The smart board is an excellent addition to the classroom. I really enjoyed the session we had the other day on all its uses. To see all the possibilities and hours of play that can be had, was exciting. On prac we had a smart board but it was really only used as a dvd player, and maybe an overhead projector, on the occasions a website was viewed. So to see how lessons can be planned, saved, returned to, was great. The advantage of having a copy of previous attempts of students work, or your lessons is enormous. I just think as a tool to refresh, reflect, and keep track of learning it is a great leap forward.
With all these clever tools, I think it has to be used with clear intentions of the learning goals. I wonder too if it used for every single lesson if it does become less exciting and stimulating for the students and it is then viewed with the same excitement as a maths worksheet - so again balance I think is the key. Mixing things up, keeps the students involved.
My one piece of advice with the smartboard would be to always have a BACKUP plan. My first assessed lesson on prac I thought I would plan the ultimate lesson, with group work, collaborative learning, prediction, and of course technology (smartboard), just to show the assessor I had a handle of everything (or at least to create that illusion). But of course minutes before the beginning of class the smartboard has a hissy fit, is down for the count - and I am about to be judged on my skills. My mentor is so sweet, scrambling around in the background trying to get it functioning in time, knowing this is going towards my mark. I begin the lesson. The boys don't seem to notice the drama going on the background, they are focused on their integrated maths lesson. I've got half an eye on them, half an eye on the board to see it its working yet. By now the tech support (nice service if the school has it) is in the background with new cords and connections and 10 minutes before end of class I get the nod that we are a go, just in time for me to integrate technology into my assessed lesson. But just as they are all seated on the mat, eyes on the board, ready to apply the concepts of probability in a smartboard game, it flicks off again. But before I can reach for my backup plan, its back - and we get to wrap up with a fun game on the smartboard, with lots of class participation and applied learning.
At the end the assessor said I must have been panicking with the tech dramas, as she couldn't help but notice all the background commotion, and truth was I wasn't (which surprised even me, as it was my first assessed lesson) - purely because I knew I had a back up activity, that did the same application of learning, but was tech free. So, having that back up plan, really does remove a great deal of stress from the classroom. Especially when you build a lesson around technology, I recommend always have that back up plan.
Some useful maths tools for smart board,
http://nces.ed.gov/nceskids/createagraph/default.aspx
(create for creating a graph instantly with your own data - get kids to put in data collected and will produce instant graph of your choice)
http://www.studyladder.com.au/
great Australian resource for games(maths and literacy), you register (30 seconds), search and use all free games by year group, topic - every age group loves it. Used to be smartkiddies website, now new site with tag clouds and everything (keeping up with the technology)
Saturday 28 May 2011
Thursday 26 May 2011
Wordle of blog
I love wordle. The one at top of site is of all the text in my blog. A nice way to sum up what I have actually contributed (questionable) through this experience.
A little activity for the classroom - Can you make a sentence with the largest words from the wordle?
my attempt,
I REALLY THINK the DIGITAL WORLD, DIGITAL INFORMATION and TECHNOLOGY can improve the LEARNING and CLASSROOM EXPERIENCE for STUDENTS and TEACHERS alike.
( wordle says this is the gist of my blog, visually you can draw that meaning from the display, then I think it has done a good job of graphically displaying what I have been trying to express.)
I like the visual aspect of this tool, anything that gives an extra dimension to text, and therefore literacy, I think can only benefit students. Particularly those that are drawn to the visual as opposed to the written medium - wordle merges both and is a nice way of improving students multi-literacy skills.
Word sift, http://www.wordsift.com/ while not as impressive visually, does give the extra tool of an online thesaurus, so students can try and improve their vocab with words they have overused. Again same skills and lessons being taught just displayed in a more engaging, and layered way. We are just taking the lessons to where the kids are, and want to be.
A little activity for the classroom - Can you make a sentence with the largest words from the wordle?
my attempt,
I REALLY THINK the DIGITAL WORLD, DIGITAL INFORMATION and TECHNOLOGY can improve the LEARNING and CLASSROOM EXPERIENCE for STUDENTS and TEACHERS alike.
( wordle says this is the gist of my blog, visually you can draw that meaning from the display, then I think it has done a good job of graphically displaying what I have been trying to express.)
I like the visual aspect of this tool, anything that gives an extra dimension to text, and therefore literacy, I think can only benefit students. Particularly those that are drawn to the visual as opposed to the written medium - wordle merges both and is a nice way of improving students multi-literacy skills.
Word sift, http://www.wordsift.com/ while not as impressive visually, does give the extra tool of an online thesaurus, so students can try and improve their vocab with words they have overused. Again same skills and lessons being taught just displayed in a more engaging, and layered way. We are just taking the lessons to where the kids are, and want to be.
Saturday 21 May 2011
Does technology simulate experience???
So, we have just visited the future - a very well funded school with a fantastic technology facility, and as impressive as it is, you can't help but feel if this is the future - is the future going to be fair????
Two issues for me - money and balance.
A laptop for every child, ipads for pre-primary and year 1's, no gadget over 2 years old, is this going to be the future ACROSS the board? Can't help but think this set up is not going to be replicated in country areas (where now they are still unable to access broadband!!!) and less advantaged metro suburbs. And for that matter any government schools - is the government really going to put in the money to provide such facilities? This is a fantastic facility for those who can afford to pay for it, and because of this doesn't it mean that the future will become a more exaggerated display of those who have, and those who have not! And will those who live in country, remote, or less affluent areas, have an education that is lacking?
The other issue for me is is this technology adding to and deepening the child's education or is it used for the sake of saying - 'we are using technology' - does it add to the learning experience of the child??? Yes it is engaging, yes it does motivate the students so that is good, but if it is used for the sake of using it (tokenistic) is it infact robbinbg the child of the experience of the task. Does hitting a screen on a ipad really simulate the atmosphere, tone, depth and experience of real music -the vibration, the depth of sound, the feeling that fills and builds in a room and gives you goosebumps???
Is technology being used in a BALANCED way or is it to replace everything, just for the sake of it. As a teacher are you bringing/using this technology in to the class to extend, deepen, and add to the students' learning.
My example of this (and my rant) is Wii Nintendo being used as a replacement for Phys Ed lessons - it is happening, and has been incorporated into the NSW curriculum.
http://www.dailytelegraph.com.au/news/this-is-the-future-of-sport-in-schools-wii-instead-of-pe/story-e6freuy9-1225849277763
And here is my issue, is using this technology really better than the actual activity. I am sorry - but NO. You may work up a sweat, increase the heart rate, but it does not provide the motor skills, the hand-eye coordination, the cooperation of teamwork and the fresh air - it is fun, but will this improve the child's skills (learning)? I have taught tennis for 15 years, the old fashioned way, on a actual court, with actual balls and actual people and there is nothing worse for your tennis technique than Wii tennis. I made a lot of money that summer fixing kids tennis technique damaged by Wii tennis. The skills cultured by this specific technology are not a true representation of the real thing, and not transferable. When this is used in a learning environment does it, can it, really replace the experience???
Is this really a phys ed lesson?? What learning is happening???
And so while I think a great deal of this technology is great, I think the question is how is it being used, - is it in the best interest of the child ( isn't that the whole idea of learning). Is using technology for the sake of it perhaps robbing the child of the experience? I would say use technology, but with BALANCE. Where technology can aid and deepen the learning, use it , embrace it, but avoid enthusiastically embedding technology just because you can, and depriving the child of the learning from actual experience.
An editorial that I entirely agree with,
http://www.dailytelegraph.com.au/news/opinion/exercise-cannot-be-simulated/story-e6frezz0-1225849230539
but will stop now.
Two issues for me - money and balance.
A laptop for every child, ipads for pre-primary and year 1's, no gadget over 2 years old, is this going to be the future ACROSS the board? Can't help but think this set up is not going to be replicated in country areas (where now they are still unable to access broadband!!!) and less advantaged metro suburbs. And for that matter any government schools - is the government really going to put in the money to provide such facilities? This is a fantastic facility for those who can afford to pay for it, and because of this doesn't it mean that the future will become a more exaggerated display of those who have, and those who have not! And will those who live in country, remote, or less affluent areas, have an education that is lacking?
The other issue for me is is this technology adding to and deepening the child's education or is it used for the sake of saying - 'we are using technology' - does it add to the learning experience of the child??? Yes it is engaging, yes it does motivate the students so that is good, but if it is used for the sake of using it (tokenistic) is it infact robbinbg the child of the experience of the task. Does hitting a screen on a ipad really simulate the atmosphere, tone, depth and experience of real music -the vibration, the depth of sound, the feeling that fills and builds in a room and gives you goosebumps???
Is technology being used in a BALANCED way or is it to replace everything, just for the sake of it. As a teacher are you bringing/using this technology in to the class to extend, deepen, and add to the students' learning.
My example of this (and my rant) is Wii Nintendo being used as a replacement for Phys Ed lessons - it is happening, and has been incorporated into the NSW curriculum.
http://www.dailytelegraph.com.au/news/this-is-the-future-of-sport-in-schools-wii-instead-of-pe/story-e6freuy9-1225849277763
And here is my issue, is using this technology really better than the actual activity. I am sorry - but NO. You may work up a sweat, increase the heart rate, but it does not provide the motor skills, the hand-eye coordination, the cooperation of teamwork and the fresh air - it is fun, but will this improve the child's skills (learning)? I have taught tennis for 15 years, the old fashioned way, on a actual court, with actual balls and actual people and there is nothing worse for your tennis technique than Wii tennis. I made a lot of money that summer fixing kids tennis technique damaged by Wii tennis. The skills cultured by this specific technology are not a true representation of the real thing, and not transferable. When this is used in a learning environment does it, can it, really replace the experience???
Is this really a phys ed lesson?? What learning is happening???
And so while I think a great deal of this technology is great, I think the question is how is it being used, - is it in the best interest of the child ( isn't that the whole idea of learning). Is using technology for the sake of it perhaps robbing the child of the experience? I would say use technology, but with BALANCE. Where technology can aid and deepen the learning, use it , embrace it, but avoid enthusiastically embedding technology just because you can, and depriving the child of the learning from actual experience.
An editorial that I entirely agree with,
http://www.dailytelegraph.com.au/news/opinion/exercise-cannot-be-simulated/story-e6frezz0-1225849230539
but will stop now.
Remember what a book felt like?
Here's one for all those lovers of the traditional yet beautiful experience of holding a book, turning the pages, feeling that world you hold in your hands and mind. This episode of the ABC's tuesday book club (aired on 17 may 2011) may sink you . It is 25 min long, but it is a topic you are interested in, it is well worth a view.
http://www.abc.net.au/iview/#/program/767124
It is a debate between three very different views on the changing world of books and ebooks. Here's a summary for those time poor souls.
Some interesting points included,
- we actually read in a different way, digitally and traditionally. Digitally we skim, and so do not have as much of the sense of escapism and imagination provided by traditionally method.
- arguement is that our brains are adapting to the new digital environment, and our attention is in a constant state of division (reading on line, updating, accepting multiple streams of info at once) but while multitasking is good, the lack of depth of our thinking is the cost. And it is the depth of thinking that has brought us much beauty and discovery in the world ( think art, great literature, science).
- not only will the books disappear, but writers (quality writers) will. If ebooks, that are so cheap, replace the book, there is no money, no living for writers, literature, the arts, - yes everyone has the opportunity to publish their own work - this is more 'publishing', but is it better product. Is this what we want to read?
- collaborative books/authors is the future where everyone gets to contribute, update and change any publication - is this going to bring quality literature (I think not)!
- the future of book shops is discussed of course, but it goes beyond just that and the debate is much greater, it really is the whole literacy, publishing industry - and that will affect the quality of what we are able to read in the future.
For me it would break my heart if I could no longer visit my local bookshop, grab a coffee and take half an hour from the pace of life to touch, browse, feel and experience books.
http://www.abc.net.au/iview/#/program/767124
It is a debate between three very different views on the changing world of books and ebooks. Here's a summary for those time poor souls.
Some interesting points included,
- we actually read in a different way, digitally and traditionally. Digitally we skim, and so do not have as much of the sense of escapism and imagination provided by traditionally method.
- arguement is that our brains are adapting to the new digital environment, and our attention is in a constant state of division (reading on line, updating, accepting multiple streams of info at once) but while multitasking is good, the lack of depth of our thinking is the cost. And it is the depth of thinking that has brought us much beauty and discovery in the world ( think art, great literature, science).
- not only will the books disappear, but writers (quality writers) will. If ebooks, that are so cheap, replace the book, there is no money, no living for writers, literature, the arts, - yes everyone has the opportunity to publish their own work - this is more 'publishing', but is it better product. Is this what we want to read?
- collaborative books/authors is the future where everyone gets to contribute, update and change any publication - is this going to bring quality literature (I think not)!
- the future of book shops is discussed of course, but it goes beyond just that and the debate is much greater, it really is the whole literacy, publishing industry - and that will affect the quality of what we are able to read in the future.
For me it would break my heart if I could no longer visit my local bookshop, grab a coffee and take half an hour from the pace of life to touch, browse, feel and experience books.
Sunday 15 May 2011
Finally a voki
I made this voki ages ago, but waiting for these boys to win a game has taken a while. No way I was going to post it after that dismal derby. I realise even posting it now may set me up for some less than positive comments, but please remember our on line etiquette never type something you wouldn't say to someone's face.
I made this voki ages ago, but waiting for these boys to win a game has taken a while. No way I was going to post it after that dismal derby. I realise even posting it now may set me up for some less than positive comments, but please remember our on line etiquette never type something you wouldn't say to someone's face.Your world - anyone's world
I think this subject of who owns your on line images is so interesting. For someone who does not have an online profile, or digital footprint (except when I am required to, in order to complete my degree) this kind of debate validates my decision.
http://au.tv.yahoo.com/the-morning-show/video/-/watch/25214029/photo-sharing-sites-sell-your-pics/
It is these kind of issues that I think have not yet been answered by those who provide such sites. Is it to be a case in the future that you could see your image advertising a product that you would rather not have any connection to, because an advertising company bought your image from an online service. Or worse, could they have purchased pictures of your children or grand-kids, that you placed on line to show what you did on holidays. Not sure some people get the privacy issue, that once you post something online it is no longer yours.
In one of my previous lives I did some work as a travel writer, and taking pictures to be published in newspapers and magazines was always a nightmare as you had to get written permission by those in the images before they were published. You always hunted for the perfect shot when traveling without people, because of the legalities connected to anyone who may appear in an image. We all have the right to say how pictures of us can be used, it is a privacy right. But when you sign this right away, to post pictures of yourself on line - I wonder where it is going to lead.
At the moment it seems fun to show the world what you got up to on the weekend, but when you see your face on a 3 metre high billboard advertising a haemorrhoid cream - I'm not sure it is going to be quite as much fun. And to be honest, you ticked the box that says you have no right over how your image is used.
Remember - "You are not Facebook's customer. You are the PRODUCT that they SELL to the real customers- advertisers." Steve Greenberg.
We are yet to hear any misuse of images yet, but as the link shows, it may just be beginning. And legally you don't have any come back. Even if they changed the terms of contract from now on, they would have enough images now to last decades - your images.
http://au.tv.yahoo.com/the-morning-show/video/-/watch/25214029/photo-sharing-sites-sell-your-pics/
It is these kind of issues that I think have not yet been answered by those who provide such sites. Is it to be a case in the future that you could see your image advertising a product that you would rather not have any connection to, because an advertising company bought your image from an online service. Or worse, could they have purchased pictures of your children or grand-kids, that you placed on line to show what you did on holidays. Not sure some people get the privacy issue, that once you post something online it is no longer yours.
In one of my previous lives I did some work as a travel writer, and taking pictures to be published in newspapers and magazines was always a nightmare as you had to get written permission by those in the images before they were published. You always hunted for the perfect shot when traveling without people, because of the legalities connected to anyone who may appear in an image. We all have the right to say how pictures of us can be used, it is a privacy right. But when you sign this right away, to post pictures of yourself on line - I wonder where it is going to lead.
At the moment it seems fun to show the world what you got up to on the weekend, but when you see your face on a 3 metre high billboard advertising a haemorrhoid cream - I'm not sure it is going to be quite as much fun. And to be honest, you ticked the box that says you have no right over how your image is used.
Remember - "You are not Facebook's customer. You are the PRODUCT that they SELL to the real customers- advertisers." Steve Greenberg.
We are yet to hear any misuse of images yet, but as the link shows, it may just be beginning. And legally you don't have any come back. Even if they changed the terms of contract from now on, they would have enough images now to last decades - your images.
Sunday 8 May 2011
Real teacher/ real world/ real challenge
I really enjoyed our guest visit from Erin Svean for the simple fact - she is a real teacher. Sometimes at university we are flooded with so much information, and so much theory, that it is the practical and real elements that get overlooked. I love seeing what we are learning alive in the classrooms, and I know I my learning is significantly improved if i can see the practical application of the theory.
I remember seeing an interview with Erin in the Sunday Times last year when she won her award. The title was "Teacher wins for hi-tech passion", so I nearly glossed over it because I didn't think I could relate in anyway to the words hi-tech (digital immigrant). But when I read what she was actually doing in class, (digital cameras and digital storytelling) I thought well I could do that ( and that is with my limited knowledge and understanding of the area). Her ideas were simple, but well crafted. And that is what I get most out of this unit. It doesn't have to be about the level of technology, its about the learning you integrate into the technology platform.
I think this is the biggest hurdle for digital immigrants is you don't have to be a genius, just have a go. Use it as you would any other resource. If you think it would assist in what you are trying to teach, use it, even in its most simple form I'm sure the kids will respond, and engage in the learning you have crafted around the technology tool.
Hearing Erin talk about the reality of the classroom/school environment was interesting. For me, the back up situation is the big one. I know I would be far more adventurous in my classroom if I had a Mark (or IT specialist) at the school, but as Erin said it was her. She is the youngest at her school, and she is the go to person. I think here is a CHALLENGE for my young collegues who are digital natives - when you get into schools volunteer to be the tech specialised or go-to person. For you guys its in your blood, there is no fear, its natural. I'm sure it will help your career prospects and promotion path - so personal gain for you, but what you would be doing for digital immigrants (like me) is encouraging them to be brave. I know I would be much braver with technology if there was someone at my school who had that air of confidence about them in regards to computers, and were happy to help. Not only would you assist your own prospects you could help a whole generation of teachers (digital immgrants) be better teachers. Students win, education wins, you win, and digital immigrants grow braver.
What is exciting as all these digital natives enter the teaching workforce, is the support they will be able to offer older teachers just by being there. Some people are quite judgemental about older teachers not using technology in their classroom, but I think they should not be criticised; their knowledge of pedagogy and experience has to be recognised. And who knows as schools realise the need to adapt, they may recognise the advantages of appointing an IT, go-to person, just as they appoint phys ed, music, and art specialists. Of course waiting for such funding may be unrealistic, so digital natives just know the difference you could make to the whole system if you volunteer the skills you have.
I remember seeing an interview with Erin in the Sunday Times last year when she won her award. The title was "Teacher wins for hi-tech passion", so I nearly glossed over it because I didn't think I could relate in anyway to the words hi-tech (digital immigrant). But when I read what she was actually doing in class, (digital cameras and digital storytelling) I thought well I could do that ( and that is with my limited knowledge and understanding of the area). Her ideas were simple, but well crafted. And that is what I get most out of this unit. It doesn't have to be about the level of technology, its about the learning you integrate into the technology platform.
I think this is the biggest hurdle for digital immigrants is you don't have to be a genius, just have a go. Use it as you would any other resource. If you think it would assist in what you are trying to teach, use it, even in its most simple form I'm sure the kids will respond, and engage in the learning you have crafted around the technology tool.
Hearing Erin talk about the reality of the classroom/school environment was interesting. For me, the back up situation is the big one. I know I would be far more adventurous in my classroom if I had a Mark (or IT specialist) at the school, but as Erin said it was her. She is the youngest at her school, and she is the go to person. I think here is a CHALLENGE for my young collegues who are digital natives - when you get into schools volunteer to be the tech specialised or go-to person. For you guys its in your blood, there is no fear, its natural. I'm sure it will help your career prospects and promotion path - so personal gain for you, but what you would be doing for digital immigrants (like me) is encouraging them to be brave. I know I would be much braver with technology if there was someone at my school who had that air of confidence about them in regards to computers, and were happy to help. Not only would you assist your own prospects you could help a whole generation of teachers (digital immgrants) be better teachers. Students win, education wins, you win, and digital immigrants grow braver.
What is exciting as all these digital natives enter the teaching workforce, is the support they will be able to offer older teachers just by being there. Some people are quite judgemental about older teachers not using technology in their classroom, but I think they should not be criticised; their knowledge of pedagogy and experience has to be recognised. And who knows as schools realise the need to adapt, they may recognise the advantages of appointing an IT, go-to person, just as they appoint phys ed, music, and art specialists. Of course waiting for such funding may be unrealistic, so digital natives just know the difference you could make to the whole system if you volunteer the skills you have.
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