Digital Blurring

Game based learning,  click here to see the benefits. Gaming is something that happens each and everyday not only at school but also at home, as an educator we should be developing the skills of each student to ensure that what they are learning in the classroom can be taken and used outside. This can be done by using a range of technologies and software and providing children opportunities to explore and apply new or prior knowledge to different situations. Teachers can use interactive whiteboards, pc and even ipads to play games that challenge and engage students, games such as Sploder could be developed by an individual or the whole class, the game will challenge students by encouraging them to make decisions and problem solve, it will also develop fine motor skills such as hand and eye co-ordination and improve memory.  The game will allow for success and enable player to progress onto next stage or level, building childs confidence and ability to take risks.
Another way to encourage digital blurring in the classroom is to create Digital portfolios, this can be used to collect and display students learning and can also be used as a reflective tool for student to look back on. This portfolio would be something that could be used throughout a students schooling and would incorporate collective pieces that student may use when going for job interviews and into the workforce.

http://www.teachthought.com/video-games-2/6-basic-benefits-of-game-based-learning/

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Teaching Episode

 

TEaching with ITC

http://upload.wikimedia.org/wikipedia/commons/6/6e/Animation_training

Teaching Episode – Template

Year: 5

 

Lesson: Literacy Trough ICT

 

Resources:

TV  or Interactive Whiteboard

Computers

Topic: Persuasive Texts
Steps:

 

  1. Watch Behind the news-(Sports Drinks)
  2. Think- (own thoughts on topic)for 30 seconds

Pair-( share thoughts) with peer for 1 minute

Share-ideas back to class

  1. Introduce program Group Map

Explain-how the program works and what you want students to do

Expectation-tell students that I want 3 pros and 3 cons to support their thoughts

Time-set time for how long students have to complete pros and cons

  1. Teacher to circulate the classroom observing students engaged in activity and support learning
  2. Conclusion- bring all students back to the mat and display Group Map with everyone`s ideas
  3. Discussions- ask students why they choose these pros and cons
  4. Debate-choose a -side, encourage children to stand on mat, either for or against, encourage children to express their reasons and try to change their peers minds.
Evaluation: In evaluating the teaching episode I would be looking at the use of the program if it was used as I had planned. I would be reflecting on my implementation of the program, if my instructions are expectations were clear. I would also be evaluating if the children were able to pick sides.

Peer Marking and own Reflection

marked blog   Peer_Criteria_Blog (1)

After reflecting on the peer marking and feedback, I feel that both the marks and feedback that I received were fair and justified. The work that I presented in my blogs was not the finished product, on the day of peer marking I had a handwritten teaching episode but unfortunately it wasn`t presented in my blog and as I only reviewed my blogs in draft form on wordpress prior to peer reflection it was difficult to see and find any spelling or grammar mistakes.

After looking through all of my blogs I was able to identify lots of spelling mistakes and edit them, I also looked at incorporating some of the technology resources that we have used in the classroom and showed ways in which these resources could be used by myself in a classroom setting. I also looked at the links and the photographs used within my blogs to ensure that they reflected on the information/reflections within the blogs that I provided.

Lastly I looked at how the information in the blogs was presented and thought about what I had put in them from another persons point of view. I feel that anyone that views them will understand each topic, through the images and links provided will further build on understandings and hopefully raise questions and encourage engagement and awareness from audience.

 

 

Participation and the digital divide

solar powered internet cafe

solar powered internet cafe

Global Digital Divide

Global Digital Divide

http://upload.wikimedia.org/wikipedia/commons/thumb/b/bd/Global_Digital_Divide1.png/800px-Global_Digital_Divide1.png

Digital Divide

Digital Divide

http://fc04.deviantart.net/fs71/f/2010/073/0/8/The_Poorest_of_the_Poor____by_BenHeine.jpg

 Here is an article about low socioeconomics

Today  we are still experiencing a digital divide,  this is not just happening in poorer countries but everyday in well developed countries around the world such as Australia. The divide is being created through low socioeconomics with many families not being able to afford what is described by some as a luxury. This means that some children are not having the same opportunities as others and schools are being asked to “bridge the gap!”. High expectations have been placed on the schooling system ranging from the  parents, future employers, the teachers delivering education programmes, wider community and government who expect schools to produce students fluent technologically and be able to use and adapt digital and emerging technologies. Students themselves expect digital technology to play a major part in their school life. As an educator this means using technology to enhance learning and carefully selecting learning programmes to enhance lessons, however the use of digital technology can only be effective in  a learning environment when teachers know how to use it correctly, unfortunately many do not! Thus still creating a divide.

 

Digital Information

How to check for reliability

It is important to know that the internet is the prime weekly source for accessing information, however how do we determine if the reliability of the information we find is true?  Information that we acquire is no longer limited to books or single messages, multiple message appear that are hyperlinked have video and /or audio. The set up of false sites are very realistic and are difficult for an adult to determine if the information provided is true or not never mind a child. Therefore we have to remember that when using the internet that there are lots of unreliable sources of information out there. In classrooms it is the responsiblity of the teacher to  find safe and secure sites for children to access and The need to question reliability of findings on the internet.  When using the internet ensure that you have security software, when online shopping only buy from sites with padlock.

Please click to find some unreliable sites:

http://www.ibtimes.com/fake-tree-octopus-exposes-risks-internet-reliance-among-students-263707

http://www.edb.utexas.edu/petrosino/Legacy_Cycle/mf_jm/Challenge%201/website%20reliable.pdf

I myself only a few weeks ago engaged in accessing an unreliable site, I clicked on a link that a friend of mine shared, whom I know personally had put on facebook about accessing old school photographs fortunately the end result made me laugh but this may not always be the case.

Click to access this site  http://worldschoolphotographs.com/pages/wsp.php

During my workshop today I learned how to use pinterest, this is a great way to incorporate individual childrens ideas about one subject in the class, children can present their own work and then the class could work collaboratively to make a class board.

<a data-pin-do=”embedBoard” href=”http://www.pinterest.com/carol8539/living-in-the-digital-world/”data-pin-scale-width=”80&#8243; data-pin-scale-height=”200″ data-pin-board-width=”400″>Follow Carol’s board Living in the Digital World on Pinterest.</a><!– Please call pinit.js only once per page –><script type=”text/javascript” async src=”//assets.pinterest.com/js/pinit.js”></script>

 

 

 

DIGITAL FLUENCY

Digital Fluency

Digital Fluency

http://rd.acer.edu.au/article/digital-fluency-for-the-digital-age

As an educator building skills for  children to become digitally fluent they need to expose them to lots of different technologies, for personal skills to improve they need to be given lots of opportunities with a variety of programs and master how to surf the internet with the use of key words. Through consistent use of technologies  children learn and acquire new skills through trial and error,  these can be greatly improved by the teacher implementing basic practises and providing various experiences such as using technology for different types and ways of learning. The more exposure that children have engaged with technology will undoubtably contribute to their digital fluency. As educators we have to remember that not all children have access to digital technologies at home therefore for some children the only time that they get to experience using technology is whilst at school, this should be taken into account when homework and projects are set. Employers are also digitally expectant. Whether their employees are students doing a part-time job during their secondary schooling or people leaving the education system for the world of work, employers expect them to be able to use digital technologies (Howell, 2012). It is a teachers responsibility to ensure that students are given lots of opportunities to become digitally fluent.

 

Image

Prezi Presentation

Prezi Title

Prezi is a great digital tool which can be used in the classroom for students to work independently or collaborative. This could be used to display individual projects or also for the whole class to use when working on a set topic. This could be used an option for the teacher when trying to accommodate and meet the needs of individual students learning styles and abilities. Students who are not good at expressing their feelings, findings and beliefs by writing them down would find Prezi a fun and engaging activity. It is an easy process to follow, with the end result being creative and professionally set out.