Friday, 19 June 2015

Lesson 3-

Example of Student work:

Units of Measurement mind map:

Group activity:
the group activity was awesome! once we started to think about how units of measurement are used, we where able to think of a huge amount of situations and professions, the one I most like that I thought has a lot to do with units of measurement was a baker, they have to know the units of measurements for the cooking ingreadnce and for example when a cake is cooks he or she need to know how much is rises and how big it will be when it is finished, than for example if making a hart cake they need to know the shapes and heights and widths ect. working in a group help me understand at more.

I am thinking of using units of measurement for my assessment, because units of measurement is used in everything, and every job, there will be plenty of information for me and that will make it easier. also it all be easier understand and relate to.

What I like about units of measurement:
there is units of measurement in everything we do, this knowledge allows us to be creative, and also get a job some day.

What I don't like about units of measurement:
remembering the formulas for each shape, and when finding areas and volumes to weird shapes that you have to do more than one formula for, such as a love hart cake.

A Profession that involves using units of measurement:

Dress making
Cook/ Baker
Metal fabricator
Brick layer

Questions to ask professional:

how often do you use units of measurement?
do you use area or volume or both?
what where you measurement skills before you started your career?
what do you suggest for someone to do before getting involved in your career?
do you think your industry will change in the future.? and how do you think that will change how you complete you job ? and your skills of units of measurement?

Monday, 4 May 2015

Reflective Synopsis

Throughout the time of this course we have developed understanding and knowledge on the importance of incorporating digital technologies into our contemporary classrooms. Resources such as Bloom's Taxonomy proves to be a great resource to refer to while planning and organizing a verity of classroom activities. The outcomes of using technology within classrooms links to Bloom's taxonomy framework, the framework develops students thinking, from lower order thinking skills, threw to analysing, evaluation and creating, than creates successful higher order thinking skills. The SAMR model also has clear links to Bloom’s Taxonomy, with both frameworks working towards students developing their higher order thinking.

SAMR model found on silvanameneghini.com

Due to the never ending developing world of technology, there is an increasing demand for teachers of the 21st century to develop and draw upon digital pedagogies and technology resources. Technology provides to be a highly engaging recourse toll to draw upon, imbedding digital pedagogies and collaborative learning allows 21st century students and teachers to extend their knowledge from all over the world, allows students to engage and view diverse perspectives, this supports students developing higher order thinking.

The technology world is full of supporting purposeful digital resources, in the focus on math there is a broad range of supporting technologies that engage students effectively, such as the use of PowerPoint, One Note and Paint, the use of image, audio and video including online tolls alike YouTube and other technology resources that allow students to collaborate and share information, such as KIDSZONE, Glogster, Blogger and Wiki Spaces.

It’s important for teachers to know what their students are doing on online, ensuring students safety is a priority! Ensuring their safety online means that teachers need to be sure to create safe online learning environments, incorporated technology resources need to have safety settings that are proved to be safe for use for educational purposes. Safety and privacy settings allows teachers to control what students look at and do, but also still allows students their freedom and creativity while ensuring their safety online.

With the utilization of frameworks such as the SAMR model and Bloom's taxonomy, developing successful and engaging learning activities for students can be achieved and further the outcome achieved will enhance students’ development of technology and higher order thinking.

Using the SAMR model, teachers of the 21st century can develop technology related activities and create engaging learning experiences. From the perspective of Math:

SUBSTATION -

Students moving from writing notes in their books and drawing graphs by hand, to students using technology such as PowerPoint, one note and paint to do the same task.

AUGMENTATION -

Students moving to accessing information online and having more opportunities to be more creative and to participate, them sharing information, teachers and providing assistance and feedback to students.

MODIFICATION -

Students using information given to them by the teacher to redesign, create and participate in the activity, or 'customizing' the task, with teacher feedback.

REDEFINITION -

Students being accessing technology on their own time and using opportunities to use a range of technology resources to create and develop their own task, students improving the learning outcomes, sharing and collaborating with our students within the classroom and online for diverse feedback.

Collaboration with other professionals off and online is essential in education and as a developing teacher it's important to have the knowledge and connivance to be able to access these learning communities. During the time of this course in my experience as an on campus student, there has been a huge amount of engagement in person and in class discussion and collaboration, these convocations have helped my understanding and clarification on the courses materials. Due to technology difficulties on Blogger I was not able to follow or comment on any of my fellow classmates blogs, instead I than bookmarked their blog on my computer so i could easily access their blog on a weekly basis for better clarification and understanding on the task at hand, than when on campus had discussions on what we had posted. Because of the weekly on campus discussions I think that I have extremely lacked in the department of commenting on fellow class and course member Blogs, I'm assuming this is also the case with a few other people within this course, this assumption comes from the fact that I have had only 2 comments on my Blog during the time of this course. The lack of comments on my Blog has never worried me due to my weekly tasks have more than 2 views each and my Blog has over 270 views during the time of the course and the regular feedback and collaboration I got from being an on campus student.

Screen Shot of my fellow classmates Blogs bookmarked

In conclusion, incorporating technology throughout the classroom gives students the ability to develop their learning and perspectives from a global sized range of resources that are developed from diverse views and experiences.

Monday, 27 April 2015

Week 6 - Task 5

Week 6 - Task 5- Images and Diagrams, KIDS ZONE.

21st century education has allowed ICT to form new creative educational strategies, ICT allows students to put forth there opinion and knowledge, and gain knowledge form others. Technology caters for a wide range of students and their needs, they are able to explore information and materials at their own pace and doing so in where they feel conformable, such as at home. Images and Diagrams can be designed into activities that can incorporate diverse ways of thinking into the classroom environment, they engage students in their learning and helps develop students higher order thinking. Image and diagrams can be used in successful ways, in all areas of education to engage students. Focussing on math, images and diagrams are use often to help students understand the content, in forms of graphs such as bar graphs and pie graphs. When students are able to see measurements and scale of what is going on or being asked provides students with more understanding. When students are asked to draw their own, they gain better understanding and develops higher order think, before they draw a diagram they first have to know what is going on or know how to find the answer. In the content of math, images and diagrams are often drawn up by a teacher or student to suit their current content, and often these are drawn by hand, but as technology advances there are many digital gadgets that allow you to create them on computers, for example PowerPoint, Word, and Excel allows you to create graphs, change the names, the measurements and colours.

Online resources such as KIDS ZONE 'create a graph' also allows students to create their own bar graph, line graph, area graph, pie graph and XY graph, this technology allows students to choose the direction of the graph (horizontal or vertical), the shape (rectangle, cylinder, triangle etc.), the colour (background, grid & grid lines), the appearance from 2D to 3D, they are able to name the graph and each label, change the value, (percentage, total etc..) and students can also choose the font, the colour, size and style than are able to save it.

Made from KIDS ZONE

http://nces.ed.gov/nceskids/createagraph/default.aspx

SAMR Model:

SUBSTITUTION: Students moving from drawing graphs by hand on graph paper to using technology such as PowerPoint.
AUGMENTATION: Students accessing other graphs online and sharing theirs.
MODIFICATION: Students being able to use information and measurements given to them and redesigning the graph, such as changing the graph from a bar graph to a line graph, with teacher feedback.
REDEFINITION: Students being able to access technology such as KIDS ZONE to design and create new graphs, saving and sharing their graphs not just to students within the same classroom but to others online.

Thursday, 9 April 2015

Week 5 - Task 4

Week 5 - Task 4, PowerPoint, Prezi and Glogster

Technology such as Glogster and PowerPoint can involve, engage and connect 21st century learners. Glogster can be a very affective educational tool, with Glogster’s settings you are able to customise your privacy settings to public and private. These settings also allow you to pick and chose the content and allows you to chose how it will be set out. With these technologies teachers and students can customise the space to suit the content. Teachers are able to create diverse content to suit diverse learners, including students with special needs. These technologies are all fairly easy to use, there is no experience needed and students are able to use these without any problems. Teachers should be able to use these technologies quickly, easily and efficiently.

Teachers need to be sure that the content on Glogster and PowerPoint needs to engaging for all learners.

What learning outcomes can they support in your classroom?
•Supports 21st century learners
•Supports diverse learners
•Supports students with special needs
•Supports the use of technology
•Supports students engagement
•Aims for outcomes of Higher order thinking

What sorts of materials/activities will they support?

•Creative activities
•Group and collaborate activities

•IT supported activates
•‘any time learning’ activates where they can access content any time, in any environment
•Creative assessment opportunities

Substitution-

Teacher giving content or giving examples of students assessment presented on a PowerPoint, engaging students with technology. Teachers explaining with PowerPoint and Images evidence of how to use a particular technology, that they will need to know for an activity or assessment. Providing knowledge that is needed to complete their assessment piece.

Augmentation –

Students having more opportunities to be creative and participate. Teachers providing feed back on students creative PowerPoints or Glogster page. Allowing teachers to provide assistance to students in need, able to monitor students progress.

Modification –

Students becoming creative and begin to think on their own. Students creating their own piece of work. Students using technology to create individual work such as adding pictures, audio and video. Students being able to use and access materials and content no matter the time or space. ‘Customising’ their work.

Redefinition –

Students using the opportunities to use technology. Students presenting work. Students improving the learning outcomes.

http://alexallbon.edu.glogster.com/glog-from-au-apr-06-2015-5588

http://alexallbons0245606edse12024.blogspot.com.au/

http://alexallbonedse12024.wikispaces.com/

Monday, 30 March 2015

Week 4 - Task 3

Week 4 - Task 3: Audio, Images and Video.

This technology can bring strategies into the classroom that caters for diverse learners, it can allow students to work at their own level and speed, as well as allowing them to develop higher order thinking. The activity can go from teachers teaching students information to students being in control of developing and learning the information, or in reference to the SAMR model the activity starts off at in Substitution and develops through to Redefinition.

The technology of audio, images and video allows teachers to create meaningful activities without words that students of the 21st century are engaged with. Images in particular allows students to think beyond what they may first see. The settings of technology allows teachers and students to pick images, audio and video that is related to the content, you can than change the size of images, the volume, length and speed of audio and video and, in most technology gadgets when and who can see the content. Customizing the activity is the main idea of using technology in the classroom, no two teachers activities will be the same and no two students work with technology is will be same.

Technology gadgets that involve images, audio and video are fairly easy to use and to get the hang of. Little experience is needed to use these kinds of technology, but for students of the 21st century this technology is extremely easy!, this also may become an implication of these kinds of activities, due to the fact that students may result in boredom and end up flying through the activity. These activities need to support the creativity and higher order thinking of students. They can support a lot of diverse materials and activities, subjects such as art, drama and media would gain the most of these technologies. Subjects such as math may be more challenging when it comes to creating activities, but when done correctly on the right subject matter it becomes an extremely powerful tool.

Because I'm primality going to be teaching Math, at first thought you would imagine involving technology within the content may be challenging, after some thought I came to the conclusion that we already use images when teaching math, such as diagrams but if we were to use video and audio in the classroom it could become a wonderful tool when teaching math. Especially when it comes to teaching such things like: negative numbers, division, multiplication and much more. This way students are able to clearly see how and why.

When learning about shapes, division, multiplication, addition, subtraction, distance formulas, square roots, negative numbers. Providing images or moving images/ video, can be a useful tool for when students are trying to understand why and why they are getting asked to do.

How can Math students use ICT in the classroom? Technology gadgets such as iPads that allows students to create draw things such as shapes 2D and 3D, allowing students to create their own ways of solving and allowing students to play and create educational games.

S - Substitution :

Teacher setting an activity using power point and/ or audio, creating an engaging lesson involving technology.

A - Augmentation :

Teacher setting an activity using power point and students coming up and getting involved in the activity by writing on the board, allows involvement for diverse learners including students with special needs. Allows more student involvement and for teachers to focus more on students.

M - Modification :

Allowing students on computers or ipads ect, and teacher sending them a video, audio or image and teacher going through the activity with them or as a group. Allows students to learn after school hours in a location and time that they wish, supports their needs and interests.

R - Redefinition :

Involving technology and allowing the students to create their own task on the content, using the technology they wish, than sharing it with the teacher and class or a group.

Materials that could be useful when teaching Math:
Video:

https://www.youtube.com/watch?v=BFhUXNoRpQE

Audio:

https://www.youtube.com/watch?v=_oYSkG4l_Vw

Tuesday, 24 March 2015

Week 3, Task 2.

Task 2:

This technology can connect students and teachers in modern ways rather than traditional educational strategies, these types of strategies speaks to 21st century students and can result in engaging students and appealing to their interests. Allows students to collaborate with other students not just within their classroom, but in classrooms all over the country or even the world. Allows students to be creative and supports higher order thinking, and when used correctly is a creative scaffolding strategy.

Settings of these technology gadgets allow teachers to set who can see the content, what the content is, what the students can contribute to, how the students contribute, who the students can collaborate with, and at the same time allows students to think freely and control their own learning.

Multi-author can be ca wonderful contribution/ tool to allow students to participate in group work, this kind of group work appeals to them more because of the technology factor, and for teachers this is a grate way to check up on who in the group is doing the work, who may be slacking off, or if the students are all contributing equal amounts.Privacy settings are wonderful when content is to be kept private, or is to only be shared/ viewed to a small number to people. Customizing is a wonderful tool to creative activities of all levels of the SAMR model, and allows students to be creative when participating.

In reference to wikispaces, I do not find it easy to use, and I am a young adult! I find it frustrating and I can never seam to find anything or where I wish to go, that is when I actually get into it, (log in), many of my computers don't allow me to sign in and continues to go back to the home back after I have pressed long in, and does log me in. Because of the problems I'm having with this I would never use it within my classroom and within a math classroom there are many other technology gadgets that would be more beneficial to the subject matter and that I would rather use.

After 2 weeks of trying to figure out how to use Wikispace and still not being able to, I would say that to use this you would have to have prier knowledge or have to time to spend trying to figure it out. Most 21st century students these days are very tech focused, for those students they would most likely catch on fast. for people who are not as tech focused I would suggest very clear instructions on how to work the technology and have very clear information about what the technology is about.

As mentioned above, this technology can support group activities and collaborative style learning, influences creative higher order thinking and supports students interests in technology. these can be linked to all levels of the SAMR Model. One way that the technology can be used in classrooms is grouped activities and research

With setting that teachers can change the privacy, content/ subject, style of activity, intercity of the activity, allows teachers to be able to create activities at every level of the SAMR model, over a time frame they wish. During the change of levels, teachers can change the setting to suit, such as creating activities more direct with limited amount of thought, following through to creating activities where students are allowed to think, create and share own activities and answers.

S - Substitution

A - Augmentation

M - Modification

R - Redefinition