I am proud to say that I have finally finished assignment three and this is my final post for EDC3100. It definitely has been challenging, but I have really enjoyed researching and experimenting with various ICT platforms. My understanding of how and why to use ICT in the classroom has been enhanced. I now feel that I can use ICT’s in the classroom for a greater purpose than just as a replacement teaching tool! Signing off!!
This week on placement, the students have been using Osmo as an activity during literacy groups. Before placement, I had heard of Osmo, but I didn’t really know what it was about. So this week has been a learning experience for me as well! It is a gaming system that combines digital play with hands on learning. The game uses physical pieces with a specific app (Words, Coding, Numbers). The red reflector sits over the ipads camera to enable it to see what is in front of it. The students have been playing the words game, where they have to guess and spell the word that appears on the screen. They loved it! I think tomorrow, I might make it a bit interesting and have students play together to see who can guess the word first.
Check it out at: https://www.playosmo.com/en/
My first week of my placement is complete. I have a lovely little Kindergarten class at a small school. All week I have planned the 2-hour literacy block that includes reading groups, writing, spelling, sounds and sight words. It has been challenging, but a lot of fun. I have only incorporated small amounts of ICT at this stage. I have the interactive whiteboard and four ipads to use at the moment. I plan to use the ipads during reading groups, that way each student will have the opportunity to use them. My challenge is to now come up with an activity that students can do in 10-minute blocks. I was thinking of using book creator as we are really focusing on writing this term. The interactive whiteboard has been temperamental this week and I have had to adjust my lessons accordingly. It is quite frustrating, but not a lot I can do about that. Let’s hope I have more luck with it next week.
Well assignment two results are back and unfortunately my results weren’t as good as I had hoped. I really am kicking myself for missing simple elements in the task sheet. I am usually pretty good at making sure that I read through the rubric before I submit an assignment, obviously this time round I was not as thorough in that process. Live and learn I guess. Lucky my assignment one results were excellent so unless I completely fail assignment three, I should easily pass the course.
Onto the final assignment and I have chosen to use Wix.com for my website. It is quite a finicky process but I love the challenge and it is much more my style than essay writing. So far I am pretty much sticking with my original ideas from assignments 1 and 2, although I am making slight adjustments my learning experiences. My plan is to incorporate the following applications into my learning experiences:
- Scribble Maps
- Google Earth
- Google Maps
- Interactive Timeline
52 Stairs Studio Inc. (2017). Scribble Maps [Computer Software] Retrieved from https://www.scribblemaps.com/
Notion, Inc. (2013). Popplet [Computer software]. Retrieved from http://popplet.com/
ReadWriteThink. (2017). Timeline [Computer software]. Retrieved from http://www.readwritethink.org/files/resources/interactives/timeline_2/
Wix.com, Inc (2017). Retrieved from http://www.wix.com
According to the article 8 digital life skills all children need – and a plan for teaching them, it appears that digital citizenship is often one area that tends to be overlooked. While using technology to enhance and transform learning as we have been learning to do during EDC3100, I hadn’t given much thought (in my lesson plan) to ensure that students had the capacity to safely use ICT in the classroom. With placement impending and the requirement to use ICT in the classroom, I have conducted some research to teaching digital citizenship to students.
I have located the following resources:
Digital citizenship (Department of Education, 2011) has developed a website that includes games, videos and learning activities targeted at teaching safety online.
Teaching Digital Citizenship (Cable Impacts, 2014) has free lessons that teach the concept of digital citizenship to students in years 4 to 8.
Classroom Resources (Commonwealth of Australia, 2017) has classroom resources and lesson plans for primary and secondary classrooms.
Cable Impacts. (2014). InCtrl: Teaching Digital Citizenship. Retrieved from http://www.teachinctrl.org/
Commonwealth of Australia. (2017). Office of the eSafety Commissioner: Classroom Resources. Retrieved from https://esafety.gov.au/education-resources/classroom-resources
Department of Education (2011). Digital Citizenship. Retrieved from http://www.digitalcitizenship.nsw.edu.au/Prim_Splash/index.htm#
Park, Y. (2016). 8 digital life skills all children need – and a plan for teaching them. Retrieved from https://www.weforum.org/agenda/2016/09/8-digital-life-skills-all-children-need-and-a-plan-for-teaching-them/
The unit I was developing during this course was for the knowledge and understanding strand in the key learning area of Humanities and Social Sciences (HASS). Focusing on geography, I decided that students would be given the task of researching a natural or man made feature in Australia. I wanted students to develop a mind map that would require them to think critically about the information they collected, how they would organise their ideas and to consider the relationships between concepts. Mind maps pose as an effective assessment tool that makes learning visible, builds on prior knowledge and contributes to an increase in commitment and motivation towards learning (Buldu & Buldu, 2010).
When deciding on the software that students would use I considered using Bubbl.us that I used to develop the concept map during this course. While I found it easy to use, I didn’t like that you were unable to add images to it. I really wanted to students to have the opportunity to add photos, maps and images from Google Earth. I came across Popplet.com. Bingo! It was just what I was looking for. Not only was it easy to use, you can add images and videos to really visualise learning. Students would be able to create a free account that enables them to generate 10 free Popplets.
After engaging with my fellow students blogs, I have read a great post on Mind maps from Engaged in Education. The author has included a list of free mind mapping software that I will have to explore!
Buldu, M., & Buldu, N. (2010). Concept mapping as a formative assessment in college classrooms: Measuring usefulness and student satisfaction. Procedia-Social and Behavioral Sciences, 2(2), 2099-2104.
LKCollab (2017). Bubbl.us: Brainstorming made simple [Computer software]. Retrieved from https://bubbl.us/
Notion, Inc. (2013). Popplet [Computer software]. Retrieved from http://popplet.com/
While working on assignment one I have come across some fantastic resources that can be used in the classroom. It really has opened my eyes up to the plethora of resources available that extend beyond using technology as a replacement to teacher instruction. One resource I have found is the website Learning.21st Century. Snapshot. It is full (and I mean full) of ideas to incorporate technologies in the classroom. It is a one stop website that teachers can use to access a range of apps and web tools that cover all areas of the curriculum! In addition, the creator also has a Facebook page that teachers can join. I cannot guarantee that this will save you time as you search through all the resources available! Although, having them all in the one location makes them easy to access and they are organised into categories.
Tancred, S (n d). Learning.21st Century. Snapshot. Retrieved from http://snapshot-21stcentury-learning.weebly.com/new-curriculum.html
I have been exploring the app bubbl.us to make a concept map on my iPad. The app is fairly straightforward and easy to use. I did find it a little frustrating when I wanted to change the size of the font, having to individually click on each bubble in order to change. When I finally finished, I ended up finding a ‘select all’ option! Oh well, at least I know for next time. In my opinion, students would be able to easily use the app in the classroom to visualise their ideas. I created a mind map of my networks both personal and professional.
Even though I had selected the largest font size, it is still difficult to read. I have copied it into a word document to allow readers to increase the size! If anyone has a suggestion on how I can increase the size of the mind map, please advise! Thanks in advance.
This week I have been learning about the two types of knowledge: constructing (static) and transforming (dynamic). Constructing knowledge is when we learn about concepts, facts and procedures (McCormick, 1997). While transforming knowledge is how we apply the constructed knowledge in a new context. In the classroom, a student learning the sounds that letters make is constructing knowledge. When students use their knowledge of the letter sounds to decode words in a book, they are transforming knowledge. The students are using the facts (constructing) they have learned to enable them to read the words (transforming) in a book that they can make meaning from. The important thing here is that while learning the concepts/facts is necessary, what they do with that knowledge is just as important.
Blooms taxonomy demonstrates the depth of learning from developing basic knowledge to deeper and more complex learning (Churchill et al.,2013). I found the hierarchical classifications useful in understanding the difference between constructing and transforming knowledge.
Constructing knowledge: (lower order thinking skills)
- Remember (define, list, memorise)
- Understand (explain, discuss, identify, describe)
Transforming knowledge: (higher order thinking skills)
- Apply (use, execute, implement, solve, demonstrate)
- Analyse (organise, examine, question, experiment)
- Evaluate (appraise, argue, judge, critique)
- Create (design, construct, develop, investigate)
Bloom’s Taxonomy [image]. (2017). Retrieved from https://cft.vanderbilt.edu/wpcontent/uploads/sites/59/Blooms-Taxonomy-650×366.jpg
Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., . . . Vick, M. (2013). Teaching: making a difference (Vol. Second). Milton, Queensland: Wiley.
McCormick, R. (1997). Conceptual and Procedural Knowledge. International Journal of Technology and Design Education, 7(1-2), 141–159. doi:10.1023/A:1008819912213
This week I have been considering the use of ICT in the classroom and when is it appropriate to incorporate into lessons. Do we, as teachers, incorporate ICT just so we can say that we use technology in the classroom? If so, then what is the point? What do we learn from that? What do the students get out of it? When I consider that time factor associated with using ICT, it doesn’t always save us time. Problems with technology can sometimes take a long time to resolve and I have seen teachers abandon lessons altogether because of issues with the software or hardware. This is where I think the RAT [Replacement, Amplification, Transformation) Model (Hughes, 2010) is great. Using the model, teachers can evaluate the effectiveness of incorporating ICT into a lesson. They are able to determine if the ICT is actually used as a replacement, or if learning is amplified or transformed in some way. Unless there is a benefit to the students and/or teacher, should we be using technology at all? I believe that we really need to think about what we are trying to achieve and not just use technology for the sake of it. I have found this short you tube clip that talks about the RAT Model that I found helpful.
The RAT Technology Integration Model: https://www.youtube.com/watch?v=RDGsLoahDDM
Hughes, J. (2010). R.A.T. Model. Retrieved from http://techedges.org/r-a-t-model/
Yang, K (2006, December 18). The RAT Technology Integration Model [Video file]. Retrieved from https://www.youtube.com/watch?v=RDGsLoahDDM