Week 9

Animation within the Classroom

In this workshop we were introduced to a variety of websites that students can experiment with animations and movie creations. We were specifically warned that as the internet has no restrictions it is imperial that before websites are chosen to be used in the classroom that they are thoroughly explored and approved by teaching staff to avoid students being exposed to unacceptable content.

The first website we explored is called dfilm.com. It was a good experience to manipulate backgrounds, scenes and characters to begin to learn about the techniques
involved with animation and movie creation. In doing so, we created a short cartoon film which is displayed below:

Unfortunately, this website is deemed unsuitable for the classroom as the characters and scenes available are inappropriate.

The second website we were shown is called buildyourwildself.com. I personally enjoyed this activity of creating your own character and then using animal parts to go wild! Teamed with the Wildlife Conservation Society, this website allows students to express their creative side, as well as offering factual information about specific animals as they complete the process. Below is an example of the animations possible:


The next website we viewed is called zimmertwins.com. This is another movie maker website which due to time restrictions we were unable to explore.


The following website we experimented with is called sketchswap.com. The concept is to sketch a drawing and then 'swap' it with someone on the world wide web. I really enjoyed this website, however, as it is unpredictable, is not safe for classroom use. Below is the sketch which I received after submitting my own sketch:


The next website is known as reasonablyclever.com. This website enables students to create lego characters and relevant comic strips. It has a 'kid-safe' option, which is suitable for the classroom and would be useful in the classroom when exploring procedural text, story boards and art. Below is a sample of the website:

The next website we were shown is called xtranormal.com. The concept of this website is to move from text to movie. As this website requires membership, it may be unacceptable due to student privacy issues. Below is a picture of what the website looks like:


The next website is called abc.net.au/rollercoaster/rollermache/ This website allows students to plan stories and create matching animations. It is a great way to inspire students to write creatively.


The following website is called ziptales.com. It offers a mixture of 'make-and-do' activities for students to complete with step-by-step instructions. Great for students' fine motor skill practice and art exploration. Below is an example of the 'Tiny Teddy' activity, where students create a teddy bear to put on display:


The next website is called storygames.com. This is a great teacher resource for reading and writing activities to use in the classroom. It allows students to edit their own story writing as well as add to others writing pieces to create a writing piece with everyone's shared input.


The use of 'spellchecker'
Finally, we also were shown a unique, interesting way of how much everyone relies on the computer itself for spell check, rather than using our own intellect to spell commonly used words. Our instructions were to turn off the computer screen and type out the dictation Greg was to read aloud. My attempt was as follows:

I have a spelling checker
It came with my PC,
It plainly marks with my review
Mistakes I cannot see.

I strike a key and type a word
And wait for it to say
Whether I am wrong or right
It shows me straight away.

This task alone really made me notice just how much we do rely on computers for the simplest of tasks, such as spelling, and not to let our future students to take the easy option of relying on a 'spellchecker' instead of using known phonics and other spelling rules they are taught. Therefore, it is important students are still encouraged to refine their fine motor skills also. Despite this, ICT has advanced learning beyond any boundaries known and provides infinite possibilities for both students and teachers to explore we just need to HAVE A GO!

Week 8

Online Literacy Texts

During my teaching practicum I was lucky enough to spend some time working with the Literacy co-coordinator of the school where I was introduced to online websites providing texts to read with the class during the whole class focus to begin their literacy rotations. I found it was a very useful tool to use to search for specific subject texts which may not be available in a hard copy version at the school.
The below websites are some I am vastly becoming familiar with:
http://www.magickeys.com/books/
http://www.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm
http://storytimeforme.com/

Week 7

ActivInspire - Studio software

This week I have been using the ActivInspire - Studio software on the interactive whiteboard. I am beginning to work my way through all the features and templates available, and vastly building up my collection of interactive lessons within a grade 1/2 classroom.

During this week I was assigned two handwriting lessons, where I modelled the correct technique of how to hold a writing pencil, how to correctly write the letters, where to start and finish as well as the correct size of each letter. I particularly liked the dotted thirds template, which allowed the students to be actively engaged throughout the lesson by having a go at correctly writing the letters on the interactive whiteboard.

Below is the template of the dotted thirds:

Week 6

Use of YouTube within the classroom

This week I began my teaching practicum within a grade 1/2 class. I have been lucky enough to use an interactive whiteboard where I have had the opportunity to engage students throughout my lessons using this magnificent tool.

I have managed to set up an account on the YouTube website, where it allows you save either a playlist or a favourite video to use and access whilst in the classroom. This can be found on the left hand side menu bar.

This is very useful as you can access the website anywhere, making it very reliable to plan for future lessons within the classroom directly from home!

Week 5

Assessment Moderation

Today our task was to assess a fellow students' webquest, utilising criteria sheets and the rubric. Firstly, we needed to mark the webquest individually, once finished, go through assessment mark with our partner and a fellow group to go through the moderation process.

Greg encouraged us to make comments positive, as well as pointing out some weaknesses. Constructive criticism is welcomed and encouraged. However, don't OVER CRITICISE. I was suprised to find the task intimidating and eye-opening to first hand experience how differently our minds can interpret a set task to others.

Personally, this was a valuable experience in considering the diverse range of minds we will be teaching within our future classrooms and to promote and praise the uniqueness of each student. However, it also pushed the importance of clearly explaining the task if specific outcomes are desired.

Week 4

Utilising websites and learning tasks

Today we were introduced to the following website: http://www.abc.net.au/dustechoes/ to explore some Aboriginal history, particularly their dreamtime stories. Firstly, it was advised to be aware of user discretion, particularly the violent stories included when working within the classroom setting.

Our task for today is to select one of the stories and retell it in our own words using the Inspiration software creating a series of pictures and summaries. I chose the story called "The Mimis". Below is the story retold in my own words:

I enjoyed this task and can see the benefits of using it within the classroom setting as it can be incorporated into an immense amount of different units as the possibilities of resources is endless. It is a great task to encourage higher order thinking and also a unique learning opportunity for students to focus on their comprehension, listening, reading and writing skills as the task entails them to point out the important aspects of the story and re-tell it in their own words with accompanying pictures

After this task, we were shown a fun activity to utilise ICT in mathematics. The M&M's Task was introduced to us with strict safety precautions. It was made clear that before beginning any task using edible items, enquire if the school has any poilicies related to using food within the classroom and check for any known food allergies amongst your students. Secondly, when explaining the task: use step-by-step instructions before beginning to enhance their active task time and use this time to voice any rules related to the task.

For this task today we needed to open your M&M bag and sort them into their colours. Next, create a bar graph within Microsoft Excel:

This task is an active way for students to build upon their number counting, tallying, prediction and ICT skills in constructing bar graphs. For some it may even be a user friendly introduction to bar graphs as the program is very easy to follow and produces a very clear layout, in which the students can add their own personal finishes to enhance the display.

To extend their learning further students can be encouraged to explore the M&M's website researching the history, products and characters. This establishes the link between classroom mathematics and 'real world' information. It also allows students to explore a familiar topic, whilst unconsciously learning about many different VELS domains including history, health and nutrition, science, mathematics and literacy. Students can add this information and artwork to their Excel table increasing the appeal of their final presentation. Below is my example of ways in which pictures enhance the overall presentation:

With this activity in mind, I intend to relate to students by using beloved characters or examples from the 'real world' to gain their attention and make learning fun. I will also keep in mind the need to cater for the diverse learning styles of students by appealing to each student to allow their learning experiences to be personal and relevant to them.

Whilst I completed a placement within a 5/6 classroom I was particularly impressed with their mathematical incorporation of the AFL football into their mathematics program. It was a weekly game they called 'Dream Team' where the students accessed the website http://www.dreamteam.afl.com.au/ to calculate the statistics from their chosen players, producing a weekly score, which was tallied into a classroom ladder. The concept is exactly the same to the Australian version available online, where all students eagerly calculated their way to find out their weekly score. At the end of the season each class winner was presented with a medal and an overall winner presented with a trophy. I was amazed to see how excited the students were to begin each week and participate in mathematical activities!

Week 3

Technology within the classroom

This week we learnt about technology within the classroom not only being based around computers or the internet, rather utilising materials to construct and design tasks. It is important that students follow the steps of a design brief including:

Investigate

Design

Produce

Evaluation

TASK: Create a "jumping frog" using the following materials:

• Cardboard (10cm)
  
• Frog picture
  
• Rubber band


• Sticky tape (15cm)
  

1ST ATTEMPT: Our first attempt to create a "jumping frog" invovled folding the cardboard into a 'Z' shape and retracting it with a rubber band. Unfortunately, the frog fell off and did NOT jump.

2ND ATTEMPT: Our second attempt to create a "jumping frog" involved folding the cardboard into a 'L' shape and also retracting it with a rubber band. Again, the frog did NOT jump, rather flew forwards and down.

APPROVED IDEA: The cardboard was folded in half and braced with the rubber band, creating tension which caused the cardboard to retract and in turn, the frog DID jump!

Make sure all students follow the design brief and note down their attempts and ideas so they can keep a detailed, up to date record of their work.

Technology learning with GAMES!

This week we were also shown fun, interactive ways students can learn using computers through educational online games. However, before we begun, we were shown the importance of students 'behaving online'. It is vital for classrooms to establish Internet Acceptable Use Agreements (AUAs) to ensure students have permission from their parents to explore the internet and instill a sense of personal responsibility for their own learning to safely 'surf the net' including appropriate language, suitable websites, respecting others, protecting personal information privacy and being proactive with their learning.

We were given the chance to be shown an interactive website which provides a thirty day free trial period allowing teachers and students to create their own game and share it with others. We accessed the website http://www.quia.com/newtrial.html

First, you need to create an account. Secondly, we created a quiz. My quiz can be found at: http://www.quia.com/quiz/2511800.html

Next, we created an activity online. I chose to create "Jumbled Words" where I created a list of words to the related topic where students needed to unjumble these words to find the answer.

http://www.quia.com/jw/386799.html?AP_rand=1235208077

I also created a "Battleship Game" found at the following link: http://www.quia.com/ba/409890.html

Overall, I found this website an interactive and creative way to engage future students in their learning to allow them time to 'think outside the box' and importantly, HAVE FUN! I will definitely use similar software within my classroom as I was told by my mentor "Students learn the most when they are having fun".

Week 2

Creating ePortfolios

Following today's lecture I was extremely impressed to say the least in regards to ePortfolios showing a student's progress. I understand it must be very time consuming, yet it is a great, interactive way to show a parent their child's progress. Not only is it valuable for teachers and parents to reflect on, yet the students themselves can participate in the responsibility for their own learning. It makes clear their strengths and weaknessess and allows each student to take pride in showing how hard they have worked during the school year. I hope I can utilise this technology as a useful assessment guide and self reflecting tool to enhance both my teaching and the student's learning in the future.

We were introduced to the components of an ePortfolio during the workshop today, which consists of an introduction, curriculum vitae, philosophy of education (pedagogy), reflection, classroom experience, referees and teaching references. Through beginning to construct an ePortfolio I can not only use it as a reflection piece to look back on all the valuable skills and information I have gained throughout my time spent studying teaching, but also impress potential teaching position panels when applying for teaching positions.

Greg also touched on some vital points whilst attending potential job position interviews. This included; talking about strengths and goals for teaching, thanking the interviewer for accepting your resume and interview and express KEEN interest, note that punctuality is very important and leaves lasting impressions, appearance is also noted, it is important to show general interest, enthusiasm and knowledge of school, never to talk about financial agreements and ALWAYS HAVE A QUESTION!

Therefore, to get a grasp on creating an ePortfolio we attempted a simple brochure on an appealing holiday destination using Microsoft Publisher. This program was chosen as it was one of the programs encouraged to create an ePortfolio in due to its simple navigation.

Microsoft Publisher: Creating a brochure on your favourite holiday destination.
At first I found it a little intimidating to think of where to begin on the blank template. However, with some suggestions from Greg, my ideas took off and it was quite enjoyable to tranform my thoughts into a visual display. We decided to use the 'modular' layout, where I found information and pictures in regards to Bora Bora from the internet. Below is my attempt:

Microsoft Publisher: Create your own ePortfolio.
I struggled to keep up with this task during the workshop, but after further instruction I am finding putting together an ePortfolio for myself to use for job applications quite easy to do. I hope this current "working project" will be finished with desirable effects. Slowly, but surely I hope to produce a professional, energic and impressive ePortfolio to appeal to potential employers of the future. Below is a current example of my ePortfolio:

Finally, not only is this program is very beneficial for teaching staff to use for their own professional development, it will also be very useful within a classroom for students to complete presentation tasks using Microsoft Publisher to enhance their work whilst building upon their ICT skills of the twenty-first century. I intend to take the time to become more knowledgeable and confident with this program to sustain the benefits that this program offers for classroom tasks.

Week 1

Incorporating ICT within the classroom

Today we were introduced to the possibilities of learning technologies and the endless educational opportunities they present to students of the twenty-first century. Greg Powell made evident that learning is a continual process and technology is heavily involved in that process. It was also explained that technology is altering our brains, developing higher order thinking and problem solving skills, increasing student interest in learning, catering for all skill levels and creating interesting and exciting learning environments.

Our first task in the workshop today is to create and edit a blog to reflect on each workshop. This task alone is a fantastic reflection tool which can be incorporated into the classroom used as weekly reflection blogs during literacy blocks/rotations. It allows students to build upon their personal learning through reflection as well as their skills in ICT for communicating. Secondly, we were introduced to the Inspiration 8IE Software, where we were taught how to develop a concept map and a mind map.

Attempt at developing a concept map:

I found this experience quite confronting at first, but managed to gain confidence the more time I spent experimenting with various effects and features of the Inspiration 8IE program. Across to the left is my first attempt at creating a concept map where I decided to create a concept map about wild animals aimed towards a junior level, specifically Prep.

The Prep VELS learning focus for Science outlines for them to explore the world around them, including non-living and living things. It also states that they describe what they observe with both scientific and non-scientific language. For exmaple, short, tall, furry, soft, long, big, small.

Once I had selected the topic of wild animals, I was able to create sub-headings using familiar pictures and titles. I found the editing and layout very time consuming, yet I enjoyed this process. Hopefully, I will become more familiar with this technology and create challenging tasks for students to attempt.

Attempt at developing a mind map:

I found creating a mind map slightly challenging at first, but I did enjoy creating the end product by adding pictures and colour to increase the appeal for users. Once again, I chose the broad topic of 'animals' as I found it easier to create several aspects relating to the topic.

It is aimed towards the learning focus of Science Level 3, where students begin to understand how different parts of an animal work and change to aid in theit survival and how to classify them.

I created the central idea and added as many branches as I thought appropriate. I then editing the graphics and colour to enhance the display. I can see the opportunity to challenge students with specific topics to expand their general thinking and knowledge. It is a good opportunity to show students a broad spectrum of a topic, the relationships between the topics as well as groupings of particular topics.

Thoughts on the Inspiration 8IE Software...
Overall, after being introduced to the Inspiration 8IE Software I can imagine the usefulness of using this within a classroom setting. There any many interactive tasks which can be created to encourage students to further their learning both creatively and build on their ICT skills. I honestly found it time consuming and frustrating during my first attempt, yet slowly, but surely improving with each attempt. I certainly hope to utilise this program within my teaching and take advantage of it's usefulness in the modern day classroom.

A similar program I have found is called Edraw Mind Map. This program is free to download from the internet and can be used to create mind maps, sketch maps and flow charts for brainstorming, problem solving, and decision making processes. I particularly like it as it is very friendly to the eye and offers many different display variations to present your data in. Below is an example of a basic mind map I created using the software on my laptop: