Monthly Archives: May 2014

My Reflection upon Feedback and the Rubric Marking from my Peers.

Standard

imagesCATW7SRW

Zac Gibson rubric markings for Bianca Brooks

Helen Baileys rubric markings for Bianca Brooks

This week all students had the opportunity to become a teacher, each student was required to mark and provide feedback to two peer blogs against a rubric provided. My first peer was Zac Gibson, I agreed with most of Zac’s feedback however, I questioned my academic integrity of my blog and understanding of the task. Zac’s feedback lead me to question what an academic blog looked like, is it in first or third person, and does it need to be referenced or just thoughts pondered during the weeks of learning?

From here, I questioned my tutor and made corrections to accommodate my blog to consist of both first and third person and also ensured all my blogs linked back to how each program could be used in a classroom. I also agreed with Zac regarding my sentence structure, academic writing for me is a weakness however, an example on how I could have improved a sentence would have deepened my knowledge on how to make these changes on my blog and in future academic writing.

My second peer was Helen Bailey, Helens comments were brief and regarded grammatical errors, leading me to revisit my blog to edit and adjust the errors I had found. However, once again an example may have guided my learning into an in-depth understanding of my errors.

 

Advertisements

Scratch (Week 6)

Standard

scratch 1

 

Reflection this week is about my experience using Scratch, a program which enabled me to create a moving animation. My experience with Scratch was to say the least, challenging. Scratch has its own language and functions that require training, experience and repetitive use to create intricate animations. I questioned the purpose of this program for educational uses and this led me to explore the Scratch website more deeply.

Firstly, Scratch has a tab called Scratch Ed which is designed to facilitate other educators with the program for its use in the classroom. It also provides forums for educators to collaborate and provides further information linking curriculum outcomes to the program.  Within the curriculum guide it states it is designed for‘ a teacher who wants to support students; development of computational thinking’ (Australian Curriculum Assessment and Reporting Authority 2013).To define ‘computational thinking’ , this is when a person utilises computer science skills to problem solve, this program will build skills needed for students to problem solve and conquer more elaborate or sophisticated higher order thinking skills.

Lastly, skills gained from Scratch can become a basis for programming and coding computers. Students today will experience different career paths to previous generations therefore, training students in different skills will provide them with the prior knowledge needed to pursue future careers in ICT. (Netzel 2103) believes by 2020 the role of computer programing is predicted to rise however, if classrooms are not catering to learn such skills students may become disadvantaged in future paths.

Please watch the video links for a deeper understanding

References:

Australian Curriculum Assessment and reporting Authority, (2013). Educational services of Australia.

Netzel, N. (2013, Dec 18). Students get ahead of the game with computer coding. McClatchy – Tribune Business News Retrieved from http://search.proquest.com/docview/1468967689?accountid=10382

 

Power Point and Life-Long Learning (Week 8)

Standard

imagesCA140043

 

Reflection this week is about the program Power Point, I have used PowerPoint before therefore, I found this program easy to navigate and very similar to Prezi. It requires the user to import information, manipulate text and images creating visually appealing and engaging presentations for a topic. In contrast, a student may present ones own work via Power Point presentations, this will encourage ICT skills that will serve a student well in future programs, operating key functions and experience in presenting ones work professionally.

Furthermore, this program is not limited to one subject, due to the recent policy and curriculum changes there has become a push in ICT in all learning areas (Howell, 2012.pp.41). Power Point is a flexible program which can be utilised to present a topic in any of the key learning areas. Lastly, Power Point can play a vital role in ‘lifelong-learning’  ICT plays a vital role in today’s society trends of seeking information, communicating and collaborating. 85% of children in 2009 had report to use the internet entirely for educational purposes (Abs.gov.au, 2009).Digital devices and the internet have transformed lifestyles and learning styles, altering skills needed to become learners and employees (Karakas,2012)

Therefore, the role if a teacher is to enable students and provide learning environments to enhance skills necessary to become independent learners in a variety of digital devices, programs and applications. Computer/ digital devices will enable students to become seekers of information, e-learners, presenters and successful in careers and home-life styles.

For a deeper understanding please visit my links.

References:

Australian Bureau of Statistics, 2009.

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration & Creativity: Oxford University Press.

Karakas, F., & Manisaligil, A. (2012). Reorienting self-directed learning for the creative digital era. European Journal of Training and Development, 36(7), 712-731. doi:http://dx.doi.org/10.1108/03090591211255557