I have created a course reflection using Wall-wisher.
Part A – Creating a screencast
I have explored two software/hardware vendors this week.
I created a screen cast using Screenr:
The two vendors include:
Part B – Reflection
Four of the booths that I visited this week include:
Theresa introduced me to the learning tools that are available to teachers and students on http://www.2learn.ca. The ipad she used allowed her to easily navigate and present the website features. The resources are organized according to subject and grade levels. 2Learn.ca is funded by the Alberta government, thus it is tailored for teachers and students in Alberta.
I would use 2learn.ca for resources and lecture planning. I would encourage students to explore the ‘our student sites’ for research projects.
The Alberta online library
Jamie introduced me to the online reference centre (toolbox for learning and teaching). The site is a collection of reliable resources that is available for teachers and students. The resources includes website links, videos, and eBooks. Some websites will need an ORC passcode for access, which is available to educators and students through librarian technicians.
I received a sticker that gives me access to the ORC (username and password). I would use these resource for curriculum planning and teaching.
Microsoft offers sophisticated products including laptop computers and tablets. Adam introduced me to Onenote, which is a note taking software that allow real time sync of content for sharing and management. The shared content would e available on mobile devices, including smartphones and tablets through the oneNote mobile app. I would use it in my classroom for presentations and activities. I would anticipate OneNote to increase the level of interaction and engagement.
The Aroga booth showcased various instruments they have developed to accommodate the special learning needs. The display included things such as Joystick, keyboards that had large buttons and bright colours, and digital magnifiers for reading. Aroga also developed the software Craig stressed the importance of accommodating different learning needs of children with physical or learning disabilities. The difficulty is finding the suitable method.
I would use The concept map tool that Aroga offers. It can be used for presentation and handouts. I would also use their special keyboards (large buttons and letters, bold colours) and digital magnifiers as tools that would help children with disabilities.
Part A: mLearning
This week, I have explored different mobile technologies. They have been included in my TackkBoard.
Here is the link to my Tackk Board:
PART B: Reflection
This week I have examined a lesson plan on Greek mythology for new teachers. mLearning can be readily be incorporated into this lesson. Students can learn about Greek mythology characters through online reality games. These games allow students to take on a imaginary roles (mythology character) and exposes students to environments that will stimulate learning. Virtual maps, scrapbooks and cartoon strips can be made using different apps (iMapBuilder, Animation Creator) for active learning.Students can also use poster creating apps (Poster in my Pocket) to help them with oral presentations. VLE facilitates tangential learning through exposure and self-directed learning. The flexible nature of mLearning environments will be useful for collaborative projects (sharing ideas and content). Cloud computing will allow students and teachers to share and access content via multiple mobile devices. The feedback from online games can be an assessment tool for teachers and students.
The things I need to consider before incorporating mLearning into the course include the following:
Accessibility (internet connection, apps , and mobile device).
Does the games/apps being used provide constructive feedback for teachers and students (Evaluation).
Does the mobile software facilitate engagement and motivation that will help students develop a possible attitude towards learning (balancing fun and learning).
Activity 11- Interactive Whiteboards (IWBs)
Part A: Hands on practice
This week, I learned about interactive white boards and how they can be used in education. I have recorded a 1minute video of myself using a IWB (included in my Edcanvas).
Part B: What can you do with an IWB?
I have used Edcanvas to illustrate the purpose and uses of Interactive White Boards. Here is the Link:
Weekly online discussions:
In our discussions this week, we talked about teaching philosophies and how to develop a Professional Growth Plan.
Here is a snapshot of my mindmap that helped me develop my TPGP:
Definition of Terms
This week, I used My StudyStack to create flashcards for studying. Here is the link:
I have created a poster regarding copyright and intellectual property for secondary students. I have provided citation examples to help students avoid plagiarism.
Here are the links for the posters:
Privacy and the Internet
This week, I have created a poster using Easelly. It is directed towards Grade 6-8 students. Here is the link:
Digital Citizenship Reflection
Digital citizenship the responsibility of teachers, students and everyone within the online community. The teacher should be a citizen model, both online and offline. Respect is the key to socializing. Teachers should respect the students, in which interaction and communication are the focuses (instead of an authoritative style). The idea of ‘reciprocity’ will be emphasized.
I would encourage students to participate and engage in social learning networks (wordpress, twitter). The benefits of these networks include access (people, information), communication and creativity. These social networks should be easily accessible, allowing parents, peers and teachers to monitor the student’s online activities. When students are aware of the publicity of what they share, they have an incentive to be more responsible and considerate. Security features are available for most social learning networks to protect identity and content (limited access). Teachers should never assume students know how to use these security tools, teachers need to offer guidance. I would incorporate the poster and other references into my blog for students to see.
This week, I have made a short video using Goanimate. It is targeted toward students in Grades 6-8. Here is the link:
Cyberbullying and Social Media Reflection
Two cyberbullying strategies that I would use in my classroom (based on digital citizenship) would include digital etiquette and online privacy.
Digital etiquette borrow many aspects of real life etiquette. Online social networks is similar to the community in real life. Behaviour of the citizen affects the wellbeing of the individual and the community. Students need to realize the impact of online social networks, due to widespread availability and efficient circulation of information of the internet. Before posting something online, students needs to apply the message into a real life situation. The message should not cause emotional or social harm to others. Online bullying may be verbal in nature, but it can lead to emotional and physical harm (depression, anti-social behaviour, suicide).
Many students like to share their passwords or secrets with their friends, thus, the confidentiality of online passwords needs to be acknowledged. Locker combinations are shared between locker mates, but it is still ‘mutually exclusive’ (one student holds responsible for another’s belongings). Students should be responsible for their own privacy (passwords, homework, identity) . I would teach students the following skills to facilitate online privacy and safety:
- How to reset passwords in times of need.
- Change privacy settings to restrict access.
- Safety guidelines for communication and exchange of information