoveries as they 'twig'their ecosystems. Another thing I loved about this and any simulation is that students could take this work home if they had access to the site and the internet. Both of these simulations allowed for a various scale of academic ability, with a base model to start with and extension for gifted students. Playing interactive games will always engage and inspire children to learn. I know these have engaged me and getting the children interested in learning is the biggest step in educating a child.
This type of tool would appeal to most learning styles and is visually engaging. The time line simulation projects data in a format that is easily understood and a graph that most children would be able to decipher. This activity could not be undertaken with just pen and paper. It is also learner friendly as all students should be able to succeed if they follow the prompts closely.
2. Building a roller coaster:
I attempted to find the link which we used last year and was unable. I did find this one, which looks the same, however I had to pay if I wanted to do the simulation.
There were other links to these ICT simuations but all required money in order to build your own coaster.
There were other links to these ICT simuations but all required money in order to build your own coaster.
In this simulation students would learn about kinetic energy and friction as they 'build and create roller coasters that stay on the track and work really well. This digital learning tool is an engaging way to teach students about these elements as they adjust the levels and slope of their roller coasters. I found it fun and interesting as well as very informative. Students could also learn about selecting materials and how to put these together (engineering), stability and balance would also affect a successful coaster. Again, this simulation allows students to interact with something that they could not do in a real life situation as they use investigation skills, work collaboratively or individually, test and re-test, made valued judgments, develop inquiry skills and think deeply as they puzzle together and 'nut-out' problems.
Using an animation tool to build a 3D roller coaster would bring this learning to whole new level. In upper primary grades this project would appeal to most learning styles and both boys and girls. It is visually attractive and the audio enhances the real life feeling to this simulation. Great fun!
Google Maps:
Here is a snap shot of two places where I have lived or visited in Australia...the most northern residence was in Weipa, Queensland and the furthest south was near Hobart in Tasmania
These are the directions that Google maps provided to show you how to get from one to the other.
In a classroom students can use Google maps for many reasons. I have taught a mapping lesson with this as a hook in year 7 where students firstly estimated how many kilometers it would be from two selected positions in Australia then they went on to Google maps and using the get directions they found the exact kilometers. They used different methods of estimation, from measuring with rulers to even guessing. Students love to look at their homes with this and explore the world. It brings the world to our fingertips.
Museum Box:
This virtual box of treasures sounded amazing and I wanted to create one to put on this blog however I was unable to access this. If I had been able to I would have made a box of my favorite art treasures. I am an artist and have photos of many of my pieces that I have created over the years...right from when I was a little girl, so I would have enjoyed making a box of these with information about each. In a class room students could utilize this tool on many ways. I see it as a way to display creativity and or investigative processes.
1. Creativity: Students could make a box for a mother/father. Int this box they could place photos, drawings or illustrations, with text describing that special moment or a poem they write to represent this.
For example: (if it was me) a photo of a gardenia flower with the text describing how these flowers make me feel loved as my mum always picked the first flower of the season and put t in a vase next to my bed because she knew I loved the smell of them.
2. Investigation: What a fabulous way to ask students to gather information about an explorer such as in the example provided!! Again, a much more engaging way to present information.
I am not sure how easy these activities would be or what ages these would suit as I was unable to have a play with making my own without paying for the privilege.
Zoo Burst:
Here is a pop up book I created with Zoo Burst. This interactive tool is very easy to use and would be a fun way to engage students in the writing short stories or poems. Students could design and create story books for younger students. I tried to embed this into this blog but was unable to.
Adobe Flash: Needing a little break I had fun with flash... You can see the little animations here: http://deejaycqu.blogspot.com.au/2013/11/flash.html
Investigating more goodies on this page:
To sum it up:
These interactive tools are engaging and it is wonderful to know that they are out there just waiting for us as teacher s to discover them and the many learning opportunities they can provide. I feel the only danger is that there are so many...and finding the one that is perfect is difficult. They are wonderful when they work, but extremely frustrating when they are complicated. They last problem is lack of funds. It would be wonderful to be able to afford all the gizmos and gadgets not just for myself but also for each student I work with.
Tuesday, 26 November 2013
Monday, 25 November 2013
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
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
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.
Wow!! I have just played with a demo on this site
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.
Sunday, 24 November 2013
I know Power point is considered old hat by many, but I really love this tool and have used int already in many lessons to hook or engage students. I am attempting to upload some power points that I have created.
(This is the hardest part...working out how to
do all these things)
I am attempting to use Scribd to upload this....but it is taking a very very long time. We will wait and see if it works.
I am attempting to use Scribd to upload this....but it is taking a very very long time. We will wait and see if it works.
Success!!!! Here is the link to the blogpost page with this on...
See my attempt at a virtual museum below. Only a couple of the paintings on the wall have hyperlinks.
Cannot wait to learn more about PowerPoint Presenter: http://www.blogger.com/blogger.g?blogID=2494386289350847388#editor/target=post;postID=62345351417867850;onPublishedMenu=posts;onClosedMenu=posts;postNum=0;src=postname
Saturday, 23 November 2013
START USING SMART ART.
How can art enhance learning?
Here is a your tube clip I created showing the results of a year 7 class lesson in writing sentences, using golden words (descriptive adjectives etc). The children wrote these after they created artworks and then saw these sentences in their art pieces.
(Please excuse the few errors in this You Tube clip and the fact that this ends so abruptly, need to learn how to fade the music out...also I know it is a little fast on some slides and you will have to pause it to have time to read. )
I believe passionately that artistic people see the world in a different way and that having the ability to create can not only enhance learning but add to the quality of life. Teaching children to value and love creativity is the first step.
But why do some embrace this and others reject this?
Can all people become artistically creative?
I guess it is the same as singing. Can nearly all people sing? Yes! But can all people sing well? No. So how does this affect people?
I know from experience that, while I love singing, I am not good enough to feel that I could stand in front of my peers and sing a song, however I will sing a song with my closest friends and have fun singing with family or with people that I know will not judge my voice or lack of. So I am a private singer. Do I enjoy singing? Yes! I love belting out (murdering) a good song that I love, particularly in the car.
So how does this relate to say...painting a picture?
Can all people paint a picture?
Yes! Of course you can...you pick up a brush and just start putting colour onto the canvas.
Anyone can create a piece of artwork.
Will it be amazingly realistic or another Picasso?
Possibly not, unless you are classified as gifted...talented...etc.
Does this mean that you would not enjoy painting?
No...given the right opportunity and encouragement most people enjoy playing with paint just like most people enjoy belting out a song.
Okay then, what happens, why do most people who do not feel artistic refuse to pick up a brush? Young children never refuse.
Give a very young child a brush and some colourful paint and they will paint until your fridge collapses under the weight of treasured 'masterpieces'.
Then one day they look at a peer's perfectly painted roses... or a person picks up their drawing of... a dog in a park with a tree in the background... and asks them.. "why is a crocodile in the park and what is that thing in the background?".. as this person views the artwork sideways through squinted eyes.
Suddenly the embarrassed child makes a decision.
I can't paint and I am not artistic.
So just like the person that won't sing in front of the class, they wont draw or paint in front of the class.
Okay...so why do I think it is it important that children all feel safe enough and confident enough to pick up that brush?
Because art can enhance learning.
Being creative should not rely on having an amazing talent, being creative should be something we all enjoy.
Friday, 22 November 2013
What an amazing tool. I cannot image how much imformation you could get on this and at first I thought that this would only be useful for a teacher. (great way to present information in a lesson or for an assignment...perhaps for a science lesson...or maybe directions on how to cook a dish...etc etc) But then after palying with it for a while I thought how good this would be for a student (in upper grades) to use as a place to record their learning journey for the year...or even years. They could start with the first bubble and place the first project or assignment in it and then so on...or perhaps they could just record all their BEST moments!! I wonder if it will accept word documents? video? etc??? (must go back and play again)...
Two hours later.....
I managed to upload a fantastic Youtube video on to this...but still can't manage a word document yet...???
So many new toys!!!
(Debbie spins in circles until she is so dizzy with delight that she falls off the chair)
This is my first try at glogging...or is that clogging...????
Seriously though this has been a really fantastic tool and I really like it. It is really good to be able to turn the pictures around and place them in the positions I want to ...unlike this blog...
I purposely added a video from my computer on this poster just to see if it worked and am not sure if this worked...it seems maybe it does....I asked Lisa to view this and she was able to see all of this glogster except for the printed words. I am wondering how big the file is??? It must be huge.
In a school there would be so much potential for this tool if all the children had access to computers and the internet. (But like Lisa said, would it be hard for all the children to work on this at once??)
Thursday, 21 November 2013
This weeks Task:
Reflecting
on...
Images, Some of my images.
Audio This is my Podcast on my blog and podcast on my wiki
and
Videos. This is me talking on my blog
I really enjoyed this weeks task and my only complaint is that I have such limited hours. I wish I could just lock myself away from the world and play with all these tools. Sadly I can't and as such I am struggling to understand these to a point where I am a confident user of them.
Another problem I am having is selecting which of these three tools to talk in depth about and to discuss in a SAMR...they are all so exciting...and like a little child in a lolly shop with a $100, I had terrible trouble trying to choose just one.
Images:
I have always valued images in the classroom and as an artist these are vitally important in my life. Pictures and paintings can say so much and as I type this I only have to look to my right or left and see examples of mine and my children's art pieces. Painting an image however is very different to 'playing'with an image...or re sizing...uploading etc etc.
After playing with Flikr and creating an account I was very pleased to see how good my paintings looked on this site.
In a classroom it would be an engaging way to display a class's wall of art pieces. I am sure the students would feel like professional artists if they could see this. I know I need to think outside the art box' a little more and I questioned myself on how else I could use this in a class situation.
Perhaps students could be encouraged to take a selection of photos while on holiday...or in a science class: take photos of various flora and fauna (beetles would be good) and then these photos could be uploaded...re sized if necessary to a number of sites. Creating a class portfolio in an online format would have a lot of potential, especially for visual learners. It could also be a way to engage those learners who do not embrace or use creative attributes.
For myself, I am still learning all about pixels and how to re size them. This is a work in progress and I find it fascinating. I must admit I knew little so ...insert guilty face here.... I went to my old friend wiki to find out more about pixels.
It all makes sense now!!! I always wondered why a seemingly clear photo taken on a phone became fuzzy when enlarged !!
This is NOT a area of knowledge 'that I can overlook and I must eventually understand this process as I am always taking photos of students work to make theír images into things like Photo Stories, laminated cards for their purse/wallet or posters for the classrooms.
I have learnt so much about images in the last few days...but it is just the tiniest tip of the iceberg!!!
One last word on Flikr.
It seems to be a public web site and I would be concerned about privacy. I am not sure that I would want to upload any personal photos of family or friends and I would not want to use a public web site for students photos.
In the article, E Learning for smart classrooms it is quoted that "Teachers must act ethically, legally, responsibly using ... safe secure ICT practices, awareness of copy-write, digital rights" (Smart Classrooms bytes, 2008).
When I clicked on the privacy button a large document came up...more reading!
There have been many horror stories about images becoming public after being uploaded to places like Facebook so this would impact on which websites are trustworthy.
Audio:
Sound...music...voices....all of these together make this wonderful thing called Audio. As well as being a visual person I also love sound.
I, like so many children, love listening to an expressive voice reading a story or sing, relaxing with soft lilting music or jumping up and down in time to a 'beaty' song (yes ...that is my interpretation of dancing). Children need to be engaged!!!
Audio is a tool where students will find something interesting. Whether it is the girl who loves to sing or the boy who would love to hear himself playing the drums, the budding actresses who would enjoy recording a play, the tech head who wants to 'play'with sound or the child that wants to read their own story or poem out loud and record it for others. There are so many accessible, educational and enjoyable uses for this tool.
I have used audio in assignments, where I have embedded a recorded speech onto a weebly on the Creating page and I have often used audio in the classroom.
I like to use background music as children create, read or work quietly to either soothe or inspire them, however that is not what we are really discussing here.
I have also used audio where students record their own voices to make their Vokis speak. (Read a poem that they have written). This helps them improve their speeches as they listen and assess their voices. (Could I read more clearly? ...or with more expression? Can I change my pitch or tone to make it more interesting?...etc..etc).
Just last week I watched as a teacher listened then gave feedback to a student as she practiced her 'I want to be school captain next year speech'. The feedback was relevant and accurate...slow down a little...vary your tone...however while the student did listen carefully, when she re-read the speech she had not really changed anything. Perhaps she would understand this much better with self assessment.
I know when I first recorded my story I noted that I needed to slow it down a little...so I was able to adjust my voice to improve this recording.
I loved the Pod Cast and used Buzzsprout to record myself reading some of my novel.
It was relatively easy to use and I am sure that this would be very inspiring for those children who may otherwise hate speaking/reading out loud. (What a great way to assess work). It would also be valuable for students like my son who has a physical/mental block when it comes to public speaking. (He simply cannot speak without wanting to faint in front of an audience and is able to record his speeches.)
I must add that having a good microphone is essential and it did take me a while to work out how to use Audacity to help me record.
Video:
Reflecting
on...
Images, Some of my images.
Audio This is my Podcast on my blog and podcast on my wiki
and
Videos. This is me talking on my blog
Another problem I am having is selecting which of these three tools to talk in depth about and to discuss in a SAMR...they are all so exciting...and like a little child in a lolly shop with a $100, I had terrible trouble trying to choose just one.
Images:
I have always valued images in the classroom and as an artist these are vitally important in my life. Pictures and paintings can say so much and as I type this I only have to look to my right or left and see examples of mine and my children's art pieces. Painting an image however is very different to 'playing'with an image...or re sizing...uploading etc etc.
After playing with Flikr and creating an account I was very pleased to see how good my paintings looked on this site.
In a classroom it would be an engaging way to display a class's wall of art pieces. I am sure the students would feel like professional artists if they could see this. I know I need to think outside the art box' a little more and I questioned myself on how else I could use this in a class situation.
Perhaps students could be encouraged to take a selection of photos while on holiday...or in a science class: take photos of various flora and fauna (beetles would be good) and then these photos could be uploaded...re sized if necessary to a number of sites. Creating a class portfolio in an online format would have a lot of potential, especially for visual learners. It could also be a way to engage those learners who do not embrace or use creative attributes.
For myself, I am still learning all about pixels and how to re size them. This is a work in progress and I find it fascinating. I must admit I knew little so ...insert guilty face here.... I went to my old friend wiki to find out more about pixels.
It all makes sense now!!! I always wondered why a seemingly clear photo taken on a phone became fuzzy when enlarged !!
This is NOT a area of knowledge 'that I can overlook and I must eventually understand this process as I am always taking photos of students work to make theír images into things like Photo Stories, laminated cards for their purse/wallet or posters for the classrooms.
I have learnt so much about images in the last few days...but it is just the tiniest tip of the iceberg!!!
One last word on Flikr.
It seems to be a public web site and I would be concerned about privacy. I am not sure that I would want to upload any personal photos of family or friends and I would not want to use a public web site for students photos.
In the article, E Learning for smart classrooms it is quoted that "Teachers must act ethically, legally, responsibly using ... safe secure ICT practices, awareness of copy-write, digital rights" (Smart Classrooms bytes, 2008).
When I clicked on the privacy button a large document came up...more reading!
There have been many horror stories about images becoming public after being uploaded to places like Facebook so this would impact on which websites are trustworthy.
Audio:
Sound...music...voices....all of these together make this wonderful thing called Audio. As well as being a visual person I also love sound.
I, like so many children, love listening to an expressive voice reading a story or sing, relaxing with soft lilting music or jumping up and down in time to a 'beaty' song (yes ...that is my interpretation of dancing). Children need to be engaged!!!
Audio is a tool where students will find something interesting. Whether it is the girl who loves to sing or the boy who would love to hear himself playing the drums, the budding actresses who would enjoy recording a play, the tech head who wants to 'play'with sound or the child that wants to read their own story or poem out loud and record it for others. There are so many accessible, educational and enjoyable uses for this tool.
I have used audio in assignments, where I have embedded a recorded speech onto a weebly on the Creating page and I have often used audio in the classroom.
I like to use background music as children create, read or work quietly to either soothe or inspire them, however that is not what we are really discussing here.
I have also used audio where students record their own voices to make their Vokis speak. (Read a poem that they have written). This helps them improve their speeches as they listen and assess their voices. (Could I read more clearly? ...or with more expression? Can I change my pitch or tone to make it more interesting?...etc..etc).
Just last week I watched as a teacher listened then gave feedback to a student as she practiced her 'I want to be school captain next year speech'. The feedback was relevant and accurate...slow down a little...vary your tone...however while the student did listen carefully, when she re-read the speech she had not really changed anything. Perhaps she would understand this much better with self assessment.
I know when I first recorded my story I noted that I needed to slow it down a little...so I was able to adjust my voice to improve this recording.
I loved the Pod Cast and used Buzzsprout to record myself reading some of my novel.
It was relatively easy to use and I am sure that this would be very inspiring for those children who may otherwise hate speaking/reading out loud. (What a great way to assess work). It would also be valuable for students like my son who has a physical/mental block when it comes to public speaking. (He simply cannot speak without wanting to faint in front of an audience and is able to record his speeches.)
I must add that having a good microphone is essential and it did take me a while to work out how to use Audacity to help me record.
Video:
SAMR
Substitution: (same task, new tech)
Using a mobile phone or iPad or video camera students film their holiday highlights. (Places they visit and themselves talking about these).
Augmentation: (Same task, tech increases functionality)
Each student uploads their holiday documentary to the teacher and then the class shares these video recordings. The student presents their 'movie' with a small introduction and then answers questions about their video after class watches the video.
Modification: (Redesign parts of the task)
The class is broken into groups of 3-4 and using the feedback (what looked great...angles, lighting etc from their previous videos) they undertake another larger challenge.
They plan a documentary on their home town, selecting places of interest to individually film on Ipods (supplied by school if possible). This documentary could be aimed at the target market of children their age perhaps? (What do kids like?). The students then select the best sections of their video clips and using the ipods cut these sections out and upload these to a site such as a wiki which has been designed for the documentary.
Redefinition: (New tasks, once unimaginable)
The documentaries from the individual wiki's could then be uploaded to a class blog or other website to form a class review on their hometown. This could inform visitors of what there is to see in their home town.
Students could then plan questions and ask...'What do you love best about your home town? (as they video) and interview school teachers and family and friends . These interviews could then be uploaded and added to the Class Blog.
Images of local places, flora and fauna could also be added to this. (perhaps this could link with science where each group selects one local animal or plant, photographs it and/or videos it (where possible-if this is too hard they could upload an image). One student could talk about it. (A small David Attenbrough element?)
This could be made a little more interesting (and fun) where the teacher asks the students to consider costumes, props etc. (link to drama)
(Don't forget to encourage them to end their blog with a selection of suitable small videos of their bloopers- everyone loves these and using humor in the classroom is a wonderful tool. (Shouldn't learning be fun?!).
Once the class blog is completed the school could have a movie night to present it. (with popcorn and treats). The students could proudly present this to their audience of VIP's. (family and friends). The teacher assesses as the students complete this project.
Each image I have used has been either my own or taken from free image's sites and I have used the insert photo with the web address in order to see where these have come from.
It is important to acknowledge the owners of the work and copy-write if they are different identities.
Uploading images or videos onto the world wide web can be fraught with ethical and legal issues and teachers should never do so without seeking advise.
Here is a link to a great web page of ideas for audio.
Here is a link to a YouTube on videos.
Students could then plan questions and ask...'What do you love best about your home town? (as they video) and interview school teachers and family and friends . These interviews could then be uploaded and added to the Class Blog.
Images of local places, flora and fauna could also be added to this. (perhaps this could link with science where each group selects one local animal or plant, photographs it and/or videos it (where possible-if this is too hard they could upload an image). One student could talk about it. (A small David Attenbrough element?)
This could be made a little more interesting (and fun) where the teacher asks the students to consider costumes, props etc. (link to drama)
(Don't forget to encourage them to end their blog with a selection of suitable small videos of their bloopers- everyone loves these and using humor in the classroom is a wonderful tool. (Shouldn't learning be fun?!).
Once the class blog is completed the school could have a movie night to present it. (with popcorn and treats). The students could proudly present this to their audience of VIP's. (family and friends). The teacher assesses as the students complete this project.
Each image I have used has been either my own or taken from free image's sites and I have used the insert photo with the web address in order to see where these have come from.
It is important to acknowledge the owners of the work and copy-write if they are different identities.
Uploading images or videos onto the world wide web can be fraught with ethical and legal issues and teachers should never do so without seeking advise.
Here is a link to a great web page of ideas for audio.
Here is a link to a YouTube on videos.
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