Note: Only blog posts that warrant referencing have been listed below.
2010, ‘Cyberbullying [includes teachers notes]’,Bullying in a cyber world: Volume 4 – Ages 11-13,vol. 4, no. 1, pp. 22-33, retrieved 28 May 2012, <https://d2l.deakin.edu.au/d2l/lms/content/viewer/main_frame.d2l?ou=29176&tId=1352251>.
Powell, W 2012, Cyber Bullying – A Question Punishment, ASPA National Weblog, retrieved May 26 2012, ‹http://aspanational.files.wordpress.com/2012/02/main_cyberbullying.jpg›.
Catalano, F 2012, Which Device Will Win the Tablet Battle?, Mindshift, retrieved May 20 2012, <http://blogs.kqed.org/mindshift/2012/05/which-device-will-win-the-tablet-battle/#more-21205>.
The Telegraph 2012, iPad 2, Telegraph Media Group Limited, retrieved May 19 2012, <http://i.telegraph.co.uk/multimedia/archive/01567/ipad2_1567432c.jpg>.
Phone Quotes 2012, Uses of Mobile Phones in our Day to Day Life are just Expanding Day-by-Day, Phone-Quotes.com, retrieved May 20 2012, <http://www.phone-quotes.com/wp-content/uploads/2012/03/Mobile_Phones_d.jpg>.
Olson, D 2008, Lenovo Think Centre, Slippery Brick, retrieved May 20 2012, <http://www.slipperybrick.com/wp-content/uploads/2008/10/lenovothinkcenter-sb.jpg>.
Focus Technology 2012, ‘Made in China’, retrieved 20 May 2012, ‹http://image.made-in-china.com/2f0j00dMfTcURBsegQ/Interactive-Whiteboard.jpg›.
Feinberg, J 2011, ‘Wordle’, retrieved April 27 2012, <www.wordle.net>.
Borg, N, O’Hara J 2012, ‘Edmodo’, retrieved April 12 2012, <http://www.edmodo.com>.
Howse, T 2012, Technology, Confessions of an Undomestic Goddess, retrieved March 7 2012, <http://www.tamsinhowse.com/blog/wp-content/uploads/technology.jpg>.
As I come to the end of participation in this unit I walk away with a depth and understanding about technology and how it can be used in classrooms that I certainly did not have prior to undertaking and learning about the materials, resources and discussions set for this class. I know I still have a lot that I can still learn, but it is definitely clear in my mind that I am much more confident in technology use for classrooms than I was at the beginning of March. I have a wide range of programs under my belt, and while some I did not get to play around with as much as I would have hoped, I have a name. This means that I now have enough content to go off and explore myself, and work out what works for me as an educator and to realise which of these I would most want to use with students (dependent on age level) that I teach.
I am very excited on undertaking the next part of my journey with the programs I now know well, the programs I would like to explore and most importantly now not being scared to search and discover brand new programs and realise how they might be used with students in the classroom. I feel technology is an integral part of teaching and education and can open up a huge range of opportunities and ideas for students. So, therefore, I feel it is an area within the curriculum that I wish to make sure I include thoroughly, and also ensure I incorporate technology into my teaching in the future as a teacher, and current practicums I am undertaking. We live in a highly technological world and this should be reflected within the classroom.
With the introduction of social networking, mobile phones, chat rooms and instant messaging services this is an issue that is becoming increasingly more evident within society. Technology is a great tool and has so many benefits for students in the classroom and also in their home environments. However, in order for students to use this technology it is also important for teachers to be aware of, and educate students on cyberbullying.
I read up on an activity recently for schools that educates teachers and students on cyberbullying and how to handle it. I found it intriguing and informative and it really got me thinking about this rising problem within our society. As stated ‘cyberspace knows no boundaries and a target has no reprieve or safe haven from his or her tormentor’ (2010, p. 22). Therefore this has me thinking more strongly as an educator to teach students about good behavior towards others, and to have them understand that any kind of behavior on such levels whether in person or online is not acceptable, that it can have disastrous results. Students need to also be aware of what they are posting online, and I believe, and these activities reiterate that as an online user of different websites students have the ability to ‘lock their profile, blog or webpage – allowing only selected friends access to their information’ (2010, p. 22) as well as making sure they are aware that they can block certain numbers from their mobile phone calling list.
The exercises and activities within this booklet then have very well set out worksheets, invaluable to teachers and students as they really need to be aware of this issue. One page has a few questions and scenarios that really get students thinking, and maybe even subconsciously aware that this behavior is not acceptable. The more you subtly reiterate this behavior in a negative fashion I believe the more responsive students will be. If they think they may be doing this to a student, they may take a step back to think about how it could be effecting that individual. Often students don’t speak up if it is happening to them either, and this may allow students to quietly mention to you at the end of class they feel they are in a situation of cyberbullying and are not sure what to do.
The worksheets and activities go on to include mock journal entries on how students may be feeling in vulnerable situations, how to write blogs and deal with that kind of community online and also legal implications of some kinds of bullying. This not only opened my eyes up to this concept more but I felt it to be a great resource to use in schools. Even if the worksheets aren’t used directly, activities can be based around the sheets to provide a more hands on approach (which may stick in students minds more).
A great read and great resource!
Technology is always changing. It is always evolving. It is always being updated, and hence this will always be the case. Nothing will be around forever, simply because something new, more exciting, more innovative and more technologically advanced will come along. New devices, software and ideas are always in the works.
When it comes to the iPad, it is no different. I recently read an article that stated that ‘it’s only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education’ (Catalano, 2012, p. 1). It really got me thinking and I believe it is the same with ANY kind of device and/or technology! Yes, computers have been around for a long time, but they are certainly not what they were when they were first introduced to the world. Laptops are now the thing, and very few people seem to own desktop computers these days, or if they do it is mostly for business purposes. Mobile phones as well have been adapted to include so many extra features that you can now be connected to the world 100% of the time. They are no longer simply a device for making telephone calls, or sending a quick text. They have the internet, photo and filming features and don’t forget all the applications that smart phones allow you to download!
With the introduction of iPads, this has changed the use of computers and laptops considerably. Working in a store that sells iPads myself, I have spoken to customers on a daily basis about their use of the iPad compared to their computer, and many barely even use their computers anymore if they previously only used their computer for social or home use. I have also had the privilege of talking to many teachers about the use of iPads in the classroom through this job and have discovered that it is very much true that technology comes in, and is phased out often very fast for something better. The Interactive Whiteboard or the Smartboard as some call it was only introduced into schools within Australia a few years ago. Some schools are already phasing it out and opting for the use of iPads instead. The iPad has the ability to be hooked up to a projector, and therefore as many teachers have said, the iPads can be a large screen and a personal computer all rolled into one – with all the Apple Apps to match!
Who knows what the future holds for this technology like any other technology, but right now, it is a very useful device in education!
Wordle is a concept I had heard before prior to this unit, and had seen some already made Wordles but had never previously known how they were created or really looked into the benefits of them.
To make a wordle you only need a simple amount of skills such as knowing how to correctly spell the words, having basic typing skills and also you need to have knowledge of the reason for making the wordle. It would be silly to make a wordle for kids, or have kids create a wordle for reasons you are unsure of.
A wordle can be used in many ways for teaching. You could use it for word association, show off the weeks spelling words, what to remember for certain topics and for many other areas within the curriculum.
However, the wordle programers may not have considered a few things when designing the wordle such as
- All the educational benefits, therefore with realising these could make improvements
- If using the words at prep, it cuts out the frequently used words initially, which you may want to use in a wordle as an exciting way to display them. This can be a hassle to have to add back in.
- Could be improved by more moderation of the uploaded wordles. Potentially have a education section.
- Should have options to be able to change the shapes – could have topic words and shape them like the topic
The wordle is definitely a tool I will try and use in the future in the classrooms and I know through more and more use of it I will come to be aware of all the benefits it can bring to teachers, students and the classroom.
Edmodo was designed as a Facebook like format for students, teachers and parents to communicate ideas with each other in a new and innovative fashion. Edmodo is a concept that I had heard about but had not had the pleasure to use prior to undertaking this unit. While playing around with this site I found that it had a similar skin and appearance to Facebook but marketed at education. There are many features available on this site such as
- General posting by teachers and students
- Assignment submission
- Being able to respond to other students posts
- Being able to post images and links
The sight is only accessible by those who have permission, and the teacher can chose whether they want to allow students to openly post or whether all of their posts need to be moderated. I found it to be very easy to use and a great way to have a student community and use a different medium for students learning. It was very easy to use and everyone using it during John Pearce’ lecture picked it up very quickly and learnt how to use all the features. It creates a sense of independence for students, despite being monitored by their teacher, and allows students to become aware of the need to be wary of what is written online, at a young age prior to them jumping onto Facebook or Twitter when they are older – it allows for discussion of this.
Over the past few weeks the main focus has been the planning, writing, making and editing of our Stop-Motion Animations! This has been a great experience and has really opened up my eyes to a new kind of way for students to process information. It is a new idea for me to use in the future with kids and I can definitely see the benefits of using this animation with students in the classroom. I am always looking for different ways to engage students and interest and excite them on a particular topic and this idea had not crossed my mind before, nor had I had any idea how this concept might work.
I am very confident with this idea now, and know that students would thoroughly enjoy making this kind of video animation. They can use it as a new way to present information they have or are learning in a particular topic area at the same time having a lot of fun with it, using team work, information technology skills and will be writing a script most likely so this will come into account as well.
Below shows the processes we went through in order to construct our stop motion, which we made using images in photoshop mostly.