Newton’s Three Laws of Motion

I subscribe to a variety of websites and receive a great weekly email that keeps me wondering about all the cool things around us.  The website is called The Kids Should See This: Smart videos for curious minds of all ages .  It’s a great site for videos on a variety of issues that could be explored in the classroom.  Area such as science, technology, space, animals, nature, food, DIY, music, art, animation.

The videos are the sort of videos that invite discussions about ‘how is that possible’. Utilised at the start of a lesson to engage students interest and create a lively discussion as to how the issue/matter/phenomenon is possible may be one strategy.  From here the lesson objectives could be explored and the lesson concluded by resolving the initial inquiry question from the video.  Some of the concepts are so cool the students may be able to recreate the experiments supporting enhanced learning through creating meaningful schema’s.

Like all videos though it would be important to consider the RAT (Hughes et al, 2006) model to ensure the video is amplifying rather than replacing.  But one thing is for sure, I wish these sorts of videos were available when I was at school to keep me questioning deeply about the things around us.  What a great opportunity to engage some of Bloom’s Higher Order Thinking Strategies (HOTS).

An animation produced for the Royal Observatory Greenwich.

 

References

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2006 (pp. 1616–1620). Orlando, Florida: AACE. Retrieved from http://www.editlib.org/p/22293/

Nakaya, R. (2016). The Kid Should See This | Smart videos for curious minds of all ages: Science, art, nature, animals, space, technology, DIY, food, music, animation, and more. Retrieved from http://thekidshouldseethis.com/

Zemanek, J. (2016, March 24). Eggstatic – Stroboscopic patterns animate on Easter eggs | The Kid Should See This [Video file]. Retrieved from http://thekidshouldseethis.com/post/eggstatic-stroboscopic-patterns-animate-on-easter-eggs

 

 

ICT lesson plan for A1

After trolling through many, many lessons plans available on the internet, I have decided to use one of my own lesson plans for A1 in order to reflect on my work.  Oh, and not to forget the copyright constraints which challenged me day after day.

A1 facilitates the reflection of using ICTs within a lesson in accordance with the R.A.T and SLIC (Hughes et al, 2006) platforms.  I was originally considering adjusting the lesson and adopting the skills and knowledge I had acquired since completing the lesson.  However, I agree with Denise’s tactic of reflecting on past work. As this lesson was completed over a year and a half ago it will be interesting to reflect on my skill level growth and also thinking deeply about the pedagogies employed within the lesson.

EDC3100 – A1 LP from EDC1400 – LP – Science – Friction yr 4

References

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2006 (pp. 1616–1620). Orlando, Florida: AACE. Retrieved from http://www.editlib.org/p/22293/

 

 

How to use ICTs and Pedagogy…

In continuation of my blog earlier regarding Spatial Education and effectively using ICTs and Pedagogy I provide further insight.

When considering how ICT and pedagogy can be used in my teaching I will utilise the instructional events themed by Hughes et al (2006) – Student Learning, Instructional Methods, and Curriculum Goals (SLIC). Jones (2016) outlines the three themes assist teachers in assessing firstly, the student learning aspect of the learning and secondly, the instructional methods adopted by the teacher.  The final theme is the curriculum goals that is, the knowledge and experiences the learner will acquire, experience or gain.

I believe with a structural approach such as Hughes et al (2006) teachers will be able to assess the ‘merit’ of each ICT and their pedagogical relevance.  This will minimise the chance of teacher-centric uses of ICTs in the classroom and avoid as Dede (2008) suggests a low variety of approaches to ICT, similiar to that of a “low-end fast food restaurant”.

Hughes et al (2006) also created a model that allows teacher to think about the ICT and pedagogies ability to enhance and transform learning.  The model is referred to as the acronym RAT. Replacement, Amplification, Transformation.  According to Jones (2015) Replacement is where technology replaces traditional instructional practices learning or goals.  It does not enhance or transform the learning experience in any way. Such as writing on the interactive whiteboard instead of the chalk board. Amplification involves technology increasing the learning experiences efficiency, effectiveness or productivity. Such as using the photocopier to print duplex rather than one sided, therefore increasing the efficiency of the task.  Transformation involves revolutionizing the instruction learning or curriculum. Such as example could be where the staff of a cluster use WIKI to find the best solution to a teaching issues such as behaviour management. Without the platform where all parties can be involved whenever and wherever they like a cluster staff meeting would be required.  

Monique in her blog discusses the RAT model where she suggests the model will allow here to “change different aspects of lessons to increase the effectiveness of ICTs”. I to share this view where utilising these two models produced by Hughes et al (2006) will assist teacher collectively determine how to use ICTs and pedagogy to enhance and transform the students learning experiences. 

References

Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp. 43–62). New York: Springer

Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation – Framework. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2006 (pp. 1616–1620). Orlando, Florida: AACE. Retrieved from http://www.editlib.org/p/22293/

Jones, D. (2015). SLIC and its use [Moodel book]. Retrieved fromhttp://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=538703

Wiki.com. (2016). Wiki.com. Retrieved 21 March 2016, from http://www.wiki.com/

Spatial education

I recently had the opportunity to attend a PD session on Spatial Education.  Now, if you are anything like me you would be thinking ‘I will have to google that to see what that’s all about’. Within the Brisbane Landcentre I joined with fellow pre-service teachers from a variety of universities to gain an understanding of spatial education, namely Geospatial Education.

The Department of Natural Resources and Mines (DNRM) delivered the learning on Geospatial Education.   According to the DNRM “Spatial information describes a location, or is information than can be linked to a location. Everything around us has a location and a dimension which can be represented by spatial information”.  The PD endeavoured, and rightly delivered a detailed information session on incorporating a geographical inquiry approach into the classroom using ICTs that can enhance teachers and students navigate their way through the Australian Curriculum of Geography .

So, Geospatial simply refers to teachers incorporating 21st Century ICTs that explore mapping and surveying for a variety of geographical inquiries.  ICTs such as Google Maps, Null School Earth,  Scribble Maps and The Queensland Globe.  Image using these resources to engage students in a discussion as to why our transport systems look the way they do on a map of Australia and how these share a direct correlation with the population and infrastructures, such as mines.  Or, looking at the global weather in relation to water temperature and currents. Or even, incorporating a unit that explores geography and science to understand how water quality changes from the place of fall, down ranges, into creeks, rivers and finally to the coastal cities and seaways.  Students can explore, map, graph and then analyse data on changes to water quality and the environmental, albeit human environmental impacts to the quality.  This could fit nicely within the Australian Currciulum (ACARA, 2016) Humanities and Social Sciences / F–6/7 HASS / Year 4 / Inquiry and skills / Researching / ACHASSI075 Content Description: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions.

DNRM update their website every six months and the best part is the spatial education toolkit is delivered by a registered geography teacher, Mr Mick Law. The toolkit is written in such as way as it aligns with each year level from Prep to Grade 12.  As a soon to be (gosh, that’s a lovely thought) primary school teacher who will strives to incorporate meaningful ICTs into my classroom that enhance and transform learning I believe these types of resources will aid in this.  But how does one determine if ICTs will align with pedagogies.

To be continued…

References

Department of Natural Resources and Mines,. (2015). Queensland Spatial Educators’ Toolkit: for the Australian Curriculum Geography. Brisbane, Queensland: Department of Natural Resources and Mines.

Draw On Maps and Make Them Easily.. (2016). Scribblemaps.com. Retrieved 21 March 2016, from http://www.scribblemaps.com/

earth :: a global map of wind, weather, and ocean conditions. (2016). Earth.nullschool.net. Retrieved 21 March 2016, from http://earth.nullschool.net/

F–6/7 HASS – The Australian Curriculum v8.1. (2016). ACARA. Retrieved 21 March 2016, from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?y=4&s=inquiry-and-skills&s=H&s=G&s=CNC&s=ENB&layout=1#page=2

Google Maps. (2016). Google Maps. Retrieved 21 March 2016, from https://www.google.com.au/maps/@-27.8303746,153.9249073,8z

Queensland Globe | Queensland Government. (2016). Business.qld.gov.au. Retrieved 21 March 2016, from https://www.business.qld.gov.au/business/support-tools-grants/services/mapping-data-imagery/queensland-globe

 

Can you solve the riddle before you lose consciousness?

I watched this video created by Derek Abbott and located on TED Ed this morning regarding a fun exploration of the mathematical concept of conditional probability.  A neat way to explain and visually illustrate the concept using a somewhat authentic problem.

TED Ed offers multiple video exploring a variety of mathematical concepts using Math in Real Life as the motivation.  This particular video explores the concept of conditional probability in order to find the greatest odds to assist you lick the right frog giving you the necessary antidote to get out of the rainforest alive. I can tell, you are thinking…’Why do I need to lick the frog?’.  Well, you will have to watch the video to find the answer to the question.

Problems such as this I believe offer students the opportunity to engage in problem based learning (PBL) of a highly authentic, albeit unlikely scenario to solve an authentic student-centred problem using Bloom’s (1956) Higher Order Thinking Strategies.  Strategies such as Application to reason, Analysis to investigate the facts and Evaluation to draw a conclusion.  The video also address possible misconceptions in calculating the odds, explains why these are not accurate and offers explanations to corrections.

If you have a few minutes watch this PBL video.  What was your answer and reasoning?

References

Bloom’s Taxonomy (Bloom) – Learning Theories. (2014). Learning Theories. Retrieved 17 March 2016, from http://www.learning-theories.com/blooms-taxonomy-bloom.html

Can you solve the frog riddle?. (2016). United States of America.

Can you solve the frog riddle? – Derek Abbott. (2016). TED-Ed. Retrieved 17 March 2016, from http://ed.ted.com/lessons/can-you-solve-the-frog-riddle-derek-abbott 

Copyright obligations

This week in EDC3100 we have explored the concept of using resources appropriately to ensure we respect intellectual properties and follow the copyright laws and obligations.

An excellent snapshot of these aspects is summarised in the blog by David Jones.  David explores how easy it is and has been for those of use engaging in EDC3100 to inadvertently breach the law. I know personally this is something I still have concern over. The key message, I think is to be diligent and value others peoples work and take the time to find out what needs to be done to meet the copyright obligations.

I must remember to refer to this blog in readiness for all assignments.

Plickers – A new way to quiz

I recently read a blog written by Rebecca Davies who was discussing how to navigate a tech deficient classroom.  That is, where each student does not have access to their own device, such as an iPad.

A wonderful ICT Rebecca spoke about was Plickers.  An innovative way to use technologies to engage students in a quiz.  The teacher uses the program to create the quiz (this involves manually typing in questions which can be laborious, yet does have the capability to archive for future use), assigning each student a number which will correspond to the QR code they are given.  The quiz is displayed using the IWB or projector for instance and the students simply display their chosen answer using the QR code.This amazing QR code is utilised by each students to display their answer.  Plickers which is downloaded on your iPad, iPhone etc will then use the camera to scan the students QR codes collectively.  Plickers will record electronically their answers to the quiz.  For me, a student who went to school many moons ago, this is truly amazing.  I keep using the word amazing…as it really is.  Watch the you tube video to learn more.

In a classroom where technical  devices are not of a ration 1:1 the use of ICTs programs such as Plickers can allow teachers to still engage with technologies whilst supporting students of the 21st Century in meaningful activities. Teachers are given the opportunity to gauge student learning instantly and offer assistance to areas of learning in a timely matter. Plickers collates the data, again another time saving exercise. What’s the harm in making a quiz a little different for kids and more engaging??? With the Australian Curriculum and the Melbourne Declaration firmly committing to students engagement with technologies this is one way teachers can utilise ICTs to offer alternative ways to doing quizzes.

References

Technologies: Introduction. (2016). ACARA. Retrieved 11 March 2016, from http://www.australiancurriculum.edu.au/technologies/introduction 

Here’s how to use Plickers. (2014). United States of America.

Melbourne Declaration on Educational Goals for Young Australians. (2008) (1st ed.). Melbourne, Victoria. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Plickers. (2016). Plickers.com. Retrieved 11 March 2016, from https://plickers.com/

Truth, truth, truth…

Wow, it is amazing how we can share similiar viewpoints.  This week I was sifting through many blog postings both from fellow EDC3100 peers and also greater afield and I had the thought of, ‘How can I learn about ICTs in the classroom and the way I might integrate, teach and support students with these when most have not yet been invented”.  How can I learn something that is yet to exist?

mparkesmoller recently blogged about this very topic.  mparkesmoller point was very simple…educators need to be abreast of ICTs in the 21st Century as we are influencing the student who will interact with the globe and the real world problems within it.

Sir Ken Robinson is a strong advocate for education revolution, not evolution….revolution. In the above video Sir Ken Robinson speaks of education requiring a revolution which requires innovation, of which he acknowledges is hard as it involves doing something which is uncomfortable. He challenges us to think differently about our current practices.   Sir Ken Robinson suggests our thoughts on education are based on past centuries rather than this century.  I believe this highlights more than every the vital importance of educators being technically savvy with today’s ICTs and having a genuine desire to incorporate them effectively.

Allen Carrington created a pedagogy wheel which equips educators with a framework that considers the “digital-age education” we currently face.   The wheel assists educator utilise mobile apps in the most appropriate area of learning for students. Within the context of the learning the wheel allows teachers to identify pedagogical places and purposes and embed them into learning. An interesting tool, if you have time check it out as it suggests ways of incorporating ICTs into the pedagogies within your classroom.

All the best with your own personal education revolution involving ITCs.

References

Sir Ken Robinson: Bring on the Learning Revolution!. (2010). United States of America.

ICTs can be the tools that make the difference in learning

 

Image source

I recently read a blog posting by Sherrynjohns who was discussing the topic of ‘Why use ICTs in early childhood education’.  After watching the video attached to Sherryn’s blog it got me thinking about the comments made by Tara Fagan within the video.  Tara states “…for some kids ICTs are the tools that make the difference in learning…”.  What a powerful statement.

All learners are unique and we all learn differently. What works for me, may not be the right fit for you and so on.  I recently came across a blog written by Patrick Dimick regarding how technology caters to students 8 Multiple Intelligences.

The article suggests in the tech savvy 21st Century we should consider offering students a variety of ICTs that can fulfill the learning styles of Howard Gardner’s (1983) Multiple Intelligences.  For instance, for linguistic learners rather than offering the traditional oral and written information based activities, offer for example, a storytelling app which reads a narrative of the story, scenarios and discussions outlets.  Or offer an alternative way to communicate, collaborate and creatively recount their learning by engaging students in writing a blog. Wow, how things have changed since my days at school.

The bottom line is that there is not a ‘one size fits all’ approach to teaching students in the 21st Century.  With an imaginative approach to understanding each student, their needs and styles the inclusion of ICTs can support student learning outcomes.

Read the article and let me know your thoughts.  I would love to hear them.

 

 

Scheduling Parent-Teacher interviews

Well, it is that time of the year again where teacher prepare by collating data, undertaking formative assessments, checking running records etc in readiness for the years first parent-teacher interviews.

After reading a blog from Lengend77 who spoke about how they felt towards ICTs,  I ponded about some changes in the classroom since I, and perhaps Lengend77 were at school.  The old parent-teacher interviews.  I recall a note that we had to take home and give to our parents.

With the technologies we have available today to create, record and generate statistics for each child it would stand to reason technology would also provide us with programs to electronically arrange time slots for parent-teacher interviews.

Voila, a program called Bloomz  has been created.  Richard Byrnes features this ICT in his blog outlining the pro’s of using Bloomz.  One such advantage is the time saving abilities of the program for both parents and teachers.  Once a table of available times is created parents are notified and able to pick a time-slot.  The saying of ‘first in best dressed’ certainly applies as once a booking is confirmed no issues such as double booking can occur. A wonderful tool that allows both parties to organise themselves for the pending interview.

A con for using this ICT that springs to mind for me are the families that do not use technologies…yes they do exist.  Or families who are not confident in using ICTs, or even families who are not able to access technological resources due to either a service issue or financial aspect.  It would be imperative in these instances to ensure you as the teacher offer alternative ways for parents to arrange a mutually convenient time to conduct a parent-teacher interview.

Where is this leading to for me?  What I am appreciating from EDC3100 is when to use ICT and when to have alternatives. Teaching is a collaborative profession where in formats such as blogging or Feedly we are able to gain insights into all current and new ICTs from our colleagues.  Effectively, others road-test the resources and we as a profession are able to discern if the ICT will be beneficial based on our particular requirements.  Long live the professional collaboration, the technological innovations (ICTs) created by our colleagues and the wonders of the internet!