Loosi’s Blog.

I recently read Maree Skillen’s blog Digital Footprints.

Completing E-Learning as a subject I have been motivated, and excited to learn about how I can utilise technology in my future classrooms. This article, in which Maree refers to ‘Digital Foot Prints in the Digital Age’ by Richardson (2008), I confronted my one and only fear of using these digital processes in the classroom.

The internet holds such a vast amount of easily accessible, yet extremely inappropriate and damaging information. It is all well and good when globalisation and internet access increases the accessibility of information that positively aids students and teachers learning, but what about all the content that teachers do not want their students to receive.

I know filtering systems and webpage blocks can be implemented on computer systems, but we all know that those ‘junk’ emails somehow break down the barrier and unwanted information always pops up unexpectedly.

Hopefully as technology continues to advance, so to will ways in which teachers can monitor and direct specific information that is accessible into their classroom. I believe it would be truely sad and unfair if it got to the point where teachers were punished for negative experiences that students happened to engage in, in their classroom in relation to technology.

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Mathew’s blog ‘Connecting learning across the world’ made me think about teachnology’s ability to connect students from areas all over the world.

Talking of Bernard Garcin’s Collaborative Project, Mathew states that ”online pools / surveys’” are used ”to initiate interest and spark debate amongst students”.

I realised that students who are learning in primary schools are learning specific to their localised area. Even in an Australian contextual environment, different areas are segregated by familiar charactersitics. In terms of expressing personal views and beliefs, student would be debating against students within the same, or relatively similar societal envornment which hold similar values.

Technology and the internet can allow students to debate or discuss concepts with students from complelety different worlds. Unknown information can be discovered and challeneged. Listening to differing ideas allow students to critique their own thinking.

These forms of digital programs and uses of technology can encourage students to use higher order thinking skills, implement abstract problem solving and evaluate their own views in terms of their education and relevant knowledge.   

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Alison brings up many interesting points in her blog ‘Technology in Schools’.

In regards to the article ‘Technology focus School’ it is evident that technology aids learning and can positively and dramatically change achievement in this area.

I agree with Alison when she states the school benefits from “whole school integrated technology across the entire curriculum instead of just teaching it as an individual subject”.

I thought this was a valid statement. I also think that this notion of whole school integration is important in terms of teaching technology in general. It is hard enough for teachers as indivudals to promote technological processes within individual classrooms to aid students learning.

Collaborative teaching and group efforts need to be utilized in order to effectively ensure students can completely engage with technology and learn in all aspects of education.

School should instil a school wide network which offers continuous support to all involved. This is the type of environment where current and advancing technological process can thrive, be established and become a major contributer to student achievement in their learning. If students were to move around the school and be exsposed to inconsisted ideals and practices of technology, it would confuse and negatively affect students perception about its use to enhance learning.

Schools need to produce a united front in reagrds to their policies and beliefs towards technology.  With more hands on deck encouraging enthusiasm towards using digital devices in schools, the better the chance students will receive a positive message, learn from those around them and grow in a well supported, up to date and technologcal environment that will prepare them for their world and thier future.

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I recently read an article by Celia Heffernan called ‘The A to Z of Technology’. It highlighted that “This day and age is made all the more confusing when they start talking about technology”.

I felt this horrible sense of inadequacy when I began E-Learning. I didn’t understand any of the concepts, processes or ‘lingo’ assosciated with technology. This article would have aided the development of my digital language greatly. It explains the definitions of many terms. the following are particualr words or phrases I was initially struck by.

“Blog is an abbrieviation of weblog. “”Filters block websites based on certain keywords or types of content”, (this would definitely benefit a classroom in terms of safe resarching and interaction on the internet).”IM” means “instant messenger”, and is an “online text message”.”Moblog” is a blog created through mobile phone internet access”. “Vodcasting” is a video version of a pdocast often “radio-style”. And “Tagging” is “a words or group of words assigned to a peice of information… that describes the content of the item”.

I now have an appropriate level of competency when it come to understanding technology’s word bank. I feel young student definitely have an advantage. They can learn the names and terms of the methods, facilities, processes and hybrid devices as they are created.

I will absolutley try to keep myself up to date in order to maintain my digital literacy levels becasue there is no doubt that advancing world will spring a new technological term on me tomorrow!

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Refernce for Magazine.

Hefernan, C. (2008) ‘ The A to Z of Technology’ Click:A Technology Guide for Parents.NSW Department of Education and Training. 8 – 13.

I have recently read ‘Children of the Revolution’ written by Katrina Lobley.

She highlights how beneficial technology (when correctly implemented in the classroom) can be to students learning and in providing greater educational opportunities and experiences.

“State of the art equipment” can allow students in a class to become virtual ‘Globe Trotters’”.

A “connected classroom” opens up vast communication lines and helps establishbeneficial social networks. This classroom inhabits such resources as “interactive whiteboards” and implements activities including “iMovies, iTunes and iDvds”. Technology is used as a “motivational force” and encourages teachers and students to learn as they “go along together”. “Theres a great deal of espect between students and teacher when “role changing ” occurs. Technology allows students to become the experts.

‘Virtual excursions” are also implemented through “video conferrencing equipment”. This brings me to the idea I confronted when reading this article.

Are we going to far? stopping students getting on a bus and taking an excursion? Sure it saves time and money, but at what cost? I believe students still need to experience a hands on education, encouraging appropriate and balanced traditional practices which enhances learning through technology.

A virtual excursion is a great idea! Don’t get me wrong. But we also need our students to get outside and smell the roses.

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Magaizine reference.

Lobley, K. (2008) ‘Children of the Revolution’ Click:A Technology Guide for Parents. NSW Department of Education and Training. 26-29.