Pink Panther English verbs

     So here is a very entertaining Pink Panther verb video. It would be great for younger children in years 2-3.

Adjectives...Cool song for kids

Well, here I am ensconced in learning the rules of grammar...something I have not done in a very long time. So long in fact, that verbs and adverbs were just that...Now they are broken into sub groups and I find that I am learning the whole shebang all over again! Anyway, I thought I would load a really cool video song for kids I found on utube. Very catchy and it shows what an adjective is...Enjoy!

Signing off for a bit...

Hi to all! I have finished my e-learning journey for now and may only add the odd blog now and again,due mainly to my study load. My final assignment for e-learning was to develop a range of activities following the Australian Curriculum. The activities would lead to both engagement and authentic learning for students using web tools to encourage their growth. I chose to use an older age group and my website was a lot of fun to make. I invite you to have a look, particularly if you are looking at China for year 7 studies. The address is: http://historyofanativepeople.weebly.com/  The second site I made jointly with another friend for an assessment submission for Science...http://scienceandpedagogy.weebly.com/ Once again, I invite you to investigate what can be done as a team to provide information for students. Enjoy and be sure that though I will not be blogging every week, I will add to it every now and again...Happy exploring!

Bloom's Taxonomy made easier...

For those of us who have been struggling to understand the concept of the Taxonomy so that we can use it in our assessment task, I would like to direct you to an easy to understand site that explains it all in very easy to understand steps.
http://evaluationfocus.com/blooms-taxonomy-of-learning-domains/
 For those who need the visual stimuli, there is another site that is invaluable to me as a pre-service teacher-  so connect with:




http://www.educatorstechnology.com/2013/04/the-modern-taxonomy-wheel.html
Hope this helps...

Reflective Synopsis

Sir Ken Robinson, in one of his speaking engagements at a TED conference, stated that children have an ‘extraordinary capacity for innovation.” He also said we need to prepare them for a future we cannot see and recognise their “…creative capacities for the richness they are”, and that “our task is to educate the whole being, so they can face this future.” (Robinson, 2007).

E-learning is a visible form of such creative capacities. Designed by innovators who have created visually stimulating and interactive Internet communication technologies (ICT’s), the tools are always evolving, updating, and being replaced by the newest model. To be an effective teaching tool, guidelines have been introduced to provide a standard of practice.

The Technologies curriculum will provide students with opportunities to understand and apply ethical principles and social responsibility when collaborating, creating, sharing and using technologies, materials, data, processes, tools and equipment. (ACARA, 2012).

The emphasis on teaching, in 2013, is more task-based, rather than tool-based, thus allowing learners to adapt with the ever changing tools that are available (QSA, 2004). ). So, we learn and use, we adapt by connecting, both to our experiences and to others through social constructivism. Simply put, we use our experiences, interactions and critical thinking to problem solve. Derry (1999) and McMahon (1997), (as cited in ACCE, 2010) state that, “Social constructivism emphasises how meanings and understandings grow out of social encounters and that what occurs in society, and as a flow on, constructing knowledge is based on this understanding.” According to Brown (2001), “Knowledge is something we digest rather than merely hold: it’s usually deeply intertwined with the knower’s understanding of the practices surrounding its use.”

Theories that translate into practice and assist in the learning can be varied, but some that are commonly used are behaviourism which through routine and set expectations, sets the stage for patterns to be repeated until they become automatic (Mergel, 1998). Cognitivism is the thinking behind the behaviour but also involves “…learning as involving the acquisition or reorganisation of the cognitive structures through which humans process and store information." (Good and Brophy, 1990, pp. 187, as cited in Mergel, 1998). Constructivism is learning based on a person’s mindset or view of the world, their schema, their experiences which shape who they are and their beliefs (Mergel, 1998). These theories, according to Bloom (1956, as cited in Clark, 2013) can be broken into three types of learning in an educational context: Cognitive (mental skills), Affective (attitude/emotions) and Psychomotor (physical skills) (Bloom, 1956, as cited in Clark, 2013). To bring about the best results, teachers are integrating Pedagogical knowledge, Content knowledge and Technical knowledge; overlapping areas and combining together they are known as TPACK, to deliver information in best way for each learner. Each of these frameworks or theories are used to one degree or another in E-learning to make the knowledge deeply understood and in the following paragraphs I will revisit my own experience with such learning.

First, I made a blog. What an amazing experience. I shall never look back! As a diary was to the 1950’s, so a blog is to the 21^st century user! It can be so much more. Blogs can be personal, as in a family record, an experiment for an assessment for education purposes, to relay a hobby or craft, or for a newly formed business. I can see that as a reflective tool it has great potential to scaffold your experiences into an organised ladder. This allows you to return to both reassess and re-frame your ideas at a later time. You write what you experience and learn from reflection. It also allows limited feedback from others in the social sphere, whether known (private settings) or unknown (public settings). If you do have concerns and want to control your private information, you as the author control what goes on and what does not! A blog is a space to use to keep your learning meaningful, encouraging literacy and according to Smith, Lynch and Knight (2007,p. 23), developing “the construction of the brain’s basic architecture for information processing, by preparing and shaping the experiences or environmental cues presented to learners.”

A limitation of the blog, as with the Internet, is that once something is posted, others can access and copy information, photos, videos, etc. Plagiarism can and is an issue because no one thinks to remember that the copied items are not their intellectual property. Working ethically online is an important consideration for all users. If it is not yours, though you love it…give attribution! Some sites encourage you to ‘pin it’ if you like it. Be aware that some images and ideas have copyright. Ask the owner for permission as you are then within the law and it is common courtesy! Access music that comes under a creative commons licence agreement and give attribution. There are free sites that allow this. I accessed www.digccmixer to make my video and for a fee I used a Melody Loops stock song in my Prezi. There are stock companies that source images too and though there is usually a fee, they are very good quality and you can use them with a clear conscience and without fear of legal liability. For more information on learning in education environments and the copyright law, go to: http://education.qld.gov.au/strategic/eppr/national-copyright.pdf .

 Next, I looked at using ICT tools and using Edward de Bono’s ‘Six Thinking Hats’ took part in using a wiki (an online forum for collaboration). This breakdown using ‘hats’ to switch and compartmentalise thoughts assisted to keep your ideas organised, formal and at an impersonal level. This is important in critical thinking, as emotions can cloud your ability to think rationally about a problem, or limit thoughts when expanding upon an idea. In his book, Six Thinking Hats, Edward de Bono (1985), states that by using this “method, the emphasis is on “What can be” rather than on “what is,” and on how we design a way forward – not on who is right and who is wrong.” Many companies are now using this form of ICT to network on a global scale. A great place to find more information is at www.wikispaces.com .

 A wiki does have a few down sides, one being that if two people are typing ideas into a wiki at the same time, only one will be saved. Though information can be retrieved, the other drawback is that it is easy to erase someone’s work if you aren’t familiar with the application. As a learning tool, it builds trust, generates ideas through collaboration, engages students into a social forum, and brings clarity to an argument. It does not, however, teach self-reliance and discovery, develop the mind to problem solve, expand creativity, or assist in a deep knowledge through critical thinking processes. It is more declarative (know about), than procedural (know how), but a blog still expands to both areas through actions like embedding a video or photos. This means that the learner who has the understanding of the subject, by constructing meaning, organising and storing, is then able to builds skills they know how and when to use, thus constructing, shaping and internalising (Marzano & Pickering, 1997).

It is amazing to think that teachers are now catering for the learners in their class to find out how they learn best and then they tailor lessons to cater for each person in the group. This is done through finding out what each learner knows using the current 8 LMQ’s design process. Teachers are able to assess, scaffold, support and encourage through these questions whilst building a relationship and working towards a shared goal   (Knight & Lynch, 2010). This is also creating an inclusive environment for those who have a disability, learning delay, or who are challenged in the traditional classroom. The interactions between users are more co-operative, more flexible, less judgemental and lead the learners on a journey of discovery that is student driven and teacher guided, working on the learner’s “zone of proximal development” (Smith et al., 2007, pp.41-42).

Howard Gardiner’s Multiple Intelligences were also reviewed and I found I was a little lacking in the Naturalist, Number and Musical intelligences. I was a Linguistic (Word Smart), Inter and Intrapersonal (people and myself) smart, Visual/Spatial (picture smart) and Kinaesthetic (body smart) learner. I can see eyes glazing over out there in internet land, so let me break it down to an easily understood level. I was a highly visual learner who loved hands on experiences, could talk the leg off an iron pot in a social situation, was empathetic to others, and could take or leave an outdoor experience. To top it off, my maths is just mediocre and I probably should not sing except in a crowd. Not if you like your ears that is!

Examining tools like making a website, a video and a Prezi, have all led to a deep sense that these tools are so much more than a passing phase. I found using each one provided challenges to overcome, each one gave a level of satisfaction on completion and each one could be passed on as knowledge to others by example and through discussion. Each one had more possibilities to bring about learning than I had imagined, providing collaboration, creativity and team building, up-skilling, confidence building, extensions of ideas and inner excitement as knowledge, passion and experience grew. A Powerpoint or Prezi are tools that can be used, but beware over use! I enjoyed making an avatar, and found that this could be used to get the attention of young people. After its' development, an avatar would be more of an introduction to information as after the initial learning, it does not build skills for creativity. In fact it is within creation that the real treasures lie. When someone switches to high order thinking their creative juices begin to flow, they consider all the options, use their memory and responses to problem solve within their mind and then test the progress of the practical through application(Joseph, 2003). In Learning in the Digital Age, Brown (2001) quotes:

“Knowledge, following Michael Polanyi, can be thought of as having two dimensions: explicit and tacit. If we think of knowledge as a tree, the explicit dimension is like the leaves, branches, and trunk—the parts above ground. The tacit dimension is like the roots buried below the surface and deeply immersed in the soil that makes it robust. The explicit lives in books and in our brains as concepts and facts and deals with the “know-what.” The tacit deals with the “know-how” that is best manifested in work practices and skills. The tacit resides in action, most often in participation with others. As a consequence, tacit knowledge can be distributed as a shared, socially constructed understanding that emerges from collaboration.”

So, ICT users within the classroom can be compared to nature's giants because just like a tree we dig down roots with experiences, we have our branches singed by the fire of testing as we find what we can and cannot do, we grow as we collaborate and, if we are protected from the harsh winter and the axe of the axeman, we flower profusely.

Reference list

Australian Council for Computers in Education (ACCE). (2008, June). Digital World, Digital Pedagogies: Reframing the

         Learning Landscape. Paper presented at the Australian Council for Computers in Education Conference.

         Retrieved from

         http://acce.edu.au/sites/acce.edu.au/files/archived_papers/conf_P_922_ACECpaper2June08.doc

 Australian Curriculum and Reporting Authority (ACARA). (2012).The Shape of the Australian Curriculum: Technologies.

         Retrieved from

         http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_-_Technologies_-

         _August_2012.pdf#search=ict

Clark, D. R. (2004). Bloom’s taxonomy of learning domains. Retrieved April 14, 2013 from

         http://www.nwlink.com/~donclark/hrd/bloom.html

Boyle, S. (2009). Comparison of Major Learning Paradigms in Education.

         Retrieved from https://web.gsc.edu/fs/sboyle/artifacts/6100.doc

Brown, J.S. (2001). Learning in the digital age. In The internet and the university [Forum]. (pp. 71-72).

         Retrieved April13, 2013 from

         http://cmap.upb.edu.co/rid=1GQBQP34P-4ZJZS6-7HP/21945604-Learning-in-the-Digital-Age-by-John-Seely-    

         Brown-Aspen-Institute.pdf

De Bono, E. (1985). Six thinking hats. New York: Little, Brown and Company

Department of Education and Training (DET). (2012). Cybersafety and cyberbullying: a guide for parents and

         caregivers. Retrieved from

       http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/cyberbullying-cybersafetyprintfriendlyguide.pdf

Joseph, J. (2003). Learning with the brain in mind. Retrieved April, 2013

         http://www.learningtolearn.sa.edu.au/learning_workroom/files/links/LearningBrain.pdf

Knight, B.A., & Lynch, D. (2010). Applied learning management: new approaches for the new millennium. Frenchs

         Forest, NSW: Pearson Australia

Marzano, R.J. & Pickering, D.J. (1997). (with Arrendondo, D.E., Paynter, D.E., Blackburn, G.J., Brandt, R.S., Moffet,

         C.A., Pollock, J.E., & Whistler, J.S.). Dimensions of learning: Teacher’s manual (2^nd ed.). Alexandra, VA:ASCD.

Mergel, B. (1998). Instructional design and learning theory. Retrieved from

         http://members.iinet.net.au/~aamcarthur/11_March_2008_files/Learning_Theories_of_Instructional_Design.pdf

Queensland Studies Authority. (QSA). (2004). Information and communication technology: study area

         specification. Brisbane, Qld: Author. Retrieved from

         http://pan.search.qld.gov.au/search/search.cgi?query=internet+use+in+school&num_ranks=10&

         tiers=off&collection=qld-gov&profile=queensland-studies-authority

Resnick, M. (2002). Rethinking learning in the digital age. In G.S. Kirkman, P.K. Cornelius, J.D. Sachs, K. Schwab,

        The global information technology report 2001-2002: readiness for the networked world. World Economic Forum

        Oxford University Press, New York. Retrieved from

        http://hasp.axesnet.com/contenido/documentos/harvard%20global%20it%20readiness.pdf#page=48

 Robinson, K. (2007, Jan 6). Do schools kill creativity? [Video file]. Retrieved from

         http://www.youtube.com/watch?v=iG9CE55wbtY

Smith, R., Lynch, D., & Knight, B.A. (2007). Learning management: transitioning teachers for national and international

         change. Frenchs Forest, NSW: Pearson Education Australia.

 Further investigation:

A list of likely tools for investigation can be accessed and investigated through the links on this website:

http://edjudo.com/web-2-0-teaching-tools-links

Primary Pad is great for collaboration with children in a classroom. Very similar to a wiki, but it can be exported as a PDF or Word doc. You can watch it evolve over time and it is invitation through online connection or email. For collaboration, this is the Primary safe site for students in a school.

iPad has a collaborative game for maths use in the classroom

http://edudemic.com/2013/04/understanding-the-role-of-collaborative-educational-ipad-games

Prezi...Tool of the future classroom with total potential!

Once again I put pen to paper (so to speak) to give you the run down on another fabulous ICT tool. For those who are quite used to using power point and are having that bit of an 'over it' feeling, well, Prezi is the latest must have tool you may have been searching high and low to find. There are some amazing Prezi tutorials on utube and it is a great idea to watch some of these before you begin to delve into the possibilities. It can be a little tricky at first, but with practice you will be able to make a presentation more quickly. I was using the free base education model, so there may be more benefits if you pay for the service with more applications, fonts, colours, templates, etc.

So what is so great about this tool?
I have laid out a SWOT (Strengths,Weaknesses, Opportunities and Threats) table to compare all aspects of Prezi.
Strengths:

• Highly visual and able to be manipulated. Photos can look 3D and make it seem you are skimming over cliffs, forests, mountains, cityscapes or crowds. Makes a statement and looks very professional.
• can use photos or videos and integrates pictures saved through email that come from Apps on the iPad ( in this case- "Oldify" - available from the Itunes App Store)
• Very useful for presentations in business or lectures and classroom applications where the normal power point can be a little flat.
• Animations can be used to make it more exciting. See this source: Custom Media Designs obviously used a more high tech version to make their clip. It certainly is inspiring.
• Can add outside collaborators and allow input from others.
• Internet allows freedom to send Prezi to groups over the internet and to download it in PDF form or as a 'travel' application that is portable.
• Can be used online and offline.
• Can be used to 'up-skill' teacher learners in professional development both through distance exposure and person to person or conference style lectures.

Weaknesses:

• Time consuming and quite fiddly until you understand the process.
• Music that is added wouldn't work properly at times. I had to do it a few times until I got it right.
• Autoplay does not work with videos though it works while editing. After it is embedded it seems that the embedded version has issues. The presentation will play up to and begin the video and then suddenly cut off and skip to the next path position. There does not seem to have been a solution, though requests were made of the Prezi support staff a year ago on their community forum. My tip- do not use autoplay!
• Need to watch tutorials or risk a great loss in time.
• Requires a certain creativity level. Probably not great for those who have trouble in that area.
• Can create motion sickness if movements are too radical.
• Web based relies on the Internet.
• Screen shots better if using images from slides.
• Basic version does not give as many options.
• Takes more time and patience to make changes as tools are not as flexible as Powerpoint. For example, if you decide to add something once you have finished making your Prezi, there is an involved process to go through to make that change.
• Has to be converted to be used on some sites and is not compatible with Powerpoint. 

Opportunities:

• Input from others can mean that learning can be boosted for those who are not as skilled as others in ICT through networking and support agencies.
• Viable for all age groups to manipulate.
• Provides access to distance students, companies and individuals to share and collaborate in relevant meaningful ways, thus globalisation drives learning around the world.
• Student learners are more engaged as they feel something is happening.
• Other Prezi's are available to others for their use.
• Great for Sister School interactions and up-skilling of teacher learners
• Possibility to use as a go to link from University and school systems like "Moodle".

Threats:

• Privacy settings are not really protection against the hackers of this world.
• Prezi features focus rather than content focus
• Can be distracting
• Can cause illness through a sense of imbalance triggered by the motion.
• Seems to be limited in some of the abilities of the applications.(Embedding video, music, autoplay).
• Provides resource for plagiarism.

Overall, this tool is quite useful, though it still has some limitations. The main problem is that it is a huge time waster for those who are time poor. Powerpoint is still my personal favorite of the two tools when you are in a hurry. Overall though, in my opinion, this tool has great potential in building critical thinking for students. It will help them to think about layouts, what information should be used and what should be discarded, literacy will be tackled as they use it to formulate their information and mathematical skills will be enhanced as they manage graphs, and timing for music. In fact, there are many skills that will be learned and become more deeply ingrained through using the tool than a Powerpoint presentation would ever provide. The combination of learning skills,practicing steps in tasks, and acquiring and integrating knowledge is known as declarative and procedural knowledge.

Marzano and Pickering (1997, p 45). maintain that, " Most tasks involving the use of knowledge require both declarative and procedural knowledge. Completing a decision-making, problem-solving, or experimental-inquiry task, for example, requires learners to perform the steps of the specific process (procedural knowledge). But it is the declarative knowledge - what learners know or understand about the topic- that often is the primary factor in students' successfully completing tasks and obtaining useful results."


 It also provides a great socialisation experience as they collaborate together. Imagine one group of students working on a mechanical problem on one side of the world like a solar powered car. They would be able to write their ideas on the board and leave it. The group they are working with on the other side of the world would be able to add their ideas and they could bounce it back and forth until they had finished resolving their ideas into a plan. It could be added to their CV as proof of input. The interactions would be an invaluable learning platform for all involved too.That one Prezi could become the base for a digital footprint that could potentially see some of those learners follow a more professional leaning.

This would be a great 'Sister School' initiative for interactions with students. One group in each school could work on a topic and then present it online to the other group. They would be able to add their own ideas to update the versions and then resend to each other. This would provide possibilities for future directions.
I guess the possibilities are only limited by the user.

This is what is known as presentation workshops where students will acquire and integrate knowledge. It allows some teacher modelling to direct the investigation in a meaningful manner. Marzano & Pickering (1997, p.324-325) state:
 "It is the careful sequencing of presentation and workshop classes that makes a unit of study a holistic learning experience, with teacher and students trading off control of learning and the two types of classes supporting each other at strategic points."

So now it is time for you to have a look at what all of the fuss is about. This example was made by me to begin a discussion with learners about who they are, what they will be and what they want to be? It should promote critical thinking as learners try to understand and make sense of their world.

Once again, before you watch the presentation, I must reiterate my previous statement that you do not use Autoplay to watch it. If you do, it will be a very disappointing experience. So take my advice and just press the next arrow when you have read the wording. Also, make sure that you press restart under share when this is finished or the music could get to you after around 20 times of listening to it. It does not seem to end itself.



http://prezi.com/9fhdbe9uuiic/what-does-growing-old-look-like/

Now that you know what Prezi is all about, I know you can't wait to get started. So go on...Have a go and enjoy the experience.

References:
Marzano, R. J., & Pickering, D. J (with Arrendondo, D.E., Paynter, D. E., Blackburn, G.J., Brandt, R.S., Moffat, C.A., Pollock, J.E., & Whistler, J.S.). (1997). Dimensions of learning teacher's manual (2nd ed.). Alexandra, VA: ASCD.

Music in the classroom

This is my second post about using a video in the classroom. Please read the first one for more information on making your own and its usefulness as a tool in the classroom.
Music can be a wonderful resource in the classroom. It is, however unfortunate for the child who hears my singing voice, but despite this, they seem to love it when you sing. Therefore, it is important to cover all learning domains and music really appeals to Auditory and Kinaesthetic learners. So I felt compelled by previous association with this little ditty to introduce to you "I Like the Flowers". https://www.youtube.com/watch?v=t6PKcnTGVX4 This is fabulous for children to sing in a round, great to work out hand motions and movements for those who cannot sit still and it is very catchy. Visual learners will love the colours too, so they are not left out of the mix. As a tool, this video meets all the criteria for learning. It teaches patterns, rhythm and promotes community. If you switch off the visual, you can challenge the children to write a story in their mind about what is happening in the song. The next step might be to have them draw their story and then laminate it into a book with the final step being that they share their version with their class as an oral presentation (reading it like a book) or a pantomime. The most popular version could then be read in a podcast and uploaded to itunes for others to enjoy. The children would be able to take part in all of these steps. Alternatively, as small groups the children could make up a dance or they could choose to use instruments to create their own song.

Useful tools in the classroom.

For the last couple of days I have been examining different tools for use in the classroom. In this blog, I am going to focus on just one tool, Windows Movie Maker.
 It is so important to keep an eye on not just what your learners are taking in, but how and why? You see, there has to be a reason for using a tool. You cannot just introduce something because it is pretty or makes you look good. Ask yourself questions about its usefulness as a tool. How is it going to improve your learning and the learning of your students? Is it going to provoke enquiry, interest and further investigation? Does it have a message? Will your students be engaged to want to look into an idea further? Will this tool be used in a professional, ethical and safe manner?
You have to be aware that posting photos or videos of students where they can be identified is not acceptable practice. However, with care, you can use children and they can use each other. Permissions need to be gained from parents and rights and wishes respected at all times. A video can be a celebration of learning. When made by learners, it can be used as a platform to showcase the work of students. The sense of achievement and the digital footprint can be used by the learner to assist in future endeavours too. It creates a sense of community as they work together to make their own videos.

 I made "My Family", a short video, using some photos I had taken, funnily enough on my son's school excursion to Alma Park Zoo in Brisbane last year. The animals provoke the questions, Am I your family? and Can you help me find them? To me this short video could be used to help children understand that though the Peacock is a bird and a specific bird of  beauty, he and his family belong to a wider world and are a part of the animal kingdom and ultimately a part of the world environment. Children can begin to think beyond "It is a bird" and begin to think about relationships with others. They can move to questions like:

•  How are they different? What makes them different?(patterns and connecting)
• Do they co-exist peacefully? (observing)
• Does the environment sustain these creatures together in a balanced manner? How? (Food, Habitat, Food chain dynamics, etc.) (critical thinking and exploration)
• Who am I? Are my family different or the same? Where do we come from? Do I make a difference to my world? How can I help to improve my world? (Tracing origins)
• Does everyone's family look the same? Is it alright to be different? Do my differences and similarities make me a part of something bigger? (Connections to family and the world, making sense of the world).

This in turn will lead to lesson plans about the environment and sustainability, scientific experiments,cultural differences and integration or inclusion,habitats around the world, just to name a few. There are many different paths that this little video can begin for a journey of discovery that will engage and create meaningful, relevant learning for all involved.

In Kerri Smith's book "How to be an explorer of the world" (2008) (as cited in Gregson,2012, pp.7-9) suggests that it is important to search around and look closely because everything around you contains stories and if you look at the puzzles around you, you will find treasure in the most surprising places.

Have a look at my video and see what uses you could put it to? Does it provoke any questions and give you ideas for future lessons? My mind is racing as I write this and I hope that this idea has extended your vision for the classroom using Windows Movie Maker (previous versions called Photostory). It is a wonderful tool.

References:
Gregson, R. (2012). Connecting with science education. Oxford, UK: Oxford University Press.

So I made a website and found that it can be a very time consuming task. So how would it be used in a class...

PLUS

This task would be great in a classroom situation as an all year project. you could have the learners begin with a blank canvas and they would then learn about various gadgets, introducing their own style to the web page and then documenting a passion that they have throughout the year. I can see many different outcomes where the learners would be able to practice for a real life experience. For instance, if their passion is ICT, they may choose to make a website around that passion, if a social advocate they might wish to monitor sites that have a social conscience and document what is happening from their perspective. It would also be great if you were able to get a family to take part in a historical record or online family tree web page where they document various family events, past and present. For instance, they could discuss how Auntie Lou was an emigrant and the challenges she faced when she came to Australia. The time line would then follow how the family has forged ahead and gained an identity of their own that is particularly theirs. A website can be used for a practice business venture too. As vehicles for literacy, numeracy and communication, websites and other  technologies are highly visual and according to Kress (1995) becoming more a normal part of classroom practice.

MINUS 

I found that there are limitations to a website. It is one of many on a search engine hit list and unless you know what your target is, looking for a website can be like looking for a needle in a haystack. It is also under the company that you have signed with and you have to pay domain fees and registrations to remain on the internet. Then, there are the problems with some of the 'buttons' not working once they have been uploaded. I found that one of my links just would not work, no matter how many times I loaded it. The only way I could see to delete the item, was to delete the page and begin again...Not an option after so many hours of fiddling. So for me, using tools in the classroom, the blog is definitely the winner with the wiki coming in a close second. Important to note that you need a plan for a website and linking it to Facebook and other social networking sites is probably the best way to get well known. Lastly I found that to have a website means that you have to be really aware of ethical and moral standards, safety for children and an awareness of what is being posted by the creator of the site.  It will really mean thinking hard about how to use this tool effectively, collaboratively and in a way that brings about responsible ownership by individuals. 

INTERESTING

Communication is used in a different manner to the traditional linear style that you use in letters, email, and face to face conversation. (Lowrie & Higgs, 2010).

To make sense of the available technologies my role will be to provide as many experiences to integrate as many media forms into the learning and to bring about critical thinking regarding their learning. (Anstey & Bull, 2006). For example, imagine thinking that everything you see online is real? Reminds you of the old adage that Granddad used, "Don't believe everything that you read" when you looked at a newspaper. 

So take a look at my effort...

http://quiltaholicsanonymous.weebly.com/index.html

References:

Anstey, M & Bull, G. (2006). Teaching and learning multiliteracies: changing times, changing literacies. Kensington Gardens, SA:   Australian Literacy Educators' Association.
Lowrie, T & Higgs, J. (2010). Theories of communication. In Ewing, R, Lowrie, T, & Higgs, J. (Eds.), Teaching and communicating: rethinking professional experiences (pp.12-21). Oxford, UK: Oxford University Press.

Digital Tools : What use is a wiki or a blog in the classroom?

What use is a wiki? Well, it is a fabulous tool that allows users to interact and collaborate together. You reply to a question and rather than making many phone calls, emails galore or texting up a storm, you allow the users to think about their responses and to respond within a time frame of the creator's choosing. This has real value in a classroom situation. I have broken it down into the PMI format for comparison, as follows:
Plus

• Interactions are well thought out and less emotion charged.
• Responses can be monitored for unacceptable interactions. 
• All invited respondents can be viewed, allowing the learning manager to see who is not attending, or who is struggling with the questions.
• Wikis can be formatted any way that you choose.
• A wiki leaves a digital footprint.
• Learners are engaged in a format that is familiar and interesting to them.
• This is a learning experience for all involved, including the learning manager.
• Parents can be invited to attend, thus forming relationships.
• Allows learners to access anywhere, anytime.
• Connecting with others to bring a change in ideas or the position you hold about an idea. Debate can help someone to make a decision.
• Help is close at hand with a button, thus this causes the user to be more self-sufficient and in charge of their learning.

Minus

• Importance should be given to monitoring interactions between respondents for bullying behaviours.
• This format is on the internet and requires users to have an ethical and legal standard of use.
• Answers can be edited and deleted inadvertently. Though retrieval is possible, this is time consuming.
• Outsiders can interfere with the process.
• Can be limiting if you only use the basic wiki template.
• Relies on the internet and can be difficult if learners have little or no access.

Interesting

• Younger students have learned skills through previous experience with this tool and others. It is often expanded through ICT (Information, Communication and Technology) links. One example they learn through is by accessing sites like http://www.technewsworld.com/  These sites and magazines give information on groundbreaking technologies soon to be released or the impact and consequences of actions taken in a world setting by tech saavy users. Some sites and magazines give user friendly information. Some use a traditional method to get their message across on television.
• This is not a fad. New technologies are being rolled out to the public faster than we ever imagined possible. It wasn't too many years ago that the Mac was the big thing in schooling and a computer took up the whole room. They were expensive, only performed the most basic operations and were not at all portable. In 2013, you can carry several around, link to an internet provider through various means (wireless, landline and satellite) and the information you can store on the device is amazing. You can even store it in a cloud. The wiki is just one more tool in an ever-changing process of elimination that is the ICT world. The best remain and the outmoded become trash or disappear slowly ie. MySpace, never to be seen again...

Take a look at my wiki to see how I would apply it for use in the classroom: 

http://learnerdiscovery.wikispaces.com/

 This is a tool that promotes learning in line with the Australian Curriculum. For example, learners will develop 'text structure and organisation',they will be able to 'express and develop ideas' and begin to understand 'language variation and change'(ACARA, 2013, p. 7). It is great too if you want to save time and paper.
 There are also tools that can be accessed from other sites that make it much easier to use a wiki. One site that has these connections listed is http://www.teachersfirst.com/ontools.cfm

So, let's look at what uses a blog could have in a classroom situation. Blogs are useful because:
PLUS

• They create interest and creativity
• Easy to use and access
• While comments can be made, the site information is edited by the creator
• They are useful for teaching skills to the uninitiated ICT learner.
• They more than a personal diary and though limited in its application, can be a medium for information exchanges.
• Parents, teachers and friends can view the information. Privacy settings can limit accesses.

MINUS

• One-sided information and is dependent on the creator as to how factual it is and the reliability of the sources.
• The world can access the site through search engines if settings are not limited.
• No challenges to create high order thinking like problem solving and critical thinking.
• Time consuming

INTERESTING
Facebook and social networking apps are more popular with the young generation. Blogs can be used as a commercial venture, but most businesses revert to using a website with their blog as a secondary concern after they become popular. This site presents 10 good reasons why blogs are better than Facebook for building a business. According to Patricia Redsicker of Social Media Today, she has tested blogs against Facebook and she found that the stability and control you have on a blog is a safer option than the more socially popular Facebook. http://socialmediatoday.com/predsicker/476102/10-reasons-business-blogging-better-facebook-infographic

Maybe blogging is not a bad option to teach young learners, who once they have tried social media, will be able to expand their talents and use them, if they choose in a business venture. To the above post, some respondents commented that using both blogging and Facebook was the best way to go, particularly if you don't have time to post regularly.

Reference and Accessed sites:
Social Media Today. (2012). 10 reasons business blogging is better than facebook [Infographic]. Retrieved from
http://socialmediatoday.com/predsicker/476102/10-reasons-business-blogging-better-facebook-infographic
http://www.technewsworld.com/
http://www.teachersfirst.com/ontools.cfm
http://www.wikispaces.com

 Just added another to check the process for Princess Sparkles. Be certain that you have the email address first then password, then url for your blog site. All need to be correct, or it will not load.  It should be noted that you have to choose a figure without a hat over it. These are for "Classrooms" and they incur a fee.
Once you have made one, any extra Avatars will load with no dramas. It didn't seem to work to add two to one post however. Happy Avatar making! I just love the voices and they really add class to the Avatar. Always wanted to be a Princess in India. Such a beautiful and musical language!

Avatars are the BOMB!

 So how cool is it to be able to make an Avatar and post it to a blog. If you would like to make one of your own to spice up a lesson or to impress your friends on a blog, go to this source:http://www.voki.com/

Learning Domains and Learning Styles. How does it affect my learning?

 Benjamin Bloom's(1956) Taxonomy has come up with three different areas of learning. The Cognitive, Affective and Psychomotor areas form the basis for these zones. They cover the ability to think and retain knowledge through mental analysis, emotions, how you feel about something and skills used in  the process of making things.
 As we grow we must master each task before moving on to the next. We must first learn to roll over before we can rock, rock to our knees before we crawl, crawl before we walk and walk before we run. After this we simply refine and develop areas based on these initial bases. This is followed by learning to jump, skip and climb. In the same way, our brains develop and each area is required to form paths before the next can be tackled and mastered. At certain levels of our development and growth, abilities that have been previously learned are eventually lost as the brain discards unused synapses or paths. Some, like language are able to be re-learned at a later time, but most are discarded. (Newberger, 1997, as cited in Beaty, 2010, p. 247) Those areas that are used, are strengthened and they branch out. My understanding is that these tend to be the ones that a person favours due to individual genetics, learned knowledge and environmental factors.
 It certainly raises the question, Does my learning style affect or have any impact on my brain development and refinement? I have no answer to this at this time, but will continue to ponder it as I learn.
 It was interesting that one of our tasks last week was to take a quiz on Felder and Solomon's website. This is to help to work out what sort of Learning Style you favour as an individual. There are eight types of learning style that are tested using lead-in questions within a questionaire. Each style has an opposite, thus Active/Reflective,Sensing/Intuitive, Sequential/Global and Visual/Verbal Felder, R. & Silverman, L. (1988) are tested here. At the base of my results is a box that explains how to measure the results.
After taking the test, we were asked to respond to some questions about the results. So, in no particular order I will answer those questions.

According to the above results, I will have difficulty at times because my visual learning style is so intense. On reflection, I find that I have moderate ratings and I will obviously understand 'lessons in life' by using a variety of learning styles within the frame of learning. I clarified that I like to do and see things done and I have to write or tell others information to retain it. Group activities and practical experiences assist to target core learning and interactions maintain healthy high order thinking.

 If you are interested in assessing your learning styles, I have provided a link here to the website. http://www.engr.ncsu.edu/learningstyles/ilsweb.html

According to Vincent & Ross (2001) Learning Styles can be divided to cater for learners into three areas for the classroom. They are Kinaesthetic (movement and making things), Auditory (Hearing) and Visual (Seeing).
To understand students and their learning preferences in a future classroom I would try to ask them questions like the following:
1. Do you like to take photographs,make movies, play games on the computer, write a blog or talk to your friends using Facebook or another form of social media? (Visual Learning)
2. Do you like to listen to or play music, poetry, rapping out a rhythm? Do you love to have a chat and tell stories? (Auditory Learning)
3. Do you enjoy being outside, moving to a beat, dancing or making something? (Kinaesthetic Learning)

To support the learning in the classroom I would use a mix of activities that would keep the attention of the students. There would be group activities, model making, role playing, musical interactions, the use of computers, iPads, interactive white boards and a variety of experiences that were pertinent to the content, but also of interest to the individual learners. An example might be an outdoor experience where you are using natural resources and you have invited an Elder from a student family to interact with the students and talk and develop an understanding of foraging in the bush. Where might this lead? It would cover Kinaesthetic, Auditory and Visual learners as you could have them present their ideas in a format of their choice.
Finally, regarding the question to support students in the classroom with ICT, I would be able to use it to provide structure, creativity, interest, and engagement through student involvement both physical and verbal.



Reference List
Beaty, J. (2010). Observing development of the young child. (7th ed.). Upper Saddle River, NJ: Merrill.
Bloom, B. (1956). Bloom's taxonomy of learning domains. The three types of learning. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://www.e-courses.cqu.edu.au
Felder, R. & Silverman, L. (1988). Learning and teaching styles in engineering education. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf
Felder, R. & Solomon, B. (n.d.). Index of learning styles. Retrieved from http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Vincent, A., & Ross, D. (2001). Learning style awareness. Journal of Research on Computing in Education, 33(5), 1-10.

TPACK... What is it?

For those of you who think I have gone giddy and have started spouting some new language associated with mobile phones, I am here to let you know that I am of sane mind (well, most of the time!) and I know what I mean. Finally, TPACK is nothing to do with mobile phones.
 So, what on earth is TPACK? Well, today I learnt that this is an acronym for The Technological Pedagogical and Content Knowledge Framework. What a mouthful!
So, what is it?

To understand this we have to look back a little. In his article, "Those Who Understand: Knowledge Growth in Teaching", Lee. S Shulman (1986), explored what teaching had become and where it was headed. He explored the way teaching was in the late 1800's and then compared the curricula expectations of that time with what was taking part in the 1980's. He discovered that there had been a shift in the training and focus that teachers were given. Previously, the focus was on the content that was taught and the more modern style was on the practical application of teaching with less content knowledge expected. He felt that this was an unpalatable situation and decided to continue to explain his theory that teaching should be a combination of both. This required the teacher to show and discuss content with students in such a way that learners would begin to expand, explore and explain the content, not just repeat the basics, as in rote learning. In essence the learner would think intensely about the subject, own it and develop their own knowledge and in turn, be able to explain it to others.  He called this Pedagogical Content Knowledge (PCK).
Since that time, Technology or ICT (Information and Communications Technology) in all of its forms has become as common in useage as a pen and paper was previously. The dilemma has become how to convey the skills to others so that the learning is felt, seen, heard and known, even at the deepest level.  It also must be done so that each individual learns in a way that they are comfortable and  they are able to assimilate information in their own preferred method. If you are someone who learns through a hands on experience, you may have difficulty learning in a traditional classroom, so the teacher tailors the lesson to meet your learning style.
TPACK is where all three areas, Content Knowledge, Pedagogical Knowledge and Technological Knowledge meld together to enhance and emphasise the skills of the learner for valuable and in depth learning to be conveyed and take place. The student is lead gently through a series of tasks until understanding is complete. The outcome is that the learner has this information deeply embedded and is able to fully understand and if required, pass it on to others.

A learning experience that embraces these areas is attached in the form of a video. The explanation given enabled my understanding and I submit it here for your further information.



http://www.youtube.com/watch?feature=player_embedded&v=UDhyiQSPHTc


Reference:
Figg, C. (2011, Oct 18). Understanding TPACK: The Professor [Video file].Retrieved from http://www.youtube.com/watch?feature=player_embedded&v=UDhyiQSPHTc
Shulman, L. Those who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2),4-14. Retrieved from http://www.jstor.org/stable/1175860

Wiki participation- A Reflection on "Mobile Phones- Should they be in the Classroom".

Mobile Phones-Should they be in the Classroom?

This blog is a review of learning that took place during a collaborative group wiki using technology as part of the learning process. The subject line above was discussed and the set task was to break down the process for others who may not, as yet, have had an opportunity to take part in that sort of group activity. The first question to answer is what form does a wiki take?

What is a Wiki?

A Wiki is an online forum for collaboration to take part between groups of people. It is used to help people clarify and debate the positives and the negatives of a topic for meetings, lectures and for opinions about products. It can be used by anyone to help to work through an idea or an issue. Some companies and universities are using these forums to help their people to see another point of view.


They contemplate things they may or may not have considered and then make a logical and hopefully less emotive decision on subjects. It also provides positive feedback and a stepping stone for moving forward. It should be noted that wikis are forming for other areas of exploration. Two such areas are gaming and entertainment. One popular space for such forums can be found on the following link:
http://www.wikispaces.com/

How does a wiki work successfully?

The next part of the analysis is how to set up the wiki so that it doesn't collapse or become confusing. It is important to remain in control of the topic, give it some form and direction so that the participants can clearly follow the order of the process that led to the end result. A great way to proceed is to follow a process that assists with the learning process. The author, Edward de Bono (1970) discusses in his book, "Lateral Thinking- A Textbook of Creativity", that to extend thinking can be taught and that it creates the ability to think laterally, creatively, with insight, and at times humour. It is here that the theory presented in 1985 comes into play. First lets look at what sort of format is used for this task.

Six Thinking Hats.

 Edward de Bono's (1985) theory, places an 'imaginary' hat upon your head in a variety of six colours, each worn one after the other while you ponder an idea. Other people form a group of no less than 3-4 to collaborate with you.
The experience of wearing Six Hats will "allow us to conduct our thinking as a conductor might lead an orchestra" (de Bono,1985,p. 11). All should wear the hat at the same time and then each will switch to a new way of looking at the issue by 'putting' on another colour hat. After each hat has been worn, the group will be able to assess each person's response easily. Visually you can see the responses by and to the hat colour worn within each section of the forum.

 An assessment can then be made to come up with an overall plan of attack to move forward. This is appropriate whether you are looking at promoting a product, building a new complex and assessing environmental issues etc, or merely throwing ideas around in a debate over a question.

 Richard James(n.d), a Chess Master and Teacher from England, explains Edward de Bono's (1985) "Six Thinking Hats", from the book of the same name, in a visual way. (see the link below).

Edward de Bono's 6 Thinking Hats are explained in detail on these two links:

http://www.richardjames.org.uk/hchlogic/thinkhats.pdf

http://www.mindtools.com/pages/article/newTED_07.htm

Comparing ideas.

Whilst taking part in the wiki, it was proposed that the participants measure what sort of learning experience it provoked and promoted? Each area of reflection was broken into the coloured hats and each participant placed their name and reflection in an online format so that comparisons could be made and comments and responses listed. The following is my personal recollection and reflection.

 Reading the thoughts of others, as opposed to discussion in person, was a new and exciting experience, though at times a little repetitive. The comments were easily understood and though there were generally few research links attached, the forum was a great practice stage for a later show.

 Initial perspectives were somewhat limited in their subject knowledge, with much attribution given to fear based, social preconceptions. Perspectives can and do change over time though,  and it was clear to this reader that initial responses would change as the collaboration continued. On the positive side, many ideas for progressive movement and thinking were entertained within the different hat sections. Without the six hat formatting, it would have been easy to lose the direction the conversation was taking and the topic itself could very simply have been diluted, changed or even lost.
 However, on reflection, connections were made through technology (connectivism). This was followed by behaviourism (learned things we do), as it began its journey through repeating the steps in the format to enter information. Then cognitivism was met on the level of short and long term memory, and finally constructivism, was met in the social arena. Vygotsky (1978) suggests "human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them".Cole & Gauvain (1977, p. 34)
 So, it appears that as a student I have taken part in a learning journey, as a child growing into the life of those around me, one I had not experienced before, but one that I hope to use again into the future.

Learning in a classroom. The future.

A wiki is an intelligent use of space where others can help to sort in a logical manner all ideas, thoughts, research and results. In a classroom it has potential to include those who would be hesitant about taking part in a more in person or public scenario. Those students who are great at auditory activities would benefit from placing their responses in an online forum. Kinaesthetic learners would be able to use their tactile senses to input their thoughts. Opinions will then be placed where they belong and the facts organised to bring about real interest, ownership and activity. I would find a way to simplify the process for younger children, but for teenagers and tweens, this would have real value as a tool in the classroom and would embrace the TPACK (Technological Pedagogical and Content Knowledge) concept. I will discuss this further in my next blog.

Reference List

De Bono, E. (1970). Lateral Thinking: A Textbook of Creativity [Kindle Edition]. Retrieved from http://amazon.com

De Bono, E. (1985). Six Thinking Hats. NewYork: Little, Brown and Company.

De Bono, E. (1991). Six Thinking Hats (or modes)[Diagram].de Bono Thinking Systems, Clive, IA. Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm

James, R. (n.d). Edward de Bono's 6 Thinking Hats.Retrieved from

http://www.richardjames.org.uk/hchlogic/thinkhats.pdf

Mind Tools Ltd. (1996). Six Thinking Hats [Video file]. Retrieved from
http://www.mindtools.com/pages/article/newTED_07.htm

Wikispaces Tangient LLC. (2005). San Francisco, CA. Retrieved from http://www.wikispaces.com

Vygotsky (1978). Mind and Society. In M. Cole & M. Gauvain (Eds.), Readings on the development of Children (2nd ed., p34). New York: W. H. Freeman & Company.

For those of you who have new iPads, I have a link that may assist. Our school recently rolled the technology out to the entire student body from year 1-12. There are some amazing ways to use your new device and sometimes you don't have time to find the answers.
 Reading this blog regularly should assist to work out the ins and outs of an iPad. Written by our school's resident guru and P-12 Digital Learning coordinator, Mr Adam King, http://www.theworkpad.blogspot.com.au/, this blog will become a great manual or 'go to' if you have any trouble or know someone who is struggling with what to do with their iPad. So, dive right in and have a lookee...

Multiple Intelligences

My ELearning course has suggested a task to complete. I looked at the breakdown of each Intelligence and tried to guess which ones I thought I would favour. Then I had a look at the results for those who are 19 and over,living in Australia and Female. Quite an interesting pattern it made on the graph.
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/results/results_action.cfm

 So...
After looking at the Multiple Intelligence Page I was interested to be able to complete the test. I found the results were very strong in quite a few areas and though less certain in some, not as non-existent as I had previously thought.
 After all, if you know me, you know I cannot sing to save myself and music is something I think that you have on to keep you company! I even had some Musical Intelligence in my make up. AMAZING!
 I looked again and while I knew that I was leaning towards the Visual/Spatial, Linguistic and Interpersonal Intelligences, I was surprised by the depth of the Kinaesthetic (Body Smart) Intelligence. Seems I might have to take the test again at a later time, to see if it has changed.
All of this makes you wonder how you would use it in the interactions with your students? For me personally, using computer skills and visual aids in learning is a huge bonus. It sure beats the old, stand in front of the class and lecture until their eyes pop out, method from my days in school. (No offence to the teachers who had me in their class). For some individuals it is being in the outdoors and getting hands on with sport or nature, or science. In today's classroom learning is all about engagement, so if you can work out which way your students learn well and adopt a number of those styles, you will be ahead of the game...i.e. no sleepers! That has to be a bonus, don't you think!

If you want to have a look to see which of Howard Gardner's Multiple Intelligences you favour, click below...

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm

References:
Gardner, H. (1983). Frames of mind: The theories of multiple intelligences. 
             New York: Basic Books.
Birmingham City Council. (2002-2013). (bgfl). Multiple intelligences.
             Retrieved from http://www.bgfl.org/bgfl/custom/resources_ftp/
             client_ftp/ks1/ict/multiple_int/what.cfm
                                                      

My first post: Adding content in your blog...

Making a blog and adding content can be daunting for the uninitiated... After setting up the all important blog it is important to add interest. So let's dive right on in!

Adding Content

Apple iPhone5

Source: http://www.apple.com/iphone/

or

image source:

If you want to add an image, you first save the picture to your computer, or choose to click and copy the image from the web. If you don't own the image it is important to attribute the ownership as it is classified as property. So, though you love it, say where you got it.
 To do this, you can simply copy and paste the link from the URL bar at the top of the web page. (starts with http:// www.) You return to your blog 'post' page. Now click the link, using the button of the same name on the "Post" page. Another way to do this is to place the wording 'image source' and by right clicking on that wording, you can then paste the URL address into the bar provided. When you save this on the post page, you should be able to click on the words, or link on the view your blog page and it will automatically take you to where you need to go.

HTML tab on Post page

This shows the wording code of the page and each end of the writing has brackets and backward slashes at each end of the wording. Sometimes you will need to embed an image or some content in another format like a video. 
 To do this go to the site the video is posted. This may be a site like "Utube". Now find the video you want to save to your blog. Click on the share button and then the embed button. Next step...

Embed the Video

Copy the link that is now revealed when you clicked on the embed button. (Right click your mouse and scroll to copy) Return to your 'post' page and click on the HTML button with the coded writing.  Again, Paste with the right click and scroll of your mouse. The video will now be embedded. Make sure that you have clicked at the end of your writing (where you would like the image) and not in the middle of your text. If you make an error, simply go to the undo button with the arrow (next to the HTML button) at the top of the post page. Update your post and save the changes. Now you can view your work to check it is all correct. If not, go back and re- edit the post until it is as you would like. When you are satisfied you can send a link to your friends to view your latest post. 
Congratulations to you on attempting what you thought was difficult... If you have followed these steps, you have now placed both images and videos on your blog. Well done!