All posts by margienightingale

What to do with 1 iPad?

My practicum placement was a great challenge as I had a class with a number of students with ADHD.  These students were easily disrupted and required a great deal of effort to keep them on track.  These students were often reward or distracted with game playing on the one iPad. My challenge was to consider ways in which I could use this resource to engage and enhance learning. I decided to explore the internet for some assistance and discovered that I was not the only one who has sought such help.  I came across a blog by mikaelaellis entitled ADHD & ICT which was very helpful.  I was rather impressed with my improvement in searching as my search terms were ‘ADHD & ICT’, resulting in this fabulous blog.

Not only does this blog connect the reader with great theory to support the assertions of the author but there are numerous links to helpful sites.  The main premise of this blog is that ICTs are very beneficial for students with ADHD, specifically the use of computers or iPads to support and demonstrate learning.

I have found this very valuable and well worth the look especially if you have students with diverse needs in your class.

 

The challenge of keeping up with the kids.

It can be very difficult for those of us who grew up without technological toys and entertainment to keep abreast of the latest gadgets and sources and technology that have captured children.  In my attempts to teach children through authentic engagement, I often wonder whether my selection of ICT related activities and resources are actually meaningful or relevant to the students I teach.  It could be that I think they are great but the students are secretly rolling their eyes thinking this is “so yesterday” (or the current equivalent phrase).  

In my endeavours to stay in touch, I have stumbled across a fantastic blog which offers a great selection of fantastic resources.  The blog Digital: Divide & Conquer not only provides great resources from YouTube clips to the latest game information but it also provides great ideas for classroom use.  

I am finding more and more that blogs are great resources for teachers.

WordPress for Android 2.9 Has Arrived

Just a quick reblog for those who may have noticed this in their reader. You can now add blog more easily with the new WordPress for Android app. Be sure to check out this blog and download the app if you manage your life by your phone.

The WordPress.com Blog

The WordPress for Android 2.9 release is now available in the Google Play Store. This release includes some exciting new features, enhancements, and bug fixes.

Blog Discovery

Blog discovery is a new feature in the Reader that lets you:

  • Find new blogs (based on recommendations).
  • Preview a blog and read posts before following it.
  • Manage your tags and blog subscriptions.

android-blog-discovery-feature

Publish Icon Button

We replaced the publish icon button with a contextual text button. Whether you’re saving a draft, publishing or scheduling a post, or updating one, this new button will display your action, depending on your current task.

Faster Notifications and Stats Refresh

We updated the Notifications feature to use Simperium technology, which will sync your notifications quickly and efficiently.

We also know you love viewing your Stats, so we improved them to refresh faster than ever before.

Interface Improvements

  • Reintroduction of the refresh button in all refreshable views, along with…

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ICT Resource List

I shall keep my comments short and simple as Mrs Young has eloquently given us plenty of information and tips to satisfy in her ICT Resouce List Blog Well done and thank you. This is a great blog for preservice prac teachers and teachers alike.

Mrs Young's ICT Endeavours

So I thought I would compile a list of ICT resources I used on prac. Over the three weeks I taught English (every day), Maths (x 2 lessons) Geography (x3) Smart Moves (half an hour of outside time every second day) and the vocabulary program implemented within the school (3 times a week).

In each of these lessons at least some element of ICT was implemented. Due to the limited resources and the brutality of getting a booking in the computer lab (you had to beg, borrow and steal) the ICTs I used during professional experience were limited in terms of what I would prefer to do. E.g. reality hit. Too long I’ve been given the chance to ‘describe my own context.’ Each student getting their own laptop (ha) a large quantity of iPads (hahahahaha) and reliable internet connection (biggest laugh of all). But I DID implement ICTs and by…

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ICTs in the Classroom and Professional Experience

This is a very interesting blog and causes reflection on the existence of the digital divide. It has been my experience that there is a great discrepancy between schools in relation to student access to digital technologies.

I know of two schools that are only a few kilometres apart yet may as well be worlds apart in terms of the available technologies. Both are state primary schools of around the same size. The first school has an amazing array of resources, from state of the art library and computer labs to classrooms where each student has an iPad that connects to the Interactive Whiteboard. Increased bandwidth and Wifi. These students access their homework using QR codes.

The second school, contains few classrooms with IWB’s, a poorly resourced library and an old computer lab in which half of the computers are regularly not working. These students rarely get to access online learning opportunities and when they do, their progress is very slow as a result of insufficient bandwidth.

This creates challenges that require novel solutions from teachers and administrators. I am happy to hear any that you can offer.

The Weblog of Amy Vogelzang

While googling using ICTs in the classroom I came across a document written by the Victorian Department of Education and Early Childhood Development they call it “Digital Deck”.

“The Digital Deck provides a quick overview of the range of digital resources available to schools. It starts with an eduSTAR overview then explores other resources and methods along the ePotential continuum. Each of the 63 resources has a description, advice for getting started and classroom ideas.”

Although many of us are teaching in Queensland and will not have access to the Victorian education department log in, this document still gives you an example of many programs that are available online tody and can be incorporated into the classroom. The quick and colourful summaries are made to be user friendly.  I advise everyone to take the time to look at the Digital Deck resources and think about how you can…

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Aligning Assessment and Curriculum

My Assignment 2 Unit of Work, is for a year 6 English unit.  Lego Movie – Constructing a News Story

Learning Objectives

Students will draw on prior knowledge to recall purposes and impact of multimodal elements in texts.  They will build upon this previously developed knowledge, as they learn how text structures (e.g. headline and visual elements) and language features (e.g. high modality word groups, emotive language and subjective language) are used to develop a news story and persuade a viewer to support a particular point of view.

They will engage with a variety of texts, analysing news stories to determine bias and how textual elements are used for different purposes such as persuasion.

Students will be able to select and use relevant ideas and information, text structures and multimodal elements as they plan, create and publish a news story to persuade a viewer, using software to create a multimodal presentation.

Content Descriptors

  • Understand the uses of objective and subjective language and bias (ACELA1517)
  • Investigate how vocabulary choices, including evaluative language can express shades of meaning feeling and opinion (ACELA1525)
  • Understand how authors often innovate on textstructures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)

  • Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions(ACELY1709)
  • Analyse how text structures and language featureswork together to meet the purpose of a text(ACELY1711)
  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting withtext structures, language features, images and digital resources appropriate to purpose andaudience (ACELY1714)
  • Use a range of software, including word processing programs, learning new functions as required tocreate texts (ACELY1717)

Exploration 4 into ICT integration – Geography & History

The internet provides fabulous opportunities for students to visit places that would otherwise not be possible.  One fabulous online resource is the Explore Glacier Works site 

This website provides a multimedia tour of Mount Everest, where students can take a virtual trek to the Everest Base Camp.  Fabulous video clips and panoramic images bring this site to life.  Students can explore change and issues of sustainability.  This is a perfect resource to integrate Science and Geography .

It is a great resource for History also as it enables students to explore some of the great historical human endeavours.

Exploration 3 into ICT integration – Art

crayola

 

 

I have discovered that the internet provides an abundance of freely available programs and content for use in the study of art.  A particularly helpful site I have happened upon is www.crayola.com It provides a program for creating digital images using some tools that would be familiar to young children.  It also provides colouring pages (although I am not a fan of template artwork, they are useful for relaxation and colour exploration).

Of particular interest to me as a preservice teacher are the resources for teachers.  They have a great selection of lesson plans, some of which are integrated with other KLA’s.  If you are interested in visiting this site the link is here.

Please note that this site is heavily branded and I am conscious of the issues of fair competition and am not advocating this site for branding purposes.  I would also suggest that teacher’s who use this site for their class have a conversation with their students around the influence of product branding.  Finding incidental opportunities to have critical literacy discussions, such as this is I feel, a valuable part of a teacher’s role.

More art and creative fun can be found in this link to a list created by Danny Nicholson, a teacher with an interest in ICT’s.

Exploration 2 into ICT integration – Science

It seems to me that some of the difficulty in teaching science is related to the abstract or complex concepts that can be difficult for children to visualise.  I intended to find some resources to help with this visualisation and concept development.  I discovered that there are many, from digital magnifying visualisers that connect to the IWB, to real time video of animals in habitats.  I decided for the purposes of this blog, to refine the resources to space science.  I discovered a fabulous website: solarsystemscope.com.  This interactive site provides students with an opportunity to explore the solar system in 3D and includes useful tools and information.  My colleague Erin, in her blog, Space Science – Apps for shrinking the solar system, provides more links to resources for teaching space science and even provides an aligning content descriptor from the Australian Curriculum.

solarsystemscope.com.

solar