Here we go…

I was impressed by Bronwyn’s post about rewriting fairytales using technology. I feel strongly about teachers contextualising information differently for different groups of students, and so getting students themselves to rewrite the fairytale is a fantastic idea. However, I am unsure of the idea of incorporating technology. Would this be more effective face to face? Even though getting the students to write digital narratives is a good ideas, I am tempted to think that f2f would be a more effective means of teaching as the technology seems to be an extra that may not necessary support learning, and may in fact deter from it. I would be interested to see how it would work in a classroom, because in my prac I also had year 2, and they would have gone crazy on the computers, and the digital narrative would have strongly lacked the narrative part!!

~Hannah

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Vivian’s question regarding my motives for using technology through her post was a tad confronting, especially with the statement that “If our reasons behind our implementation of technology are superficial, surely we will give up when it gets too hard”. This got me thinking – are my motives superficial? Am I just going through this subject trying to measure up just to get my pass so I can go back to my ‘we-should-be-sending-our-kids-outside-instead-of-to-the-computer attitude”?

I guess motives come down to experience. Some of my friends came home from school and played their Nintendo 64 [those were the days...] until dinner, then watched TV or went on the computer until bedtime. One family I know has no TV. They own a computer and their 3 kids (aged 12, 11 and 3) are allowed 30 mins per day on the computer, although the 3-year-old has currently no interest. The rest of the time they are encouraged to read or go outside and play with the other kids in the area. Do the kids feel they are missing out? Not at all. They go to friends’ houses and watch movies but are also amazed at the interest that TV holds for others their age. Do the parents miss being able to sit down after the kids have gone to bed and watching TV? Sometimes, admittedly, especially when there is sport on, but they usually go to their next-door-neighbours to watch it. They thoroughly enjoy talking to each other and also reading books. They also go to bed earlier.

Would I rather have the latter experience with technology? This family isn’t against technology itself, but cannot see the point in surrounding themselves in unnecessary aamounts of it. In an idealic world, I would be loving learning about the ways in which my technological experiences can advantage my future students in the classroom, but also my current students when on prac. Instead, this uphill battle is continuing. I think though, I will start small. My motive currently is to feel the satisfaction of using just one simple technological learning aid in the classroom and having it work enough so that learning has taken place. Something like podcasting. Until then, unfortunately my motivation won’t be very high.

~Hannah

I never actually understood Scratch – that computer program we used to supposedly create learning experiences as part of student constructionism. I had to open pre-made Scratches to see what you ended up with, but still had no idea what the point of using them was. That’s why I was pleased  to read Michael’s post on learning with Scratch. The article he looks at (which I also read) doesn’t actually tell you HOW to use Scratch, but WHY. One point in the article made me think – it stated that in order to be fluent with technology, you can’t just use already created material – you have to create it yourself! That for me was a bit scary – I’m incompetant enough with technology but thought that throughout this subject I was getting well on my way to fluency. Apparently not!! However, this was the point where I realised the importance of constructionism for our students – we can’t just let them use technology and think that this is enough to set them on their way, but allowing them to be imaginative and creative in designing their own programs, games, music and learning experiences means that we are actually doing them a favour in giving them the other side of technological fluency. I admit that I am a long way from creating my own technoloigcal anything (I still don’t actually know how to use this Scratch), but it just shows that the more you know, the more you know you don’t know.

~Hannah

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Having just read Alice’s post, Signing Science, I have to admit I had not yet considered the argument that not only can technology aid learning, it also aids communication. My father is mostly deaf, and I know Australian Sign Lanaguage (yes – there are different languages in signing too!!) and in year 6 was one of the few people in the school who could communicate with a new kindergarten child with a severe hearing impairment. Alice outlines the advantages that technology can bring to the classroom, including specifically the assistance of understanding and using scientific terms and symbols. Seemingly simple to those with no hearing loss, this is a huge step for those with hearing impairment, who previously found communicating (especially at the academic level that Alice is referring to) almost impossible. With this technology, people of all hearing (and sigh I imagine too) can express themselves in a quick and easy way, rather than writing down on paper what they want to say.  I can imagine the joy of being in a classroom of a child with hearing impairment who feels just as capable joining in a class discussion as any other child in the class.

~Hannah

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Reading Dr Kearney’s blog: Young people as ‘digital bricoleurs’ I found myself agreeing with his thoughts regarding the ‘new media activities some children are participating in’.

I think it is great that students have so many ways of expressing themselves using the variety of technology available to them. When teachers (who have the confidence) take the time and effort to plan and provide activities such as digital video creations or even podcasting, which are meaningful and engaging to students, it generates a deeper learning by students and a place to share their work with a potentially huge audience. What student wouldn’t like that?

Clarissa

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Hi have a listen to my podcast…  thoughts-on-podcasting

Information for this article e:update 5- ”Possibilities for literacy learning through podcasting activities” by Lisa Kervin can be found at http://www.elit.edu.au/Buy_books_/_articles/page__1247.aspx

Clarissa

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Recently, I was reading an article by e:lit (aka the Primary English Teachers Association)- e: update 4 “Using multimodal Texts and Digital Resources in a Multiliterate classroom”. It provides practical information about using multimodal texts and digital resources to enhance learning activities in a multiliterate classroom at all levels of schooling. Well worth a read if you can get your hands on a copy.

While I am still finding ways to integrate technology into my lessons, I thought it is great that there is a professional organisation which supports teachers with ideas.

I have noticed that learning today has become more visual than when I went to school in the 70’s and 80’s. Students also seem to be more engaged by these visual stimulants, they are learning in new ways. Having “a multiliterate classroom aims to empower students to cope with current and future change by developing a repertoire of resources about literacy that they can draw upon and use in any situation”. I feel this is essential for all students as it will help them not only communicate successfully within their school community, but in the outside world too.

The article really encourages teachers to think about the pedagogies used when facilitating learning.

There is even a course being offered if you are interested, so take a look.

Clarissa

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Penny, I agree with you that it is so important to find out what kids think about the way they are learning, especially since interactive whiteboard (IWB) seem to be popping up in so many classrooms theses days. Up until prac, I too had not had experience using an IWB in teaching. After having a crash course by the librarian at my prac school ( who happened to be a natural at explaining IT related issues), I thought I’d give it a go.

The students were very excited as their teacher did not have the confidence as yet to use the IWB. From the first lesson I did- using it as part of a lesson to download and watch a video to enhance a values lesson I was teaching- the children seemed hooked. So gradually I incorporated the use of the IWB more building my own skills and the skills of the students as time went by. One of the most sucessful lessons I used the IWB had all students throughout the lesson having a turn- completing a puzzle, writing on the IWB or navigating the information themselves.

Everytime I taught, the students were very keen to incorporate somehow into each lesson the IWB. While they were very excited, and the IWB was new, I do agree that students did enjoy using this form of technology as part of their learning. Watching another class undertake a lesson using the IWB I too found students highly engaged and working as a team.

My only concern is that students do get board quickly, so how soon will they become board or tire of this new technology? I suppose the key is to use the technology to enhance good pedegogy, not use it to kill your teaching.

Clarissa

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I too found the program ‘Scratch’ interesting. Used in the right context I believe there is alot of potential for students to apply their skills.  I do feel that after experiencng the program myself it would be more suitable for stage 3 primary students or high school students. The article Michael is referring to highlights that using a program such as Scratch enhances learning by allowing students to express themselves more fully and creatively, helps students become logical thinkers, and helps them understand workings of technologies that they encounter in every day life.

This is a program I would like to explore further as to how I could include it in my classroom.

Clarissa

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When considering what I have learnt about technology so far, my honest reaction is “It’s not as great as everyone says”. My overwhelming feelings about this semester’s learning is that it has been a long trudge up a steep hill and I’m still looking for the peak at the top – the “ah ha” moment and the enjoyment and satisfaction that comes with putting knowledge into practice.

Yes, I have been surprised at the versatility of technology, its uses, availability and ability to connect us to our increasingly smaller world, but I have to say that none of it has really been impressive. Maybe I’m just not a technology person, but in my classroom, I would much rather take the kids the the actual outside than to the computer room to tour a virtual outside and I have seen this in the classroom. The excitement of interacting with the environment has overridden the excitement of interacting with a piece of technology. Perhaps this is because the appeal has reversed – technology is so prevalent and commonly used that is is taken for granted, and the environment has been so forgotten that children are now finding it “new and exciting” – the expected reaction for technology!!

I’m still skeptical about the use of technology in the classroom – I have seen the advantages of SmartBoards and other computer programs, but is it really necessary? The hardest question I have had to consider is the one of “Why are you using technology and not face to face teaching?” because it’s difficult finding answers!!

Because children are surrounded by technology at home and are no longer relying on the outside environment to provide entertainment, I am finding myself more eager to provide that kind of stimulus at school. If we give children as much technology at school as they are using at home, what kind of variety teaching is that? Have we even asked the kids themselves?

~Hannah