Today I was reading through Mr Clancy’s blog about creating a class website through Weebly. What a wonderful idea!! In completing a class website page, this opens avenues for teachers to communicate more effectively with students about homework or alternatively with the parents. A class website would also mean that teachers are able to create a folder with daily or weekly websites or worksheets that need to be completed in a digital media. This adds another dimension to student learning, whilst also, saving on paper and valuable time photocopying! Not only can students access their work from school but also visit the class site from home and show their parents what they are doing in class at that point. I think that this is a wonderful idea and it is definitely something that I will be looking to instil into my classroom practices.
Throughout the course so far, it has been stated several times to ensure that we are using the correct procedure when using websites or other works. However, during my recent engagement with assignment 1, I have realised that for so long we have been doing it all wrong. With so much content continually posted online, we automatically assume that we can use it, right? Wrong! In searching for a lesson plan to use in assignment 1, I came to realise just how many copywrite laws are out there and that we cannot just assume that by referencing the site that we will be okay! In reading Amanda’s post today, she clearly outlined the rules in which we should follow in referencing work.
For more information on this, you can also visit http://sydney.edu.au/copyright/students/coursework.shtml
Additionally, this weeks learning path contained a video about Brazilian children visiting their idols twitter feeds. Within these feeds, children not only saw slang and bad grammar but also simple spelling errors. These children then wrote on the feed, correcting their idols punctuation and spelling. I think that this is wonderful. Not only are children demonstrating that they know what is right and wrong in terms of punctuation, spelling and grammar but they are able to tell others about it, rather than continue the bad habits into their own writing. This would be a wonderful activity to complete with upper primary and middle years students, who look up to many idols and use technology regularly. In order to see this video click here.
This weeks initial learning path has engaged me in the concept that technology is making us anti-social. I think that in a general everyday setting, everyone is anti-social at some point. We are highly engaged with who has posted on Facebook, who is on holidays at the moment, who just posted on Instagram etc, rather than focussing on right here and right now. This situation is described by Leisha in her blog post. However, in terms of a classroom setting, technology is assisting teachers significantly. Students are not only engaged in content but they are also involved and interacting with activities on the interactive whiteboard, listening to ebooks or completing research tasks. Technology has changed the way that teachers are engaging students but it is definitely not anti-social activity within the classroom.
To read more on this issue please read this article written by Siemens (2005), http://er.dut.ac.za/bitstream/handle/123456789/69/Siemens_2005_Connectivism_A_learning_theory_for_the_digital_age.pdf?sequence=1&isAllowed=y
Through this weeks learning paths, it became very obvious to me the different tools and resources that teachers have access to. Creating engaging lessons has become simple with teachers using youtube and teacher tube to access videos, glogster to make posters, scootle for a range of resources as well as, teaching through social media such as, edmondo, twitter and other sites. In using these resources as a teaching tool, students not only have access to content from their region but also their nation and the world around them. It is also a great tool for teachers to gain ideas, insights and to have discussions about the curriculum and various subject areas.
A list of teacher sites can be found here
As a pre-service teacher there are numerous benefits to using ICT within the classroom. Firstly, not only is it a curriculum requirement but it is a great tool to use for catering with the diversity within the classroom. Each child learns differently and therefore pen and paper may not be the most effective way, however if you use ICT with the inclusion of IPads for touch learning and auditory learning or create interactive tasks on the whiteboard this allows each child to learn using the method that they find easiest. Additionally, the use of ICT prepares children for the real world. Most modern jobs require the use of spreadsheet knowledge and the basic knowledge of how to use a computer. Without the teachings from an early age, the current generation would struggle with finding jobs and completing daily tasks at work and higher education.
Kristy Espig makes a wonderful statement about the need for new all generations to become tech-knowledgeable in her blog. “However as my children grow I feel that they are more receptive to new technology and applications and at times view me as unable to understand what they are doing.”
Her blog can be found at https://kristyespig.wordpress.com/
Concept Map on the reasons for using ICT
I would have to say that one of my favourite learning experiences that I have completed was when I was on prac in prep. These children love to sing and dance and relate to content through visual and auditory learning. I decided to create a rhyming lesson surrounding little miss muffet however, instead of only saying the nursery rhyme to the children, we first listened to a story about it, followed by singing the song on the interactive whiteboard and then a musical game relating to the rhyming words. The children loved the activities and they remained engaged due to the use and incorporation of technology.
To view the song about little miss muffet that we listened to please click here.
In an education setting there are hundreds of reasons as to why ICT is classed as different or better than the old school pen and pencil. ICT devices in the classroom such as, projectors, interactive whiteboards and IPads allow teachers to not only relate the content to students current interests but also it allows for a development of ICT knowledge within a younger generation. Planning a pedagogy that encompasses technology not only excites children but it engages their visual, auditory and sensory learning which is critical when teaching new subject areas. In teaching with technology, teachers are opening their horizons to an array of different modes, resources and ways of teaching. A video on teaching with ICT can be found below:
Coursera. (2016). ICT in Primary Education: Transforming children’s learning across the curriculum [Video File]. Retrieved from https://www.coursera.org/course/ictinprimary
ICT is known formally as Information and Computer Technology. When we think of ICT, we automatically think about computers, IPad, phones and the ways that we use technology as a social tool however, ICT can be a critical element in the way that data is stored, transmitted and received. Everyday forms of ICT’s are used for social aspects such as, Facebook, twitter and blogs, as well as, business objectives including making presentations and collecting statistics and data.
ICT is a tool that anyone can learn. Library branches nation wide have classes on ways of learning how to use the internet and word processing skills as well as, how to use ICT devices such as, IPad and Kindles etc. Many phone and computer companies will also teach new customers ways of using their ICT. There are many ways of learning new forms of ICT in the modern world.
My name is Taylor Gladman and I am in my 3rd year of my bachelor of Primary Education. I have worked in childcare for the last 4 years and I am thrilled that I am developing my skills in developing young children’s minds.