I found that the blog post written by Sanna also applied to me, as I usually find myself watching videos online in my free time (usually interviews with my favourite actors or humorous videos) but I also use YouTube as a resource for assignments. For one assignment in particular, I used a song written about the Three Little Pigs (https://www.youtube.com/watch?v=mWjUSHimgAA) as background audio in a video I made. In fact, I have a whole playlist on my YouTube account dedicated to any teaching related videos I find during my searches.
Although I mainly focus on implementing ICT’s within years 2 and 3 (the years I find most myself comfortable in), http://tegansinclair.wordpress.com/2014/03/18/its-that-simple/ provides a link to a video that shows the different ways to use an interactive whiteboard/smart board with early childhood students. Most of these activities can also be tweaked to be more suited towards older aged students.
I’ve found that the hardest portion of the assignment is finding resources/links that support my online artefact. Coming up with the reasons was easy enough (ICT’s are fun, creative and essential) but sorting through everything and finding resources that are aimed towards parent so fchildren (as per the assignment guidleines) was difficult. That’s why I found http://isabellairvine.wordpress.com/2014/03/12/assignment-time/
What is it?
I chose to look deeper into innovation 108. It is a practice innovation type and the settings learning theme. The description in the Google spreadsheet mentions that students use digital cameras to take photos of different words around the school (for example, signs, posters etc.) This is linking literacy work while integrating ICT’s, as students are able to link the usage of words outside of the classroom.
How might it be used?
I also found a website (http://www.wacona.com/digicam/digicam.html) wherein teachers from a primary school share their ideas of how they incorporate digital cameras in their class. I especially enjoyed the idea of requiring the students to demonstrate proper knowledge of working and handling the camera before getting a “photographer’s pass”, since there is always the possibility of students misusing expensive equipment without proper direction. I think that, personally, I would not allow very young students (Prep or Year 1) too much free rein with the cameras, as they may accidently drop or break the camera, even after instructions. My professional experience is taking place in a Year 2 class, so I would like to integrate some of the ideas into my class.
Why it helps student learning
By allowing students the opportunity to lead their own learning (they could use the photos of words around the school as a story) it lets students explore creatively and work with each other. I think it also helps that this could allow students to get outside of the classroom (with supervision) instead of sitting in their desks all day.
During Week 2 of EDC3100 – ICT and Pedagogy, we were asked to share our own pedagogical knowledge, using the following template:
- What your “bit” of pedagogical knowledge is.
- The context within which you might use (have used) it.
- Why it helps student learning.
Think, Pair, Share
This activity asks students to individually think about a subject or idea, then break into either pairs or small groups where they discuss the ideas they came up with. Then, they share their ideas they formed as the pair or group with the rest of the class.
The think, pair, share activity can be used throughout all year levels. It is especially valuable when the class is talking about personal experiences, as each person will definitely have differing ideas and stories, which can then benefit the other students in the class who are listening. I used it in my first Professional Experience, when I was teaching mathematics (fractions, sharing, grouping), asking students what they thought certain concepts meant and also in reading lessons (comprehension).
Why it helps student learning
By using think, pair, share, the students’ minds will be open to other perspectives. In certain history lessons, for example, students are often asked to put themselves in someone else’s shoes, to think about how they might have lived and how it differs to how we live now.
S – Substitution
Any new technology directly substitutes the old technology. The task remains the same.
A – Augmentation
The technology is still a substitute, but has more to it. Function is increased.
M – Modification
Technology redefines part of the task. Student learning is transformed.
R – Redefinition
New tasks can be designed and created.