ICT: Blog on Blogging

Why have a blog?


Tina Bettison in 'Social Networking for Rookies' states


"The purpose is to engage, inform and entertain, especially if you want to build a community of followers."


But what is a blog? The Oxford dictionary has this definition -


"blog: noun, An Internet website containing an eclectic and frequently updated assortment of items of interest to its author. 1999-. [Shortening of weblog.] So blogger, noun."


Often a blog is likened to a diary.  A diary is a place to record your thoughts, opinions and experiences therefore a blog is indeed like a diary.  The difference comes in the form of interactivity.  A diary is rarly shared with others and it is definitely not a collaborative piece of work.


A blog, on the other hand, offers users and readers the opportunity to share opinions, to comment on the opinions of others and it can also provide a platform for the justification of opinions.  The author can offer information relating to experiences and opinions and provide explanation on their conclusions.


Bettison also refers to the concept that a blog should be subjective.  Without some element of bias a blog will lose the sense of personality that engages the reader.


It is this personality that makes a blog an ideal medium for reflection.  Entries that are formed quickly demonstrate initial reactions to experiences and this can remind the author of their opinion at a particular point in time.


This is the form of entry that I find most difficult to publish.  From writing these draft entries I am learning a great deal about myself.  I am able to recognise the reactive side of my personality.  I often write an entry that shortly afterwards I no longer completely agree with.  I have learned to hit the save button rather than publish.  Bettison would say this technique detracts from the blogging experience and perhaps I could contribute my reaction to a lack of confidence in sharing my opinions.


Either way I know that I am on a learning journey and the posts that I publish will hopefully demonstrate this to readers and perhaps more importantly to myself.  I have a record of my progress which in turn can provide a basis for future reflection.  Like watching a child grow: if you see them every day the gradual change can be barely noticeable until you compare their current height to the measurement taken six months previously.  In six months time I will have a comparison point that will highlight the contrast between my current knowledge and the knowledge that I have gained.


Over the last year I feel I have learned a great deal, yet the more knowledge I gain the more I see how much I still have to learn.  This can be linked to the words of Socrates "scio me nescire", the most common translation for this being "I know that I know nothing".  The partner sensation to this statement is what gives me the desire and motivation to find out more.  The more I feel my amateur status the greater my hunger for the next experience, the next chance to grow in knowledge.


This is the best description that I can currently offer for my love of learning.  I learn from everything but most importantly I learn from everyone.

Week 2: Part Deux

The first thing we looked at today was gadgets: the Nintendo DS; ipod touch; a handheld projector and [drum roll...] IPHONES!!!

We had a quick run through of an app called Lifecasting that can be used to create slideshows with audio attachment.  This is a great app to use with a class for a range of different activities across different curricular areas.  It is easy to work, although there can be some confusion with the steps and instruction needs to be clear in this area.  The audio attachment is time limited and therefore gives pupils an achievable time-frame to plan a script.  By setting group based tasks you are incorporating collaboration between the pupils and this can branch out to inter-group collaboration.  The benefits of this being that pupils may be able to undertake a task but not fully understand the process.  If they demonstrate this process to others they develop their own understanding.  This is based on constructivist theory and can be developed to establish metacognition in the learner.


Our Lecturer invited us to use text messaging to send her any questions during the input.  The reasoning behind this is that often students do not contribute as they do not want to speak out for various reasons (embarrassment, fear of being wrong, uncertainty).  This is an excellent way of encouraging more active participation and questions can be asked anonymously.  More information about this can be found on our lecturers blog.






Another tool that we explored was Storybird.  Storybird allows you to create your own ebook using a range of graphics provided.  The graphics can stimulate imagination and creative writing.  The other element of using storybird is that users can work together to create storybirds that are personal to them both individually and as a group.  I like the collaborative feature as often you need help with inspiration in storytelling.  You can also never tell where the story will lead to.  Users chose the graphics and these can either compliment their existing idea or stimulate a new idea.  Then text is added and this process can be shared with contributors adding to the story.  Once a storybird has been constructed it can be shared either publicly or privately, through invitation.

group workings

I was recently directed towards an article titled Coopperative Learning Two Heads Learn Better Than One (Johnson and Johnson, 1988).  After reading this article here is my thinking:

The article describes the different approaches to group work and student interactions.

"There are three basic ways students can interact with each other as they learn. They can compete to see who is "best"; they can work individualistically on their own toward a goal without paying attention to other students; or they can work cooperatively with a vested interest in each other's learning as well as their own."  (Johnson & Johnson, 1988)

Cooperation is at the heart of society.  We must have skills that enable us as individuals to be able to work with others to achieve a common aim.  This penetrates our daily lives at home, in the workplace and in social settings.  The acquisition of skills that can be developed though cooperative learning may be likened to the description of the hidden curriculum whereby there are certain skills, attitudes and expectations that need to be taught alongside the formal curriculum.





With the move to Curriculum for Excellence in Scotland the hidden curriculum is becoming more explicit through the four capacities; successful learners; confident individuals; responsible citizens and effective contributors the holistic view of the learner is taken into account.  The learning experience entails much more than subject knowledge.  Although these elements have formed the basis of our education system for many years it is only now that they are being openly described as such.

The article "Two heads learn better than one" describes the need for effective management of the cooperative learning environment;  "communication, leadership, trust building, and conflict resolution" are the necessary skills for cooperative learning to be successful.  The planning phase, the actual lesson and grouping all need to be considered prior to implementing a cooperative learning scheme.  Careful monitoring of the groups to ensure that the process is to be effective is essential.  There are also links to research that indicates pupils learn more effectively in the cooperative environment. 


When I first read the article I was not so clear on the intention as my mind was unfocused on the process.  Since reading and reflecting on the article I am eager to learn more about cooperative learning and the implementation of cooperative learning in certain areas.  I feel the most important aspect of structuring a learning environment is balance.  If we group work competitively or individualistically as the article describes then we are not providing a broad balance to pupils. 

"Let's Get Creative"

The world waited with bated breath (well at least the technology world did), "the internet just died", twitter was processing slower than a sleepy snail.  Apple, namely Steve Jobs, were on the verge of releasing their latest must have.


The unveiling of the ipad.


Oooos and aaaahs were aplenty yet the dis-grumbles were already beginning.  The name, it seems, has patent issues as the iphone did in a similar way .  There is also the discontented whisper that the ipad is essentially a supersized iphone.


Apple describe the ipad as









Lets think about that...  Super fast, easy to navigate, user friendly, amazing image quality, split screen capability in mail platform, books, videos, HD, newspapers, anyway orientation, amazing battery life...


Flip side: no camera (comes as an addition), no flash player, no multitasking.


This would not stop me from wanting to use it in a classroom.  The 9.7inch display is perfect for group work and the ease of use that this tactile machine provides is unrivalled.


Personally, until I can hold one in my hand and use it, I will gladly accept the hype even if it is lacking Flash.  (Which secretly still remains a bone of contention for me, without flash this cannot be the ultimate device, but then again Apple do not claim that it is the ultimate device and nothing can be perfect.)  No matter what criticism people through at the ipad you cannot dispute that it is pretty slick and no matter how much I try to be objective I WANT ONE!

The Forgotten Prequel

Often when I write, or even speak, about something that interests me I forget to fill in the gaps that have led me to that point.  It seems to slip past my conscious brain that people do not automatically know my background, my thoughts, my ideals and my ambitions.  Therefore I am guilty of assumption but technically speaking it is a subconscious omission and I am attempting to rectify that.  You are reading the proof.

At a point near the end of B.Ed.1 we had to choose an elective.  The choices where subject based and I dithered between science and ict for my first choice.  It was difficult, I enjoy both and wanted to make sure that I would chose the one that would provide the most development for me.  I spoke to the lecturers from each department and still I was not convinced which way to go.  Science is something that I have always enjoyed, in high school I was involved with as much science as possible it was one of my subjects (well 3 of them actually).  Ict, on the other hand, was not one of my subjects.  Don't misunderstand me, I did enjoy it but it didn't spark an enthusiasm the way science, or even maths, did.  Why was this?


                                               

You know the cliché about programming the video?  "How do you programme a video?  Get a child to do it" Well I was that child, literally.  I never had to think about using technology I just did it, still do.  In my mind this is how I view children.  They just do it, they don't worry about pressing the wrong button.  Perhaps this is a mistake?  If it is all my theories are unfounded and have no structure to support them at all.  Yet, I still believe in this.  If you want to solve a problem you should not shy away from it, you should tackle it head on.  This is how children, especially young children, approach technology.  Openly.

When it came to selecting the choices for the elective I still hadn't decided for sure.  I chose ict as a first choice and justified it by saying that I chose the option that I thought would be more difficult to teach.  This is both true and false.  Teaching ict is not something that I plan to do a great deal of.  Before you question this question yourself about it.  Do we need to teach children how to use ict?  Do they need to have lessons devoted to desktop layout, how to save a file or send an email?  Or should you teach with ict as a tool?

At the end of first year I knew that ict was something much more than people realised, I was aware of some of the things happening in the field of education yet my knowledge was basic and undeveloped.  It still is.  When we returned to university and started our 2nd year I was still naive about so much.  The last 6 months have been a very steep, but enjoyable, learning curve for me.  I have discovered the benefits of having a PLN (personal learning network), I have been involved in using ict the way I would like to in a classroom, I have even spoken with teachers that were unsure of using ict in other ways and convinced them to try some things.

My children have always used technology.  They both played on a computer from around 6 months old.  I have never had to show them how to send an email yet they do, I never showed them how to use msn yet they can, I have definitely never shown them how to use my itunes account yet I get invoices for their apps frequently (mostly free ones).  They have of course watched me doing all these things and got hold of my itunes password whilst I was distracted one day.  This is not a problem for me.  They know to be sensible, they know which kind of app is suitable for them, they also know not to buy anything priced over £1 without permission.  They try things and delete if they don't enjoy.  (I must add in here that they both have an ipod touch, see forgetting about detail again!)  They have daily challenges that I email to them and they complete before sending their answers on a Friday afternoon.  They keep in contact with family who live far away through ebuddy.  They plan things to do together in games.  They are collaborating and communicating every time they use them.  They use other devices also and have monsters.  My children are not permanently attached to a gadget or a computer, they do all sorts of activities.  The technology is just a piece of the puzzle that is their learning journey.  This is the same for me; technology is only one piece of the puzzle but quite an essential piece.

I have always seen potential in games based learning, it is only now that it is becoming accepted that I can admit that without sounding crazy.  Haven't we always used games to help learning?  Think snap, snakes and ladders, monopoly.  Why couldn't we use computer games for the same purpose?  Even the earliest computer games involved some form of problem solving and reasoning skills.  They have certainly always had the capability of holding children's attention for long periods.

If we want to making learning an enjoyable experience for children then we need to present it in enjoyable forms.  I have said this many a time and no doubt will repeat it often, children just get technology.  If you think you need a book to be able to learn you would be wrong and if you think I'm saying that you need a computer to learn you would also be wrong.  What you need to learn is motivation.  In my eyes no matter where that motivation comes from it can only be a good thing.  I believe that teachers want to see children develop and build on their sense of awe at the world.  I get that sense of awe when I see a child learn and in return I learn so much more.

As to why I went with ict over science?  I'll let you decide that.

Automatic living: who becomes the machine?

Our lecturer is so enthusiastic about what we can and will achieve that it is hard not to get swept up in the whirlwind alongside this amazing lady.  To be an inspiring teacher you need to be inspired and she is clearly inspired, driven and motivated by learning.  Not just learning but maximising learning.  Opening up a whole new world to today's learners of whatever age.  This new world is developing all the time and the most exciting aspect?  We don't know what it will look like tomorrow.  The speed of change is uncontrollable as is the learning potential of anyone who is inspired.

As future teachers we need to be flexible, progressive, open-minded, willing to remember the old and embrace the new.  We need to fine tune the balance of working with and alongside pupils but most of all we need to step out of constraints.  We need to not only step out of the box we need to make a leap into the unknown and utilise what it has to offer.               

We want everyone to be a learner and recognise that that is what they are.  We never stop learning, we just stop recognising or admitting it.  If someone asked you would you rather live life automatically or would you rather live life what would you choose?  I'm guessing if you have read this far you would avoid the auto pilot like the plague.  If this is the case why would we wish to encourage our future to live any differently?

With this in mind shouldn't we use technology to our advantage?  It is a natural progression for learners to follow society in how they wish to learn and the means of engagement most appropriate.  Future technology is not about operating on auto pilot but enhancing and extending what is achievable today and into tomorrow.

Week 2: Monday Digital Movie Making ***Edited***

Digital Movie Making

The challenge: Work in groups to produce a storyboard - this will from the basis of our movie (to be filmed next week)

The background: Three of the four members of our group had previously worked together. 

The group dynamics: the benefit of having worked together previously is that as a group we tend to have reached the 'performing stage'.

The plan: Integrate technology to help with planning process.  The reasoning behind this is that all members will have the opportunity to contribute, ideas can often be communicated more easily when written, it will be evident if any member becomes lost or confused as it is easy to track contributions, there will be a record of the brainstorming process.  A group member who was ill was able to join in from home and this also provided an introduction to Etherpad for other group members.  It was explained that Etherpad has been bought over by Google and alternatives suggested: PiratePad and PrimaryPad.  We are also all able to work from home to develop the project.

The plan worked very well, the novelty of Etherpad mirrored the reaction you see in pupils when they are given something new and exciting to try.  Very quickly we began working on brainstorming, proving the theory that using is the best form of tutorial.  This was an excellent insight into the things that you would need to monitor, as a teacher, if using this with a class.  The first thing to make clear is that chat should be in the chat section.  Our pad was created for brainstorming purposes and is quite messy to look at, but, the main content is exactly that: brainstorming as a group.  The evidence of tangents is there, the refocusing by different group members at different stages shows that everyone was aware of the end goal: to create a storyboard.  Most importantly the evidence of task engagement is there.  This brings into question the use of language when brainstorming, when do you pick pupils up on their language use and when do you not.  This is a difficult decision and we need to remember not to stifle creativity when addressing this.  

The use of Etherpad was not necessarily ideal for the task itself but it was effective for the structure on this occasion.  Another tool could have been a mindmapping tool but this may have taken longer to use than Etherpad and can be less flexible than the style we used in the pad.  It is important to remember that a tool can be useful for one group on one occasion but that does not mean it will be useful for another group or indeed the same group on a different occasion.  

As an addition I shared Tom Barrett's @tombarrett Interesting Ways to use a Pocket Camera presentation with the elective group.  This was added to our delicious tag ICT_elective.

Next Steps: Complete storyboard (task for today) and prepare for filming next Monday.

Some excellent examples of how digital movie making could be used both within a classroom and on a  lager scale can be found on Sharon Tonner's Voices of the World page.  Further background to this project can also be viewed in The Story of the Voices of the World.  This project shows that uses forr digital movie making, among many other tools, extend beyond the confines of a classroom, school, town, region or even country. 

Week One - An Introduction

Today we looked at Wallwisher and Delicious and their use within the elective.  I am already a user of delicious and have had some experience with wallwisher previously.  There is potential to use both of these tools within a classroom setting. 

With delicious it may be useful to set up a class account which could follow them through the school.  This could contain links to websites for research, homework and previous projects.  Collaborative blogs could be bookmarked here for ease of finding.  Pupils could recommend other sites that could be beneficial through the tag system.  Pupils would need to be aware that they cannot post inappropriate links on the class page and this would provide a basis of internet safety awareness.  It also gives pupils some control over their learning experience as if they are thinking about a site to link to and the tag they will assign to that site then they will be starting the evaluation process.  To begin with it is likely that they will not think about purpose in much depth but with integration into class inputs this will become clearer.

For wallwisher, I would immediately think of a KWL grid format for planning.  Although there are other uses.  Pupils would find the concept of the wall appealing due to the visual aspect of it.  It could also be useful in areas such as health and wellbeing.  I am looking forward to using other forms of collaborative technologies and seeing how well they work in practice.  I would like to explore Google Wave in this way especially as it is such a new concept. 

At the end of the module we are planning a trip to LTS to visit the Consolarium, including Derek Robertson, this will be a great opportunity to see the work that is being done using the field of games based learning.  If you know me well enough you will know that this is an area of particular interest of mine and one which I hope to make full use of in my professional practice both on placement and in the future.

While in Glasgow we will have a look at the Glasgow Science Centre as obviously the links between technologies and science are fundamental.

My interest in the module has not changed following todays input, it still holds a lot of attraction in terms of learning and I am looking forward to the challenges ahead.