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Review of 1251 EDN!

Review of 1251 EDN!. By Samara Howell. Pre-Class Feelings. Technology is a scary thing No one know what it will bring. It’s always changing, My abilities fading And knowledge made obsolete. The programs I knew Have gone down the loo. I don’t know what to do, It’s all shiny and new,

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Review of 1251 EDN!

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  1. Review of 1251 EDN! By Samara Howell

  2. Pre-Class Feelings Technology is a scary thing No one know what it will bring. It’s always changing, My abilities fading And knowledge made obsolete. The programs I knew Have gone down the loo. I don’t know what to do, It’s all shiny and new, Against children I cannot compete. I knew Bebo, Ask Jeeves And had tricks up my sleeves But now there’s internet thieves And the things they achieve. All I know is Ctrl Alt Delete.

  3. TPACK • As a first year education student my thoughts were “What’s TPACK?” and “Why do I need it?” • I thought it was about lumping technology on top of an already crowded curriculum. • I found out it was about the integration of technology into the curriculum in an everyday setting to promote digital fluency (Koehler, 2012; Mishra & Koehler, 2006).

  4. ePortfolios • Learned how to create a simple website, add and edit pages and add content. • Valuable skills were learned that will help me, as a Learning Enhancement Teacher, assist students in creating educational blogs or working on websites for an assignment.

  5. Reviewed Technology

  6. Back Channels • In Week 3 we were introduced to the Back Channel “Today’s Meet”, an experience that quickly devolved into an anonymous chat-room filled with irrelevant and bizarre comments. • Things that I learned from the experience were: • To find a Back Channel that does not allow name changes if I ever want to use a Back Channel in a classroom. • Not to assume that older students will show maturity and use resources in the intended manner.

  7. Windows Movie Maker

  8. Windows Movie Maker I was really nervous about making a video, it seemed like such a huge task and it was really daunting. When I found out that we had a set script and we were walked through the program during the tutorial I calmed down enough to start thinking. How was knowing how to use Windows Media Player to make a video going to help me as a teacher? So I did a little research and found that students find tasks involving the creation of a video to be more relevant (Kearney & Shuck, 2006). I also found out that videos are an effective way to deliver content as an alternative way to the main method (Brecht, 2012). I also realized that if I didn’t have at least a basic understanding of how to do something, how could I expect students to do it? How could I assign a mark to something if I didn’t know how much effort was required to get that final product?

  9. Spreadsheets • Prior to this course I viewed spreadsheets, or excel, as one of those programs I would never open. Of course, I had used it in school, but since then I had stuck to Microsoft Word and when I needed help interpreting data I would turn to SPSS. I had failed to realise the full array of options in the current version of Excel, with a user friendly interface and a variety of functions that range far beyond those of basic maths.

  10. Digital Story Telling • What I thought was going to be an easy task turned into a lesson well learned as I discovered even the simple task of linking slides together can turn messy without careful planning. • Digital Story Telling taught me not to underestimate tasks based on how easy I think they might be. • I also learned that while programs might have typical uses the possibilities are really endless provided the user is creative enough. • Creating a digital story uses Higher Order Thinking Skills (Bloom’s and ICT Tools, 2013; Bloom’s Digital Taxonomy, 2013).

  11. Scoop-it • Scoop-It was an example of a useful curation tool for education. The tool could be used to provide students with some guidance towards useful and relevant material, or could be used by students to store information for future use (or for when they’re doing their reference list and can’t remember where they got their information from).

  12. Audacity • Audacity has a user-friendly interface and is laid out in a logical manner. • The visual format used to show where you’re at in the audio allows individuals like myself, who have difficulty differentiating voices and some sounds, to use the program without too much trouble. • While it’s not a program I’d be keen to use again, due to my auditory issues, I would recommend it to students looking for a sound-manipulation program and would be comfortable helping them learn to use it.

  13. ICT Place Mats • The ICT place mats (QLD Education, 2012) are a brilliant resource for teachers unsure of how exactly to integrate technology into their subject or teaching. They provide a wide array of ideas, ranging from simple to more complex, are easily accessible and do not assume a teacher has access to unlimited resources. • The place mats also helped me realise that integrating technology into a classroom wasn’t about focusing entirely on technology, it was about utilising the resources available and connecting to students in a way meaningful to them.

  14. References Bloom’s and ICT Tools. (2013). Retrieved April 19, 2013, from the Educational Origami Wiki: http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools Bloom’s Digital Taxonomy. (2013). Retrieved April 19, 2013, from the Educational Origami Wiki: http://edorigami.wikispaces.com/Bloom’s+Digital+Taxonomy Brecht, H. D. (2012). Learning from Online Video Lectures. Journal of Information Technology Education: Innovations in Practice, 11, 227 – 250. Retrieved May 22nd, 2013, from http://www.jite.org/documents/Vol11/JITEv11IIPp227- 250Brecht1091.pdf Kearney, M. and Schuck, S. (2006) Spotlight on authentic learning : student developed digital video projects. Australasian Journal of Educational Technology, 22(2), 189-208. Retrieved May 22nd, 2013 http://search.informit.com.au.libraryproxy.griffith.edu.au/documentSum mary;res=AEIPT;issn=1449-3098;py=2006;vol=22;iss=2;spage=189

  15. References Continued… Koehler, M. (2012). TPACK Explained. Retrieved May 23rd, 2013, from http://www.tpack.org/ Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j. 1467-9620.2006.00684.x. Queensland Government. (2012). The Digital Classroom. Retrieved May 26th, 2013, from http://education.qld.gov.au/smartclassrooms/enabling-learners/digital-classroom.html

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