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.
This weeks’ topic, Life-longlearning 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.
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 involvedSploder; 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.