First blog post

You’ve got this!  A mantra I have found myself repeating as I progress through orientation week.

While I listen to the lectures and videos I find myself overcome with new terminology and expectations. I worry that I am not tech savvy enough. Am I going to be able to enhance and transform students learning, when I too am ‘yet’ to understand the impact that digital technology has on enhancing and transforming classroom learning.

I am confronted with statements such as -If you plan to teach at a school within Australia, you will be expected to be able to provide evidence that you can fulfill each of the standards, including the following focused on Information and Communication Technology (ICT).

Today’s teaching has changed I recognise that the use of technology is fundamental for 21^st century student. Therefore I will confront these challenges and embrace a ‘growth mindset’ the enables me to teach for not only the students understanding, but for mine.

 

Leanne

Is it possible to embrace ICTs in play- based learning?

# I had set this up to publish automatically and well it didn’t. As they say better late then never.

In response to my blog Reflecting on theorist: Is it possible to embrace ICTs in play- based learning?

Digital technology is a reality in children’s lives.

From a young age children use technologies, such as cameras, music players and computers, as tools for investigation and to represent their learning. It is through the implementation of these forms of ICT’s that children’s play is enriched and the opportunity to scaffold learning is provided.

As children interact with used keyboards, mobile phones, standard phones and possibly old gaming consoles social behaviour and collaborative engagement is developed.

Digital technology can be used to take pictures of one’s- self and the world around us, the same technology can be used to creatively document learning. Sharing these images with children and families can facilitate reflections on learning.

In a study conducted by Prowse (2010) children were provided with cameras to use as they play. The children began by using the camera to take ‘snapshots ‘of themselves. When the children were taught some media language (long shots, close ups) and ICT skills (cropping, zooms), the children learned that the cameras could be used to tell stories- to record and reflect on their own learning.

Children together with educators can investigate questions about how the world works. Preschool children can collect and record data, make prediction and talk about their finding as they investigate topics of interest. Tara Fagan, a CORE Education early years facilitator, discusses the three areas of creativity, communication and collaboration in early years education in EdTalks: Why ICT in early childhood education?

ICTs in early childhood have changed, as an early childhood educator it is my role to find ways to embed these practices without impacting on my play-base philosophy.

Reference

Fagan. T.(2012). Edtalks. Why ICT in early childhood education? [You Tube]. Retrieved September 14, 2017 from http://edtalks.org/#/video/tara-fagan-why-ict-early-childhood-education

Image (n.d.). Learning about animals using ICT. Retrieved September 14, 2017 from http://www.daisykins.co.uk/wp-content/gallery/baby-plus-using-ict/P1120748.jpg

Prowse, S. (2010). How can young children show us what they know? The impact of media and technology in the early childhood years. Paper presented at C&K Conference. State of the nation and the future directions. Brisbane.

What I have learnt so far..

After reading Jason’s blog I started to think about all the things I have learnt as I progress through ICT3100.
I now have an understanding of various frameworks and pedagogies.
– CLEM: Community, Literature, Examples and Models
– SLIC: Students Learning Processes, Instructions Methods and Curriculum Goals.
– C+A+P=QL: Curriculum, Assessment and Pedagogy. = Quality Learning.
– RAT: Replace, Amplify and Transform

– I am able to enrich students learning through the use ICT in the classroom.
-I can create a digital mind map.
-I can utilise and connect with others through learning tools such as –    Diigo and Facebook
-I am able to create and maintain a blog.
-I am able to create a website and a quiz.

All of these newly learnt skills are giving me the confidence to share and connect with others. I am looking forward to putting my knowledge and skills into action during my practicum.

Digital Communication

Digital communication has changed the world: people can now connect across the globe in a blink of an eye.  As pre-service teachers our responsibilities now include teaching students the impact of ICT.

Digital Citizenship

Digital Citizenship is about being confident, positive and responsible when engaging in digital technology. As pre-service teachers our aim is to provide students with the skills and knowledge to use digital technologies safely to investigate, create, communicate and operate in the digital world.

While I understood the terminology of digital citizenship I found myself asking: How do I teach this? What tools do teachers use? How much information do I need to give?  I was lucky enough to came across this video that gave me further insight.

https://youtu.be/oCkTmZ0bF5Q?list=PLvzOwE5lWqhRhUa0Zet5__9yfLX8NRvb3

While there is a lot of focus on digital citizenship there is also the need to incorporate conversations that include the understanding of cyber-safety and cyber-bullying.

Cyber-Safety

To help students develop digital safety The Australian Government’s has a developed an online safety program; online safety: on the edge which provides internet users, particularly children and young people, with easy online access to cyber-safety information and assistance.

Cyber-bullying

One of the most disturbing outcomes of digital communication has been its misuse through cyber-bulling. Cyber-bulling is defined as ‘the use of information and communication technologies such as internet, emails, web sites/ applications and mobile phones, to support deliberate, repeated and hostile behaviour by an individual or group that is intended to harm others’( Kowalski & Limber, 2007, p. 43). Victorian State Government has created a Cyber-bullying advice sheet to support and guide parents and students who have been psychologically traumatised.

Digital Licence

Empowering students to think critically, behave safely and participate responsibly in a digital world can be made easier through the implementation of eSmart. This is a great tool that teachers students to be smart, safe and responsible through eight interactive modules. The eSmart program aims to improve student’s understanding and knowledge of being a digital citizen.

Promoting and modelling digital citizenship emphasises the importance of developing a cohesive digital citizenship curriculum.

 

 

Reference

Australian Government. (2017). Office of the eSafety Commissioner. Online safety: On the edge. Retrieved September 21, 2017 from https://esafety.gov.au/

Borovoy, A. (2014). Teaching Digital Citizenship. [Video]. Retrieved September 21, 2017 from https://www.youtube.com/playlist?list=PLvzOwE5lWqhRhUa0Zet5__9yfLX8NRvb3

Kowalski,R & Limber, s. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, V 41 p.43

The Alannah and Madeline Foundation. (2017).eSmart Digital Licence. Retrieved September 21, 2017 from https://www.digitallicence.com.au/

Victoria State Government. (2017). Education and Training. Cyber-bullying. Retrieved September 21, 2017 from http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/advicesheetcyber.aspx

 

3 assessments, 1 prac to go..

With only three weeks to prac I set myself the goal to work on my 3 remaining assessment. That is each weekend I would at least get the drafts completed. With this in mind I set out to complete my first task only to discovered I had no idea how to develop a website which needs to include a digital artifact.

Then I came across Narelle blog: ICT…Have a go and Practice, Practice, Practice! She too had some challenges setting up her site. However she was pleased with the program Animaker. So I have spent a few hours learning how to utilise the program. It seems to have a similar set out to powtoons.

After reading Amanda’s blog I am now going to give ‘wix’ a try. Hoping I can get a little further then adding a title as I too am feeling lost and confused.

I am hoping that by exploring each program I will find the one that best suits not only my teaching style but the ( imaginary) childrens’ learning style also.

On the plus side I am completing my prac in a year 3 classroom. The school does not have a bring your own device program. The class is currently working on a literacy lesson that includes the making of a multimodel text. I am looking forward to seeing theory put into practice.

 

Reference

Image.(n.d). Bangla Computer Books Download : Useful Computer & ICT Books. Retreived September 14, 2017, from https://edc3100blog2017.wordpress.com/wp-content/uploads/2017/09/4e7eb-bangla2bcomputer2bbooks.jpeg

Reflecting on Theorist

In the field of early childhood education and care, a theory is a group of ideas that explain a certain topic within the domain of children’s learning and development (Early Year Learning Framework [EYLF], 2009).
Theories do not simply arise and replace another; they overlap and merge in places. Sometimes they give way in popularity to one-another or fall out of favour. This can be seen with the 19th century theorists and scholars who continue to have an impact in 20th century progressive educational theorist (Learning Theories, n.d.).
As an early childhood professional we are encouraged to focus and implement various theories these learning and development approaches are broken into five categories
• Developmental theorist ( Piaget, Steiner, Montessori, Gardner)
• Socio-cultural theorist ( Vygotsky, Bruner, Bronfenbrenner)
• Socio-behaviourist theorist (Pavlov, Skinner, Bandura)
• Critical theorist ( Freire)
• Post-structuralist theorist (Foucault, Bourdieu, Canella)
I believe that the purpose of kindergarten/ pre -school is not the instruction of one-off facts and skills but the creation of a sensitive, inquisitive child with a candid curiosity and genuine respect for nature, family and society (Elkind, 2004).
As a pre-service teacher I find myself embracing the constructivist approach where teaching and learning is based on a combination of cognitive psychology and social psychology. Friedrich Froebel’s Theory; that young children were capable of learning social and intellectual skills through play based learning, supports my belief that children should be educated by their own interest, belief’s and needs. The potential for learning through play-based experiences is unmistakable as children learn to ‘organise and make sense of their social world and actively engage with people, objects and representations’ (EYLF, 2009, p. 46).
So I ask the question: is it possible to embrace ICTs in play- based learning? 

( will blog my response next week).

Reference

Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, Being & Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

Elkind, D. (2004). Thanks for the memory: The lasting value of true play. Spotlight on young children and play. Washington, DC: NAEYC.

Learning Theories. (n.d.). Humanism. Retrieved July 19, 2017, from <http://www.learning- theories.com/humanism.html>

Educational Technology- overload

As I try to design my learning experience for assessment two. I find myself reflecting on Bloom’s Taxonomy that is Bloom’s Digital Taxonomy. This pedagogical framework is a great example of how to scaffold the students learning from simple to complex (constructing to transforming). This framework enabled me to have a deeper understanding of what type of digital tools will enhance my learning experience.
Information overload, even after completing assessment two, I am still finding more and more applications [apps] that can be use in the classroom. After reading fellow bloggers’ transforming knowledge using ICT, I have now added the teaching tools Google Doc and Book Creator to my list of suitable apps. I like how each tool could be embedded into various learning experiences. One app that I found fun and easy to use was Chatterpix. This interactive program invites students to create their very own talking character. Using iPads students take digital photos or use existing characters, add stickers, frames and text. With a swipe of their fingers, a mouth is drawn; students record a sort 20-30 second narratives to bring their character to life (Duck Duck Moose, 2017).

As I complete assessment 2, I do however find myself faced with the dilemma of trying to work out when to use what application even with the guidance of Bloom’s Digital Taxonomy. I am guessing that this will become easier as my teaching abilities increase.

Reference

Duck Duck Moose. (2017). Chatterpix [Computer Software]. Retrieved July 21, 2017 from http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/

Educational Technology and Mobile Learning. (n.d).[Image]. A new Wonderful Wheel on SAMR and Bloom’s Digital Taxonomy. Retrieved September 3, 2017 from http://1.bp.blogspot.com/-eZgEPovCDpM/UaWIkBz7oAI/AAAAAAAAd3Q/jbvoFC03Hh0/s1600/pedagogy+wheel.png

Roberts, C. (2011). Digital Learning world. Blooms Digital Taxonomy. Retrieved September 3, 2017 from http://digitallearningworld.com/blooms-digital-taxonomy

Digital Story telling

As I being my search on ways to transform learning using ICT, I was fortunate enough to come across this blog ‘The power of digital story.’ I found it to be a great article that explains the practice of combining narrative with digital contents such as images and audio.
This resource gave me insight into how digital storytelling can empower the learner to express themselves and foster a sense of ‘ownership’ through the engagement of their creation.

you may also like to watch: Create a digital story

Reference

Dillon, B.(2014). The power of Digital Story. Retrieved August 25, 2017, from https://www.edutopia.org/blog/the-power-of-digital-story-bob-dillon

[Image]. What is digital storytelling. Retrieved August 25,2017, from https://www.findlay.edu/blog/PublishingImages/730×469-DigitalStorytelling-Header-FIN.png

You Tube. (2015). Create a digital story Retrieved August 25, 2017, from https://www.youtube.com/watch?v=dKZiXR5qUlQ

Minecraft

What has pigs, creepers, spiders, a dragon, and it is on trend with students?

Had you guessed Minecraft you would have been spot on. For those that do not know what Minecraft is it a digital game that consists of 3D objects. These objects represent various materials such as dirt, stone, water, trees and even ore (yep valuable rock) (Education World, 2014). After reading Kahlile post on ‘child led learning’ I sat to observe my child as he engaged in this simple building- block game. As I watched I began to see the educational benefits he was gaining. He was actively learning how to problem solve, be creative, enhance his visuospatial attention (observe his surroundings) and improve hand-eye coordination.  This game motivates and inspires the player to achieve their goals by igniting passion and imagination.

With the right imagination and creativity, teachers can implement any sort of lesson into the world of Minecraft-the possibilities are endless (as cited Education World, 2014). As I reflect upon my Mind map I am able to extend my understanding of using ICT in the classroom just by linking student learning to 3D digital building blocks.

Reference

Education World. (2014). Why Educators Should use Minecraft in the Classroom.                         Retrieved August 5, 2017 from<http://www.educationworld.com/a_tech/benefits-             minecraft-classroom-students.shtml>

Minecraft. (n.d). [Image]. Minecraft. Retrieved August 18, 2017   from<https://img06.rl0.ru/a3108f3528087ec080de46a580b3a09c/c1024x888/img05.rl0.ru/7210a5861927c5a8c4705100dfd92093/c1024x888/motdgd.com/app/uploads/2015/04/mavis-7th-minecraft-1024×888.png&gt;

Working through Assessment One

One down two to go.

I find myself thinking about ICT 24/7, be sure to read this, be sure to look into that, how does that support this, the list goes on (sigh)… I found myself struggling to keep on track not because I was procrastinating but because I had to research (Google) everything.

After reading Jason’s blog I started to think about how I was going to incorporate ICT more in my pedagogical approaches. How was I going to ensure I was following the R.A.T framework effectively as I worked through assessment two. Should I create a checklist? Have I got too much replacement and not enough amplification? After what seemed like days of searching I was lucky enough to stumble onto Rat assessment tool [ it’s an app]. The tool is designed to check the use of technology across a unit of work or series of lessons. I  do believe this will be very helpful for future planning.

Preparing for this assessment really opened my eyes. Just like Jason stated in his post I too have embraced many pedagogies and frameworks and yet have some much more to learn before I complete my degree.

Reference

iTunes. (2017). RAT Assessment Tool. Retrieved August 5, 2017 from< https://itunes.apple.com/us/app/rat-assessment-tool/id838887926?mt=8>

 

Love a good R.A.T ?

What I have learnt so far and will be sure to continue to use in the future is the Replacement, Amplification and Transformation [R.A.T] framework. Using R.A.T has not only taught me how to select and use appropriate tools (constructing or transforming knowledge) but also how to unpack and implement  the Australian Curriculum effectively.

But what is the RAT framework?

Developed by Doctor Joan Hughes (1998) the R.A.T model enables the teacher to construct and transform student learning through the implementation of digital technology.

Replacement: With the addition of technology, aspects of Student learning, Instruction and Curriculum remained exactly the same

• High lighter pen replacement digital highlighter

Amplification: With the addition of technology, aspects of Student learning, Instruction and Curriculum became more efficient, obtainable, quicker, etc

• Reading an eBook and digitally highlight text amplification reading eBook in subtext and digital highlight the text. Students can engage in other students responses.

Transformation: With the addition of technology, aspects of Student learning, Instruction and Curriculum were transformed in ways unattainable without the technology.

• Students reading eBook in subtext and digital highlighting the text. Students engage in other students responses transformation students find online articles, hypertext, students create and share findings digitally.

(adapted Hughes, 2006)

When used effectively digital pedagogy supports, enhances, enables and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for the digital generation.

 

Reference

Hughes J, Thomas R & Scharber C. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. Retrieved July 30, 2017 from < http://techedges.org/r-a-t-model/ >

Image (n.d) Happy Rat. Retrieved July 30, 2017 from < https://rlv.zcache.com/happy_rat_stickers-r0fdabdbc20ed47b697199ffe60dc9b02_v9waf_8byvr_324.jpg>

Remembering life before the internet

After reading through what ICT have you seen / used. I listed the items used in my household.

Smart phones, Touch pads, Play stations, Televisions, Fetch TV, Desk computer, printer and Laptops.

After listing these items I thought I would try a little experiment. I wanted to see how long I could go without using any ICT at home.  Looking at the list above you would think ” this should be easy”.

But … how was I going to stay on top of everything, when I was use to having everything done at a touch of a few buttons and in the comfort of my own home?

Activities	Now	Back in my day
Shopping( food)	Order online, unpack the groceries	Go to the shops, walk up and down each isle. Fill the trolley, empty the trolley, pack the car, unpack the car, put away the groceries
School correspondence	Emails, text	Paper newsletter, the youngest would bring home. Go see the teacher
Social interaction	Facebook, Instagram, text messages ( all can happen away  from the home)	Ring on a land line Wait to share a milestone when you saw them Print pictures
Pay bills/Banking	Bpay, electronic transfers	Go to the post office to pay bills
Study	Online, e- learning text books	Go to school; go to the library, read an actual text book

Upon reflection

Though I felt I have a good ICT, life balance I learnt quickly my life has become quite dependent on the internet and these devices. I knew I would be fine without ICT, the problem was that ICT is a part of my life; it is how I stay connected to my children, my family, friends and the world.

It is not that I can’t use pen and paper or find the time to run errands; it’s that ICT has taught me to take advantage of its accessibility.

Food for thought, when ICT fails how many contacts can you remembers??

*As a kid I could remember all my friends’ phone numbers, now I rely on my phone.

 

What is eLearning?

Misconception

I always thought that as long as my lessons consisted of IWB, iPads or computers I was exposing the students to the skills and knowledge they need to implement ICT. However after spending time listening and reading the lectures I have discovered just how mistaken I have been.

While there is a definite role for ICT in teaching and learning to support traditional learning, ICT provides the potential to transform learning and teaching. It is a way to enhance, support and build learning not an end in itself.

The challenge lies in shifting from teaching and learning about ICT to teaching and learning with and through ICT. This means rather than using technology to do old things in new ways, we want to do new things in new ways and use technology to enable and transform teaching, learning and the curriculum (as cited Smart Classrooms Bytes, 2008).

 

Upon reflection

While I continue to accept and adopt learning through and with ICT, my future planning and pedagogy will focus more on how am I going to construct and transform student learning.

‘We don’t teach ICT’s; we teach about learning and learning with ICT’s (University of Southern Queensland [USQ], 2017).

 

 

Information entanglement (n.d). Tools to evaluate digital conceptualization. Retrieved July 27, 2017 from< http://image.slidesharecdn.com/informationentanglement-151105123229-lva1-app6892/95/information-entanglement-13-638.jpg?cb=1446726850

Smart Classroom Bytes. (2008). eLearning for smart classrooms. Retrieved July 22, 2017, from < http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf&gt;

University of Southern Queensland. (2017). EDC3100 ICT and Pedagogy: week two. Retrieved July 21, 2017, from< https://usqstudydesk.usq.edu.au&gt;

Concept Map

I did it.

Making this concept map was relatively easy (once I worked out which icon did what). I am quiet chuffed with myself. I can now add online mind mapping to my repertoire.

This was an effective way to validate what I already know and has helped me to identify what I need to work on (boy to I have a bit to work on).

 

Looking to the future

As I quickly read over my last post, I find myself still struggling to grasp the learning outcomes of this course.

Coming from a generation where learning was strictly teachers talked and you listened.  I still remember the groans as we entered the classroom to find blackboards of writing. Yep, lessons were written upon the black board and you would sit and transfer them into your note-book.

While the uses of ICT’s were almost non existent during my educational years, I can see the benefits of teaching through utilising ICT’s in the classroom.  IPads have enabled the learning to expand beyond the inside of the classroom and has opened up new opportunities for learning ( not only for the students but also the teacher).

After listening to the lecture I was fascinated by the different perspective of the act of ‘Brainstorm’. While I always thought of it as a creative process, I have now learnt that in most cases it is not. That in fact it is better to use alternatives such as Y charts, Think Pair Share, Sketch to Stretch and Send out the Spies.

I ask myself, what is Sketch to Stretch?

Definition: Sketch-to-Stretch is an instructional strategy that was developed by Harste, Short, & Burke, (1988).

This is a technique that I have never heard of before but am excited to use. It is an instructional strategy that enables students to make connections between text and real life experiences.

• After reading a passage from a book the students draw a stretch to show what they visualized.
• For a pre-reading activity the students would use the strategy to connect prior knowledge.

Reference

Sketch-to-Stretch. (n.d.). About.com. Retrieved July 21, 2017, from http://k6educators.about.com/od/educationglossary/g/Sketch-To-Stretch.htm

Strategies. (n.d.). Strategies the reading notebook. Retrieved July 21, 2017, from http://thereadingnotebook.weebly.com/uploads/19/6/9/1969834/1802928.jpg?250