{Peer Feedback ~ calm before the storm?}

This weeks’ task involved giving and receiving peer feedback. McMillan (2011) suggests that assessment without the use of instructional changes is not formative. Peer assessment was challenging however I tried my best to provide praise and formative instruction.

The peer feedback I received included instructional suggestions such as centering and enlarging images and items I had documented to workshop, such as referencing; as I was still investigating how to hang text, and a small spelling error I knew existed within my Inforgraphic header. I took my peers advise and made the suggested changes and have now mastered hanging text. Go me!

Majority of the feedback received was praise, which was wonderfully fulfilling knowing that my peers acknowledged my efforts and were inspired by my blog, as I had spent endless hours learning how to implement out of the box ideas. I appreciated the time and effort my peers took to assess and inform me of these suggested changes, as I know it was not an easy task.

Overall, this process has confirmed that by actively participating in the digital age, I am able to improve my digital fluency through exploration, experimentation and collaboration for life-long learning. From the first blog post to the last, I have uncovered the importance of  teachers being digitally aware citizens in a digitally expectant society, to empower students.

Press below links for peer marking:

Feedback from Petrea Drew

Feedback from Helen Elliot

Click on the pinterest board below for additional resources regarding dealing with collegues:

References

 

Freedigitalphotos.net. (2014). Give feedback [Image]. http://www.freedigitalphotos.net/images/search.php?search=feedback&cat=

 

McMillan, J.H. (2011). Classroom assessment: principles and practice for effective standards-based instruction (5^th ed.). Boston, MA: Pearson.

 

tes Resources. (16 May 2014). Dealing with collegues. Pinterest. Retrieved from http://www.pinterest.com/tesResources/dealing-with-colleagues/

{Life-long Learning ~ you can learn something new every day}

This weeks’ topic, Life-long learning ignited a flame within, learning something new can happen every day.

Life-long learning is promoted during formal education and pursued throughout life (Lifelong Learning Council Queensland Inc, 2013). Howell (2014) states that digital technologies are now being used within education to engage in life-long learning; aimed at developing skills, attitudes and aptitudes for our digitally expectant society.

Learning should never cease and this week’s tutorials on web searching strategies reconfirmed this as searching for reliable information online can be a challenge. For example, the task of embedding Prezi into WordPress was no easy feat this week and after devoting endless hours searching Google, watching YouTube tutorials and reading WordPress forums the task appeared impossible. However, after learning these new searching strategies and reviewing keywords, utilising help menus and tuning in on some inner Generation X characteristics (resilience and fearlessness), the task was conquered instilling a huge sense of achievement, proving a digital native is not defined by age.

As a result of this weeks learning, a teacher can effectively engage and conquer new learning to expand on their technological pedagogies, as well as collaborate with peers and share new knowledge to assist them in teaching in a digital world by socially bookmarking collective information.

Watch and enjoy the below Prezi presentation on The Earth Day Network by clicking on the title link:

References

Howell, J. (2014). Living and learning in a digital world [ilecture]. Retrieved from http://echo.ilecture.curtin.edu.au:8080/ess/echo/presentation/b2505e94-8731-4027-a469-e157191e565b

Howell, J. (2012). Teaching with ICT – Digital pedagogies for collaboration and creativity. VIC, Australia: Oxford University Press.

Brown, B. (1998). New Learning Strategies for Generation X. ERIC Digest No.184. Retrieved from http://www.ericdigests.org/1998-1/x.htm

Lifelong Learning Council Queensland Inc. (2013). About lifelong learning. Retrieved from http://www.llcq.org.au/01_cms/details.asp?ID=12

Prezi. (2014). Earth day network – By Joanna Osman. Retrieved from http://prezi.com/om5licnmkdmr/?utm_campaign=share&utm_medium=copy&rc=ex0share

{Digital Blurring ~ Sploder: Mission Impossible}

This weeks topic considered Digital Blurring which refers to how informal digital use in our private life may cross over to benefit our formal learning and educational outcomes. For example, at home students and teachers may use instant messaging web 2.0 tools to communicate therefore, implementing an in-class instant messaging program on an interactive whiteboard may be an engaging methodolgy to communicate and collaborate authentically, productively and reflectively. Howell (2012) suggests that teaching strategies that come with a predisposition in its users have great potential in teaching and learning outcomes. Students are engaged when learning is fun, social, meaningful and provides options, therefore instant messaging may be a key motivation for providing meaningful communication and collaboration within the classroom.

This weeks’ creative task involved Sploder; a fun free arcade themed web 2.0 gaming program that anyone can use to create games online and share globally. Sploder was found to be very user friendly as users of all ages are able to design games whilst applying creative and critical thinking skills; from the artistic design of themes and graphics to the analytical side of creating an interesting and challenging game that others can solve (Sploder, 2014). As a result of this experience, a teacher could implement game creation into the classroom to engage learners in a creative process that calls upon higher-order skills, collaboration, active participation and most importantly, fun and effective learning aligned with their private lives and learning outcomes.

Play Mission Impossible on Sploder by clicking the image below or try creating your own game here: Make your own Sploder

“When we play a game, we tackle tough challenges with more creativity, more determination, more optimism, and we’re more likely to reach out to others for help” (Jane McGonigal, 2010).

See Jane McGonigal’s (2010) TedTalk below for more insight on benefits of gaming in the digital age.

References

 

Howell, J. (2012) Teaching with ICT – Digital pedagogies for collaboration and creativity. VIC, Australia: Oxford University Press.

 

Sploder. (2014). Mission Impossible – Joanna Osman. Retrieved from http://www.sploder.com/publish.php?s=d0043mfu

 

TedTalk. (2010). Jane McGongial: Gaming can make a better world [Video file]. Retrieved from http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world

{Digital Fluency ~ if you have an itch, Scratch it}

This week explored the skills needed to learn in a digital world with the new topic of digital fluency. Digital Fluency is the ability to use different types of technologies in a confident, creative and productive manner (Howell, 2012). For example, expanding students’ experiences with word processing through a lesson that includes typing formal letters with specified font formats and margins, enables students’ to understand the importance of developing skills beyond the basic word processing skills, emerging into the value of when and how to apply, create and produce particular skills.

In addition to learning the definition of digital fluency, this weeks’s creative task put most to the test by actively participating with the Web 2.0 program Scratch. Scratch allows users to program interactive stories, games, and animations and then share with others globally online (Scratch, 2014). Consequently, it proved to be quite a challenge for most however, after some trial and error the results appeared relatively positive in understanding how integrating such a program into the classroom can engage students in learning to think critically, problem solve, reason systematically and work collaboratively to develop the essential skills for life-long learning.

Click here or the image below to view:  My Scratch Project {Digital Fluency}

“Young people today have lots of experience interacting with new technologies, but a lot less so of creating [or] expressing themselves with new technologies. It’s almost as if they can read but not write”(Resnick, 2012).

Further discussion of digital fluency and the benifits of using Scratch in classrooms can be found on the below Tedtalk, Lets teach kids to code by Computer Scientist Mitch Resnik:

References

Howell, J. (2014). Digital Information [ilecture]. Retrieved from http://echo.ilecture.curtin.edu.au:8080/ess/echo/presentation/822c603c-a7da-4f41-8466-5103980d029e

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Oxford University Press.

Lifelong Kindergarten Group at MIT Media Lab. (n.d). About Scratched for educators. Retrieved from Retrieved from http://scratch.mit.edu/educators/

Osman.J. (2014.) Digital Fluency by Joanna Osman. Scratch. retrieved from http://scratch.mit.edu/projects/20980654/#player

TedTalk. (2012). Lets teach kids to code. Mitch Resnick [Video file]. Retrieved from http://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code

{Digital Information ~ Pinterest; an addictive interest}

This weeks’ topic explored digital information and Pinterest; an exciting and slightly addictive visual tool for collecting and pinning digital information that is of interest. Pinterest (2014) describes itself as an inspiration bank and users would agree. There is a lot to benefit from using Pinterest beyond the personal aspects. For example, it was found from a search of Digital Technology that users are able to locate potential pins globally for various applications, activities, technology tips, resources for technology integration within the classroom, devices and global technology trends.

The most significant aspect of Pinterest is that most pins are visually engaging, exciting and inspiring as they come in various forms. For example, pins can be videos, infographics, photos, word clouds and many more visually interesting options. Teachers and students who struggle with generating original ideas may find inspiration from Teachers on Pinterest. Pinterest also has the capability of sharing pins to social network sites, such as Facebook and Twitter, as well as sharing to email. For example, teachers and students can share pins to a class Facebook page, a class Twitter, or email. Pinterest’s comment option is also worth considering as it could promote teacher/student communication for assessment practices. Therefore, a teacher may utilise many of the basic features of Pinterest professionally within the classroom.

Visit my profile on Pinterest.

References

 

Osman, Joanna. (16 May 2014). “Jo Osman (joosman).” Retrieved from http://www.pinterest.com/joosman/

 

Pinterest. (2014). Retrieved from http://www.pinterest.com/

 

Teachers on Pinterest. (n.d.). Teachers on Pinterest. Retrieved from http://www.pinterest.com/teachers/

{Participation and the Digital Divide ~ mind the gap}

This weeks’ topic examined the digital divide; unfortunately not everyone has the opportunity to participate in a digital world. Howell (2012) recognises the digital divide exists not only between countries but also within countries. For example, household Internet access is 74% in the Australian Capital Territory whereas Tasmania has only 49%. As a result, there is an increasing digital expectancy from stakeholders for the education system to bridge this gap, and ultimately, enable all students to be digitally fluent for life-long learning (Howell, 2012).

This weeks’ creative task was to create an infograhic that visually represents the digital divide and discuss similarities and differences to others. Infographics are purposeful tools used to connect education and technology, and allow for simplified visual learning (edudemic, 2013). Initially, the most difficult element of the task was deciding on theme options with Piktochart. Subsequently, it became apparent for everyone that the task was more than experimental fun. Once the research was done, creating a combination of reflective text, graphics and media made for visually pleasing, quick to read and easy to understand summaries of the learning content. As a teacher, skills in these technologies are essential as a basis for reflection, discussion and assessment as they highlight key words and ideas and engage students visually.

Please see Pinterest link below for more digital divide resources:

References

istockphoto.com. (n.d.). Bridging the Gap [Image] http://www.istockphoto.com/stock-photo-11540427-building-bridges.php?st=1203963

Howell, J. (2012) Teaching with ICT – Digital pedagogies for collaboration and creativity. VIC, Australia: Oxford University Press.

Picktochart. (2014). Bridging the Digital Divide. retrieved from  https://magic.piktochart.com/editor/piktochart/1587373#

{Digital Security ~ secure your digital self}

This weeks’ topic explored digital security breaches such as identity theft, scams, cyberbullying and Facebook. Identity theft, scams and cyber bullying all exist within Facebook with the sharing of personal details and viral wall messages such as click to “find out what others are saying about you” (Dimmel, 2008). Third party applications also pose a threat with the interactions they allow (Leitch, 2009), such as games that request access to personal profiles. Unfortunately, the security risks that exist within the general digital community also exist within Facebook and users continue to put too much trust in their Facebook friends increasing breaches.

This weeks’ task required participants to consider their own digital security when viewing the web video Don’t Get Hacked! Secure Your Digital Identity by Tekzilla (2012), who encouraged consideration of privacy settings, back-ups, security questions and strong passwords. Howell (2014) also emphasised the importance of being digitally secure by distinguishing the different aspects of security violation and how it can happen any time, any place to anyone.

Teachers need to be digitally aware at all times by practicing safe habits as well as equip students with digital security knowledge and awareness for protecting themselves online (Howell, 2014). For example, a teacher may present students with security tips on a Prezi presentation before all digital lessons to reinforce the importance of being safe, respectful and ethical online.

 Watch the Prezi presentation below on how to Secure your digital self by clicking on the title link!

Hide or delete unwanted posts or pictures to overcome a bad digital footprint #LLiDWOUA

— Jo Osman (@Joanna_Osman) March 11, 2014

References

Dimmel, B. (2008). Identity theft worm hits Facebook. Retrieved from http://www.infopackets.com/news/security/2008/20081208_identity_theft_worm_hits_facebook.htm

Goyte. (2011). Somebody that I used to know. [CD]. So fresh. The hits of spring 2011. Sony Music Australia

Howell, J. (2012) Teaching with ICT – Digital pedagogies for collaboration and creativity. VIC, Australia: Oxford University Press.

Joanna_Osman. (2014) Hide or delete unwanted posts or pictures to overcome a bad digital footprint [Twitter Post] Retrieved fromhttps://twitter.com/Joanna_Osman/status/443342372357672960

Leitch, S. (2009). Security Issues Challenging Facebook. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1017&context=ism

Prezi. (2014). Secure your digital self; By Joanna Osman. Retrieved from http://prezi.com/n15mbtvdypzp/?utm_campaign=share&utm_medium=copy

Tekzilla. (2012). Don’t get hacked! Secure your digital identity. Retrieved from https://www.youtube.com/watch?v=9xHTJ7iSRBA