Louise’s innovation reflections

The unit, ED 458 is now finished, and a final reflection on the whole unit as well as an answer to the webquest question is necessary.

I want to begin with addressing the webquest question; what is the best and most effective way to bridge the digital divide between those who ‘know’ and those who ‘don’t know’ in the education environment.  Based on my experiences in this unit, I feel that exploring and experimenting, guided by someone who ‘knows’ is the most effective way to learn.  In addition to this guiding, I think that some summary of information and steps involved is also essential.  For this reason I think that the class wiki which all ED 458 students have contributed to, is a very useful resource to support our further development of skills with different technologies.  Just like we are taught to provide hands-on learning experiences for the children we will teach, I think it is fair to say that the same strategy should be used to help bridge the divide between those who do and don’t ‘know’.  Drawing on the knowledge of experts (those who do know’) will enable those who don’t ‘know’ to also become people who do ‘know’ how to use different technologies, and be equipped to use them effectively in the classroom.

At the start of this unit, I felt very much part of the don’t ‘know group of people in relation to technology, and I must admit that this was a horrible feeling.  From always having thought that I managed quite well with computers and technology, I was staggered by the list of technologies that Lina suggested to be researched.  Most of them I had never heard of before, and was a bit apprehensive about having to work with them.

Despite all this, having now completed the unit, I am very pleased to be able to say that my feelings have changed completely.  Thanks to the excellent presenters and their presentations that I could participate in, I can confidently use twitter, second life, google earth, google docs and groups and interactive whiteboards.  It is well worth reading the linked wiki pages to find out more about using each of these web applications/technologies in the classroom.  I have really enjoyed each week’s presentation as every one was different and unique in it’s own way.  While I might not be too positive about using them all in the classroom, I really enjoyed the variety of web 2.0 applications that we were introduced to.

Thanks must be given to Lina for her support in the unit.  It’s been great to have such an interesting, relevant and practical unit.  I definately label this unit a HUGE SUCCESS, and hope it keeps running in the future as I will recommend it to people I speak to.

Finally, I think Sue waters also deserves a thankyou.  Without her help and advice back in one of the first tutorials, I would not have the blogging skills that I do today, and would not have been able to contribute to this blog each week over the semester.  So, thankyou Sue, and I think I’ve come to appreciate the task of blogging a lot more than I did during the session where we learnt how to create and write blogs.

Last week Christina and I did our presentation on interactive whiteboards and their usefulness in the classroom.  Yes, they are a great tool to have and use in the classroom as they add such an interesting and interactive element to any lesson.  While the cost of equipment and installation can be inhibitive, I believe that any school which might have any doubts about installing them, should put these doubts aside and just go for it.

While I was slightly familiar with interactive whiteboards, how they work, and the possibilities for use, I never fully comprehended how useful they really are, until I researched and did this presentation.  They will certainly transform any lesson that lacks a bit of bling.  BUT, this will only happen if the interactive whiteboard is used properly, and if students are actively involved in the lesson. 

Many ready to go resources and activities are available online, and each interactive whiteboard comes equipped with its own software containing suitable activities that are also ready to use.  The posssibilities for use are endless, from video viewing and voice recording to simply inserting and using a clock or timer.  Handwriting and letter formation is also gauranteed to become an enjoyable lesson

Interactive whiteboards are certainly a great way to incorporate ICT in the classroom.  They are definitely child friendly, so they can be left free to touch and write on it without having to risk causing damage to the board – just make sure they use the correct pens to write on it as normal whiteboard markers don’t work too well and leave a horrible result ;(. 

I look forward to getting my hands on an interactive whiteboard, and using it to create engaging lessons, where all my students whatever their learning style or ability level can be actively involved in their learning while using a fabulous technological tool. 

Due to a change in class times, which resulted in not being able to attend, I was not able to participate in the tutorial where clickers were introduced and explained.  I gather from those who did attend, that the presentation was very interesting and informative.  But I was still wondering what clickers were all about, so I set out to do some research about what they are, and try to determine their suitability for use in the early childhood classroom.

In my investigating I discovered that clickers are a means of conveying a response to a question, using a hand held device similar in size and shape to a TV remote.  The clicker is equipped with a number of buttons, which can be pressed to give a response.  The response is immediately sent to and interpreted by the teacher/instructor, and specific software is required for this. 

I understand that clickers can only be used to provide answers to yes/no or multiple choice type questions.  Considering this fact, I doubt the effectiveness of there use in the classroom.  While I can appreciate the enjoyment students might have in completing a multiple choice test in this way, the reduction in paper usage and wastage that would result, and less need to manually mark test papers, I don’t think that using clickers for assessment is that great.  The questions that can be posed become very limited, and there is no way to assess students’ extension and/or application of knowledge.  Should we, as teachers, be encouraging students to only think in terms of yes, no, or multiple choice.  

I do not think that I would incorporate use of clickers into my early childhood classroom.  I don’t think i could effectively justify the cost of setting up such a system, which has limited possibilities for asking questions that require higher order thinking skills.  I can’t see anything wrong with students answering questions verbally, and if necessary, writing some answers down when doing more formal testing.   

Today’s presentation about Google groups and docs, has left me with a number of good ideas of how I could use them to improve communication between school and home, and also between students and teacher.   I particularly think it is great that Google groups can be so carefully protected and monitored by the teacher (or whoever is allowed to moderate the site).  By protecting the group, the privacy of students is also protected.

While I would be hesitant to let my younger students go on google groups alone, simply because of their age, I could imagine having one as a class and using it to communicate and share work (perhaps if both classes were doing the same topic) with another school.

Google docs could also be a great way for students or parents to access resources that they need if students are behind, sick, need extension activities, or just interested in what goes on at school.  Loading a document to share would be little bother.  Newsletters could also be uploaded, to prevent the inevitable occurance of newsletters being stuffed in school bags and never reaad by parents.

However, I can also imagine a number of possible negatives associated with using google groups and docs.  For those parents/families who do not have computer or internet access at home, there could be a sense of being left out/nehind.   Also, while communication with parents is great and vital, the amount of e-mails recieved and needing replies could ‘pile up’ very quickly, and become unmanageable. 

I also think that it would be great if individual parent and student areas within the one group could be set up.  To combat this however, I would probably set up two seperate groups and invite people to groups accordingly.

All on Google Earth!!!

Gone are the days of sitting at a desk, pouring over an atlas, and having to share it with the person sitting next to you.  Get on a computer with Google Earth installed, and the atlas is right there for you. 

Last week we were able to listen to a very informative presentation about Google Earth, by Geoff and Wayde.  While I was familiar with the program, having ’played’ with and used earlier versions during Geography in year 11 and 12 I was certainly not up to date with all the wonderful features that are included in the most recent version.  I must say, I was quite amazed, and really appreciated being informed through the presentation of the great features now included. 

It would be such a great move if the many schools/classrooms where atlas skills are still taught year after year after year, could replace these (often boring) lessons with learning to navigate and explore the whole world on Google Earth.  And while I do believe that learning some skills with atlas related activities is important in geography, I know from experience that too much ‘practice’ gets very boring.  Yes, I was a student who wasn’t fond of countless mapping skills lessons with pages and pages of atlas activities that we HAD to do. 

Can you locate and mark the Rhine, the Swan River, and Murray-Darling Basin on a paper map?  If you answer no, you might want to get on Google Earth, do a search and locate them, and I’m sure you’ll always remember their locations, and probably be able to tell someone where they are in relation to another landmark or icon.

So, I’m all for using Google Earth in the classroom, as it has the potential to make learning so much more relevant and meaningful for students.  They can see the world from space, reinforcing that the world is round.  I hear that it is also possible to see photos of the night sky, and what a great way to support astronomy lessons.  Linked with all lessons where Google Earth is used however, should be some emphasis on teaching the necessary skills and techniques associated with it. 

As teachers, consideration should also be given to aspects such as security, and supervision.  While the chance of securtiy/privacy invasion is quite small with Google Earth, it is always essential to consider it, to prevent as much as possible the occurence of difficult situations.  Perhaps a check of the places you wish students to visit is all that it takes.  And I certainly would not allow young students ‘free-reign’ over what they see and ‘visit’.  However, the amount of responsibility given to students should be based on their age and needs.

Well, I’ll be around your place soon – on Google Earth!!

How many lives can you live, and keep track of, side by side????? 

We just listened to an interesting presentation about second life, where we were introduced to the second life program and Habbo, and it has left me feeling a bit uneasy.

Even though I can see how some people might enjoy doing second life, particularly adults, I would definitely avoid it, at all costs in my classroom.  The possible negative aspects of second life, and the amount of time that would be required to keep up very careful monitoring and supervision is a big influence on this thought, and I don’t feel that I could really justify using it properly.  

While second life might offer some educational experiences for children, in that they can go on excursions to places they might never be able to visit, where do you draw the line between fun and games and effective, valuable learning if this would be used in the classroom.

After a great presentation by Kate and Matthew, Twitter certainly is not as complex as I originally perceived it to be.  In fact I’m actually finding it to become addictive.  Just when I’ve been telling myself to not spend so much time on face book, I come across a new application, which Is probably more ‘addictive’ than face book, with many more opportunities to keep a very close and constant eye on what your contacts are doing, saying, thinking, and probably eating too.

While, as an adult, I can see some fun in twittering, I must say that I’m very hesitant about encouraging my prospective early childhood students to participate in this at school.  If parents encourage them too, that is beyond my control, but I would not allow them to do it unsupervised in my classroom.  My thoughts result from simple fact that I know how much can happen without children intending it too, and that their limited understanding of the many negative aspects associated with internet usage and ‘chatting’, many of which are simply beyond their control, could cause a lot of ‘damage’.

Having said this, I can see how Twitter could be used effectively in the classroom, as a fast method to communicate with another classroom or school with which you have close connections or buddy/mentoring programs.  If this was the case, I would create the Twitter account myself, and closely monitor and limit followers.  Students would need to seek permission before ‘chatting’ and close monitoring of discussion content would be maintained.  

Phew!  I’ve managed to create a blog, and now have two posts.  Yay!

I always thought I had a fair idea about computers and the internet, but after the tutorial last week with Sue Waters I wasn’t really sure anymore.  It was such a great tutorial, and I never thought that I would become a blogger.  It just seems at the moment as though I’ve taken a giant leap into the deep, and don’t know yet how I have to start swimming forwards. 

I’m hoping that having some time to play around with my blog will enable me to become more confident, and I’m sure that soon I’ll be a keen blogger.

Hi, and welcome to my first blog posting.  My name is Louise and I’m currently in the third year of my bachelor of education (ECE) degree.  So far the course has been very enjoyable, and a I look forward to completing my degree next year.

There are a number of reasons why I developed, and will continue adding to this blog.  The main reason for having this blog is because it forms part of the assessment for my computing unit.  It’s a must, in order to gain a good mark from my assignment.

On the positive side, from this blog you will gain an insight into my thoughts and reflections about the different innovations that are introduced, by others, in my weekly computing tutorial.  It will also be the place to go if wanting to know how I may or may not use particular innovations in the classroom.