Looking backwards... then onwards and forwards!

Where to from here? Watch my first ever vodcast to find out!

Article Reference: Barrett, H. (2010). Balancing the two faces of eportfolios. Educação, Formação & Tecnologias, 3(1), 6-14.

Get a Life!

     Have you ever had any days when you felt you couldn't be bothered to change out of your trackies, get off the couch and head into uni for class? Some people around the world are avoiding that problem by attending classes in the online virtual world of Second Life. Unbelievable, but true. After hearing a fellow student mention the education uses of this program, I was intrigued and did a bit of research to find out more.
     Second Life is a a free online world, where people create their own avatar, and control it as it explores the virtual space. It seems the possibilities are limitless, with people building, designing, making music, learning, making friends and more all online. And did I mention you can fly?
     Plenty of educational bodies have set up shop in Second Life, including Harvard university. The benefits of learning like this, according to those involved, is that it becomes accessible to anyone with a broadband connection, and it allows users to gain a sense of community, as the avatars gather in the same online space, to learn and discuss. Not quite the same as a real university campus in my opinion, but apparently it is pretty communal. This type of forum also easily lends itself towards allowing students to gain an international perspective, as group members could easily gather in Second Life, form any part of the physical world.
     Education in Second Life has become such a big focus, that the sector has its own wiki and delicious account to keep track of updated articles and news. Groups are using it to study health, midwifery, science and more. The possibilities seem infinite! I am not sure if I would like to leave my course and transfer online, apparently people flying overhead is quite a distraction. But it is interesting to keep an eye on... Check out this video if you're interested in finding out more...

Winner! High Score!

     Matthew’s blog post has prompted me to think more about gaming, and how it can be used in an educational setting. Admittedly, before beginning this subject, I was probably leaning towards an anti-gaming stance. Perhaps I was just more of a fresh-air-and-sunshine kind of girl, or perhaps I was just sick of the amount of xbox my boyfriend plays, but either way, I would have argued that games are bad, at least in high doses. However, I have come to see the error of my ways, and reading Two to Three Years: Game-Based Learning has given me all the more faith in gaming.

     Today’s kids and young people have grown up surrounded by digital games, “it is like the air they breathe”, and so they are a great way to reach children through a medium they are familiar with.

When used in moderation, a well-designed game can offer many education benefits for children; teaching them logical reasoning and thinking skills, how to strive for and achieve a goal, and even team work and cooperation in the right game. Aren’t these things good for kids? Yes!

     That said, not every single game around has all these good outcomes, and some I would still argue are not great for kids… many games are quite violent and aggressive, which I don’t think is a good influence for children in primary school. So the real challenge to teachers then, is how can we use games, and choose the right ones?

     I came across this fantastic video below, which really got me thinking some more… It goes beyond just ways in which we can use games to fit them into our current teaching models, but shows how we could transform and ‘gamify’ our whole approach to teaching, to make it more appealing and effective. 

     Will you accept the challenge, beat your high score and take your teaching to the next level? 

The Escapist : Extra Credits : Gamifying Education

Kafai, Y. (2006). Playing and Making Games for Learning: Instructionist and Constructionist Perspectives for Game Studies. Games and Culture, 1(1), 36-40.

Thanks to Flickr for Image: 'Day 218/366 - My Nintendo DS' 

http://www.flickr.com/photos/26104563@N00/2740981120

Good Morning Miss Moral?

     Most of us out there consider ourselves to be upstanding citizens, I’m sure. Moral beings. Good people. Followers of the law. But… are we?

     A moral dilemma that presents itself to teachers regularly is that of copyright.

     Miss Lydia Coulson poses a relevant question in her blog post; “Why do the generation of today feel that it is ok to steal software when we are completely against stealing physical goods?”

     I’m sure part of the problem is that when you are doing it, it doesn’t feel like stealing. You don’t look over your shoulder to see if anyone is watching. You don’t sneak it into your bag. You just do it, from the comfort of your own home or classroom.

     One difficult thing about this ethical dilemma, is that we usually don’t break copyright just for the sake of it. Especially as teachers, we feel that from time to time with education being the greater good, the end outweighs the means. Our guest lecturer posed us with a challenging thought; shouldn’t we be presenting ourselves as upstanding people in every aspect of our lives, as a model for our students?

     Part of the solution might be education for teachers. There are almost always ways to find what you need, in a way that doesn’t break copyright laws. Why not try to search for images that have Creative Commons licenses on Flickr? Or Google one of the many sites that offer royalty free images? Is there any open source software that you can use instead of copying licensed software? Chances are, there are.

Thanks to Flickr for Image: 'Sneaking out' 

http://www.flickr.com/photos/9674912@N07/3177929150

Where is the 'dislike' button?

     Blogging and twitter have opened up a world of information, opinions and literature that I was missing out on before I joined this world! It is great to be able to browse blog posts by people studying, working in, or writing about the same field, as I am– primary education.

     I stumbled across this post by Miss Watts, and it struck a chord with me. She was reflecting on an article she had just read in the Sunday Telegraph, about some of the dangers of mismanaged use of social networking sites. The article states that children as young as eight are undergoing therapy to be treated for anxiety triggered by their participation on sites such as Facebook. Dislike. 

     This type of reporting could be seen as sensationalist, highlighting an extreme example, but it actually serves as an example of a real possibility – and one that we should actively work to avoid. A passive approach of just hoping this doesn’t happen to more children will fail. Calling for a ban to social networking sites will fail. Trying to ban young children from Facebook will fail. But we can do something, and as teachers I feel we have an obligation to. Teaching children about safe use of social networking sites, how to protect their privacy, as well as self-esteem building in the classroom will all go a long way to avoid this situation reoccurring for other children. Importantly, involving parents in helping to manage this is important too, so that they can monitor home use and help keep their children safe. It may not be just the children who need to be education around this issue… 

Thanks to Flickr for Image: 'e16' 

http://www.flickr.com/photos/73344134@N00/2840194335

Use your TPACK to get learning on track.

     As teachers, we need to be competent in the content areas, as well as expert in the pedagogy. There is no point in knowing the content if we cannot share our understanding so that students can learn. And even having great ideas of how to teach and how to reach students is irrelevant if there is no subject knowledge to inform the teaching. Another element that teachers must now also be confident in, is the area of technological knowledge.

     How do these all fit together? Mishra and Koehler, composers of 'Too Cool for School? No Way!' have coined the TPACK framework. This punchy acronym stands for Technology, Pedagogy And Content Knowledge – the three different forms of knowledge required for today’s successful teacher.

     One skill that Mishra and Koehler value highly is that of repurposing. This is the process of taking ‘new toys’ or emerging technologies that have not been designed for educational purposes, and giving them value in the classroom. This has to be deeper than just tacking the technology on; it has to be used meaningfully. As we are constantly reminded, the technology cannot drive the pedagogy, but there must be a balance between the three elements. How can we use wiis, ipads, ipods, blog, xboxes, digital cameras and all the rest? 

     Should this strike fear in the hearts and minds of all teachers out there? Heck no! We should rejoice! In order to achieve this creative repurposing, and thus in order to become the best teachers we possibly can be, we need to be ‘fluent’ in the technologies, which gives us a license to play! 

     Little Miss Neet raises a good point too; the Internet gives us free access to a wealth of helpful how-to info on just about every piece of technology. Don’t know how to do something? Google it, or watch a YouTube tutorial. We are information rich, and we just need to know how to access it.

     So do you want to be an expert teacher? Yes? Well, go and do your homework; blog, wii, wiki, ipod, ipad and more until your heart is content. It is all professional development after all!

Thanks to Flickr for Image: 'excessive amount of apple products' 

http://www.flickr.com/photos/16941958@N02/5597918732

A Hole New World

     Want more proof of how amazing computers can be? How lovely people can be? Here is a project that I learnt about in class that gave me a whole lot of inspiration and warm fuzzy feelings. This project is literally presenting a whole new world for the students involved. So what is it? It's called Hole In The Wall. And it is amazing.

     The project sees computers installed in public places in slum areas of India, with no instructions, no fees, no restrictions. Just a free resource for the children to let their imaginations run wild. And run wild they did. The children, many of them who could speak no English, figured out on their own how to use the computers, even though the operating system was in English. Through trial and error they learnt how to access programs and play around on them, learning together and teaching each other. 
     This project shows the importance of hands on learning, and the way in which collaboration around technology can be so helpful. This is not to say that we should just let our students figure out the computers in our classroom on their own, but it does show some of the possibilities. One strategy that we could use in our classroom is adopt the mantra of 'Ask three other students your IT question before you ask the teacher'. There are probably many students in the class that could help each other by providing the answer or through trial and error experimentation. If these kids who have never seen a computer before can figure it out, imagine what your kids can do?

Thanks to Flickr Image: 'India - Kids - 113' 

http://www.flickr.com/photos/56796376@N00

Presenting PIES!

     Today a guest lecturer shared a handy acronym with us in class, which highlights the four areas that need attention to maintain optimal Information Technology standards and safety in schools. This links to my previous blog post and provides a more succinct and thorough list. 

     Schools need to consider their PIES, and not just the ones at the canteen! By regularly maintaining these aspects, schools are fulfiling their duty of care for the wellbeing of students.

• Policies – are there agreed and written policies in place?
• Infrastructure – are there filters in place?
• Education & training – what is being done with staff and children?
• Standards – how often are procedures reviewed? What quality control is in place?

Thanks to Flickr for Image: 'Pi Pie' 

http://www.flickr.com/photos/35468154678@N01/861969

How cyber-safe and savvy are you?

     Cyber-bullying is an issue that has received much attention from the media, from concerned parents and schools alike, and for good reason. The level of access that today’s young people have to technology is unparalleled, and unfortunately lends itself towards greater instances of negative interactions online.

     Is cyber-bullying worse than traditional bullying? Many would argue that it is, but I feel that this is only because it is a relatively new phenomenon that society has not adjusted to yet. Many policies exist for traditional bullying, and so children are able to play in the playground, walk to and from school and play in the park on weekends – although all of these provide the potential opportunity for them to be bullied. Adults feel confident knowing that students and authorities are aware of bullying, and that there are policies in place.

     The same cannot always be said for cyber-bullying, which remains an unknown grey area for many students, teachers and parents. As many adults have not grown up with this as a personal threat, they feel unequipped to manage it. This is beginning to change, as more is done to understand and prevent this damaging form of bullying.

     Dr Hinduja and Dr Patchin have released an easy to access and understand guide, Preventing Cyberbullying; Top Ten Tips for Educators. If followed, these simple tips will allow students to access the Internet, and thus learn from it, whilst remaining safe and respectful. Another great website which a guest lecturer showed us in class is icybersafe.com that teachers can use to remain up-to-date with the latest information, as well as providing them with video clips useful to show to students.

     It is important to equip students to be able to safely and confidently use the Internet, as it will be an increasingly important aspect of their everyday lives.

Thanks for Flickr for Image: 'MobilePhone' 

http://www.flickr.com/photos/8935385@N02/567270484

Crossing the Digital Divide

     The use of technology in the classroom presents teachers with a minefield of ethical issues, which we are required to navigate our way through. One of those issues to be conquered is the digital divide. The Internet and other technologies can be divisive in many ways, with differences arising between different groups of people. There are barriers between the young and the old, between the 'haves' (with access to technology) and the 'have-nots', between the web-confident and the web-restricted. 

     As primary school teachers, our students will be much younger than us and will grow up taking for granted technology that is new to us. For this, we will need to be actively involved in keeping up to date with the latest technology, in order to stay on par (if not a step ahead of) our students.

     Addressing the issue of the ‘haves’ and the ‘have-nots’ is more perhaps more difficult, but there are strategies that can be put in place. The classroom could be left open at lunchtime to allow particular students to have access to the computer, or schools may set up an optional afterschool computer club. Carefully chosen students could be matched with students who have less access to technology so that peer learning can occur.

     Which of these ideas would you use in your classroom? What other ideas are there?

Thanks to Flickr for Image: 'I've reached the end of the world' 

http://www.flickr.com/photos/95572727@N00/3410783929

Is danger a deal breaker?

     Sitting is class today has made me reflect on the potential dangers of the Internet, and unfortunately there are many of them. So it begs the question, is danger a deal breaker?

     As with anything, use of the Internet must be considered by weighing the potential benefits of technology with the harm that may arise from its use. Can we prevent those problems by using foresight to predict what may go wrong? How do we manage situations when cyberspace does become dangerous or harmful to our students?

     To keep this in perspective, we need to consider another example. Are there risks of driving around in the car? Yes, and plenty of them, but this doesn’t mean we stop using cars, but we try to minimize risk. We wear our seatbelts, we stick to the speed limits, laws are in place to ensure people act appropriately, and car manufacturers are constantly coming up with new features to keep road users safe.

     Use of the Internet, especially for children, needs the same diligence, and a few essentials that have stuck with me are as follows:

1. Preventative programs are vital! This means teaching the students what is appropriate, safe and respectful behaviour online, and what to do when faced with an unsafe situation.

2. A policy must be in place that explicitly says what is acceptable, what is unacceptable, and what the consequences of breaking the policy will be.

3. Parents need to be involved in this process, as many children have access to the Internet from home. It would be great for schools to run programs for parents to teach them how to monitor children's Internet access and how to keep them safe. (I was really impressed that at my prac school, they ran an afternoon IT session for parents every week to give them skills, which would in turn allow them to keep up with their children better. Let's not forget that these poor digital immigrants need all the help they can get!)
     We watched this great clip in class... wouldn't it be effective to show to a stage 3 class to prompt thought and discussion around digital identities?

Thanks for Flickr for Image: 'I most certainly DID...!' 

http://www.flickr.com/photos/66606673@N00/4016377260

Never Underestimate The Students!

     What an inspirational blog post by Murray about teen blogger, Tavi Gevinson. Children are constantly underestimated and seen as powerless in society today. We forget about what they can achieve when they are engaged and provided with the tools to create something of their own. It’s great to be reminded of the impact that they can make.

     Tavi Gevinson is a fashion blogger, who has an audience of 50, 000 views every day. Her blog has led her to be featured in multiple huge publications and achieve worldwide fame. All by the age of just 14.

    This is the world of opportunities that Web2.0 is creating for young people! They don’t need computer science degrees to get their voices out onto a public forum, and they can write about what they feel passionate about, when they feel inspired to do it. I whole-heartedly agree with Murray – if Tavi can reach such a huge audience and have this impact on people, what’s to say one of your students can’t do the same? Stories like this remind me that we have an obligation to teach our children well in all areas of the curriculum, including IT, so they can have as many options as possible open and available to them.

Thanks to Flickr for Image: 'A Superhero' 

http://www.flickr.com/photos/22841923@N02/3899847370

Success! Students burst into Stardom!

    What a lesson! Today gave me such a boost, as I taught a small group of students in my prac class how to create their own podcast. This lesson was an extension on the work they had previously done as part of a unit on Antarctica. They'd learnt about why it is so cold, the effects of the cold and how to combat these. The students had written their own script for a radio program to demonstrate everything they had learnt. I had successfully integrated English, HSIE and science, but decided to go one step further and throw some technology into the mix. After taking a deep breath, and quickly reminding myself how to record the podcast, I arrived in class, armed and ready with my MacBook. 

     Let me tell you - I could not have underestimated the excitement that this lesson would cause any more! Phenomenal! The class haven't had many chances to do this kind of work, and they were thrilled. Unfortunately, due to time constraints, and it being my final day of prac, I could only work with a small group and not the whole class.

     The three girls I worked with thoroughly enjoyed the project, picked up the technicalities of what needed to happen for the recording to take place quickly, and helped each other learn about Garage Band. I got permission from my teacher to upload it onto YouTube (of course with no names or faces shown!) so that the students could have a copy of it, and show it to their friends and family. And it means that you can enjoy it too - check it out below!

     Overall, I was really please with the activity, which I felt was cooperative and constructive, built on their existing IT skills and challenged them. The fact that they had a real audience (the whole wide world is potentially at their fingertips!) who may view it, made the students take it seriously, and they spent some time considering exactly what they wanted in the script before recording. I will definitely used this method of teaching in the future!

Thanks to flickr for images.

 Image: 'Nature Antarctica 14' http://www.flickr.com/photos/28261360@N06/2724062483

Image: 'Our precious Earth.' http://www.flickr.com/photos/22607885@N08/4769855544

Computers monotonous for some, magic for others.

     This weeks computer lesson that I observed was carried out in the same format as the previous one, and I have noticed that for many students this seems monotonous. I was disappointed to see such a potentially engaging anf motivating lesson have such little impact. The students were this time learning about formatting tables in a word document. Many of my university peers struggle with some of these functions, so even though I thought it was potentially dull, it is important for students to be familiar with.

     They were shown a demonstration and then had a chance to practise inserting pre-existing tables (like calendars) into a document and also creating their own. They looked at changing cell alignment, the appearance of lines, thickness and line style, the shading of cells, changing text orientation, changing the width of columns, etc. There was no particular goal or finished product at the end of the lesson but students were given the time to explore freely on their own. There were mixed results because of this - some students didn't achieve much at all during the lesson, and mucked around, whilst others really did a lot!

     After each lesson, the students save their work in a folder, so the teacher can visit all their work and assess the progress being made and skills being developed. The layout of the room and the style of the teacher resulted in many instances of peer-to-peer teaching, which I thought was wonderful.

     Whilst some students in the class seemed obviously computer-savvy, all the students in the class were able to participate and complete the activities. No one struggled at all with the lessons, which may be an indication that more challenging activities were needed for some, if not all, students. To find out what the students thought about the lessons, I spoke to them afterwards during the walk to the next class and also over the next few days. Whilst all agreed that they enjoyed the lesson, it was clear the some had skills that extended much further beyond this level. A group of three boys in the class explained to me a game that they were creating on their own at home. They were using a website to create a MMORPG! Don't you know what that is? Nor did I, but I discovered it is a Massively Multiplayer Online Role Playing Game that involved various characters, multiple players and a little bit of magic thrown in. Not only were they making a game that contained magic elements, but it was clear from the discussion that the process of creating the game was actually a little bit of pure magic for them. The mostly reserved, shy boy in the group spoke animatedly about the project with obvious passion. So the question remains... how do we use computers in the classroom to spread this magic, and create authentic learning experiences..? Next week I will have the chance to work with a small group of students on a constructionist learning activity... Stay tuned to hear if the result is magic or monotony!

Thanks to flickr for image: 'untitled' 

http://www.flickr.com/photos/65414509@N00/2819175465

Thanks for flickr for image: 'Super Wizard Boy ~ Day 3/365'

http://www.flickr.com/photos/18234353@N08/3188774118

Which font fits? Creative expression via fabulous fonts.

     Today I witnessed a computer lesson that my prac students participated in. They have this class once a week for 40 minutes. The lessons are taught by a specialist teacher, while the regular classroom teacher has RFF time.

     My first impressions of the classroom are vivid! The students walk into the darkened room, and walk underneath a magical awning – a web of fairy lights just inside the doorway above their heads, with shiny CDs hanging down. I loved this bright and appealing display, and was impressed by the way it jazzes up a type of room that (to be perfectly honest) is often very boring.

     The room was filled with about 30 computers – enough for one each child to have their own. The teacher also has a designated computer linked to a projector, so anything performed on it can be projected immediately onto a huge space on the wall. There was also a large space on the floor so all the children can sit down.
    The structure of the room enabled lessons to be taught smoothly. They began with an introduction and demonstration from the teacher, while students were sitting on the floor. If I was ever teaching a similar lesson, I would try to do the same thing, because children cannot help but want to play on the computers as soon as they are within arms reach! This strategy reduces that urge by removing the distraction so they can watch the demonstration and hear instructions.

     The activity that the student were learning about was using different websites (such as Cool Text and also The Graffiti Creator) on the internet to create word art. They were shown each of the different sites, and some of the options available to play around with. They end product was a poster, which had used their creativity to display their own name written as least 8 times and in different ways.

     The lesson was well managed, by providing students with a list of links to the various websites they would need to visit, which saved a lot of time that would be wasted on typing in long URLs so it was instead used on practising the real skills.

     The skill set being practised is quite basic, but builds important skills that students will need to complete other assignments, especially being able to navigate around websites, and recognise the way they are set up. It also linked to other skills like copying and pasting, using word documents to format the orientation, wrapping, order and cropping of images. Importantly, students learnt and practised the ‘undo’ function on word, which is essential so that they are able to try new features without fear of losing all their existing work! 

Thanks to flickr for Image: 'fairy lights' 
http://www.flickr.com/photos/49441411@N03/5022676032

Not so cool... where's the IT in this school?

     Back on prac, in the classroom, and I am a little shocked! My lovely year six class are in a brand-spanking new room nicely decked out, but missing one key feature; there is very little technology available to the teacher or the students.

     The class has no interactive whiteboard, although apparently this is on the way, to be delivered some time in the near future. The teacher has access to one laptop at her desk, but there are not many opportunities within normal class time for students to be engaged with technologies and computers. There are 3 computers in a small room which is shared with the classroom next door that they can use if directed by the teacher. So thats, 3 computers per 60 students. My impression from talking to my teacher is that these are not frequently used, as it is difficult for everyone to have a turn (either they rotate and all miss out on other important lessons, or is it for fast finishers, which is generally always the same small bunch of students).

     This is a little disappointing after discovering the array of fantastic resources I had been informed about rorm my peers a few weeks ago, which I had envisaged myself using on an interactive whiteboard, but never mind – I shall do the best I can!

     However, all is not bleak. I am not quite left with just a pre-historic stone tablet and chisel. The good news is, the students do have a specific computer class, which they do for 40mins each week, that I will be given a chance to observe later in the week. I will report on that when I know more!

Thanks to flickr for image '20070721-01-0080' 

http://www.flickr.com/photos/86533211@N00/868535909

Happy Easter! Please enjoy this Reading Egg!

     The class conference held in our last Professional Experience class before the Easter break was a great opportunity to be introduced to the world of resources that exist for teachers and their students.

     Anita and I had evaluated Mathletics and Reading Eggs, to assess the level of meaningful learning experiences they each provide for learners, as described by Jonassen. When we first chose these programs, we did so because we thought they were fabulous and provided rich learning experiences. After a more detailed critical evaluation, using the framework provided by Squires and McDougall, we came to see that our initial response was not accurate; we had indeed been blinded by the flashing lights and beautiful colours. We gradually came to see that the learning occurring was repetitive and based on drill and practise, with very little creativity afforded to student learners. The illusion of meaningful learning from these programs was shattered. Let this be a lesson folks, all that glitters is not golden! Click here to view the podcast we created explaining our reflections on the programs. 

     It was great to see the range of resources chosen by our classmates and the possibilities that exist! From programs focussing on maths and English, to art, music, and even the uses of Google Earth. I was again reminded of the power of sharing resources with peers; many of us would never have to time to seek out and evaluate all these resources, but with our powers combined we now have a catalogue of resources at our fingers tips. I look forward to using some of these on prac!


References:
     Jonassen, D. H., Howland, J. L., Marra, R. M. & Crismond, D. P. (2008). Meaningful learning with technology (3^rd ed.). Upper Saddle River, New Jersey: Pearson Education.
     Squires, D. & McDougall, A.  (1994). Choosing and using educational software: A teacher’s guide. London, Washington, D.C.: Falmer Press.

Image: 'Free Sparkly Glittery Rainbow Flowers Creative Commons'
http://www.flickr.com/photos/40645538@N00/315744508

The Wonderful World of Web2.0!

     The Internet has changed and evolved to become the interactive user-created web of information that I am becoming ever more familiar with. The design of Web1.0 meant that only people with a high level of techno-know-how were able to create websites or put information on the web, which made it exclusive. Users were provided access to a wide range of information, but not with the opportunity to add to it in a meaningful way. Web2.0 arrived, delivered a swift kick to this old version, and replaced it with accessible technology allowing virtually anyone with an Internet connection to become an editor, collaborator, publisher and more, at the click of a button.

     Similarly to the way in which the Internet itself developed, e-learning has changed. As Richardson asserts in his 2005 article, “adjusting to the Read/Write Web is not as simple as moving students from writing essays on paper to writing essays on a blog”. Stephen Downes coined the term ‘e-learning2.0’ to describe the move towards more empowering learning experiences using the Internet.

Students are writing blogs, to access a meaningful audience, whilst simultaneously allowing students to track their own progress and thinking over time. They are also reading the blogs of other people to gain access to a whole range of sources and experts for research.

     Wikis are another option for students to access information. Anyone on the web is able to contribute to, edit, and access the information. Although the potential inaccuracy exists, whole online communities monitor the changes made and police content. Lamb explains in this article  how the process of “Darwikinism” rules, whereby information is ruthlessly culled and replaced if it is not considered fit for the wiki.

     This whole new web of experiences requires a new standard for literacy. Richardson states that, “to be literate in the age of the Read/Write Web means to skilfully manage the flood of information now available.” This requires to teacher to provide students with the skills to critically evaluate and question the sources they gain information from. Because ANYONE can be published, students must be savvy. You can't trust everything you read on the Internet! The former role of teachers, just providing content to be learned, is irrelevant, but these critical thinking skills that students can use to in the future are invaluable.


References
     Lamb, B. (2004). Wide open spaces: Wikis ready or not. Educause Review, 39(5), 36-48.
     O’Hear, S. (2006).  E-learning 2.0; How web technologies are shaping education. Retrieved April 15^th, 2011, from ReadWriteWeb webiste http://www.readwriteweb.com/archives/e-learning_20.php
     Richardson, W. (2005). The educators guide to the read/write web. Educational Leadership, 63(4), 24-27.

Image: '2nd Anoniversary' 
http://www.flickr.com/photos/25414324@N02/4281777022

Lights, camera, action! Digital video in the classroom...

     Hoffenberg and Handler state in the article 'Digital Video Goes To School' that “this generation of K-12 students lives in a visual world” and the digital video projects being undertaken in classrooms are providing students with opportunities for meaningful, motivational and relevant learning experiences. Kearney and Schuck (2006) assessed the authenticity of learning in digital video projects, and found that students were able to experience a sense of ownership when the project is open-ended, allowing for creative expression.

     Digital technologies have made the creation of videos for educational projects easier than ever before. Analogue video may have been cumbersome, expensive, and often difficult for an amateur to achieve a high quality outcome, but digital video breaks down these barriers. Equipment is relatively affordable and the majority of modern computers (both Macs and PCs) come preloaded with editing software.

     Teachers who provide learning experiences with digital video are allowing students to use higher order thinking skills, but must teach the skills related to the project. Inexperienced students cannot be expected to pick up a camera and run with it, any more than a student who has never been taught to write can create a novel on their own. Students must be taught the importance of planning ahead, how to consider the audience and purpose, and spend time story boarding, before even considering the types of shots needed.

     Hoffenberg includes a necessary reminder in the article for teachers wanting to incorporate information technology into the classroom; “educators must aim for curriculum-driven technology use, not technology-driven curriculum”. It has become clear to me over the course of the semester that “it is not the technologies themselves that are so important; rather, what is important are the ways that we use the technologies and think about them” (Harel, 2003).


References:

     Harel, I. (2003). Sand castles go digital. Retrieved April 4^th 2011, from MaMaMedia Website http://www.mamamedia.com/areas/grownups/new/21_learning/sand_castles.html

     Hoffenberg, H. & Handler, M. (2001). Digital video goes to school. Learning and Leading with Technology, 29(2), 10-15.

     Kearney, M. & Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australasian Journal of Educational Technology, 22(2), 189-208.

Image: 'Luz, Câmera, Ação' 
http://www.flickr.com/photos/13597901@N00/209488094