1251EDN Montana Nuvoli

1251EDN UNDERSTANDING

INFORMATION AND COMMUNICATION TECHNOLOGIES

What I thought 1251EDN was going to be:When I first saw 'Understanding Information and Communication Technologies'

on my timetable, I was wondered why would a high school drama and music teacher would need to learn about technology? I thought this course would be teaching me how to write up word documents, send emails, and possibly even

how to mark an electronic roll. How very wrong I was.

During my first 9am Monday morning lecture, I was given a taste of what this first semester would consist of. I quickly learnt that this class would educate me on how to create a modern and technologically connected classroom that our 21st

century world demands.

What 1251EDN has taught me:

SAMRSubstitution Augmentation Modification Redefinition ModelThe SAMR model shows the levels in which computer technology can impact a classroom. It aims to

guide teachers to create, manipulate and integrate learning and teaching technologies so that students can achieve a high level of learning. Each level of the SAMR increases in difficulty and in impact.

Level 1- Substitution: Where the technology acts as a substituted tool with no functional changes. Level 2: Augmentation: Where the technology acts as a tool with functional changes Level 3- Modification: Where the technology enables significant task changes Level 4- Redefinition: Where the technology allows the class to connect with others around the world. This level of technology allows students to do and learn things that are not possible without the technology.

(Seton ICT SAMR Model, 2013)

TPACK:TPACK is the equal interplay of content knowledge (CK), pedagogy knowledge (PK),

and technology knowledge (TK). When these three isolated areas equally combine, they create a 'sweet spot' that educators should strive to achieve in their lessons.

TPACK demonstrates that classroom content should be taught and presented to students on a 21st century technological platform.

(TPACK Explained I TPACK, n.d.).

Electronic platforms that can be utilised in a classroom:

-Computers -Phones -Apps

-Powerpoint -Pinterest

-iPads/Tablets

-Youtube -Interactive Whiteboard

-Google Maps -Videos -Scoop.it

-Minecraft/Games

Digital Story

What PowerPoint taught me about digital literacy: Hyperlinking within PowerPoint enables students to present and navigate through information on a structured and pre-determined path. ACARA states that when students create stories and animations in PowerPoint, they build up the confidence to use the technology throughout all their classes (2011). PowerPoint allows for interactivity and engages students through numerous teaching styles (Faculty Center for Teaching and Learning, 2014).

Technology To Aid Students-The use of technology in the 21st century works to support people with disabilities. Perhaps one of the most useful tools in technology is the text to speech capability. This setting allows students with reading and writing difficulties to put their words into text. It is also highly useful to students who have physical impairments restricting them to hold pens, sit still long enough to write something down, or even summon the energy to get out of bed. By using the speech to text tool, students are able to put their words onto paper at anytime of the day and in any environment. -The speech to text tool also works in reverse. Students are able to change written words into spoken words with a click of a button. This application not only aids students who have speech difficulties by saying the words for them, but it also works as a teacher as it shows them how to speak and pronounce words.

-Another tool that also aid students is the avatar app. This app allows students to record their voices and then present their information through an animated avatar. By utilising this app in the classroom, the teacher is giving students another pathway to complete oral assignments and exams. This app is particularly helpful to students who stutter and fear public speaking, as they can record their information in a quite room and keep re-recording it until they are happy with how it sounds.

PINTERESTEducation value: Pinterest is a platform where teachers can connect with colleges on a global level. With these connections, teachers can gather an array of resources from different countries, cultures and religions. Additionally, pinterest enables teachers to collect information that other educators in similar teaching areas have created, recycled, and found useful. (Aitsl.edu.au: Standard 6-Professional Knowledge, 2011). The utilisation of pinterest is an excellent classroom example of TPACK as it provides an intricate collaboration of content (CK), pedagogy(PK), and technology (TK) (Tpck.org, 2011).

(SAMR ideas, 2014)(Drama resources, 2014)(Music and technology integration, 2014)

Global networking is important for teachers as it allows them to connect with fellow colleagues throughout the world. It can assist teachers by providing platforms on which educators can post and share resources. By doing this, teachers aren't needing to constantly 'reinvent the wheel',

instead they can find lesson plans and class activities online that have already been created used successfully by other educators. Global networking also helps teachers get their name out into the

business. By posting, conversing, and collaborating with teachers around the world, they are able to create a 'contact list' that they can go to if they ever need assistance or guidance with their work or teaching. Global networking ultimately allows teachers to be surrounded by other teachers in a

positive and encouraging environment, where each teacher is learning and sharing information and resources.

Global Networking Importance:

Scoop.itWhy would teachers use Scoop.it? Scoop.it provides a public online forum for collaboration between students and myself. It contains endless recyclable worldwide information and is easily accessible on many different technological mediums. Scoop.it is an excellent TPACK classroom tool as it successfully allows a “complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK)” (Tpck.org, 2011, p.1).

(Emotions in music, 2014) (Elements of Drama, 2014)

Project based learningProject based learning takes learning outside of the classroom. It not only promotes 24/7 learning, but also connects students to other students, schools, and experts both nationally and internationally. By doing this, the students are able to contact, collaborate, and present their findings to a public worldwide network. Stages of project based learning: -Projects start with a driving question -Students inquire -Students learn as they need to know (they learn as they go along) -Students revise and reflect -Students present to a public audience.

Why use video tasks within the classroom?

Video tasks are an excellent classroom example of TPACK as it allows for both individual and group work (PK). It enables content to be presented on a platform that todays youth are familiar and well experienced in (TCK). Additionally, video tasks promote creativity and allow students to reflect on the unique work they have created (Tpck.org, 2011).

(I.C.T alcohol fuelled violence, 2014)

EdublogPurpose of Edublogs in the classroom: By using Edublogs, teachers are able to present information on a platform that can be accessed worldwide. Students are also able to access and view this information, therefore creating a supervised blogging site that can be used for class discussions and even group assignments.

(Edublogdashboard:MontanaNuvoli, 2014)

The Learning Place---The Learning Place is an organisation that provides digital access to over 49,000 resources and tools, including 1570 teaching resources, 4047 quality assured wedsites, 11068 learning objects and 2714 images. ---They state that exceptional teaching can only be achieved once a teacher can fluently move between technologies within the classroom.

---Possibilities of The Learning Place: 1-Use resources to support research or assignments. 2-Develop a professional folio of resources. 3- Access resources being used in your prac classroom. 4-Discover how to teach effectively using digital technology. 5-Compare and evaluate.

---Areas of teaching and learning within The Learning Place: edStudios, edTube, learning pathways, virtual classrooms, and web conferencing.

ePortfolio ImportanceePortfolio purpose in 1251EDN: To demonstrate my evidence against the Australian Professional Standards for Teachers. Other uses: This Google Sites tool could also be used for everyday lesson planning and writing up descriptions of activities. It is also very helpful for substitute teachers as they could find the tab for that particular day and see what the teacher has clearly organised. Not only is it easily accessible through the use of tabs and folders, but it can also be changed to private or public settings, depending on who the teacher wants to share their resources with.

(Googlesites:MontanaNuvoli, 2014)

Flipping the classroom:Aim: To change low level thinking into high level thinking What is a flipped classroom: Flipping the classroom inverts traditional teaching methods. It essentially means that class work and homework are flipped, by delivering instruction online outside of class while moving homework into the classroom. What does a flipped classroom mean: The classroom moves from teacher centered to student centered. Passive learners become active learners, as they must take control and responsibility over their learning. From this, students then focus on applying, analysing, evaluating and creating. Why choose to flip the classroom: Students actively engage in their education and learn to work alongside others to achieve a common goal. How teachers flip the classroom: By developing meaningful class activities, project based learning experiences, and collaborative assignments. Teacher use technology to flip the classroom and create a connected community.

Bloom's Taxonomy Bloom's Taxonomy is a categorisation of learning objectives and goals. These objectives/goals are split into three sections known as cognitive, affective, and psychomotor. Bloom's Taxonomy aims to motivate teachers to focus evenly on these areas, creating a more rounded form of education for students. Bloom's taxonomy shows the Six Levels of Questioning that teachers should use:

(Fun with learning taxonomies, 2009).

Cyber SafetyIt is vital to remember that while technology has countless benefits, it also has it downfalls.

There are many precautions teachers can take to ensure that their students are safe and protected online. Firstly, teachers can make sure that all students have secure passwords for their online data and that all their websites and pages are set to private. Secondly, teachers can block websites such as 'Omegle' and 'Club Penguin', which are international chatrooms that anyone across the world can join. By doing this, teachers can avoid students participating or being subject to inappropriate content being discussed, bullying, and also private information being released into an unmonitored forum. Lastly, teachers should always view websites before they use it in a lesson. By looking through the site beforehand, the teacher is able to check that all information is appropriate and that the website is based on a safe and trustworthy network, such as a government site. Cyber bullying can also occur in the classroom between students. If the teacher sets up an online class blog to discuss homework and assignments, the page could also be used negatively to manipulate and make fun of other students if they asking for help because they don't understand something. It is important for the teacher to monitor the page and also make it very clear that the blog is used to help people, not to bully or blackmail.

Why do teachers need to understand and utilise technology in the classroom?

Living in the 21st century, technology has become a vital part of our everyday lives. Whether it is turning on our phones or mixing multiple layers of music to record a song, we become more and more dependant on technology as each day passes. Electronic

devices allow us to connect with people in the next suburb, on the other side on the world, and even on different planets. As technology progresses, the coming generations begin to see technology as 'the norm', and in doing so begin to utilise it from a much younger age. Gone are the days of paper and pens, now replaced by social media websites and instant messaging. With this comes our need for instant results and interactions. Future students won't be waiting for letters in the mail and books to be returned to the library so that they

can borrow them out. Instead they will be accessing information almost instantly from around the world with the click of a button. Therefore, it is incredibly important that

teachers understand technology and how to use it effectively in the classroom, because it is through our technological understanding and education, that we are able to connect

with and educate our students.

Reference ListACARA. 2011. The Shape of the Australian Curriculum. Retrieved from http://www.acara.edu.au/ verve/_resources/Languages_-_Shape_of_the_Australian_Curriculum.pdf Aitsl.edu.au:Standard 6-Professional Knowledge. (2011). National Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl_national_professional_standards_for_teachers Drama resources. [Image]. ( 2014). Retrieved from http://www.pinterest.com/mnuvoli/drama-resources/ Edublogdashboard:MontanaNuvoli. [Image]. (2014). Retrieved from http://montananuvoli.edublogs.org/wp-admin/ Elements of Drama. [Image]. (2014). Retrieved from http://www.scoop.it/t/elements-of-drama-by-montananuvoli Emotions in music. [Image]. (2014). Retrieved from http://www.scoop.it/t/emotions-in-music Faculty Center for Teaching and Learning. 2014. Effective Use of PowerPoint. Retrieved from http:// www.fctl.ucf.edu/teachingandlearningresources/Technology/PowerPoint/index.php

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SAMR ideas. [Image]. (2014). Retrieved from http://www.pinterest.com/mnuvoli/samr-ideas/ Seton ICT SAMR Model. [Image]. (2013). Retrieved from http://www.google.com.au/search?q=seton+ICT:+SAMR+model&client=safari&rls=en&source=lnms&tbm=isch&sa=X& ei=4qyJU-qJC8jfkwXS0YFA&ved=0CAgQ_AUoAQ&biw=1280&bih=738#facrc=_&imgdii=_& imgrc=fYS4Q06NNU2_BM%253A%3BD7d2LrhzKqjqQM%3Bhttp%253A%252F%252F1.bp.blogspot.com%252F-LY6FNyVlDTw%252FUiQIcBe9u7I% 252FAAAAAAAABZA%252FS8OearmarfI%252Fs1600%252FSAMR %252Bphoto.JPG%3Bhttp% 253A%252F%252Fsetonict.blogspot.com%252F2013% 252F09%252Fsamr-model.html%3B640%3B480 TPACK Explained | TPACK. [Image]. (n.d.). Retrieved from http://www.google.com.au/search?q=Tpack&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ei=g5-JU7aQOMqPlQWO3oCADw&ved=0CAgQ_AUoAQ&biw=1280&bih= 738#facrc=_&imgrc=ftNx0FVSr6T09M%253A%3B6CfhSu54sclX3M%3Bhttp%253A%252F%252Fwww.matt-koehler.com%252Ftpack%252Fwp-content%252Fuploads%252FTPACK-new.png%3Bhttp%253A%252F%252Fwww.matt-koehler.com%252Ftpack%252Ftpack-explained%252F%3B1815%3B1815 Tpck.org. (2011). TPACK – TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE. Retrieved from: http://www.tpck.org/.