Technology Teaching Tidbits

When giving feedback it is often too easy to say something superficial with no purpose to it such "This is cool" or "Great job" but this feedback has no purpose of support for learners or peers. During my teacher training I have developed an greater variety of feedback and feed forward, feedback being purposeful and direct such as "I like how you have..." or "Something that went well was..." and then the feed forward giving the recipient possible next steps that can be used to improve or adjust their presentation. In the case of the feedback I was given, it allowed me to recognise the strengths of my task and reflect on the weaknesses, it also allows me to consider how I will change my activity to make it more effective. My group were delayed posting their how to tasks online however, once they did I took time to look at their own how to tasks and comment on them giving them what I thought was supportive feedback and feed forward. This fir...

How often do you find yourself inundated with questions or learners wanting to show you their work or tell you something? How often do they come to you as a task is due with it uncompleted because they didn't understand but forgot to ask questions? What if you could open the door to change that without jamming your inbox with emails from learners? As I have been reflecting on my learning throughout the school year I started to consider how I could use technology in a more innovative way to open up channels of communication that I have yet to observe. One way I thought of was to create a google form where learners could submit questions or ideas no matter where they are. Instead of a learners needing to remember a question or comment they can post it as they think of it and I can address the learner's comment when I can. This means if a question or idea arises while the learner is at home or on holiday they can post them and get a response. It also means if you are busy with...

Link to Padlet During my training this year I was lucky enough to be introduced to and experiment with Padlet which is a whole class collaborative brainstorming tool. These kinds of tools allow for live whole class collaboration will all learners participating rather than just those who have their hands up or are chosen. In this example We had made Oobleck the week before and during a writing time we created adjectives and similies and shared them on the padlet. I had the document up on the projector meaning that as learners were writing they were able to see both their own work and that of their peer's as it was occurring. The padlet allows learners to access the collaborative work again later to support their learning as these adjectives and smilies were then used in creative writing about Oobleck. This kind of tool engaged even my most unengaged learners as they were all given the opportunity to contribute and it was anonymous meaning learners were able to contribute as mu...

It's funny to think about the assumptions we make regarding a learner's knowledge around using devices. Too often we give instructions for them to use specific specific symbols or buttons without considering if they know how to do that. Instead of jumping ahead and expecting them to know the basics can we find a way to check their skills? Previously I have discussed using Google forms as a form of assessment so can we not use this to check for gaps in the basic knowledge a learner needs to be successful while using devices? While I was thinking about this I began to brainstorm what learners need to know to use technological tools. As well as the basics like knowing the location of letters and common symbols there is the need for other tools such as enter, space, shift, caps lock and their relationship with these. Then I began to think about other common tools like copy, cut, paste, download, opening a new document and changing the settings on these. The list seems to go on s...

It is becoming more common for teachers to use online tools within mathematics both within the classroom and as a home learning task. There are many tools available however, there are two that are common in New Zealand Schools. Mathletics Mathletics is an online tool that allows learners to challenge their peers both within the classroom and worldwide in testing, developing and strengthening mathematics skills and strategies. Learners are assigned activities by the teacher then allowed free play to practice basic mathematics skill against peers. The games are engaging and bright meaning they draw the learners in and keep them focused on challenges. Teachers and schools can access their learner's participation and results and several schools use this information to select the participant of the week and reward them in assembly. Mathletics also allows teachers to track progress over a longer period of time and reward learners with bronze, silver and gold achievement. Mangahigh ...

With the increases in Technology today teachers are losing control of the classroom. Looking around the room in a digital classroom a teacher sees all of their students focused on screens but how many of them are actually doing the right thing? Too often we walk towards a learner to check and see them change screens or tilt their screens down in the hopes that they will not be caught. Hapara (and Google Classroom) give teachers back their control and create a more monitored environment as well as giving teachers an well organised platform to share activities and check the work of learners. Managing What Learners are Doing Hapara offers teachers live views of what their learners are looking at on their own screens and any other tabs they have open. Additionally they allow teachers to close tabs, open tabs, send messages and email the learner meaning there is the ability to constantly monitor the students. Sharing Tasks with Learners and Accessing their Work for Marking Hapara ...

I have begun to recognise my over-dependency with social media forums however, every so often I come across an app or other digital tool that makes my feel like it's a good thing I still use some of these social media tools. Although I no longer use Snapchat daily as a tool to share the moments in my day I deem important, I do still look at the live stories from well known businesses. Mashable is a well known source for news and updates on the latest digital tools and happenings throughout the world. They share an app of the day normally a helpful or engaging app, they also share news and other information including a story I came across today. Heather and Amie from Portland have created the first Children's Book that is based around code. Based on Kickstarter they are heading towards publishing and selling this book first in a America (and hopefully soon the rest of the world!) the book titled "The Wonderful World of Creatures and Code" shares coding with learners ...

Week Eight Check out these easy steps to do short multi-choice assessments that give you evidence of learning (while grading and organising the data for you). Checking learner's knowledge is now easier than ever and gives you up to date data as it can take only a few minutes to check if the learners are gaining knowledge.   Week Nine This week we were given the opportunity to look at our peer's "How To" activities and give feedback and feed forward on these to support their development. We were also able to reflect on our own how to presentations and make changes to these. During this week I spent a lot of time waiting for my peers to post their presentations and then give me feedback however, once they did I enjoyed becoming more reflective on my work and look back over it as a new person. I began to reflect on the difference between feedback and feed forward as well. No longer do we just say "good job" instead we give feedback; being what we thought...

There are now opportunities for teachers to move away from recording events and experiences with text and static images and instead use devices to record experiences and bring them to life. We can use videos to tell stories and share learning with parents, whānau and the community as they are more engaging and dynamic. Learners can also bring their knowledge and ideas to life through acting out and filming their stories or new learning. Let think about this in a cultural context. When it comes time to assess the learning in the topic of the Treaty of Waitanga instead of a test or getting learners to simply write out what they know, give them the opportunity to write a script and act out what occurred. Once the learners have written their scripts and practices they could film and then edit their video meaning the learners have more flexibility about the location of their video and the props available. Instead of using a small space at the front of the room, the whole school becomes th...

Previously I have talked about using Twitter in the classroom.  http://jordanshallcrass.blogspot.co.nz/2015/07/tweeting-as-teacher.html?m=1  Being a central microblog it can create a flowing dialogue where many ideas can be shared and accessed. As a class we have shared our thoughts about using microblogging and in particular hashtags to communicate. Check out our feed by searching #TECP317 on Twitter. Barback (2013) talks about using microblogging in the New Zealand Education Review Series. Described as an environment where you can "Make your point then listen to others." Twitter allows for open dialogue with feedback and feed forward. For teachers is means being able to share a quick thought, idea or experience in a few words as a record and reminder for later.  My own newer experiences with Twitter involved sharing a pic collage on Twitter that a student taught me to make. The I stand sharing meant the student was able to see her efforts appreciated and shared at the t...

During this weeks content we explored copyright laws and the limits that Teachers are faced with. I began to wonder how best to teach learners especially younger learners about copy right and how it will affect both them and others. Younger learners cannot always grasp the ideas that surround copyright and the availability of information online causes external influences from teaching in the classroom. How can we teach copyright if children are given messages that it is ok to stream movies and other copy right information online at home?  While working with a fully digital class I came across a smooth and consistent way to give attribution to the sources. The teacher at the start of any project document provided a box where children record any websites they use. This way without specifically teaching referencing to the children they are giving attribution to the sources of information.  Finally, I had concerns around screenshot ting. Copyright gives ownership to the person who...

What does a digital footprint actually cover? A central part of any digital citizenship is their digital footprint which is the collection of personal information, actions and uploads (texts, photos, sites you have visited, things you say and things others have said about you online), and your digital train. The scariest thought is that your digital trail is invisible to you and there is no way to know exactly how extensive it is. An individual's digital trail is data collected about you from using your TV, phone, internet, and other everyday tools and devices, this data is collected and often used by companies for marketing. Part of the task for this week was for us to look at our own personal digital footprint and make steps to decrease it and make it more positive. As I begain the steps of googling myself and checking my online presence I began to notice that although I could limit what is visible in regards to my own personal social media, I was restricted by what others have...

More often than not we find that it is easier to leave children to explore applications and programs themselves or teach them exactly how to use them without allowing knowledge already in the classroom to assist. Recently I started to explore the app 'Pic Collage'. This app is commonly used within the classroom by students and they are confident with using it to create the images they chose. During reading one day I had a student come to me upset because her peers were excluding her from a task. She had a class iPad in hand and had been using Pic Collage herself. To draw her attention away from the exclusion I began to ask what she had been doing and then moved to asking her to show me how to use Pic Collage. Now I am not saying I can't figure it out myself because I probably could, however, the point was that I had a student who was able to use it and confident in using it so I took the opportunity to let her teach me. First she showed me the different templates and usin...

Week Two TECP317 - Digital Citizenship Ribble (2007) discusses 9 elements of Digital Citizenship. These elements are central to teaching digital citizenships within schools, however, they are only the tip of the ice burg. During this week's readings I was able to delve deeper into these elements and consider their place within everyday learning as well as reflect on experiences I have had within digital classrooms and how these relate to the 9 Elements of Digital Citizenship. Digital Citizenship is defined as "describing the norms of appropriate responsible behaviour with regard to technology use." (Ribble, 2008). These are not limited to where teaching Digital Citizenship is appropriate. It should be considered and referred to through out any teaching and learning within the classroom. The Nine Elements of Digital Citizenship Digital Etiquette Much like tradition etiquette, digital etiquette reflects on what conduct is expected by others. Do we consider other around...

Recently I was given some advice from an Associate Teacher. She was packing up her computer and planning to take home from the night and unplugged the computer from the power before turing to me and telling me her trick to shutting off from the classroom while at home. She said, "When you are taking work home with you, don't take the charger. When the computer goes flat its time to finish for the night." I am horrible for always wanting to finish one more thing before bed meaning as a student teacher I survive on 4-6 hours sleep. Long term this is not a sustainable way to live so I decided to try out the advice. I came home on a Friday and I was tired and dreading the work I had ahead of me over the next few days. I decided to unplug my laptop and move away from my desk and began to work. As the night went on the battery quickly began to decrease and before I knew it I was looking at a measly 5%. Time to stop I thought and I plugged my laptop back into charge and walked...

Until recently I was unsure about using Google Docs and Google Drive for my planning. As a students there is demands on us to complete a large amount of work that relies on having access to internet and a suitable device, however, recently I have changed my views on Google Drive and now see the opportunity that is there. I found myself close to a paperwork deadline recently, however, being stuck inside was doing nothing for my thought process to I jumped at the chance to get out of the house to do a few jobs. I was a tag along so a few minutes into the drive I realised some of what I was working on was on google drive and after only just installing the Google Apps I jumped on my phone and got to work. An hour later when I got home not only was I feeling good about my work but I had barely touched my data and I was able to jump back onto my computer and keep working. This new availability to our planning and assessment means that observations and assessment no longer needs to be recor...

When teaching in a fully digital classroom it is important to maintain focus on tasks. When screens come into play it is hard to manage everyone and keep them all on task, however, advances in technology now allow for teachers to see what students are doing on their computer screens. From your desk you can see what is on every student's screen and are able to maintain some focus. No longer can you visually see a student on task instead you need to check. This become a problem because current classrooms are not set out for the quality of digital technology that is available. In a standard classroom the power sources are based around the edge of the classroom because of this students move away from desks and spent large amounts of time leaning against walls around the edge of the room. Other reasons for spending time sitting on the floor was to collaborate and work in a space that allowed for free discussion and communication. Lets look at is visually. This is a classroom I have ...

When teaching within Mathematics it becomes easy to use the traditional approach of teacher lead lessons. These normally result with a small group working with the teacher while the remaining students complete bookwork, worksheets or engaging is some form of Mathematics game. There is a taboo when it comes to teaching Mathematics using a strong technological base. Most areas of the curriculum use a range of written work and device based work, however, with the exception of using Mathletics or Manga High as 'fun' activity time or a homework task there is no integrated technologies. Bee-bots allow for the use of technology to teach within Position and Orientation. The New Zealand Curriculum (Ministry of Education, 2007) has two Achievement Objectives for Position and Orientation (Level One): Give and follow instructions for movement that involve distance, directions, and half or quarter turns. Describe their position relative to a person or object. Bee-bots are small bee...

A recent experience I had was with www.banqer.co a behaviour management programme that gives each student a virtual bank account and allows for discovery within financial literacy. During my training I experienced 1.5 years of Mathematics lectures, however, not once was I given the opportunity to learn about how to teach and use financial literacy within the classroom. Financial literacy is defined as: The ability to understand how money works in the world. How someone manages to earn or make money, invest money and use money to support or help others.  This particular understanding is vital for success within the world yet it is often a lacking part of the school curriculum as there is limited tools to assist in teaching this. Banqer allows for teaching in relation to earning money, tax, interest and use of money within a microcosm of the economy of the real world. After introducing Banqer into a class I was working with I had the opportunity to talk to one of creators of Banq...

Week One TECP317 - Digital Citizenship Thinking back to when I was in Primary School the way technology was used was extremely different. I realised this when talking to a class on a previous placement. I returned to visit my students and they had some questions for me, one question was about if I used computers in class like they did. I found myself describing the large computer screens and hard drives that accompanied them, between that and the limitation of only two computers per class it was easy to see the shock and interest in the student's eyes. When I used computers in school they were a privilege and used mainly for publishing written work or playing on http://www.coolmath-games.com. Digital tools in todays classroom are used in a more engaging and fluid way. The Educational Gazette (2014) discuss how digital tools supported students and allowed for hope as students and teachers looked forward and used the tools to process and make meaning of their experiences during...

During a unit of creative writing I was participating in a team meeting when I remembered reading about Mystery Skype. Mystery Skype allows students to Skype other classes around the world and they try to figure out where the other class is. Attached to the information about Mystery Skype was information about the authors available to Skype who give advice, answer questions or share advice. I read about this program and suddenly realised the opportunity there was within social media to connection with authors of student's favourite books. As a trial I created myself a twitter and chose an author that wrote within the writing type that the class was working on at the time (R. L. Stein) and sent out a tweet with the hopes of a response. The school day ended and with it came the weekend, around 1am my laptop dinged and with it was a response from the author less than 24 hours after I first sent the message. This solo tweet became my students creating questions for an author of their...

While on placement early 2015 I came across a unique writing unit. I was working in a class of 25 students who all had their own devices and lacked engagement in traditional writing styles. This particular unit allowed for collaborative writing between small groups of students and from the first lesson there was a marked increase in engagement with students asking to continue working on writing during lunchtime. The structure of the unit relies on students writing stories with a set of specific criteria that covers tense, character, perspective, and story structure. The pieces of writing are more engaging as the final result is all of the pieces of writing put together to create a online, interactive create your own adventure story. Unit Plan For Lesson Example of the final outcome Slides about CYOA writing using Google