My assignment (#2)

So I am running behind with my assignment however I am not giving up! 

I will continue to work through until I get it finished!

I have chosen year 6 history for my assignment with a focus on Aboriginal and Torres Strait Islander rights, more specifically on the Stolen Generations. This unit will allow students to engage in historical inquiry and develop respect for the history of Australia’s Indigenous population. I am using the Australian curriculum which can be found here: http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/history/Curriculum/F-10#level6 

 

The context

A small state primary school located thirty kilometres inland from the gold coast, with a total enrolment of approximately three hundred students. Year Six is the highest grade at this school.  The pupils have high attendance records and parents are greatly involved with the education.  Many of the students are from a middle class background.  Adult colleagues involved in Year Six education include the classroom teacher, the teacher aid (twice a week) and also volunteers (parents and community members).  The school has one computer lab consisting of twenty five desktop computers and five laptops.  There are also six iPads. The laptops and iPads can be reserved individually for classes.  All computers and digital devices have internet access and all classrooms are equipped with interactive whiteboards and projectors.

The Year Six class is made up of eleven girls and thirteen boys aged between ten and twelve years. Two male students have Attention deficit hyperactivity disorder (ADHD).  The students are ICT capable and can effectively use Microsoft documents such as Word and PowerPoint. Students are also knowledgeable when using search engines and interactive apps. Students frequently interact and communicate with ICTs for the completion of class work and assessment.

 

Learning objectives

 

Students will know that… [Constructing Knowledge Objectives]

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. (ACHHK114)

  • the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by their early classification as flora and fauna, controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
  • investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions (for example the nature of their food and shelter, education and contacts with family)

 

Students will be able to… [Transforming Objectives]

Identify and locate a range of relevant sources (ACHHS120)

  • using internet search engines, museums, library catalogues and indexes to find material relevant to an inquiry

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

  • developing charts, graphs, tables, digital presentations, written and oral presentations to explain the past using ICTs.

 

 

Wish me luck!

 

Augmented Reality: Here and Now!

Lately I have developed a high interest in researching about augmented reality (AR).
I find the tools and benefits fascinating.
This link: http://www.edudemic.com/guide-to-augmented-reality/ provides an infographic on examples of how it can be used and why it is important. I believe augmented reality apps used in the classroom can allow children to engage with content from different perspectives. Students have the opportunity to expose or create their own layers of digital information which they may view through Android or iOS devices. Parental involvement in a child’s education can be heightened by recording encouragement and attaching trigger images to the desks. Students can then scan the image for virtual encouragement and comfort. There are many tools which use AR for primary school contexts. For example; ‘Zoo Burst’ allow children to create 3D characters for their own digital storybook. Another example which can be used in a primary or high school context is ‘Aurasma’. I would love to have a go at using this tool in the classroom.
This link: http://www.youtube.com/watch?v=uHIxYpBW7sc provides a video of how it can be used for improving education.

Education Transformation: Excerpts From Collaboration of The Experts.

Today I found this interesting article which comes from a gathering of education ministers at ITU World Conference 2013.  It has debates about the current delivery, content and organisation of education and ICT’s.  It discusses how parent support encourages teachers to adopt new ways of working when implementing technologies into the classroom. The ministers also spoke about the margins of educational and digital divide, particularly in rural areas and developing countries. Another topic was teacher confidence when using and delivering ICT’s.  This article is well worth a read as it discusses all of the current issues and advantages of digital education.  It also talks about technological advancements within a social, national and international context.

 http://world2013.itu.int/sessions/importance-of-ict-in-the-21st-century-education/ .  

Mind Mapping

Image

This week I was asked to create a mind map of reasons why we use ICT’s. I decided to include reasons for students, teachers, other stakeholders and also some examples.  Like me, Britta has also included examples of ICT’s. Britta’s mind map can be found here: http://britz88.wordpress.com/2014/03/22/mind-map/

For teachers, following the professional standards is important and that is why I included them in my mind map. This link: (http://www.teacherstandards.aitsl.edu.au/Home) will direct you to the website with copious amounts of information about what is expected from Australian teachers as well as the probable benefits and outcomes for following the standards.  Another significant reason for using ICT’s is to encourage creativity in students. I believe ICT’s are a channel for students to express emotions, thoughts and communicate in diverse ways.    

Stages of Teacher Development: My Aim

At present I sit in the Investigation stage of the adapted model. My aim through my professional experience and with help from this course is to move through to the Application and Integration stages.  To achieve this, I must first research and investigate all relevant ICT’s and resources that will benefit my 5/6 class. I have a high level of interest in using ICT’s while teaching. However, I am a little apprehensive as I feel I must be knowledgeable about the technology before I teach with it. This means to ‘competently and confidently’ use ICT’s I will have to discover the schemata of each resource and experiment ways in which I can successfully incorporate them in the classroom. Trial and error will be prevalent before I complete my practicum. The learning experiences I will attempt to create whilst on professional experience will be engaging and offer the opportunity for students to enthusiastically create and convey meaning though a variety of sources. The new ICT friendly environment with an inclusive pedagogy will encourage students to investigate, question, discover and collaborate with peers. 

Personal Knowledge Management (PKM) For Me!

Where will your Professional Experience take place? 

Prac will occur at a New South Wales state school within a year 5/6 classroom. I have not previously taught in NSW so this will be a new experience without the C2C curriculum. My specialisation is primary.

What type of people and knowledge do I need to follow and develop to do a good job on Professional Experience? 

-I need to keep in contact with my mentor, liaison officer and peers. I must acquire support and provide feedback to them as well throughout my PRAC. I must observe what technology is available in the classroom and how it is used to enhance student learning. I must increase my knowledge of ICT’s within the classroom to effectively engage and benefit the students. I am currently following many interesting bloggers and innovative thinkers on WordPress. The posts I see help me to critically reflect my teaching style and expand my knowledge on ICT’s.  

-I am not good with change sometimes I feel overwhelmed but I understand that I must jump in the deep end and be open to incorporating as many useful ICT’s as needed.  The best resources and people to help me with my journey of ICT learning are David, my mentor, my bloggers and my peers.

-I may also refer back to my previous course EDP2222 (The Middle Years) to refine my understanding of years 5/6 students and their needs.  

Who are the EDC3100 students who are most likely to have similar concerns and requirements?

-Students who are studying a primary specialisation or anyone particularly interested in the middle years.

-A person who has a growth mindset (like myself) and has similar interests or ICT experience. For example, Chris:

http://chrishetherton.wordpress.com./

Who are the EDC3100 students who are doing something completely different from me?

-The students who are majoring in different areas for example early childhood and secondary.

-Students who do not have a growth mindset and who are very able when implementing ICT’s in the classroom.                 

What are the tools that will help me gather and follow these people?

-Blogs and social media such as WordPress, Feedly, Facebook and Twitter.

-Communication via forums, email or online comments.

How am I going to use these tools? PKM needs to become a standard part of what you do, a regular routine. How best can you achieve this?

I will blog and follow blogs. Ask and answer questions. I will research and interact with people as much as possible to enhance my knowledge about ICT’s and how to implement them in the classroom. I will critically reflect my learning during EDC3100. I will set goals whilst on PRAC and look back on this PKM model to determine if I am reaching that goal.