6.+Blogger

[|Blog 1: New Beginnings]
Hi Everyone!

Today marks the day that I started my tutorials for the subject ED3441-Technologies across the curriculum.

We started a blog today in learn JCU in order to show us just how we are to create them for our assessment. This is what eventually led me to Blogger, as this is what I will be using to create my blogs for the subject.

Today I learned just what a wiki is, described by wikipedia (a wiki itself) as a "website that allows the easy creation and editing of any number of interlinked web pages via a web browser using a simplified markup language or...text editor" (Wikipedia, 2010). We learnt about some of the different aspects and features that wikis use, I am hoping next we will learn about navigation as I think this is a very important aspect of web pages, I have been to too many websites that were so overpopulated with click here for this, and mouse over for that, it would be nice to create something that is both functional and accessible and something I could use in my future as an educator.

We learnt how to decipher the cross-curriculum priorities and how these link in with the essential learning's, this knowledge should hopefully help us when it comes to writing up our wiki planning guide for assessment. I am really looking forward to delving more into this subject and developing deep understandings of ICT's and how they can be used effectively in the classroom context.

Signing off for now :-)

Carinna.

The above was originally published August 10, 2010 at http://carinna-carinnasblog.blogspot.com/2010/08/new-beginnings.html

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[|Blog 2: Delving In...]
Hello fellow Technology educators,

Today marks my second blog and delves a little further into ED3441-Technologies Across the Curriculum. In the last two weeks we have been introduced to many topics and in particular, to the idea of information literacy, described by Berthelsen, Halliwell, Peacock, Burke & Ryan (2000) as a skill set that “emcompasses both technological skills and skills to locate, evaluate, and use information from a range of sources”. I take this to mean that in order to achieve an appropriate level of information literacy student must be given opportunities to build on their knowledge and awareness of computers to a point where they are computer literate, only then will they reach a stage of information literacy as Wolf (2001) states an information literate person “can possess metacognitive skills” that is, they think about their thinking, they have learned how to learn and possess the “skill of locating pertinent information within an information source” (Wolf, 2010). This goes beyond merely knowing how to turn a computer on and delves further into the notion of multimodal literacies, pertaining to a level of multimodal literacy that requires students of today to work with more than just linguistic and visual representations of literacy to produce a new subset of skills in communication and establish links between technology and information literacy in the different capacities of culture (ability to use the operational systems to accomplish real tasks in the context of school, work or everyday life and participate freely in the associated cultures), operational (the ability to use new language systems and operate the technology) and critical dimensions (abilities to evaluate, assess and critique the technology and its resources and the information it provides)(Berthelsen et al. 2000). ED3441 has reminded us to consider the types of ICT’s that are available such as hardware-game consoles, computers, software-computer programs such as audacity, Microsoft office, and peripheral devices- such as mobile phones, scanners, C.D. players etc. ED3441 also examined literacy frameworks for information literacy such as the BIG 6-developed by Mike Eisenberg and Bob Berkowitz and Super 3 both of which are approaches to teaching information literacy. Eisenberg & Berkowitz (2007) propose that “people go through these BIG 6 stages-consciously or not- when they seek or apply information to solve a problem or make a decision”. The BIG 6 stages are: 1.1 Define the information problem 1.2 Identify information needed 2.1 Determine all possible sources 2.2 Select the best sources 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5.1 Organize from multiple sources 5.2 Present the information 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) When students get an assignment or a task, BEFORE they start doing anything, they should think-- In the Middle the students DO the activity. This is where they read, view, tell, make a picture, etc. Big6 Steps: Before finishing the product and turning it in, students should stop and think— Is this done?
 * 1. Task Definition**
 * 2. Information Seeking Strategies**
 * 3. Location and Access**
 * 4. Use of Information**
 * 5. Synthesis**
 * 6. Evaluation**
 * The BIG 6 stages can be used and adapted for primary and secondary schooling, whereas the Super 3 framework is specifically for the early years as the concepts and language are more appropriate for the age group, the framework for the Super 3 is Plan, Do, Review:**
 * __1. Plan - (Beginning)__**
 * What am I supposed to do?
 * What will it look like if I do a really good job?
 * What do I need to find out to do the job?
 * __2. Do - (Middle)__**
 * [|Location and Access]
 * [|Use of Information]
 * __3. Review - (End)__**
 * Did I do what I was supposed to do?
 * Do I feel ok about this?
 * Should I do something else before I turn it in?

ED3441 has also explored further into consistent frameworks for planning and how to align curriculum to focus on student learning using curriculum intent such as the Essential Learning’s, Scope and Sequence Years 1-9, The 5E’s-Engage, Explore, Explain, Elaborate and Evaluate, Bloom’s Taxonomy etc. It is with the last two weeks that I have furthered my knowledge of how to link the curriculum documents and how they work together to help with informed planning decisions, particularly the Technology Essential Learning’s and the Cross-Curriculum Priorities. These frameworks allow teachers to build on their information literacy as they seek information to develop knowledge and understanding and ways of working with within students (Lenoy, 2010). Image Retrieved August 23, 2010, from: [|https://learnjcu.jcu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype=Course%26id=_18988_1%26url=]

I have decided that I am going to focus on Year 5 Essential Learning’s and the Cross-Curricular Priority of ICT’s in my assessment. I have also decided that I want to focus on the Key Learning Area of Mathematics as I feel it is an area that I want to develop some expertise in and I currently feel it is my weak area so I want to develop strong understandings of using ICT’s within mathematics.

Signing off…

Rinna.

__**References:**__

Berthelsen. D, Halliwell, G. Peacock, J. Burke, J. Ryan, I. (2000). //Information Literacy – Implications for Early Childhood Teaching.// [Data File]. Retrieved August 23, 2010, from: []

Eisenberg, M. Berkowitz, B. (2007). //What is the Big 6?// [Data File]. Retrieved August 24, 2010, from: []

Lenoy, M. (2010). //ED3441: Technology Across the Curriculum, week 4 lecture notes.// [PPT]. Retrieved August 23, 2010, from: [|https://learnjcu.jcu.edu.au]

Wolf, S. (2007). American Library Association: Information Literacy and Self-regulation//: A Convergence of Disciplines.// //10// (2), pp. unknown. Retrieved August 24, 2010, from: [] The above was originally published August 24, 2010 at http://carinna-carinnasblog.blogspot.com/2010/08/delving-in.html

[|Blog 3: Web 2.0 Tools and Ethics]
Hello Fellow Tech Educators,

This blog marks the introduction of web 2.0 tools, ethics and issues and how they shape pedagogical practices of teachers everywhere. Prior to this subject I had very little understanding of web 2.0 tools, I had used them almost everyday but was unaware there was a name for them. A web 2.0 tool is an Information Technology Communication tool associated with web applications that “facilitate information sharing…user-centred design and collaboration on the world wide web” (Wikipedia, 2010). Examples of web 2.0 tools include social-networking sites, blogs, wikis, web applications and so-on. Web 2.0 tools allows for students to use ICT’s as tools to communicate that encourage engagement as students are given opportunities to share and communicate ideas in a range of different contexts other than the usual traditions of pen and paper. I am hoping by generating a better understanding of how to use web 2.0 tools and implement them in the classroom will enable me to find exciting and engaging activities for my wiki planning guide that I can utilise in my future as an educator. I am now thinking about trying to incorporate web 2.0 tools into my wiki-planning guide by having the students create a vlog (video blog), which can also be used as summative assessment in a unit of planning. Since I last blogged I have also been introduced to ethical and sustainability issues that encompass ICT’s and the concepts that encapsulate ethics. Concepts that involve ethics such as intellectual property-torrenting, illegally downloading or generally not recognising and paying homage to an individual’s creation of mind, social impact-using ICT’s to harass or blackmail, safety and quality-maliciously damaging publically owned hardware by hacking or sending harmful viruses and net integrity-using the internet inappropriately for financial gain (Lenoy, 2010). According to the Markkula Center for Applied Ethics (2010) we were introduced to frameworks for thinking ethically such as, the fairness and justice approach-all humans should be treated equally, the common good approach-life in a community is good and our actions should reflect the best interests and welfare of others, the virtue approach- are my actions consistent with acting my best and will it change who I am? ICT’s and ethical issues foregrounds with the concept of sustainability and how sustainable practices go beyond environmental sustainability to include personal actions, accountability and practices. The Thinking Digitally project highlights how students should "become discriminating, ethical, legal, responsible and safe users of ICT" (State of Queensland [DET], 2010). []

References:

Lenoy, M. (2010). //ED3441-Technologies Across The Curriculum week 6 lecture slides.// [PPT]. Retrieved September 6, 2010, from: [|https://www.learnjcu.jcu.edu.au]

Markkula Center for Applied Ethics. (2010). //A Framework for Thinking Ethically.// [Web Page]. Retrieved September 10, 2010, from: []

The State of Queensland. Department of Education and Training. (2010). //Ethics and Issues with ICT.// [Web Page]. Retrieved September 14, 2010from: [] Wikipedia. (2010). //Web 2.0.// [Web Page]. Retrieved September 14, 2010, from: []

The above was originally published September 14, 2010 at http://carinna-carinnasblog.blogspot.com/2010/09/web-20-tools-and-ethics.html

[|Blog 4: Embedding Indigenous Perspectives & Issues]
How do teachers provide equal access in a way that authentically embeds Indigenous perspectives?

This is a question I found particularly thought provoking in week seven’s readings and lecture materials. The Digital Dreaming reading by Evert (2006) showed me how important projects like these are for “connecting Aboriginal children with their culture” (The State of Queensland [DET], 2007). The content of the digital dreaming project is used on a daily basis in order for children to see the value in learning by making it relevant, place-based and outlines the curriculum intent from a digital perspective (DET, 2007). The other issue raised during week seven was that of access, statistics show that only 36% of Indigenous Australians have access to the internet at home, my question is how do we ensure that when incorporating ICT’s in the classroom that the amount of access given to children is equitable? I understand that there are a number of different issues raised by Lenoy (2010) surrounding equitable access to resources, which include; · Location · Poverty · Educational attainment · Access to services including providers With all these factors to consider Education Queensland cited in Lenoy (2010) suggests incorporating strategies and methods for teaching ICT’s in a way that is not only authentic for all children but utilises ICT learning as intrinsic and a beneficial way for children to learn, it has been shown to support student’s learning in constructive ways. Teachers should consider using ICT’s for learning to facilitate Indigenous children’s learning by: · Using visual representations for holistic purposes · Using media galleries · Using hypertexts to encourage kinaesthetic learning (this is a proven strategy for Indigenous students) · Encourage communication skills · Make learning real and relevant These strategies have proven to encourage students to use ICT’s and participate in group work, using ICT’s with Indigenous students allows student’s to feel less threatened learning as ICT’s support their learning. This week has encouraged me to include ICT’s into my everyday teaching as it has shown me that it is not only beneficial for my teaching practice but is also a powerful teaching tool for all students particularly Indigenous students as DET have demonstrated their learning is greatly facilitated by using hands-on methods. As I am doing a SOSE unit focusing on “Culture and Identity” how do I authentically embed Indigenous perspectives? Is it superficial to only include Indigenous dreaming stories? I have to work out other methods of achieving this, so if you have any ideas please let me know.

Cheers,

Carinna

References:

Lenoy, M. (2010). //ED3441: Technologies Across the Curriculum, week 7 notes.// [PPT]. Retrieved August 30, 2010, from: https://learnjcu.jcu.edu.au

The State of Queensland. Department of Education and Training. (2006). //Yarrabah State School: Digital Dreaming Project.// [Web Page]. Retrieved August 30, 2010, from: http://yarrabahss.eq.edu.au/wcmss/index.php/Digital-Dreaming.html

The above was originally published September 28, 2010 at http://carinna-carinnasblog.blogspot.com/2010/09/embedding-indigenous-perspectives.html

[|Blog 5: Learning Theories & Frameworks]
As I engaged with week eight’s materials I found myself asking “How have I integrated pedagogical frameworks and theories into my planning guide?” I realise that the majority of my wiki planning guide is built around behaviourist learning, particularly as “the behaviours of the learners can be easily viewed and measured” however I am trying to steer away from drill and practice type lessons on the student page and rather get the students’ to focus on a more inquiry based pedagogy (Finger, Russell, Jamieson-Proctor & Russell, 2007, p. 118). As SOSE “should be an important resource for students in dealing with the world” (Gilbert, 2004, p.5) I wanted to create learning experiences that generate “new ways of thinking…ideas and experiences with which students can build their futures” (Gilbert, 2004, p. 4). I feel that my inquiry based learning activities have achieved this whilst also focusing on integrating ICT’s in order to prepare students for a future that largely encompasses ICT use, but, is it enough? I want to encourage students to consider their culture and identity in relation to others and how cultures overlap through a process that requires them to construct their own learning based on “investigation, communication and participation” (Australian Education Council, 1994, cited in Gilbert, 2004).

Lenoy (2010) reminded me that it is not only beneficial for teachers to understand and develop teaching and learning activities that draw from what students know and how they learn but he also demonstrates that students’ are more likely to engage in their learning if it is relevant, authentic and purposeful to their futures. As I keep these reminders at the top of my mind I have two more learning activities to develop in order to conclude my students’ page, I hope to achieve something exciting, engaging and relevant.

The Finger et al. (2007) reading demonstrated to me that there are a great deal of considerations when planning and that “planning for learning and teaching needs to be underpinned by theories of how students learn” instead of using ICT’s as the main curriculum focus, ICT’s should be used to enhance all learning (Finger et al. 2007, p. 141).

Cheers,

Carinna.

References:

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). //Transforming Learning with ICT: Making it Happen.// Frenchs Forest: Pearson Education Australia.

Gilbert, R. (2004). //Studying Society and Environment: A Guide for Teachers.// (3rd ed.). South Melbourne: Cengage Learning Australia Pty Limited.

Lenoy, M. (2010). //ED3441: Technologies Across the Curriculum, week 8 notes.// [PPT]. Retrieved September 20, 2010, from: [|https://learnjcu.jcu.edu.au]

The above was originally published September 28, 2010 at http://carinna-carinnasblog.blogspot.com/2010/09/learning-theories-frameworks.html