Eportfolios & brochures

http://www.eduweb.vic.gov.au/edulibrary/public/ict/elearnplan/elp09.doc

Students have access to more information and communication tools than ever before in human history. Such access calls for a new literacy: digital/ICT literacy. This requires students to be aware, wary and discriminating. They need to be empowered users who make informed choices about the information they seek, the products they want to create and the tools they use.

This week we continued to explore different software and how we might effectively use in in our future classrooms. In particular, we examined ePortfolios and using brochures.

The following definition of an ePortfolio was taken from the lecture:

A digital or electronic portfolio is a collection of work or a display of artefacts


that demonstrates one’s skill level, progress and achievements in one or more areas of discipline over time.

  I loved being able to look at the example student eportfolio in the lecture, although one thing that struck me was that it seemed like such a lot of work for something that may only be in use for one school year. I know that, depending on the school policy, the student's profile would ultimately be accessed and added to by each teacher of the child - which is what I would hope for. I am therefore glad for the introduction of Ultranet throughout Victorian state schools. I believe this project, as well as showing students and parents the progress of the child, will aid the teacher in better tailoring activities to suit the abilities and interests of the individual student.

During our workshop we discussed what we should do when we apply for our first teaching jobs. As well as practical advice such as looking professional, driving to the school beforehand, and making sure our facebook account is blocked or appropriate, we also developed our own professional ePortfolios. These portfolios will include our resume and practical contact information as well as our developing pedagogies. Our professional ePortfolios will demonstrate our own technology skills and hopefully display our willingness to embrace technologies within our future classrooms.

The reading provided in our lecture notes by Cara Lane goes into detail about the many advantages of working with ePortfolios with our students.

"Much of the power inherent in e-portfolios thus lies not only in their potential to build  technology and Web publishing skills, but also, and more importantly, in their ability to advance students' knowledge of how to apply those skills effectively in academic and professional contexts."

The other tool we were introduced to during the workshop was the use of brochures. I believe the use of brochures would allow students to display their knowledge in a meaningful way and also enhance their information technology skills.
http://ali.apple.com/acot2/curriculum/

Rethinking what we teach must come before we can rethink how we teach.

Curriculum actually refers to all purposeful activity that takes place within the classroom.

As always when incorporating technology into the classroom, the above website re-iterates the importance of relevance. It is not enough simply to show the students how to create a brochure within MS Publisher, the brochure must have a purpose.
In the workshop we designed travel brochures similiar to any you would find in a travel agent. This could be done with the students - they could both expand their knowledge of a foreign location and broaden their research and technology skills.

There is a plethora of teacher resources and example lessons available on the web that make use of brochures.

http://www.readwritethink.org/files/resources/lesson_images/lesson856/sample.pdf

During the workshop the issue of homework also came up. I don't think any of us are fond of the idea of weighing our young students down with a mountain of homework every night. However Greg told us that he used to carry out - Teacher's Torture - give kids a brochure filled with maths problems, crosswords etc on Monday - they have until Friday to finish. This seems like a great way of giving the kids a fun activity and ample time to explore it. They also have the whole week to ask for the teacher's assistance if they do not understand a concept.

 

Introduction to Learning Technologies - The 21st Century learner

"Human communities depend upon a diversity of talent, not a singular conception of ability." Ken Robinson

http://www.youtube.com/watch?v=r9LelXa3U_I

There were so many gems in this video, but one of the things I'll take away is that teachers and the governing bodies that decide curriculum should not impose their own values of what talents and skills are worthwhile. Whilst using numerous technologies may take me out of my comfort zone, it may allow my students to shine.

In our first week of Technology across the curriculum we learnt that "there are two significant change agents in the current global environment - education and the internet." I signed up to getideas.org to further my understanding of education in the 21st century - Education 3.0.

My comprehension of the current values in education is that "learning is doing." More than ever before students are expected to question authority and to find answers for themselves. The other big change (from my own schooling) is that contemporary "systems integrate 21st century skills throughout the curriculum." I don't remember using computers at all during primary school, with the exception of the game - Where in the world is Carmen Sandiego? And I think this activity was optional and to be accessed during free time. In high school we used computers for my "typing" class. This was a whole subject of learning how to type! What a wasted opportunity! I think now more than ever, pre-service teachers like myself will be aware that learning technology skills will be more effectively taught and learnt if they are used in conjunction with meaningful curriculum. A video on the getideas.org site featuring Sugata Mitra proved that "when you have interest, then you have education." And "children will learn to do what they want to do." To me, the work of the teacher keeps growing. It is not enough to understand the curriculum and define your expectations for what you want your students to learn. It is not enough to simply find activities and resources that you think will assist student learning. The teacher has to do all of the above AND most importantly, engage the students so that they will WANT to learn.

http://www.getideas.org/library/video/sugata-mitra-child-driven-education

Ultranet was the other site that we were encouraged to explore. Whilst I'm not authorised to thoroughly explore the site, and it is now known that it's not immune to technical problems - in theory it sounds like a wonderful resource for teachers. Through Ultranet, teachers will be able to

• 
  
  access resources
• 
  
  share with peers
• 
  
  discover information about each student

http://www.education.vic.gov.au/about/directions/ultranet/benefits/teachers.htm

In our first workshop we explored Inspiration. I enjoyed using this software - and at first only thought of it as a way for the students to create a profile of themselves. However, upon exploring the Inspiration website, I've discovered numerous ideas of how this software could be meaningfully integrated with the curriculum.

http://www.inspiration.com/inspiration-science-examples

The following is the page I created to show my interests.

INSPIRATION

I must confess that I had never heard of "mindmapping" before the workshop. In school we always brainstormed using butcher's paper. But what a great way of allowing students to get their thoughts down in a more permanent and easily retrievable way.

MINDMAP

Finally this week we were encouraged to familiarise ourselves with VELS. For the most part I find VELS to be extremely helpful - I think it shows the abilities of students to be working towards a higher level, rather than being "below average." It's unfortunate that within our first or second year of teaching it'll probably be replaced by the National Curriculum!

http://vels.vcaa.vic.edu.au/