A response to Alex’s reactionary post

I have just read Alex’s reactionary post to Loren Watson’s review of “http://www.mmischools.com/“. Questions have been raised on the value of wiki sources, suggesting they are replacing textbooks as a source of information and the reliablity of these sources is under discussion.
Reading this Alex’s post has reminded me of an article I have previously blogged about; Wikipedia: Ban It or Boost It?.

This post highlights the benefits of using a Wiki site, some of which included, the fact that it is very current and up-to-date because people can edit and change the information when relevent, that fact that Wikipedia offers information on topics that other encyclopedia’s would not. Considering just these reasons alone, I agree with Alex that internet sources are valued sources. However, I think that when completing certain assignments topics it is necessary to refer to textbooks and scholarly resources, to add credibility to your work and show proof of thorough and well-rounded research.

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Attribution: Image: ‘My Grace Park Photo On Wikipedia’
www.flickr.com/photos/49503002894@N01/384123150

A reaction to Matthew’s post; Learning Designs

During this semester I have been involved in creating my own learning design, using the LAMS Community. Matthew comments that ‘there has been some concern about the ‘practitioner-friendliness’ of some of these spaces’. I have to agree. I found the process of creating my own learning design quite tricky and the function of each component confusing to use. Having said that, I’m sure if I had more time and had a worthwhile topic to expore, then I would learn how to use and manage the program effectively.

Attribution: Image: ‘I am Here for the Learning Revolution’
www.flickr.com/photos/31442459@N00/2516648940

A reaction to Robyn’s blog; Can Technology Drive Change in Professional Development

I have just read Robyn’s blog. Her thoughts regarding various articles and reports, suggest that technology be used as a tool to create and facilitate ongoing sustainable professional development for teachers. This has provoked thoughts of a previous post of mine, regarding the role of collaborative editing programs in Primary schools. Teachers could use this program as a means of professional development. Those that conduct the professional development programs can create topic areas or an agenda for the seminar, making the document available to their participants prior to the seminar. Whilst the seminar is conducted, a selected few teachers elaborate underneath the topic area subheadings, and those teachers who were unable to attend the program add their thoughts (linking to other professional development seminars), synthesis and organise the notes, or simply edit the notes. Because not all teachers are available or allowed to attend every professional development seminar, creating this concise and helpful summary of the seminar topics allows for all teachers to benefit and learn from their colleagues.

Attribution: Image: ‘MEL_ 065‘
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Inspiration – the world of mindmapping

Click here -> inspirationpodcast to hear my thoughts on an article about the mindmapping program, Inspiration.

Click here to view my mindmap.

Collaborative editing programs – can they be used in a Primary setting?

Having just read an article that outlines the role, significant and implications of collaborative editing programs. I have never knew such programs existed! As a student, I think using this type of program would make note taking and group assignments a lot easier and significantly less time consuming. Implimenting such a program within Primary schools can assist teachers in collaborativly developing their subject programs, official letters and documentation can be overseen by administration and students could learn to use the program to complete assignments. With a recent focus on collaborative learning such a tool will ensure students are actively engaging and considering educational content, and furthermore they are involved in a new technology that is not your typical learning experience. Collaborative editing programs present opportunities for distance learning, for those students who are geographically isolated, physically disabled or are unable to attend school because of family obligations. Although, significantly useful to high school and teritory students, these programs can be successfully used within Primary schools; teachers, administration or students.

Attribution: Image: ‘Editing.‘
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Technologies are fostering family communication…and more. My thoughts on Amelia’s post

I have just read Amelia’s post on how new technologies can help bridge the gap between parents and their children. She suggests that blogging is a great means for communication, where parents can leave comments on students’ work and academic progress. I had never really considered how much technologies can assist in creating benefically connections between family members. But now that I have thought about it there are a number of other ways parents and their children can stay in contact. For example, mobile phones, emails, facebook, msn. What is great about blogging is that there is an opportunity to publish student work for parents to view and react to. Creating a classroom bloggging site could be benefically for both children and parents, as well as parents and teacher communication. Blogging sites present many opportunities for improved communication and positive reenforcement and discussion.

“Making History Come Alive”

I have just completed reading, Making History Come Alive, by Howard Levin. This article details a school history project were students have interviewed European Holocaust survivors, and published online transcipts and edited footage of the interviews for the public to view. Not only are these students learning about Historical events but they are engaging in a progressive project that ‘provides a public service’ and ultimately contributes to the Historical documentation of significant World events. Technology, in this day and age, is a powerful tool. Not only does technology continutally providing opportunities for learning, but it seemingly offers alternate means of documentation, and offers it freely to the public for viewing via the internet. Levin and his colleague have successfully intergrated technology into the curriculum, allowing students “to discover history through people who have lived it”. They have used to the internet to reflect on their experiences, and are able to use the technology tools to collaborate with other students, teachers and interview participants, who all share similar goals. Although this project was significantly funded, similar results can be created using downsized equipment. It is an exciting prospect to think that I could be involved in a project as powerful and worthwhile as the one Levin has created. Involving and intergating technology into the curriculum definately allows for interesting and varied learning and teaching, and I will strive to create such project within my classroom. 

Attribution: Image: ‘Eva Heyman‘
www.flickr.com/photos/99247795@N00/458199967

“From Powerful ideas to Powerpoint”…a contradiction

I have just finished reading an article that outlines claims about children’s computer and electronic games that are contradictory to my preview post. After reading “From Powerful ideas to Powerpoint“, I am reassessing my option on such games on childrens development. The article specifically talks about the computer game, SimLife. The author details that her son often plans this game, and yet there is not reasoning or questioning to what he is particpating in. Children have no answers to why fictional characters are behaviour the way they are, nor why there are included, and they don’t really care. There is no depth to their learning or understanding of the game, they merely know enough to get by, and win the game. This raises questions about the educational value of many of these computer games. Obviously, there are games created for mere pleasure, and ones created for educational purposes, however for the amount of time that children spend on these games, you would hope that they would be gain something educational out of them. 

My Thoughts on Catalina’s blog; ‘High Score Education’

Catalina reflected on her readings of an article that explores how children are able to learn various skills and knowledge whilst playing computer or electronic games. She offers examples of various games that encourage and foster chilren learning; memory, visual recognition, reaction time, Mathematic skill. 

Whilst there is a continual steady growth of technology and children are becoming more interested in using electronic toys and games, I think it is the perfect opportunity for children to practise and develop their skills and knowledge in a variety of areas. Although one game may not be able to cater for all their developmental levels and needs, these games are still encouraging them to practise and revise some of what they already know and potentially teach them something new.

I welcome companies that take advantage of new technological advances and incorporate an educational purpose within them. 

My thoughts on Claire’s post: “Who’s teaching who?”

Claire has reflected on her experiences using as SmartBoard for the first time (Claire’s post), and found herself resorting to asking for ‘helpers’ in her attempt to use the board & offer the children a worthwhile learning experience. I agree that it is often hard for teachers who are unfamilar with new technologies, such as SmartBoards, to use and integrate these tools into classroom experiences, and find it more often a hindrance than a benefit. Claire suggests that if she had troubles with such a technology, imagine how a teacher unfamilar and relucent to use technological tools would handle a SmartBoard. I agree that it is concerning that some teachers would have difficulty, however not all teachers. On one of my practical experiences I was placed with at 50+ year old teacher who had a SmartBoard in her classroom, she has been teaching for over 20 years and she used the technology will ease. She was showing me tricks and functions I otherwise would not have been able to do. Admitedly she had completed a training course in how to use the SmartBoard, but she has been teaching for years and is just as aware and capable as a young, fresh out of university teacher. I believe if teachers have the right attitude to technology then it is not as hard as it seems and with practise and continual training, soon we will be showing students how to use technology, instead of teachers looking like the uncapable ones.