Resource 2 – Prezi

Posted on April 25, 2016April 25, 2016 by psavageedc101

https://prezi.com/qi1ljrzfo7eg/edc101-petrine-savage-resource-2/

Evaluation Matrix

Name of teaching resource

Prezi for Kindergarten health and physical education.

Weblink (if web based)

https://prezi.com/qi1ljrzfo7eg/edc101-petrine-savage-resource-2/

Who should this digital teaching resource be used with? (ie year/grade)

This resource should be used by the teacher to present to the class.

How should it be used? (e.g. individual, whole class)

The teacher should introduce the topic to the class and display the presentation whilst discussing each slide with the class.

Which subject or learning area would it be most appropriate to use in?

This resource has been specifically designed for Kindergarten in accordance with ACARA – Personal, social and community health – contributing to health and active communities sub strand – Identify actions that promote health, safety and wellbeing (ACPPS006)

Identify the strengths of this teaching resource

This resource is easy to use and easy to display to the classroom as a group. It doesn’t include too much information where the children could become confused.

Identify any weaknesses of this teaching resource

If the teacher is to prepare a presentation prior to the lesson, it can be difficult to navigate. You will need access to the laptop to present this to the children.

Explain any ideas you may have for further use of this teaching resource

This resource could be used as a guide to prepare lessons. You can insert images and videos and once the presentation is complete it flows quite smoothly. Once familiar with the resource, presentations should be completed quickly. The display can be presented on the large screen to the children and information can be spread out. You can add a music tune in the background and insert lots of colour to keep the children watching. This resource will only move to the next screen once you hit next allowing teachers to take their time presenting it.

References

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Language, Language for Interaction (ACELA1428). Retrieved from http://www.australiancurriculum.edu.au/english/Curriculum/F10?y=F&y=7&y=8&y= 9&y=10&s=LA&s=LT&s= LY&layout=1

Doheny, K. (2015). Quiz: Which Has More Germs? SafeBee (Image). Retrieved from http://www.safebee.com/quizzes/health/quiz-which-has-more-germs/

Jay, T. (2015). Where is god art project (Image). Retrieved from http://www.childrenandyouth.co.uk/children/god-art-project/

No author (HPBsg). (2009, May 23^rd). Washy washy hands. (Video File). Retrieved from https://www.youtube.com/watch?v=zxlQn7KaCNU

Superman, T. (2015). Girl washing hands clipart (Image). Retrieved from http://worldartsme.com/girl-washing-hands-clipart.html”title=”Clipart

Tripp, R, & Tripp, Susan. (2001). Dog behaviour library (Image). Retrieved from http://www.animalbehavior.net/LIBRARY/Canine/PPM/DogJumpingUpOnPeople.htm

Victorian State Government – Health and Human Services. (2015). Handwashing – why it’s important. Retrieved from https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/handwashingwhy-its-important#

Resource 1 – Pinterest

Posted on April 25, 2016April 25, 2016 by psavageedc101

Evaluation Matrix

Name of teaching resource

Pinterest

Weblink (if web based)

https://au.pinterest.com/wazzasavage/petrine-savage-edc101-assignment-2-resource-1/

Who should this digital teaching resource be used with? (ie year/grade)

This resource is for teachers to use as a guide for a lesson on year 3 mathematics.

Measurement and geometry – Using units of measurement

How should it be used? (e.g. individual, whole class)

The pinterest is designed for the teacher to use as a guide for a classroom lesson. The pins on the board begin with ideas for a classroom activity and then there are ideas for small group activities. The teacher should observe students participation in the group activities. There are also a couple of ideas for classroom display.

Which subject or learning area would it be most appropriate to use in?

This resource has been specifically designed for year 3 mathematics in accordance with ACARA- Tell time to the minute and investigate the relationship between units of time (ACMMG062)

Identify the strengths of this teaching resource

This resource is simple to make and easy to use. The teacher could use pinterest to design boards for future lesson preparation

Identify any weaknesses of this teaching resource

The teacher would have to create an account and keep referring back to the pinterest by logging in each time. There may be easier options for lesson preparation which allow easier access e.g having access to a laptop could be difficult for the teacher.

Explain any ideas you may have for further use of this teaching resource

This pinterest board could be used as a starting point for a classroom lesson on learning to tell the time. The teacher can create an account and add more pins for future reference and to it could be useful for a teacher to keep track of activity ideas.

References

Donna. (2011, August 31). Piece, love and learning (Web log post). Retrieved from http:// http://peacelovelearning.blogspot.com.au/2011/08/roller-coaster-named-irene.html

Kubler, A. (2003). What’s the time Mr Wolf? UK: Child’s Play

Math Salamanders. (2013). Clock worksheet quarter part and quarter to. Retrieved from http://www.math-salamanders.com/clock-worksheet.html

No author (Learning Resources Inc). (2008, April 20^th). Analog Time Telling with the Primary Time Teacher. (Video file). Retrieved from https://www.youtube.com/watch?v=zUZPgCjApJI

Older, J., & Halsey, M. (2000). Telling time. U.S: Charlesbridge Publishing

Quia (n.d). Telling time. Retrieved from https://www.quia.com/cm/12240.html?AP_rand=920887388

Sue Patricks workbox system. (2006). Folder activity for learning time. Retrieved from http://www.workboxsystem.com/catalog/i141.html

Teach Junkie. (2015). 18 quick telling time to the hour resources. Retrieved from http://www.teachjunkie.com/math-subject/math-time-to-the-hour/

Twinkle. (n.d). Analogue to Digital Clock Label Flower. Retrieved from http://www.twinkl.co.uk/resource/t-n-2450-analogue-to-digital-clock-label-flower#.VxiK_sBwCiM.pinterest

Digital identities and digital security

Posted on April 25, 2016April 25, 2016 by psavageedc101

Teachers and students need to protect their identity. This is known as digital security. Something I have personally adjusted after studying this topic. This was completed simply by changing passwords, adjusting privacy settings and clearing cache from the computer. Students will need to be made aware of consequences surrounding digital identity such as online bullying and identity theft (Tranberg, 2013).

As a future teacher, I need to consider my reputation being defined by any online profile I may have. If necessary I can have several digital identities to divide my private identity and professional identity (Tranberg, 2013). I will also need to educate my children about digital identity and security. They need to be aware that their online identities will be visible to any employers who hit the search button. Before they even go to an interview, the employer has probably already created a social profile of them, because they can (Tranberg, 2013).

As an experiment, I decided to ‘google’ search my full name. Although the results that appeared were limited, it was alarming to see how easily my personal information can be available to anyone online. This collection of personal data, also known as Digital Identity, is available because I put it there. I left that digital footprint online the moment I hit ‘post’ on facebook, the moment I uploaded that photo on instagram, websites I have visited and emails I have sent. This is how I am going to be portrayed. Joaquin Jutt’s (2009) video was a huge eye opener. When you make your personal information available online, you are risking your privacy.

References

Jutt, E, J. (2009, September 22). Common sense media: digital footprint intro . Retrieved from https://vimeo.com/6709512

Tranberg, P. (2013, October 4). Fake It – to control your digital identity: Pernille Tranberg at TEDxOxford . Retrieved from https://www.youtube.com/watch?v=cRrgD-4-D8s

Participation and the digital divide.

Posted on April 25, 2016April 25, 2016 by psavageedc101

Week 4 readings in Howells textbook recapped the reasons behind the necessity of embedding technology in the classroom before defining how and why the ‘digital divide’ needs to be addressed by teachers.

After viewing Liggel’s (2012) video it was surreal to see how unequal digital resources are amongst Australians. Sadly before these readings I was under the assumption that students had an equal opportunity to access digital technology. However, according to Bentley (2014) statistics back then showed only one in five Australians as having access to the internet at home. This is a part of the digital divide; the gap between those that can afford to have access to digital technologies, and those that cannot (Howell, 2012, p. 55).

So what does this mean for a future teacher? Understanding limitations your students may face with having access to the latest technology at home, understanding the ‘digital expectancy’ that exists. As a teacher, you cannot assume that students will have the same access and knowledge to the latest technology (Howell, 2012, p. 56). As a future teacher in the classroom, I will need to learn how I can help to bridge this divide by embedding technology into classrooms. The Australian Curriculum, Assessment and Reporting Authority (ACARA) identifies the importance of including technology in education for Australian students (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014).

After reading where Howell (2012) highlights what we can expect in terms of technology in the classroom, I now understand several ways I can help bridge the digital divide. This includes; teachers communicating with parents electronically (via email,enewletters), lesson information provided electronically, the use of interactive whiteboards in the classroom and teachers electronic preparation of lessons. The benefits are endless and to simplify them, Akela Silkman’s (2014) video gave me a greater understanding.

References

Bentley, P. (2014). Lack of affordable broadband creating ‘digital divide’ Retrieved from http://www.abc.net.au/news/2014-07-02/bridging-the-digital-divide/5566644

Gould, E. (2015). Digital divide: fact or fiction? (Image). Retrieved from http://www.laneterralever.com/digital-divide-fact-or-fiction/

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Victoria AU: Oxford University Press

Ligge1. (2012, February 23). The digital divide in education . Retrieved from https://www.youtube.com/watch?v=x1YLPL0KOWE

Silkman, A. (2014, March 1). Closing the digital divide: benefits of technology enhanced lesson plans in the K-12 classroom . Retrieved from https://www.youtube.com/watch?v=af2PhL6WfC0

What is a digital world?

Posted on April 19, 2016April 25, 2016 by psavageedc101

It had been 12 years since I stepped foot in a classroom, that was until last year when I accompanied my child to the kindergarten orientation day. It was quite confronting for me observing the teacher teach from the projector which was connected to her laptop. It was evident this had replaced the old fashioned chalk boards. The use of ipads was actually an activity for the children to participate in. During my school years, none of the above were present.

Nowadays we live in a digital world that enables us to access a wide range of information using the latest technologies including ipads, laptops and smart phones. Living in the 21^st century means using these devices to connect with others in real time (Prensky, 2008). We can chat online to family overseas, pay our bills online and search for information on the internet from anywhere in the world. This is how we socialise, communicate and now learn, in today’s world. For teachers, there are expectations for students to be digitally native and this comes from the students themselves, parents and employers. (Howell, 2012, p. 8).

When learning about the digital world I wasn’t surprised that the use of digital devices was engaging and motivating in the classroom (Howell, 2012, p. 12). At the end of my sons orientation day he was begging for an ipad. After seeing the children thrive from learning on the ipads and how easily they worked the ipads, I understood clearly why a digital pedagogy is required by teachers and how, we as teachers need to be digitally prepared in the classroom by understanding the affects of using technologies and being able to use these ourselves (Howell, 2012, p. 15). When we finally bought our ipad we had to start by searching on ‘google’ and found a useful video to view (Goodwin, 2012) where we learnt how to navigate the ipad and download apps. After viewing The Voice of an Active Learner video (eNetLearning, 2014) it was clear to see how fast technology in education has evolved over the years.

References

eNetLearning. (2014, November 21). The voice of the active learner – Education from a digital native’s perspective . Retrieved from https://vimeo.com/112501451

Godwin, W. (2012, March 1). How to Use the iPad – Learn the iPad With Easy Video Tutorials in This App . Retrieved from https://www.youtube.com/watchv=anxmyuMgbp8

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Victoria AU: Oxford University Press

Pixelery (2015). Information technology – Stock Image. (Image). Retrieved from http://depositphotos.com/6581532/stock-photo-information-technology.html

Prensky, M. (2008, May 22). The 21st Century Digital Learner . Retrieved February 29, 2016, from edutopia: http://www.edutopia.org/ikid-digital-learner-technology-2008