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Tagged

I have completed the Connect.ed modules and received my certificate for doing so here…Connect.ed certificate.

I was particularly impressed with the tools that were shared along the way from the Australian Communications and Media Authority (ACMA).

Like Sharon I am specialising in Early Childhood and I can relate to her when she says that there was not much for Early Childhood through the modules in her blog but I don’t feel that the very young are as vulnerable because they are under the closer guidance from parents and teachers about the technologies they use.   However, I was drawn to the video “tagged” for teenagers (16 +) to see the kind of things that they get up to. Mainly because I have one at home.

As I was going through the modules it was clear that I have not grown up with technologies with my dinosaur answers in the simulation about social networking!  From one of the videos an ICT teacher hit the nail on the head when he said that technologies are not bad, they are here to stay but what is important is that we teach children to use them respectfully by promoting positive and safe online behaviour.

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Digital Footprint

In learning path 10 “where does your digital footprint come from” I watched this, 

which reminded me of my greatest fear about social media.  Phones that can take pictures and videos allowing anyone to capture images of people when they are not even aware of it and post it to the internet.  One such video came up on my facebook page of a girl picking her nose on the underground.  What disturbs me the most is not what she was doing (although strange that you should do that in public) but that someone took a video of her and then advertised it on the internet to be shared amongst millions.  Why would you do that?  More recently, a friend of mine took a photo when she was in the bus of two ladies sitting in front of her (back of their heads). These ladies had very distinctive haircuts and a colourful fashion sense.  She uploaded that photo to her facebook page with a sarcastic comment.  Again, why would you do that?  When I see someone aiming a phone in my direction, although they might just be watching a movie, reading a text or checking their Facebook page, I will physically turn around so my face can not be seen. I find this a real invasion of privacy that people feel they can take your photo and splash it all over the internet without your consent.  It makes me wonder should we speak out or stay silent?

As for the “Rate My Teacher” sites, i’m glad i’m going to teach Early Childhood 😉

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Having a Plan B

Some of my plan B’s include:

  • Using my hotspot on my phone if the school should lose the internet.  I have an iPhone and this is how to connect to your hotspot.
  • Download any youtube video to my laptop.  See how to here.
  • Ensure that iPads/laptops that I will be using are fully charged.
  • Connect with the technology teacher at my school where I will be for Prac.
  • Ensure that the resources that are needed are available and booked out for my use.
  • Check that any apps that I want to use are installed and working.
  • Check the compatibility between my mac and the school’s computer system.
  • Always check with my mentor that the ICTs I have chosen comply with school policies.
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Scaffolding for Assignment 3

More scaffolding being built by Augapfel, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  Augapfel 

Wow, there is so much content in this course.  Feeling grateful that I am only doing two courses this semester.  I have to say while it is scaffolded very well, for me there is too much reading.

In this weeks learning path I read about the breakdown of the assignment, which was very helpful.  However, something that struck me, as it did with assignment 1, was the allocation of marks to the work involved.  As I was reading through the breakdown about the lesson planning, I couldn’t believe that they are only worth 1 mark for each lesson plan, our reflection and mentor feedback.  In the advice of where people lost marks one of the dot points said,

They submit fewer than 5 lesson plans.

With an allocation of 1 mark each where is the incentive to include any?  I will of course include all five of my lessons, my reflections and mentor feedback because I want those 5 marks!  Someone else who recognises the amount of work for these assignments is Brittany and Carolyn’s blog reflects on the course in general.

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Biggest Challenges on Professional Experience

Having completed learning path week 9, I was relieved to see that the challenges that I face are similar to those that others are facing. Kate’s blog here has some awesome advice while on Prac.

My planning has been ongoing since the start of the course. I have been saving a list of interesting websites that I might revisit on Prac.  This week I began to downloaded and print copies of the feedback forms that my mentor will hopefully fill out for me.  There seem to be an awful lot but I wont feel guilty. A friend of mine who is a teacher once told me that she likes being a mentor because the pre-service teacher does most of the planning and teaching but the mentor teacher is the one who gets paid!  So hand those feedback forms in early fellow students!!

Using the RAT Framework and Bloom’s Taxonomy

The RAT framework plays an important role when it comes to my choice of ICTs in my planning and how I will use them.  This is another great framework in helping me reflect on what ICTs I am planning to use and are they really a benefit to the child’s learning or am I just including it because it fulfils the ICT general capabilities?   Read more about the framework:

A fellow student shared this article on Bloom’s Taxonomy, which has helped greatly when thinking about moving from the simple to the complex when planning in assignment 2.  The article also offers ideas of ICTs that can be used to enhance student learning in each of the thinking skills.

Unit Planning Troubles

studing by jerik0ne, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  jerik0ne 

Well I have been working on assignment 2 for the past week and I am finding it hard to put my thoughts in a logical order….it is frustrating. However, it seems that I am not alone in this area as you can see here   and here, which is a comfort!

There are two things that I have been thinking about:

  • Knowing what year 2 are really capable of doing in Mathematics.
  • What does the examiner want to see when marking my planning?

It’s all very well planning these lovely unit plans and lesson plans but in the real classroom things will be very different and the planning might not go as desired.  This has been the case for me on occasions in the past! However, I am a person who likes to be well prepared so I will always have a plan of some sort!

Which leads me to what the examiner expects.  I can’t help but feel that I am producing a piece of work that is moulded around what the examiner wants to see.  During my studies I have learnt that I shouldn’t be a teacher who has a fixed idea of what I think is an appropriate or correct answer (in my head) when I ask students questions, nor should I only accept the answer that I was thinking about as the correct answer.