{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

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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}

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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}

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“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

{Participation and the Digital Divide ~ mind the gap}

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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.

The Digital Divide - Joanna OsmanPlease see Pinterest link below for more digital divide resources:

References

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#