Hey everyone,
Recently I have started practicum and I have a year 4 class. This term we're looking at Magnets and I am required to do a number of lesson that teach students about magnets and its attraction to other magnetic objects. After the final lesson I would set up a game on the interactive whiteboard to rap up the lesson and reinforce the information they (the students) have just learnt. This is the Magnet game, there's also a follow up worksheet that links with this game if teachers want to further reinforce the information if students still have difficulty:
Teachers give this a game a go, my students loved it!
Here's a link to the game: Magnet Game
I came across Matthew Kearney's blog post (read blog here) about technology use for children with disability. To be honest with you I actually haven't thought about those children who are unable to communicate properly what they're thinking or their opinions. This is something I will definitely be interested researching more on in the future. Watching the video that Mr Kearney posted along with the blog, it just reaffirmed my appreciation of how important and signifincant today's technology can have impact on special needs children. iTouch and iPads are increasingly popular as a educational tool.
Here's the video mentioned above:
I started my 3rd practicum today and my cooperating teacher and I were discussing the implementation of interactive whiteboards that are suitable for special needs children. In my practicum classroom we have a stylus control interactive white board (there are two types of IWB - stylus control and finger touch sensitive control see IWB description website). This apparent stylus controlled IWB allows students that have little control of urges to touch and do what they please because of their disability, a chance to have better concentration as the board doesn't allow them to access movement of the whiteboard screen. This also benefits the teacher as websites and documents won't be accidently deleted due to fiddly hands.
Until next time folks!
An article (see article here) by the Irish Times has reported that St Coleman’s College in Claremorris has indeed given it's students a choice of replacing heavy books with iPads. I like the fact that the principle at this college has embraced technology and its inevitable presence in the 21st century culture, he states that “It is a bit of a unique idea, but we have to continue to move with the times".
I have a mixed thoughts when it comes to the idea of completely replacing traditional books with Apple iPads. Here are the reasons why I have mixed feelings about incorporating iPads instead of books.
- First off, the cost wise of these things according to St Coleman is €700, although paid over three years, it is still a costly device.
- Books have always been around as a facilitator and knowledge filled object that has worked in favour of education.
- With the growing rate of information found on the internet and educational apps, iPads are a heavy-free, accessible mechanism of information.
- iPads can be lost or broken. Information and assignments can be lost if unwanted currcumstances happen, which is inevitable with technology.
- Books can be lost, BUT the information will always be accessible as they are hardcopies.
So what do you think? For or against replacing books with iPads? To be honest I cannot make up my mind unless I actually experience and use this type of technology for my own classroom.
Until next time folks.
Fallon, J. (2011, May 30). School replaces books with iPads. Irish TImes. Retrieved from http://www.irishtimes.com/newspaper/ireland/2011/0530/1224298059002.html
Image source link:
Hey all
Throughout high school and university I've always known and used Microsoft powerpoint. As useful and reliable as it is and I'll probably still use it in the future, BUT recently my friend Jenny introduced me to a website called Prezi. I'm not paid by the company to say this but this site is amazing!!!!
This tool makes powerpoint presentations look yawn-worthy, never again will you bore the living joy of your classroom again. Prezi works as (the title shortly describes) a presentation, except the program makes amazing zooms into texts and images, allows instant play of Youtube videos, but most importantly a different and exciting way to present speeches and presentation that powerpoint would dream of giving.
I must warn though, editing a Prezi is somewhat complex at first, especially if you are inefficient when it comes to technology, but once you play around with it and make a few draft Prezis, you can thank me later.
Here's a prezi I made for a class at university:
http://prezi.com/glrnzydqoqiu/gender-and-sexuality-presentation/
This is a great educational tool to introduce to your student in class as a teaching tool or even a tool students can use for assignments. I highly recommend teachers and training teachers to give prezi a go, HAPPY PREZI-ING EVERYONE.
Prezi Website
Until next time folks.
TchnMishra, P. & Koehler, M. J. (2009). Too cool for school? No way! Learning & Leading
With Technology, 36(7), 14-18. (See attached pdf)The reading for this week was very interesting in the way that it mentions the role of teachers and implementing technology into the classroom. Mishra and Koehler (2009) advocates what is known as the TPACK Framework. To find out more about this framework please read on......
What do we consider technology to be?
The authors mention that "technology is all the new stuff that appeared after we are born"(pg 15), the statement really made me think of what I consider is technology and to be honest I was surprised to realise this statement is somewhat true to me. The things I consider technology would be Nintendo 3DS, 3D TV, electronic whiteboards, heated toilet seats, Iphones and robots. But this reading has made me recognised that technology also includes cars, websites, and even pencils!
Although all of these are technology, they also require the training or qualified teacher to understand all the pros and cons before applying it into the classroom, which is where using the TPACK framework is a MUST!!!!
If educators are to repurpose tools and integrate them into their teaching, they require a specific kind of knowledge that we call technological pedagogical and content knowledge (TPACK)", (pg 15).
The teacher and quality teaching.
As a training teacher, I am required to teach in light of pedagogical frameworks, an abundance array of contents to students. Doing so is not so simple, Professor Lee Shulman suggest an important factor that capsulizes the essence of the teaching profession, " teachers have specialized knowledge that sets them apart from other profession" (pg15). This special knowledge as Shulman puts it is called "pedagogical content knowledge". It's the knowledge that teachers acquire to produce quality teaching, where students are both intellectually challenged and enjoy learning all together.
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The topic of technology can be both feared by baby bloomer aged teachers or embraced by modern fresh out of a teaching degree teachers. But one thing is certain, technology is everywhere and thus teaching with it is almost too essential. Whether a tech nerd or a tech noob, all teachers shouldtake on board what is known as "Technological Pedagogical Content Knowledge framework" (TPACK) (pg16).
What is the TPACK framework
More generally the TPACK framework brings technology, pedagogy and content to make meaning learning. The teachers role most important is to dive deeply into creating and repurposing technology for educational use, manly because most of the technology out there was not made for classroom uses. Though in order for this to happen, the teacher must first understand and become 'experts' at that technology, as well as pedagogical issues and the content in which they teach.
To find out more about the TPACK framework, check out www.tpack.org
Until next time folks.
Credits to FlickrCC for the images.
There is nothing better than providing children education, take a look at the Universal Declaration of Human Rights:
Article 26.
- (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
Hole-in-The-Wall Education Limited (HiWEL) founded by Dr. Sugata Mitra, who has grasp this idea of providing children with technoloy to help foster them into the ever-connected world. Hole in the Wall aims to provide public located computer stalls on the walls of streets in slum areas. Children from these areas have no or very little access to technology, therefore this program benefits them greatly. Children are allowed to individually or collaboratively, explore the wonders of computation and improve on their literacy skills. Gemma's blog shares a more detailed explanation about this program, so check it out!
To find out more about this organisation visit the Hole in the Wall website.
Until next time folks.
This week's lesson, Glynis made me and a few others ponder at the question:
"You are a teacher, your small budget has been cut. You have one piece of software and it needs to go to the five computers you have for thirty kids. It is against the law to copy it. Do you deprive the kids or break the law?"
Glynis Jones
What does one do when faced with this situation? In my opinion I think this was such a good question to ask, as it was something that I really wanted to know ever since I started prac last year.
My group came to the conclusion out of ignorance that the student's mattered the most and no one would be able to follow up on copy right laws against such actions, so there for we agreed on copy righting.
This kind of answer is WRONG. Going forth with breaking the law for the sake of the children illustrates an anti-social behaviour and reflects badly on students, as they do what they see.
Take a look at Gemma (view blog here) and Lydia's (view blog here) blogs about copy right issues, they both make a very good point about pirating and the morals that come with it.
Take a look at Gemma (view blog here) and Lydia's (view blog here) blogs about copy right issues, they both make a very good point about pirating and the morals that come with it.
Until next time folks!
Image Source: FlickrCC
http://farm4.static.flickr.com/3378/3333593702_ee4d25e70a.jpghttp://farm4.static.flickr.com/3378/3333593702_ee4d25e70a.jpg
During class today, we learnt about the Digital Divide, I made a diagram using Inspiration to draw out the ideas about the digital divide that was discussed in class. Enjoy!
With this knowledge, I'll try and not get frustrated when my parents have no idea how to send emails.
Until next time folks.
Hey all
I was playing around YouTube the other day and found some very interesting new features on the site. YouTube wanted their users to make their own animated movies and digital stories, so they have added these new 'create video' apps:
Last year in semester 2, I was lucky enough to have a lecturer and tutor by the name of Allen Scully for a subject called Child Development. Not only is he a profound educator, but I find him very inspiring with the way he teaches.I found this video on Matthew Kearney's YouTube on Mr Scully's retirement speech, and I highly recommend practicing teachers to watch it.
Allen's speech has reminded me of how worthy and influential the profession of teaching bestows upon students. I liked how he mentions the fact that when we as teachers work hard and educate effectively, we can bring about such an impact, or as Allen put's it 'mark', on our students. He articulates the importance of teachers being prepared and committed to teaching, to which these skills make efficient teachers.
I only hope that one day I will teach to the caliber level of Allen Scully.
During the past 2-3 weeks Jenny (a uni friend/group member) and I were in the process of making our Vodcast for an assignment. The assignment required us to make a podcast, but we thought making a Vodcast would look and sound better, so we went ahead for the blood, sweat and tears.
The making of this video brought about so much effort and time. We all know podcasting takes awhile to produce, but Vodcasting is of another world. Jenny and I went though hours of filming each scene, and even more hours editing. I must say after this video, I' am NEVER making another Vodcast EVER, I'd just stick to podcasting for now. However grueling it was I did learn a few things, such as how to use iMove and GarageBand.
Anyways I hope you enjoy our final product!!
Anyways I hope you enjoy our final product!!
Hey all
I made a digital story about my teaching inspirations, and why I had chosen teaching as my career :)
The video was made from iMovie and GarageBand on Mac :)
Enjoy
Kafai, Y. (2006). . Games and Culture, 1(1), 36-40.
This week's reading was very insightful, as it drew on the world of educational gaming in light of two perspectives. One of which is Instructionist views and other is constructionist perspectives.
When I read the word 'gaming' I think about playing Nintendogs on my brother's 3DS, I never really had the thought of incorporating something as games into the classroom. That was before I realised that there are such things as 'learning games'. I remember back when I was in Year 5, every time I finished doing my work in class my teacher would allow me free time on the classroom computer. The only thing I was allowed to do was play a game called "Where in the World is Carmen San Diego".
The main gist of this reading comes down to what type of games are beneficial to children. Although intructional techniques present a quality that will asisst students understand and learning of specific subjebcts. It's the contructionist built games that really render young minds into creators, as they are required to generally work in groups and come up with a game with characters, environment (presentation of the game) and themes (2006, p38). all to the aim of creating a game to teach certain subjects areas to younger students.
For me instructional learning games seem to only appeal and benefit Kindergarten-2 students as they are immensely engaging, however its the older kids that really appreciate constructive games, as it facilitates various cognitive elements such as creativity, imagination, collaborative skills and language.
Big Brainz is an educational video game, with attention grabbing graphics. I have found out about this game through practicum last year when a year 4 teacher introduced me to it. Students absolutely love using this program which you can download online. There are free versions and also paid school package versions.
Check this blog out:
http://www.bigbrainz.com/blog/
Check this website out:
http://www.bigbrainz.com/
Video of Timez Attack, this instructional game teaches maths with a game like environment.
Until next time folks!
Hoffenberg, H., & Handler, M. (2001). Digital video goes to school. Learning & Leading with Technology, 29(2), 10-15.
Hey all
This week's reading is based on 'Digital Video Goes to School' (2001), where Hoffenberg and Handler argue the idea of having digital video's in the classroom. The article suggests that nowadays software, cameras and computers are simple to operate and utilise, which has escalated the use of such resources in todays classroom (pg 11). In my opinion exposing this type of technology to students benefits them greatly. When children are allowed to hold the power of their own production (video), a sense of motivation and goal driven purpose is initiated in their learning.
In Professional Experience 3: Integrating Learning Technology we have been learning and producing digital stories. For those who have not heard of this, a digital story is simply a video production containing:
- a person narrating a story
- a slideshow of pictures or videos that corresponds to the story
- and music in the background.
If you want to know more about digital storytelling check out this website! The site gives a clear insight to the world of digital stories, 7 elements of digital stories, educational uses, the type of software to use, examples of digital, and more.
Here is an example of a digital story I have made recently.
Here is an example of a digital story I have made recently.
The article mentions a famous saying that 'a picture is worth a thousand words', I like the fact that Hoffenberg et al use this quote to best describe the integration of computer technology in the classroom. So what does a digital story involve? It's actually quite simple!!!
- Write up a story
- Collect pictures and videos (your own or from Flickr CC)
- Use a software to put it all together (E.g. Garageband, iMovie, Windows Movie Maker,Vuvox and/or Viddler).
Until next time everyone
By for now and not forever!
Hey all
During week 3's PE3 class, Ruth pointed out and described the workings of a site called Delicious. I went home that night and made an account 
(Delicious Logo). While browsing through the site with no expectations at all, I have come to a conclusion that this site is simply awesome, in both teacher source aspect as well as 20 year old university student perspective. Which is why I have decided to give you all a review, if you will, on this useful piece of website :)
(Delicious Logo). While browsing through the site with no expectations at all, I have come to a conclusion that this site is simply awesome, in both teacher source aspect as well as 20 year old university student perspective. Which is why I have decided to give you all a review, if you will, on this useful piece of website :)When you make an account on Delicious, it allows you to bookmark and save websites that you deem RELIABLE or USEFUL. Very much like your 'Bookmark this page' tab on your browser, the site let's you save websites onto its database!!!! I find this so useful if an occasion comes up and I don't have my laptop, and I want to search a website that I need but have forgotten the web address. All I have to do is log on to my Delicious account and TADA there it is, the site address!! 
The site is very simple to use and makes life that much more easier, which as all practicing teachers and teachers, TIME is a NEED and a MUST!!
I probably sound like I was paid by Delicious to advertise their site, but honestly I have so far found it a very useful source. I will most definitly use this while I am teaching to save me some time finding sites when I am conducting a lesson that requires students to see or experience certain web pages.
Until next time
Bye for now, not forever
This weeks reading is all about the phenomenon known as Web 2.0. For those who aren't very familiar with it, here is a Youtube video that interestingly explains Web 2.0 in under 5 minutes.
So basically Web 2.0 involves the revolution of the internet, from an online source of information that people use to browse to a platform of information that an individual can contribute to, edit and modify.
"The Internet is no longer simply a place where digital learners consume information. It is now also a forum through which users can publish and broadcast their own writing."
This relatively new technology has risen with popularity within the context of education, and modern teachers are utilizing web 2.0 to their advantage. Another name coined for web 2.0 products is called read/write web technology, where sites that provide blogging, photo/video sharing, wikis, social network and feeds (RSS), and podcasting are all cast in the read/write web category.
There are so many advantages for teachers to use this new-age learning resource. Blogs can be used for establishing an online community of assignment research guidance for students, or students can make their own blog where they can reflect, review and share their knowledge to a broad audience.
Wikis are similar to blogs but have a better collaboration feature. If you haven't heard or seen what a wiki is, look no further then the biggest wiki on the internet - WIKIPEDIA.COM. Very much the same as blogs in terms of how teachers and students can use it, Wiki's allow users to collate ideas and information onto the site with ease, various people can edit wikis, which makes it significantly useful for students doing group assignments, or teachers putting together a combined curriculum. Podcasting and Feeds go together hand in hand. Podcasting as I have explained in my previous blog provide a voice and imagery for creative minds, and feeds such as RSS provide the listener to be up to date with new podcasts from a creator they've subscribed to. This technology has proven to be so successful in the world of education that iTunes and various educational institutions have collaborated to make podcasts available for their students and teachers.
There was one factor mentioned in the reading that I thought was very interesting:
"Instead of just collecting student work to be graded and discarded at the end of the year, teachers could urge students to publish their work online so that others can learn from that work and interact with students about the ideas it contains".
I think this is an excellent idea and utilization of technology integrating into the classroom. It’s important to note that children need to understand and know that their work should be celebrated by presenting to a world wide audience. This way children are able to fully appreciate and take in what they have learnt.
Sites such as these are examples of what Web 2.0 is all about:
Reference:
Richardson . W. (2006). The educator's guide to the read/write web. Educational Leadership, 1, 24-27
Images courtesy of Flickr:
http://farm4.static.flickr.com/3178/2954783299_c12617b65b.jpg
http://farm4.static.flickr.com/3451/3862101829_52c6792e88.jpg
Image with statistics was taken from the Richardson reading (pg 26)
Hey all
So I have decided to review my weekly readings with a twist. This week I will review the reading, ‘Podcasting in Education: Let Their Voices Be Heard’ by Debra Sprague and Cynthia Pixley. Since the reading is about podcasting, I thought why not PODCAST my reading!
The podcast is set as a radio show interviewing a primary school teacher who uses podcasting in his classroom, the information used will be taken from the reading. J
Characters:
Radio host Dash: Derick Thai
Ms Trinh: ME aka Lyly
Written by: Lyly Trinh
Thanks for listening and I hope you enjoy the podcast!!
Sites to check out:
Reading Reference:
Sprague, D. & Pixley, C. (2008) Podcasts in Education: Let their voices be heard. Computers in the Schools. 25(3-4), 226-234
I was watching this video on Youtube today, and let me tell you, it is quite an eye-opener. The video presented statistics and emphasis on how student's of the 21st century learn and use technology. I found it very interesting that the video suggests the importance of teaches incorporating learning technology into their classrooms, and not just allow students to experience technology outside the classroom. Today's students are surrounded by technology, just about everywhere they go, which means adding technology into lessons proves to be such an amazing motivational and encouraging source for students attentiveness and meaningful learning. When students are exposed to computers, educational software, interactive whiteboards, podcasts, the world wide WWW ('whatever, whenever, wherever'), they are given the opportunity to grasp learning in a fun and hands on environment. Technology can and should be collaborative, it is an excellent communication platform, where student's learn from one another, learn from teachers and learn from technology they use.
I definitely suggest giving this video a good watch, and maybe it will inspire you to engage students learning with digital learning.
Bye for now, but not forever
As I was reading through week 1's reading "Computer as Paintbrush: Technology, Play, and Creative Society" (Singer. D, Golikoff. R, and Hirsh-Pasek. K, 2006), a light bulb started blinking on the top of my head
. Singer et al. (2006) emphasised on the fact that computers should be seen as a mechanism of creative expression, and a place where all of us can be inspired and motivated to, if you will, LEARN. This perspective was exactly the opposite to what I had formally seen the light of the use of computers. Partly due to the fact that I consistently use it for social networking and games when I have nothing better to do. But to think of the computer as an object to foster my learning and the learning of others, i.e primary classroom students!!!!!!
. Singer et al. (2006) emphasised on the fact that computers should be seen as a mechanism of creative expression, and a place where all of us can be inspired and motivated to, if you will, LEARN. This perspective was exactly the opposite to what I had formally seen the light of the use of computers. Partly due to the fact that I consistently use it for social networking and games when I have nothing better to do. But to think of the computer as an object to foster my learning and the learning of others, i.e primary classroom students!!!!!!From my student teacher experience from practicum last year, I have learnt that children are really motivated to learn when they are faced with something that highly interests them. This idea is also mentioned in the reading with the example of "Alexandra's Marble Machine" (p1, 2006), where an 11 year old girl who doesn not like school that much, but loved going to her local computer clubhouse. There she was able to explore her interests, yet at the same time learn mathematical and scientific skills.
The reading also pinpointed the usefulness of marketed educational tools available for children nowadays, or as the reading puts it "edutainment" (p3 2006). I agree with the reading that these products are made to be sold, and I mean a heavly emphasis on 
, as I have been exposed to these as a child and my younger brother using them. What I found interesting about the reading was that it highlighted the fact that edutainment is a facade of education. I think coining this type of label onto an educational facility that does not even facilitate learning is absolutely spot on. However the reading also brought up the term "playful learning" (p4 2006) which is described when children are discovering and inventing their learning through interesting stimuli. When I discovered these words while reading this week's reading, I began to think about what my teaching philosophy would include, and playful learning would definitly be my goal. In the light of technologies and this reading, I have a new appreciation for computers and what it can do for a young mind.
, as I have been exposed to these as a child and my younger brother using them. What I found interesting about the reading was that it highlighted the fact that edutainment is a facade of education. I think coining this type of label onto an educational facility that does not even facilitate learning is absolutely spot on. However the reading also brought up the term "playful learning" (p4 2006) which is described when children are discovering and inventing their learning through interesting stimuli. When I discovered these words while reading this week's reading, I began to think about what my teaching philosophy would include, and playful learning would definitly be my goal. In the light of technologies and this reading, I have a new appreciation for computers and what it can do for a young mind.
Until next time folks
Bye for now, but not forever
Credits to Flickr CC for images:
Jonassen. D, et al. 2008. Meaningful Learning with Technology. 3rd Edition. Pearson Education. Upper Saddle River, New Jersey, pp1-12
Active (Manipulative/Observant):
Learning can be achieved when student's are actively engaged towards a particular task. Knowledge and understanding occurs through conventional and informal practice of 'play and work'. The learner is given the opportunity to manipulate the object or task, and then engage in observing the effects of what they have created or done.
Constructive (Articulate/Reflective):
Closely linked to active, or as Jonassen et al. puts it 'active and constructive...are sumbiotic', meaning in order for constructive to happen, active engagement must be accomplished. The learner must be able to say and write about what they have just learnt for meaning making to occur. By reflecting on such new experiences or knowledge, students can connect the new information to what they already know.
Intentional (Goal - Directed/Regulatory):
Meaningful learning can be establish with the learner understanding that what they are learning is goal-directed, as in if they wanted to successfully pass an assignment or exam, they must first understand the material, process it and reflect upon it. Students need to be reminded that what they learn is important, is relevant to them, and most noteworthy NECESSARY for their future.
Authentic (Complex/Contextual):
Teachers should teach in a way that's authentic to students. It's easy to just teach something to learners, but to teach in a way that they can process into reality is better equip for the achievement of meaningful learning. When students can adapt what they have learnt, let's say in Physics, to the explanations of daily tasks such as walking, running or jumping; then meaningful learning has occurred. Or when teachers create lessons that are hands-on and deal with real-life situations, that is when learners can process meaningful learning.
Cooperative (Collaborative/Conversational):
Collaborative work by students is an excellent way to gain meaningful learning into them. When students are in groups, they are able to share knowledge, compare opinions and come up with a 'common understanding' of a particular task. One way collaborative learning can be practice amongst students, is the use of technology. Technology will allows learners especially young learners to acknowledge various views of the world.
TECHNOLOGY AND THE STUDENT
Although significant these factors may be, the Jonassen et al. reading aims to highlight the use of technology as a tool to use along side student's learning. The notion that "student's learn with technology, not from (it)", is frequently highlighted to accentuate the fact that technology should not be a facility that teaches children, or where learners obtain information. This role should only be given to teachers, who are the vessels of guidance and information. Instead technology should be used in the classroom for the purpose of presenting what children already know into media, and dispersing this knowledge for others to compare their knowledge. Its important to note that technology gives students a creative platform and better understanding to what they are learning at school, and is facilitator for fostering learning through thinking about what they are doing and thinking about what others are thinking about.
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