3 effective blogs for classroom use.
Glogster http://edu.glogster.com/
Website that allows creation of interactive digital 'posters'.
Students can combine multimedia to go beyond what a traditional poster could accomplish, so instead of text and pictures glued on cardboard, a completed glog may incorporate graphics and text, links to websites, embedded video and audio, and is accessible across the web, rather than just the classroom. Glogster provides galleries of content, via an easy 'Drag and Drop' method. Its suitable for all stages.
Pixton http://www.pixton.com/uk/schools/overview
Like Toondoo, Pixton is a digital comic creator, allowing students to contrl every aspect of story creation. it allows development of ideas in a interactive way, while learning how to tell a story in a logical sequence, communication and colaboration with others and visual storytelling. Completed comics can be saved and embedded on the web, to be shared with others. it is customizable for use across all stages.
Myths and Legends http://myths.e2bn.org/index.php
I remember becomng interested in myths and legends from about 8 onwards, and can see the application of this site for stage 2. As well as providing students with information about myths and legends, the website provides students with their own story creator. Students can take frames provided from the website and record themselves narrating their own story, similar to I-Movie, I-Photo, Garageband, etc.
Tuesday, 8 November 2011
Monday, 7 November 2011
Text Innovation - Powerpoint
I decided to choose Mo Willems 'City Dog, Country Frog', almost purely because the watercolours are so grand.
The story is set into distinct seasonal 'chapters', where the frog and dog each decide on different activities to try. So with a description of each activity students are aided in naming the seasons, and in comprehension of the book.
Embedded New Literacies Flick
Northwest Tree Octopus.
The video explores truth and untruth on seemingly authentic sites, via the Northwest Tree Octopus hoax. Its provides an example of internet site believed to be accurate by some viewers, and is an exercise in not trusting everything posted on the web.
The implication is that new literacies, since they often involve a collaborative effort, provide less visibiity for individual contributers and less accountability in providing the truth. Therefore new literacies could be deemed as untrustworthy is comparison to traditional media outlets.
Kids are in an age where they can access anything from anywhere, by anyone, but have difficulties in determining the trustworthiness of information presented digitally. They tend to believe anything posted online, without critiquing where it originated or bias's inherent in its production. as kids are exposed to new literacies in the classroom, teachers themselves need to become more internet-aware, but are not receiving the needed support and training.
Monday, 17 October 2011
Thinking Hard - New Literacies
New Literacies
The term 'new literacies' refers to the different technologies used by young learners in constructing and sharing their own learning. These are technical in nature, requiring knowledge of and about the use digital electronic apparatuses, computers and related software, be it digital imaging, blog related, instant messaging, website maintenance and social networking, so called web 2.0 technologies, as well as mixing traditional media (Knobel, Lankshear, 2006)
These new literacies describe new and interactive ways for students to share information and knowledge. Teachers can better meet the demands of modern students by allowing them to share in new literacies through web 2.0 technologies (Callow, 2008)
The term 'new literacies' refers to the different technologies used by young learners in constructing and sharing their own learning. These are technical in nature, requiring knowledge of and about the use digital electronic apparatuses, computers and related software, be it digital imaging, blog related, instant messaging, website maintenance and social networking, so called web 2.0 technologies, as well as mixing traditional media (Knobel, Lankshear, 2006)
These new literacies describe new and interactive ways for students to share information and knowledge. Teachers can better meet the demands of modern students by allowing them to share in new literacies through web 2.0 technologies (Callow, 2008)
Callow, J. (2008). New Literacies, New York & Web 2.0: a little knowledge is a helpful thing! SCAN, 27(4), 13-16.
Tuesday, 11 October 2011
Happily Blogging Task 2
1. Can I copy material from the internet for research?
Yes, but its subject to the same fair use clauses as traditional media.
2. What constitutes research and fair use?
Fair use is an exception to copyright law that permits use of copyrighted material without the permission of the original author. Examples covered by the fair use clause include research, criticism, news reporting, teaching and library archiving. To be determined 'fair' it must be demonstrated how it either advances knowledge or progess of the arts through the addition of something new.
Copyright will not be infringed if its used for the purposes of research or study, provided the use is 'fair'. Research can be purely personal, and does not require enrollment in a course. As such, the extent to which 'personal research' contravenes 'fair use' is detailed as a 'reasonable' portion of text or notated music, normally 10%
Research is defined by the Australian Copyright Council as
Normally students would need permission to use music in videos. Schools have a joint license agreement with AMCOS and ARIA that allows them to make certain video and audio recordings or music, including recorded music. Free use of material is available upon expiration of copyright also. As part of a course of study, use of music in video may be deemed 'fair' use.
Yes, but its subject to the same fair use clauses as traditional media.
2. What constitutes research and fair use?
Fair use is an exception to copyright law that permits use of copyrighted material without the permission of the original author. Examples covered by the fair use clause include research, criticism, news reporting, teaching and library archiving. To be determined 'fair' it must be demonstrated how it either advances knowledge or progess of the arts through the addition of something new.
Copyright will not be infringed if its used for the purposes of research or study, provided the use is 'fair'. Research can be purely personal, and does not require enrollment in a course. As such, the extent to which 'personal research' contravenes 'fair use' is detailed as a 'reasonable' portion of text or notated music, normally 10%
Research is defined by the Australian Copyright Council as
diligent and systematic enquiry or investigation into a subject in order to discover facts or
principles...”“
3. Can students (university or school) use music in videos that they make? Normally students would need permission to use music in videos. Schools have a joint license agreement with AMCOS and ARIA that allows them to make certain video and audio recordings or music, including recorded music. Free use of material is available upon expiration of copyright also. As part of a course of study, use of music in video may be deemed 'fair' use.
Happily Blogging Task 1
Barone and Wright present 3 activities that could be of use to teachers.
Using laptops in class to demonstrate teaching with technology
1. Using the laptop to access the classrooms webpapge, students find out what the word of the day is. from here they can quickly access an online thesaurus to identify the meaning and synonyms for the word. a word application is then used for the students to write a sentence using the word of the day, demonstrating their knowledge of its usage. A quick visual image is created using a digital media program, and placed alongside the students sentence. the combination of visual media and literacy in a single document is a hallmark of new literacies.
2. Think-pair-share is a strategy used in classrooms to share ideas and encourage discussion between students. Students in this laptop enbled classroom would have their own partner worked out and sent to them, and think-pair-share initiated via Instant Messaging.
3. Use of one on one laptops in the classroom can better prepare children for creative writing sessions. Barone and Wrights example starts as a typical literacy lesson, the topic is 'Have you or someone you've know ever had an imaginary friend? Tell your buddy about this imaginary friend'. The teacher reads a picture book as an introduction to the writing session, but decides the class is not adequately prepared. He directs students to an internet site, http://www.writingfix.com/, which provides prompts on their characters colour, personality, shapes, appetite, etc. The teacher is able to move around the classroom and talk with students about their individual writing as the rest of the class completes their online writing.
http://search.proquest.com.ezproxy1.library.usyd.edu.au/docview/203281892/fulltextPDF/1325C1B5A182D167798/2?accountid=14757
Using laptops in class to demonstrate teaching with technology
1. Using the laptop to access the classrooms webpapge, students find out what the word of the day is. from here they can quickly access an online thesaurus to identify the meaning and synonyms for the word. a word application is then used for the students to write a sentence using the word of the day, demonstrating their knowledge of its usage. A quick visual image is created using a digital media program, and placed alongside the students sentence. the combination of visual media and literacy in a single document is a hallmark of new literacies.
2. Think-pair-share is a strategy used in classrooms to share ideas and encourage discussion between students. Students in this laptop enbled classroom would have their own partner worked out and sent to them, and think-pair-share initiated via Instant Messaging.
3. Use of one on one laptops in the classroom can better prepare children for creative writing sessions. Barone and Wrights example starts as a typical literacy lesson, the topic is 'Have you or someone you've know ever had an imaginary friend? Tell your buddy about this imaginary friend'. The teacher reads a picture book as an introduction to the writing session, but decides the class is not adequately prepared. He directs students to an internet site, http://www.writingfix.com/, which provides prompts on their characters colour, personality, shapes, appetite, etc. The teacher is able to move around the classroom and talk with students about their individual writing as the rest of the class completes their online writing.
http://search.proquest.com.ezproxy1.library.usyd.edu.au/docview/203281892/fulltextPDF/1325C1B5A182D167798/2?accountid=14757
Tuesday, 4 October 2011
Subscribe to:
Comments (Atom)