Learning resource 2

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Name of teaching resource

I have used ‘StoryKit’, it is an application that is free to download.

Weblink (if web based)

I downloaded the free app. This resource is intended for Year 2.

IMG_42481. On the home page, there is an option to select either a ‘new book’, ‘read a traditional story’, or ‘edit a traditional story’.

IMG_42492. For this exercise,  I created a ‘new story’. It entails blank pages in which pictures, text, voice memo, and paint can be added.

IMG_42503. I have added pictures from an existing file (the iPad camera can also be utilised) and I have added text.

IMG_42514. Lastly. I gave the story a title and author. The finished product can be e-mailed, read, or edited.

Screen Shot 2016-04-22 at 3.50.09 PM 5. This is a screenshot of the finished product via e-mail.

Who should this digital teaching resource be used with?

The software is a basic resource that enables transmedia storytelling. It could be utilised in any K-6 class to create a digital story.

How should it be used?

The software will need little introduction as it is easy to implement. Children should draft a plan and use the resource to practice using different styles of writing including persuasive, imaginative and informative. Adaptations of traditional stories could be attempted by more advanced students. It would be suitable for individual presentations or group work.

Which subject or learning area would it be most appropriate to use in?

Language, literature and literacy. I created this resource for use in creating a text for literacy in Year 2 (ACELY1674). It combines elements of the software program through experimentation to make a digital text (www.scootle.edu.au).

Identify the strengths of this teaching resource

It is incredibly user-friendly. Time will not be wasted trying to figure out the functions of the application. It turns writing a book into something meaningful. Choices are made in the creation and it encourages “students to ‘think’ about their thinking” which develops critical thinking skills (Hoffman, 2010, para. 14).

Identify any weaknesses of this teaching resource

Firstly, the interface is not particularly enticing, and it lacks any advanced features. It may be too austere for digitally native children.  I was equally expecting it to be more interactive, for example, there should be transitions for flicking between pages. It would also serve beneficial if it had a sound bank to add sound effects. The other annoying thing proves the app only viewable in portrait orientation.

Explain any ideas you may have for further use of this teaching resource

As I prepared this learning resource, I became disappointed with its lack of functions. I searched for a more suitable app. I tried Story Creator-Easy story book maker for kids. The interface looked more enticing, however, it was not really user-friendly. StoryKit would be suitable for K-2, however, I think older grades would benefit from using a product like Wevideo to produce a storybook.

Reference

Hoffman, J. (2010). What we can learn from the first digital generation: Implications for developing twenty-first-century learning and thinking skills in the primary grades. Education 3–1338(1), 47-54. Retrieved from http://dx.doi/full/10.1080/03004270903099827

 

 

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Posted in Digital learning resources

Learning resource 1

IMG_4243
Name of teaching resource

I have used ‘Scratch Jr’, it is a free application that I downloaded.

Weblink (if web based)

Teaching resource 1

Who should this digital teaching resource be used with?

Scratch Jr is targeted at 5-7-year-olds. I created this resource for Year 2 Mathematics. The strand is statistics and probability (ACMSP047). Students need to identify the difference between ‘likely’, ‘possible’ or ‘impossible’.

How should it be used?

First, I would introduce the topic of statistics and probability by discussing examples. Next, introduce ‘Scratch Jr’ on the smartboard. Then I would guide the class and pick students to help with the process of making a slide. Finally, the students will work independently with my assistance.

Which subject or learning area would it be most appropriate to use in?

Information and communication technologies: Give and follow instructions, describe spatial positions, follow a sequence, use digital systems for meaningful projects (www.scootle.edu.au).

Identify the strengths of this teaching resource

It is a free application that allows creative experimentation. It does not require an internet connection. There is a lot of information available on-line including an informative curricular that can be followed for classroom practice. This would be an invaluable tool to use in my future classroom. Resnick (2012) suggests coding encourages children to create new technologies instead of just reading them. It develops life-long skills including, learning variables, design principles,  developing a functioning product, the ability to rectify issues, perseverance, ability to express ideas and exposure to complex issues (Resnick, 2012).

Identify any weaknesses of this teaching resource

It can only be viewed on an iPad or android that has downloaded the APP. Also, it can be a little daunting when you first start as it has many functions but with a little bit of experimenting it becomes easier to understand.

Explain any ideas you may have for further use of this teaching resource

I would give my students a project suited to an aspect of the curriculum. It would challenge them because they will have to experiment with varied functions of the software.

Reference

Resnick, M. (2012, November). Mitch Resnick: Let’s teach kids to code [Video file]. Retrieved from           https://www.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code

Posted in Digital learning resources

Digital Fluency

Digital fluency is maintaining the ability to make a connection between differing technologies, and the capacity to decide when and why we use a particular media. We are all learning in the 21st_century digital age and it is important in order to teach these necessary skills to students for lifelong learning (Briggs, 2014, para. 1). I am sure all parents can relate to the picture illustrated below that depicts a digitally native child making a technology connection and explaining the benefit to the dad. I know my children always surprise me with their knowledge of technology uses.

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“Bedtime story” (Briggs, 2014)

Digital fluency has to be taught in the classroom. Howell (2012) suggests we instruct digital fluency to students in primary schools by maintaining a digital aptitude and deliver 21st-century digital pedagogies (p. 115). In the future, digital fluency will be necessary “for obtaining jobs, participating meaningfully in society, and learning throughout a lifetime” (Resnick as cited in White, 2013, p. 7).

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“Digital jargon” (Johns Hopkins University, 2015)

Further to this, White (2013) believes digital fluency should be explicitly taught as a subject in the K-12 curriculum (p. 8). I agree with this concept as these skills are important for students to learn. Maybe the Australian curriculum is not keeping up with modern technologies.

Yesterday I was reading a blog that lists ways of teaching digital fluency in the educational setting. In particular, I would implement the iPad icon alphabet set. The visual display is a reminder for students. I can refer to them during any lessons when I see a teachable moment.

ipad posters

“iPad icons” (Erin*tegration, 2015)

Overall, the importance of teaching students technology jargon and exposing them to an array of technologies is paramount to develop digital fluency. I believe that the curriculum is not keeping up with technology and it is our job as a teacher to be mindful of teachable moments.

References

Briggs, S. (2014). Bedtime story [Image]. Retrieved from http://www.opencolleges.edu.au/informed/features/digital-literacy-skills/

Erin*tegration. (2015, September 23). iPad icons [Image]. Retrieved from http://www.erintegration.com/2015/09/23/teaching-technology-fluency-in-the-classroom/

Erin*tegration. (2015, September 23). Teaching technology fluency in the classroom [Web log post]. Retrieved from http://www.erintegration.com/2015/09/23/teaching-technology-fluency-in-the-classroom/

Grosz, T. (2014, October 8). Digital native learners [Video file]. Retrieved from https://www.youtube.com/watch?v=6fkPS49SvMo

Johns Hopkins University. (2015). Digital jargon [Image]. Retrieved from http://www.slideshare.net/dhegley/digital-curation-technology-jhu-summit-october-2015

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, VIC: Oxford University Press.

White, G. K. (2013). Digital fluency: Skills necessary for learning in the digital age. Retrieved from http://research.acer.edu.au

 

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Posted in Teaching and learning in the digital world

Transmedia learning in the 21st century

Transmedia learning is exploring a central story on multiple platforms of media. It engages various forms of media to create a set of narrative and non-narrative elements (Johnson, n.d). For example, if I had a favourite TV show, I could extend my interest through various platforms: follow on Twitter, be friends on Facebook, interact with on-line games, and watch supplementary footage on-line.

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“Transmedia” (Brodsky, 2013)

Transmedia learning needs to be applied to the educational setting to prepare our students for the future. This digital convergence transforms our way of thinking and should be taken into consideration when delivering digital pedagogies. In the video ‘Learning for tomorrow’, it discusses the importance of transmedia learning. It states multimedia must be implemented into the educational setting to prepare students for the evolution of society (Learning for tomorrow, 2014). Transmedia learning is beneficial as it promotes resourcefulness by connecting varying platforms, sociality by encouraging conversations, mobility by having the ability to move between media, accessibility by being able to start anywhere and replayability by being able to revisit, explore and investigate (Alper & Herr-Stephenson, 2013, p. 367).

Screen Shot 2016-04-21 at 3.39.47 PM

Max Giovagnoli posted a video ‘Looking for Walter’. It exhibits transmedia learning. This was such an involved program that would require tedious planning with colleagues. I can similarly apply a simple version of this to my classroom by exploring a core story or subject, getting my students to narrate a transmedia storytelling video, produce a crossword for other students, create a book, participate in a classroom blog, and create a game. I will need to monitor the work, to ensure learning is taking place.

Transmedia learning is transforming our way of delivering pedagogies. We need to remain in the forefront to teach digitally native students. Back in the old days, the only option that had varied platforms was Choose your own adventure books.

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“Choose your own adventure” (Atwood, 2008)

References

Alper, M., & Herr-Stephenson, R. (2013). Transmedia play: Literacy across media. The national association for media literacy education’s journal of media literacy education, 5(2), 366-369. Retrieved from http://digitalcommons.uri.edu

Atwood, J. (2008, March 11). Choose your own adventure [Image]. Retrieved from http://blog.codinghorror.com/choosing-your-own-adventure/

Brodsky, K. (2013). Transmedia [Image]. Retrieved from http://katherinebrodsky.com/blog/2013/05/03/transmedia-%E2%80%93-a-richer-canvas-for-telling-stories/

Johnson, D. (n.d.). A History of transmedia entertainment. Retrieved from                 http://spreadablemedia.org/essays/johnson/#.VukB45N96i4

Giovagnoli, M. (2013, June 19). Looking for Walter-transmedia experiential learning project [Video file]. Retrieved from https://www.youtube.com/watch?v=mgbymB0cMu8

Learning for tomorrow. (2014, October 28). Inside Curtin-transmedia and education: October 2014 [Video file]. Retrieved from https://www.youtube.com/watch?v=cLrtazKprjE

Ohler, J (2015). Transmedia storytelling [Image]. Retrieved from   http://blog.teachnet.ie/transmedia-storytelling/

Posted in Teaching and learning in the digital world

What is a digital world?

The digital world can be described as the act of gathering and delivering digital information. Hoffman (2010) defines it as a technological interaction that influences “living, playing and communicating” (para. 1). Technology has had tremendous effects on our lives, both positive and negative.  Target streamer (2014) skillfully illustrates how over time it has freed our lives, yet at the same time overloaded it with information.

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“World at fingertips” (Fritz, 2013)

Many social interactions have been negatively influenced by our digital world. Recently I read an engaging blog by Amie Kjellstrom that exemplifies depressing effects of the digital world. The embedded video “I forgot my Phone” by Charlene de Guzman received a colossal forty-nine million views. It is a phenomenon we are all familiar with,  people absorbed within a virtual world, oblivious to what is actually happening, all so they can function in the digital world.

Picture2

“Digital footprint” (Thaler, 2014)

I often wonder what social behaviours digitally native children will display in the future, and if they are aware of their digital footprint that could be used against them in the future.

Conversely, the progressive effects of the digital world are astronomical, 21st-century learners are inquisitive and accustomed to finding answers. Recently, we took our children camping to a remote area, they have not experienced life without connection and were initially lost. Children seem to embrace the use technology as a foundation for learning (Prensky, 2016). It would be essential for me as a teacher to keep abreast of digital pedagogies by incorporating transmedia learning, explicitly teach digital fluency and harness digital teaching moments in all subjects. Active participation can be promoted by implementing purposeful activities that allow creativity and experimentation (Howell, 2012, p. 135).

It is evident the digital world has positive and negative effects on society and 21st-century learning. As technologies advance, we are forced to evolve with them.

References

deGuzman, C. [charstarleneTV] (2013, August 22). I forgot my phone. [Video file]. Retrieved from https://www.youtube.com/watch?v=OINa46HeWg8

Fritz, A. (2013, March). World at fingertips [Image]. Retrieved from https://tootallfritz.com/2013/03/

Hoffman, J. (2010). What we can learn from the first digital generation: Implications for developing twenty-first-century learning and thinking skills in the primary grades. Education 3–1338(1), 47-54. Retrieved from http://dx.doi/full/10.1080/03004270903099827

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, VIC: Oxford University Press.

Kjellstrom, A. (2013, December 5). What does it mean to be “connected” in today’s digital world? [Web log post]. Retrieved from https://medium.com/new-media/what-does-it-mean-to-be-connected-in-todays-digital-world-49e12c1a8fa5#.3f4b1ftfy

Prensky, M. (2008). The 21st-century digital learner. Retrieved from http://www.edutopia.org/ikid-digital-learner-technology-2008

Target streamer. (2014, September). Evolution of the desk. Retrieved from https://www.youtube.com/watch?v=uGI00HV7Cfw

Thaler, M. (2014, June 3). Digital footprint [image]. Retrieved from http://www.gfi.com/blog/removing-your-digital-footprint-better-luck-than-beyonce/

 

Posted in Teaching and learning in the digital world