This week we were asked is to create a poster that we could use in a classroom on the topic of cyberbullying. To create my poster, I used the free site postermywall. I used their layout, fonts and effects, and uploaded graphics saved on my desktop. One of the graphics included a wordle, which I created.
This week I developed a rubric to use with websites. It rates websites on the:
- Use of correct grammar and punctuation
- Purposefulness of theme and content
- Presentation and attractiveness of layout
- Credibility of sources
- Links or hyperlinks used and how easy they are to navigate
- Accuracy of references
This week, my previous blog entries were marked by two of my peers. You can see the marked rubrics by clicking on the images below. For me, the most useful aspects this week included the comments I received about my spelling and grammar, lack of referencing, the attractive blog layout and how I showed evidence of engaging with course content. Having read the comments from my peers, I agreed with the mark for spelling and grammar and lack of referencing, and appreciated the feedback about the pleasing layout.
In response to my marks, before peer marking I had planned to add in references, but did not feel a sense of immediacy. However, after reading the rubric comments, I immediately added referencing and edited my academic writing. Furthermore, I I was happy to have I received good marks for engaging with course content and subsequently felt motivated to edit and add to my blog.
I was delighted with my peer’s positive feedback to the aesthetically pleasing layout of my blog. One of my peers said that after viewing my blog, they were inspired to further develop hers.
Overall, this feedback has been important to me as a student, because I am not yet confident in my skills and abilities with digital technology. However, I do have an attitude that is technology fearless and I am prepared to learn.
Please click on the rubrics to enlarge.
This week we were asked to develop a lesson plan, incorporating the use of one of the programs we have used. The lesson plan below uses the Scratch the program to create and illustrate a unique ending to a story.
|Creative Writing and Illustration|
|Time: 2 x 45 minute lessons Learning area(s): English Literacy and Digital Technologies Year: 6|
|Learning objectives||To develop English literacy and original concepts by creating a unique ending to the story that was read in class. To build visual programming skills using digital technology.|
|Curriculum links||Creating Literature: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618). Digital Technologies processes and production skills: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020).|
|Prior knowledge||The teacher has read students a story, and so now the students know the entire story they can change the ending. They have previous experience with creative writing, and can be expected to adapt an original ending to the story. Students have used Scratch, and well versed in how to use this program to create animations and texts.|
|Resources||Scratch program, laptop and story book|
|Introduction||I will read a story to the whole class and then explain that I would like student’s to work individually to write a new ending to the story. Once they have written the story, I would like them to use Scratch to illustrate their story, by adding in some animation and text. Students will be asked to start by writing a short ending to the story, then starting on their animations.|
|Body of the lesson||Students will be required to pay attention to the story, so that once the teacher has finished reading it, they can adapt their own ending. Students will be encouraged to use a variety of characters found from Google searches and Scratch. There will need to be speech bubbles, indicating conversation between characters, as well as a separate story line.My role is to read to the students and facilitate in any programming problems they may encounter. I will have practiced Scratch programming and will be able to answer questions they may have about using the tool. However, students will be encouraged to Google for answers themselves before asking the teacher for assistance. Searching for their own answers, students will develop self-regulated learning.|
|Concluding the lesson||The students showing their presentations to the whole class via the Smartboard will conclude the lesson.|
|Evaluation/Follow up||The lesson will be a success if students manage to create original ideas, using correct literacy and programming skills. If the adapted story ending is coherent with correct spelling. Also, if the final Scratch story ending animation is void of any glitches.|
As a side note, I used the COOLTEXT website to create the logo “Lesson Plan”.
ACARA Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Australian Curriculum: English. Retrieved from http://www.australiancurriculum.edu.au/Year6#subject=E
ACARA Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Australian Curriculum: Digital Technologies. Retrieved from http://www.australiancurriculum.edu.au/Year6#subject=DI
Having analysed the concept of lifelong learning this week, I can now define it as an ongoing and self-regulated pursuit of knowledge, which helps to continuously develop ones skills and abilities. Howell (2012) suggests that the Internet helps us with our endeavour in lifelong learning. When we surf the Internet for information, we are gaining instantaneous access to worldwide knowledge (p. 13). For me, the most important aspect of digital learning relies on our skills and abilities to critically analyse digital information. If we learn to critically analyse the information we come across, we can learn to determine its credibility. For this reason, the education system is concerned with installing digital fluency within teachers and students.
A global citizen is someone who identifies with belonging to a worldwide community, which is made possible by digital communications. Having read about The Global Poverty Project, I now realise that global citizens share a responsibility and concern toward what is happening to their world. As a pre-service teacher, I will ensure to use technology so that my students are informed about what is happening to their planet. For example, if my students have questions, they will be encouraged to collaborate in using digital information in pursuit of knowledge.
Global Citizenship [image]. (n.d.). Retrieved from http://castlegarns.ie/wordpress/green-schools/
Howell, J. (2012). Teaching With ICT. South Melbourne, Vic: Oxford University Press.
Lifelong Learning [image]. (n.d.). Retrieved from http://angelaharveycairns.wordpress.com/
21st Century Gaming
I remember when video games were considered to be unproductive, and after a few games we would be sent outdoors to play. Today, many digital games are perceived as educational. Having watched the TED presentation by McGonigal (2010), I now feel that games teach critical thinking and problem solving skills, as well as perseverance and metacognition. By engaging in problem solving games, today’s children create their own knowledge and beliefs systems about their own cognitive processes (Woolfolk & Margetts, 2013, pp. 274 – 275). I think that one of the more principal benefits of educational gaming, is that by understanding their own cognitive processors, children are open to discovering self-regulated learning.
As a teacher, I would use digital games in the classroom as a medium to promote collaborative and individual student participation. Digital games can include collaborative options, where gamers interact with each other through the Internet. Classrooms could partner up with other schools to achieve the same learning outcome. In addition, teachers can use digital games to tailor lessons to individuals.
Sploder, is a free online game creator. Using Sploder, I create my own arcade game, called Monster Mash. I game programing this to be a fun experience and took note of how the tool promoted creativity, calculated reasoning and a sense of achievement.
Gaming [image]. (n.d.). Retrieved from http://www.f-covers.com/cgi-sys/suspendedpage.cgi
McGonigal, J. (2010). Gaming can make a better world [Video file]. Retrieved from http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world
Role of Technology in 21st Century Education [image]. (2014). Retrieved from http://edtechreview.in/trends-insights/insights/277-role-of-technology-in-21st-century
Sploder [image]. (n.d.). Retrieved from http://www.jessewattenhofer.com/games
Technology in the Classroom [image]. (2014). Retrieved from http://www.revivelongbeach.com/lbusdkids.html
Woolfolk, A., & Margetts, K. (2013). Educational Psychology (3rd ed.). Frenchs Forest, NSW: Pearson Australia.
What is Scratch?
Scratch is a free multimedia toolkit that enables teachers and students to program their own games, animations and interactive art. Those who make games can link their creations with others over their Internet. Teachers can create interactive games that promote subject specific learning, such as science and math games. Students can build their digital fluency by creating their own games.
My reflection on using Scratch
I found the Scratch program an entertaining experience, and foresee many children enjoying the task of creating and reaping the educational benefits that Scratch offers. After viewing various instructional videos on how to create my own game, I was set to go. I found the interface easy to navigate and programming easy to use. Scratch is an age appropriate program for primary school children.
Play my original game, Hungry Monkey.
Benefits of using Scratch in the classroom
Having used Scratch, I can see how students will have fun while expanding their digital fluency. Furthermore, students are able to express their individual ingenuity by creating original games, or work as a team by incorporating diverse ideas. Scratch promotes the use cognitive skills in learning how to program, express original ideas, problem solving, developing ideas and collaborate with others (Scratch, n.d., para 1).
Scratch. (n.d.). Retrieved from https://www.educationscotland.gov.uk/usingglowandict/gamesbasedlearning/gamedesign/scratch.asp
Scratch [image]. (2010). Retrieved from http://commons.wikimedia.org/wiki/File:Scratch_Logo.svg
Scratch 1 [image]. (2010). Retrieved from http://chrisbetcher.com/2010/10/teaching-kids-to-think-using-scratch/
3Cs of Scratch [image]. (2011). Retrieved from http://scratched.media.mit.edu/resources/3cs-scratch