Enhanced Learning In Professional Contexts

An overall reflection...

2010-05-15T17:59:00.000-07:00

Having completed the ELPC course and taken part in professional practical placement I have a different view on what it means to be a successful educator and what aspects I still need to develop to be the quality teacher that strive to be.

One of the biggest realizations was the fact that what works in theory or in my head may not work in practice. I now know that you can plan a lesson for hours on end and then step in the classroom and think, "oh no this isn't going to work' or the students whip through it reluctantly for 5 minutes then demand to move on. It has become evident through my professional practical placement to be flexible and get to know the students on a more personal level to gauge what they are interested in and what learning styles they have. I also learnt that what might work on my computer might not work on theirs! I learnt this the hard way. After spending a weekend putting together slides for a smartboard presentation, most of the sides did not work on their computer. I spent my lunchtime going crazy on the computer trying to find appropriate replacement images. This incident has shown that when working with technology don't take if for granted that it will work every time. Plan ahead and have a practice run through so if any problems occur you have time to fix them.

There are still some gaps in my knowledge and I have become aware of what I still need to develop in my teaching. I need to keep up to date with ICT developments and study how I can use smartboards to their greatest potential, rather then just using them as a presentation tool, how can I get the students to engage and interact. I am taking steps to stay up to date by following art educators blogs, so anything new and helpful to my teaching that comes up I am informed of straight away. I have seen the possibilities of using ICT in the visual arts classroom from online diaries to learning new techniques in online tutorials and interactive games. My aim is now to refine my methods of integrating them into units of work effectively and not as a random add on. They can be used to not only educate but also as a tool for classroom management, an aspect of teaching I still need to develop from research into theory and practice.

The units studied in the ELPC course have provided me with information on how to use them in my teaching and made me aware of the issues surrounding their use. By listening to lectures and having hands on practice and investigation in computer lab work I have gained the confidence to use ICT to support my teaching. As mentioned in previous posts the network of support in this course and sharing ideas and issues amongst peers has helped me develop my approach in incorporating ICT. I will use it as a portal to information and as an interactive and engaging tool relevant to the students needs and working methods.

I have come away from this course informed and inspired to teach visual arts using practices that incorporate ICT.

Blogs are the answer!

2010-05-15T17:44:00.000-07:00

I was browsing (not procrastinating I swear!) online at art games and came across some cool widgets to add to blogs. I have added Red Easel to the right, providing art information and inspiration. I have also added a Matisse inspired at game at the bottom of the blog. It reminds me of kid pix and Artist Toolkit combined. A good game to suggest students to add if I ever get them to set up blogs as an alternative to Visual and Process Diaries.

Starting up a blog for the first time has made me see how they can indeed be used as an online alternative to document thoughts, artworks, inspirations and images. It saves the whole process of printing out, pasting in and writing down information in a visual diary. I have noticed that the majority of students I am teaching are reluctant to do their diary work. I think getting them to start blogs could be a successful and engaging alternative for them.

To still work on...

2010-05-15T17:11:00.000-07:00

Being on professional experiences has made me aware of what I still need to work on when integrating ICT into units of work.

Don't procrastinate when online researching!
Don't procrastinate at work when you can use a line off to prepare for classes the next day!
Don't procrastinate on social networking sites when you have to write essays for university, prepare classes and go to work to earn money!
JUST DONT PROCRASTINATE!

I have come to realize that working in this profession you become quite time poor so it is important to use your time wisely and efficiently so you have a balance between work and life. While ICT can help you prepare for classes and make them engaging for the students it can also provide an opportunity to get distracted and procrastinate! I now know to set myself goals and tick them off as a go so I don't meander endlessly online.

Professional Experience = HECTIC!

2010-05-15T16:57:00.000-07:00

Going into my last week of professional experience placement and it feels like my head is about to explode! Crazy busy and I have never been so exhausted but I am enjoying it alot.

I have managed to and still plan to use ICT in my art classes:

Starting the new units I booked the smartboard in the library to show powerpoints and images.
The Year 7 Elements and Principles of Design Class will be using the computer lab in the library to experiment on Artist Toolkit and do some online 3D tutorials.
Cameras have been used to photograph work and document progress
Online art competitions have been used in the Year 9 Wearable art unit.

I feel happy with how i have integrated ICT into the units of work. They are enhancers of the content rather then dominating without any relevance. The students have shown engagement with the unit by using these ICT resources. I have also found that in planning my units of work I am using ICT more. From researching on the internet to learn new art skills to teach, to scanning in images, processing in photoshop and creating shows for smartboards. And this is all before i even get to standing in front on the students. I feel much more confident in using ICT after practicing and exploring it myself throughout the ELPC course.

6. Style of teaching for ICT integrated visual arts classroom

2010-04-15T23:25:00.000-07:00

Technological changes that are occurring in the world are impacting upon education. In times of change, curriculum alignment is necessary for effective learning to take place. Harper & Mould’s (2009) research reveals that a majority of schools are only modifying their assessments practices to match new requirements without altering teaching, learning and planning practices. ‘This inhibits students’ learning because they fail to see any direct correlation between classroom activities and assessment items’ (Harper & Moulds, 2009). I have given much thought to how I want to teach and what I want to generate in my students.

My teaching style will use the Technological, pedagogical and content knowledge (TPACK) framework, combining a scaffolding pedagogy approach to foster constructivist learning and convey content to different learners at different stages in Year 7 art. Within the TPACK framework interplays three forms of knowledge: Content, Pedagogy and Technology. The framework emphasizes that these elements do not exist in isolation, rather ‘it emphasizes the new kinds of knowledge that lie at the intersections between them.’ (Koehler & Mishra, 2009). I aim to achieve what this model promotes, ‘effective technology integration for pedagogy around specific subject matter requires developing a sensitivity to the dynamic, [transactional] relationship between all three components’ (Koehler & Mishra, 2009). I want to develop control over my teaching to link relations between all elements to integrate technology effectively and with relevance to the students and course.

I intend to use the teaching strategy of scaffolding with these Year 7 students as they make the transition from middle to senior school. Scaffolding is the ‘support provided to learners to enable a task to be done successfully and more independently by adjusting the assistance to fit the learner’s current level of performance’ (Krause et al, 2010). This is an effective method when teaching new skill sin visual arts as there are safety issues involved, as well as the need to now how to handle materials before you can create independent works. I have chosen ICT resources that have a scaffolding approach, such as the Artist’s Toolkit to help me in this learning experience on practical placement.

From my research into cognitive learning I believe constructivist principles thrive in visual arts classrooms and intend to mould my teaching practice to develop these principles in the classroom. Krause (2010) outlines how strategies I am implementing like group work, ICT interactive programs and scaffolding lead to constructivist learning. They:

1) encourage learner-centered experiences and activities

2) provide opportunities for learners to work together

3) assist novice learners to develop expertise.

I think this approach to fostering constructivist learning styles through certain teaching strategies is necessary for developing twenty-first century skills in an ever changing technological world and also promotes a collaborative environment of students with initiative. It also promotes intellectual and learning environment quality as well as significance, fulfilling the characteristics of effective pedagogy according to Every Chance to Learn (2007). Harper and Moulds (2009) research have shown that when teachers ‘employed a constructivist pedagogical approach and used technology to address subject are content, student understanding soared.’ These results have built confidence within myself to take this approach and see if it will benefit my Year 7 class.

References:

Harper, L. & Moulds, P. (2009). What implications to learning space and ICT have for the curriculum? MYSA, 9(1), 10-13.

Koehler, M. & Mishra, P. (2009). TPCK – Technological Pedagogical Knowledge. Retrieved from

http://www.tpck.org/tpck

Krause. K., Bochner. S., Duchesne. S., & McMaugh. A. (2010). Educational Psychology for Learning and Teaching. (3^rd ed.). Victoria, Australia: Cengage Learning Australia.

5. What should assessment look like, and how do I go about creditably assessing visual arts?

2010-04-15T22:53:00.000-07:00

What is assessment? According to Every Chance to Learn (2007), 'assessment is a continuous process of gathering and interpreting evidence to make judgements about student learning.' Assessment is quite difficult in the arts, with much debate over the question: Can you assess creativity? In building up my program for my professional placement I have devised several tasks that can do just this by breaking down creativity into subgroups such as technique, organization and understanding.

The Essential Learning Achievements I set in this Work Required Unit have assisted in planning my program and I will use them to conduct summative assessments at the end of week four. During the time spent with the class I will conduct formative assessments to direct my future teaching and inform what summative assessment would be appropriate.

At the conclusion of the four-week block students will have learnt - Student Outcomes:

1) The Elements of Design – Line, Shape, Colour and Texture.

2) The Principles of Design – Repetition and Balance.

3) Use different techniques and mediums, including ICT tools, to create artworks that incorporate the Elements and Principles of Design.

4) Plan and Develop ideas to create artworks as collaborative groups.

5) Use correct terminology to critique their own work and others artworks

Assessment Tasks:

1) Line, Shape, Colour and Texture worksheets 30%. Assesses

outcomes 1, 2 and 3.

2) Line and Colour Artworks For Comic 40%. Assesses outcomes 1, 2, 3 and 4.

3) Self-Evaluation Task on work completed in the four weeks 10%. Assesses

outcomes 5.

4) Active participation in group-work and visual diary 20%. Assesses outco

mes 4.

I have chosen a bundled approach to assessment, using the best practice in assessment as outlined in Every Chance to Learn (2007). Briefly, it states teachers must ensure that assessment is ongoing, consists of a variety of tasks, encompass learning goals, promote quality learning and be fair in allowing students to demonstrate their learning achievements. I believe several smaller tasks and strategies of assessment are essential in providing accurate evidence into students learning and are vital to myself, as an art educator. This approach to assessment is recommended in Manzo’s (2008) research where findings showed, ‘one-time, on-demand assessments may capture only a small part of what is taught and learned in the arts.’ Assessment comprised of several components will help direct future developments in my teaching of the students, providing evidence of what they lack and what I need to cover more in my teaching practice. I also have devised a student self-evaluation task to make students aware of how they are progressing and assists in their individual learning, giving them goals and ownership over their learning.

Rubrics:

References:

Department of Education and Training. (2007) Every chance to learn: Curriculum framework for ACT schools. Preschool to year 10. Canberra, Australia.

Manzo, K.K. (2008). Arts Assessment. Education Week, 28(6).

4. Integrating ICT into the Visual Arts Curriculum: Teaching and Learning Activities

2010-04-15T19:53:00.001-07:00

Through research online and discussing findings with my fellow pre-service teachers, I have come across a huge range of relevant ICT resources to fuse into the curriculum. Once you have access to all the resources available it is easy to overload units and in turn overwhelm students, leading to ineffective use of ICT. To prevent this from occurring I have designed ICT to work in with my set learning outcomes and use them as enhancers and different ways of presenting information for students to build understanding. This approach is recommended by Harper & Moulds (2009) who state, 'technology will be most effective if used in the context of meaningful tasks connected to the curriculum-they don't become the curriculum...' In my method of scaffolding that leads to students own constructive cognitive processes, I will provideskills that can be used to create collaborative works, capture works, give ownership over works and distribute works. These are all a part of the artmaking process in the real life context, giving the unit relevance and teaching twenty-first century skills, instead of producing throw-away rushed images. This is supported by Lloyd & Wesley's (2004) research, highlighting that, 'collaboration itself is seen to bring aspects of real-world interconnection into the classrooms.'

Teaching And Learning Activities...

Resources to be used:

Digital camera/scanner
Computer: Software and online resources. These include: ArtRage, Comic Life, Crayola Digi Colour, Artist’s Toolkit, Image Blender, Exploring Perspective Interactive Game.
Smartboard

Conduct Inquires and Gains an Understanding:

To introduce Elements and Principles of Design for students to conduct inquires and an understanding over the subject I will use an online resource, the Artist’s Toolkit on a smartboard. I chose to use the smartboard as it enables visibility and interactive participation of all students. I chose the artist toolkit for it is highly visual in exploring the elements and principle of design. Each component has three levels of interaction, firstly students watch a detailed animated demonstration. Secondly they find examples of the concepts in other artist’s works, dragging and dropping descriptors onto the image. Finally they have the chance to create a composition using the concepts established. This program was selected from the vast array of resources available, as it is an excellent introductory ICT tool. It scaffolds the students in developing skills, then steps away and lets them creatively explore and construct their own approach to using the elements. It also provides theory behind the concepts and illustrates how artists use them in other parts of the toolkit.

I envision running through the Artist’s toolkit with the students as a whole class and getting them to take turns in coming to the smartboard and having a chance to interact with the program. A problem in using this program on the smartboard is access. I will have to arrange with a teacher to swap classrooms, or book the one in the library. This then creates a disruption to class routine, leaving an opening for undesirable behaviour to occur. To overcome this, clear instructions of how the lesson will take place need to be announced at the beginning of the lesson so students know what to expect and how to behave accordingly. Another issue that could arise is the smartboard not working. On an observational rolling day, this problem did occur, if it does for me I will be prepared with a backup introductory lesson.

Create:

Students have the chance to create in the Artist’s toolkit but this introduction to working with design elements will be expanded with other activities. During the first two weeks I will be conducting small groups of activities. Each activity will be a different approach in creating works of art around the design elements and principles. For example, exploring the different effects of mediums from graphite, pastel, paint to computer effects. When exploring on the computer, I will use resources such as Crayola Digi Colour and ArtRage. These were selected for they use a range of mediums from palette knives to templates, which aren’t available in the class’ physical resources. They are also suitable for a Year 7 level, not needing detailed instruction, instead offering an easy interface of icons to click on and explore how they can be used. These programs enable open access to all mediums and illustrates how they can be translated to creating works on the computer.

Interactive games will also be encompassed. For instance, after explaining a new concept such as perspective. I will get students to use an ICT device, the online game, ‘Exploring Perspective’ to provide an engaging and relevant opportunity to gain full understanding over the principle. The game involves levels of increasingly complexity where objects are placed into a scene to create a sense of perspective, again scaffolding the students. After this students can then complete drawing activities in their visual diaries, applying their new knowledge and create original works.

Communicate and Collaborate:

Visual arts is a social discipline which encourages communication and collaboration, whether this is constructive critique, chatter whilst creating and project work. I will implement ICT directed collaborative work where communication is focused on the act of creativity rather then discussion on what students are doing on the weekend. In weeks 3 and 4 I will direct the students in their groups they were in for the previous small group activities to produce a series of 8 works. I have chosen to do group work as research has shown resulting characteristics within students that I aim to develop. Bryant (2010) has shown that peer interaction promotes achievement in '...their mastery of symbolic expression, their acquisition of role taking and communication skills and their development of creative and critical thinking.' Four works will be completed on paper and four on the compute,r demonstrating their understanding of the design elements and principles, as well as demonstrating how they are able to apply them in creating art using various mediums, tools and techniques. Each group will be assigned a mood and elements as a foundational base to create the works. They will design their works as a group and assign roles, so each student contribute two pieces of work, one on paper, the other on computer so they can compare the contrast between online and paper imagery.

Group 1: Calm Lines and Colours
Group 2: Angry Colours and Lines
Group 3: Energized Shapes in Repeat Pattern
Group 4: Happy Colours and Shapes
Group 5: Silly Lines and Texture

These artworks will be compiled through the scanning/photographing works on paper to upload into the computer. The free program Image Blender can be used to edit the images if required. This program works similar to Photoshop but I intend to use it as it is much simpler to work, being more suited for Year 7 capabilities. After images are compiled, the groups will then use the program, Comic Life to place images and informative text within this format. Text can be worked out in their visual diaries as a group then typed in, outlining their ideas, information on the elements and what they learnt form doing the activity. Comic Life is appropriate for their technological ability and is a style they can relate to and hopefully engage with. Once this is done I can print the comic off and distribute so each student has a copy of the entire classes work. This shared finished project gives students a sense of ownership and works on building communicative and collaborative skills, necessary in twenty-first century learning. A problem to overcome in doing this project is access to computers. I will need to know well in advance when to book a computer lab and have access to scanners/digital cameras.

Risk Management:

While using the internet there is risk that students may attempt to enter other online sites then those they are directed to. Filters are in place at the school and students to should not be at risk of reaching offensive material.

I had considered using a blog to compile artworks within and share, but issues of privacy and accessibility outside of the school came up. I decided to overcome this problem and develop a comic using Comic Life.

Another issue that could arise is the inappropriate use of the digital camera. I will outline proper technical use of the camera as well as camera etiquette, putting emphasis on what the the purpose of camera use is for this class: to take photos of artworks. This avoids privacy and unethical practices.

References:

Bryant, C. (2010). A 21st-Century Art Room: The Remix of creativity and Technology, Art Education, 43-48.

Harper, L. & Moulds, P. What implication do learning spaces and ICT have for curriculum? MYSA, 9(1), 10-13. Retrieved from www.mysa.org.au

Wesley, I. & Lloyd, E. (2003). "Not Another Lesson Plan!" Building a collaborative curriculum survival pack for future art teachers, Australian Art Education, 27(2), 51-68.

3. Learning Outcomes: Year 7 Elements and Principles of Design. Unit: Art Around us

2010-04-15T17:02:00.000-07:00

In designing this unit of work I aim to link my philosophy of teaching pedagogy with learning outcomes and assessment. This will ensure a structured course offering the best teaching practice and learning opportunities.

As part of developing a commitment to study, Caroline Chisholm Senior Campus structures topics of Key Learning Areas into Work Required Units. Students and parents read over the unit outline and sign in understanding that they will make every effort to be active in class and complete the unit. It has become apparent that setting up networks of communication with parents is a significant factor in student motivation and behaviour. This is evident in research conducted by Rosenburg and Jackman (2003), with 'collaborative teams work[ing] together...form consensus on a positive and supportive school-wide approach to behaviour management for all children.' With the school policies and the results of this research in mind on behaviour, I have developed and Work Required Unit for my Year 7 class.

Work Required Unit - Elements and Principles of Design: Art Around Us.

Key Learning Area: Visual Arts

Year Level: 7

Duration: 4 Weeks

Teacher: Miss Sivell

Description: During this unit students will explore the Elements of Design, focusing on Line, Shape, Colour and Form. They will also be introduced to principles of Repetition and Contrast and how they relate back to the Elements of Design. Students will create a number of artistic works using a variety of media and techniques, including ICT.

Learning Outcomes:

Students will have opportunities to understand and learn about:

7.EA.1 - The ways in which artists develop ideas and feelings through artistic works.
7.EA.4 - Techniques for safe practice appropriate to the art form (e.g. warming up, safe use of equipment).
7.EA.6 - Experiment with skills, techniques and materials to produce artistic works in particular styles and mediums.
7.EA.8 - Discuss the different ways artistic elements and concepts are used to convey meaning.

Interdisciplinary Outcomes:

Students will have opportunities to inquire and create with Information and Communication Technologies:

6.EA.4 - Use ICT as a learning tool to support thinking and to analyse and creatively represent new understandings.
6.EA.5 - Make creative choices when selecting and using iCT, including combining a variety of media.

Students will have opportunities to contribute to group effectiveness:

5.EA.2 - display cooperation and flexibility in allocating and undertaking varying roles and tasks in groups
5.EA.3 - act in ways that respect and support the ideas and feelings of others (e.g. fair play, consideration, encouragement, peer facilitating)

At the conclusion of the four-week block students will have learnt - Student Outcomes:

The Elements of Design – Line, Shape, Colour and Texture.
The Principles of Design – Repetition and Balance.
Use different techniques and mediums, including ICT tools, to create artworks that incorporate the Elements and Principles of Design.
Plan and Develop ideas to create artworks as collaborative groups.
Use correct terminology to critique their own work and others artworks

Assessment Tasks:

Line, Shape, Colour and Texture worksheets 20%. Assesses outcomes 1, 2 and 3.
Line and Colour Artworks For Comic 40%. Assesses outcomes 1, 2, 3 and 4.
Self-Evaluation Task on work complete din the four weeks 10%. Assesses outcomes 5.
Active participation in group-work and visual diary 20%. Assesses outcomes 4.

To Complete This Unit Successfully You Must:

Attach this WRU to your diary.
Complete all class notes .
Practical work completed and submitted on or before the due date unless otherwise negotiated with teacher.
Responsible use and maintenance of equipment.
Work independently and cooperatively in class.
Respect the work of your peers.

Student and Parent Responsibility:

I have read and understood the requirements of this unit.

Student's name: Student's Signature:

Parent's Signature: Date:

References:

Jackman, L.A. & Rosenburg, M. S. (2003). Development, Implementation and Sustainability of Comprehensive School-Wide Behaviour Management Systems, Intervention in School & Clinic, 39(1), 10-21. Retrieved from http://web.ebscohost.ezproxy1.canberra.edu.au

2a. Resources and Networking for Art Educators: Sites to Explore

2010-04-15T16:54:00.000-07:00

I have come across many sites that offer numerous resources and support for art educators. Here are a few useful ones to explore and participate in:

2. Confidence and Self-Efficacy in ICT Integration: The Importance of Establishing Networks for Support and Resources.

2010-04-15T05:51:00.000-07:00

Pre-service teachers currently undergoing study are being prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. The benefits of embedding ICT into teaching are promoted. These include stimulating interest, motivation, critical thinking and cognitive processing. Despite these known benefits,increased support, access to new ICT resources and education on how to integrate them into disciplines there seems to be a lack of effective use of ICT in school systems. According to Sang’s (2010) study, it seems that relatively few teachers intend to implement them in their teaching. Black, (2009) shows research results where 20% of teachers identify their lack of use to limited expertise and confidence. Self-confidence is becoming an obstacle in integrating ICT into key learning areas (KLA). How can teachers be supported to turn the potential of ICT into practice? How can their efforts be made effective? These questions need to be addressed, with professional networking amongst teachers providing a possible solution.

Being a pre-service teacher at the University of Canberra I will use my own experience as a case study to investigate this possible solution and show how it can be applied within a real life context. As part of my Graduate Diploma of Education in Secondary Teaching I am currently undergoing studies in ICT through the course Enhanced Learning in Professional Contexts (ELPC). This course has revealed the multitude of free online resources as well as contemporary issues hindering their effective and full usage. In my individual experience, the social sharing of resources and the opportunity to come together and discuss concerns and findings amongst fellow pre-service teachers has contributed to my sense of self-efficacy in implementing ICT within my KLA of visual arts. During university teacher education, there is this opportunity to have face-to-face contact. But what happens to art educators that don’t have access to people who share a vision of ICT integration? How can they form connections and improve confidence? And personally, what will I do when I lose contact with my university peers?

One possible approach to instigating professional engagement in ICT integration is becoming a follower and participant in educational blogs. Blogs are an online networked space where participants can share their thoughts, values, ideas and lives (Bellis et al, 2005). This form of networking is being practiced in tertiary teacher education, for instance in ELPC pre-service teacher blogs are currently being developed, forming a virtual platform to share research, examples of good initiatives, links and lessons. This opens up a culture of communication that contributes to creating relevant teaching practice and furthering the agenda of including ICT into every educational discipline. Teachers ‘engage in sustained reflection and research into their own classrooms and as a result experience great professional growth’ (Bellis et al, 2005). Whilst technical abilities and skills are expanded, confidence grows through the social nature of blogs, largely through comments, for example Bells et al (2005) researched networking as a learning strategy and documented blogging amongst teachers. One comment shows the supportive nature of blogging in generating initiative and confidence; ‘I plan on continuing on this journey with…teachers who show a range and depth of thought about learning and education that makes me feel quite optimistic about my profession…your comments left on my blog have always been timely and helped me…’ (Bellis et al, 2005). Blogs offer a portal for collaboration between distanced educators and further their development as teachers in technological change.

This immediate social environment available at university during teacher training is available after study through many online sources. These include blogs as discussed, forums, online resources and tutorial activities that set up local and global communities of art educators exploring uses of emerging technologies. Sharing information, ideas and experiences of ICT implementation online provides ongoing opportunities for teachers to build their confidence. A study (Collis and Moonen, 1995) conducted in Norway evaluated the strategy of face-to-face and virtual teacher networking in increasing the effective integration of information technology into the curriculum. Over a four-year period participants were surveyed and interviewed revealing an increased use of ICT in instructional practice networking. While the activity of networking provides inspiration and fuels confidence in incorporating ICT, it can be easy to become overwhelmed by the amount of resources available and overload ICT into lesson ineffectively. I have learnt from my own endeavors that it is important to not let ICT take over lessons, but rather through selective use, allow it to enhance content material and give it relevance to the learners. ICT should not be simply thrown in to the mix, but rather carefully considered and inserted into teaching episodes.

Through personal experience and supporting research, networking fosters professional discourse, best teaching practice, innovative use of technology, collaborative work and the sharing of research. These qualities are pivotal in building the confidence to not only investigate the potential of ICT, but integrate it into professional practice. We all have a need to reflect and speak about our experiences, while my university experience is helping to form how I will integrate ICT into Visual arts as a discipline, digital spaces offer this to all teachers in the profession 24/7.

References:

Black, G. (2009). This changing world: Technology, teaching and learning, Teacher, 16-19.

Collis, B. & Moonen, B. (1995) Teacher Networking: A nation-Wide Approach To Supporting Instructional Use of Computers in the Netherlands, Australian Educational Computing, 10(2), 4-9. Retrieved from http://www.acce.edu.au/journal/articles/vol10no2.pdf

Sang, G. (2010). Student Teachers’ Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology, Computers and Education, 54(1), 103-112.

1. Teaching Episode: Design Elements and Principles for Year Seven

2010-04-11T04:50:00.001-07:00

For my professional experience I have been placed at Caroline Chisholm Senior Campus. I will be taking on three lines, which include:

A Years 9/10 composite Visual Arts class studying Wearable Art
A Year 10 Visual Arts class studying Sculpture
A Year 7 Class studying the Elements and Principles of Design.

In this research journal I will be using what I have learnt in my university course so far and will focus on how I will integrate ICT into my Year 7 class in Term 2. The class will consist of around 25 male and female students from various cultural and socio-economical backgrounds. The students would have participated in generalist art activities throughout primary school and have some technical skills to expand upon. I expect there to be a range of levels of ability. For the first two weeks I will be taking small groups of five in each lesson and setting design element activities for them to complete. By doing this I hope to gauge their understanding of the subject matter and their skill set. In weeks three and four I will take over teaching of the whole class, working on principles of design.

The physical environment of the visual arts classroom is highly conducive to learning. All arts subjects, such as drama, art and music are clustered into the same building creating a stimulating and creative environment. There are plentiful artistic mediums available to use and the physical structure of the room allows interaction amongst the students with large desks arranged together. One challenge in integrating ICT into the visual arts curriculum is the lack of technological resources. Whilst the school does have several computer labs and smartboards available, the visual arts classroom does not. If I plan on using these to enhance understanding over the subject matter I will have to book in advance and arrange with teachers to swap classrooms. There is also a school policy of no mobile phone use within class contact periods. If I intend to use these devices I will have to gain permission from the principal and parents. Despite these challenges I strive to persevere and implement ICT in some form.

Another challenge to overcome is engaging the students in my class. Caroline Chisholm Senior Campus has unfortunately been tagged with having a ‘bad reputation.’ On my rolling days I observed behavioral problems and behavioural management issues from teachers. I aim to address these behavioural problems through the integration of ICT to enthrall, engage and enrich the students. ICT will serve to enhance the content of the course and present it in multiple ways through interactive games, worksheets and online activities to appeal to different learning styles. By doing this I intend to spark an interest in the students and diffuse any distracting behavioural problems.

My philosophy on teaching art to this Year 7 class is to focus primarily on the enjoyable aspects of creativity while introducing the technical and academic side of art making. In doing this I hope to instill a passion for the subject matter and motivate the students to participate in a journey for acquiring knowledge. Hopefully, by doing this the students will have a desire to continue visual arts as an elective in later years of their secondary education.

Summary Three: Mobile Learning...Myth or Reality?

2010-04-10T21:46:00.000-07:00

The immense popularity of mobile devices amongst contemporary youth is laying the technological foundation for mobile learning. Whilst mobile learning in most forms is still in the conception stage, some schools are experimenting with the devices on offer and recognizing their potential. Research has revealed the educational benefits of implementing mobile devices within schools yet many factors are hindering its progress. There is a fear that mobile learning will not effectively surpass conception stage and be an eternal idea rather then actually coming into existence in the classroom. This summary will investigate case study’s of how mobile learning is being effectively used in the school context and evaluate the obstacles that are preventing widespread use such as established attitudes, with a focus on the issue of finance.

Mobile learning refers to the use of handheld devices, such as mobile phones, laptops, PDAs and any other IT devices that are used in teaching for the purpose of learning. Glew et al (2003) extends this general description further as,

'Any sort of learning that happens when the learner is not at a fixed predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (p. 6)'

This definition reveals how learning environments are changing. With mobile learning, the potential of the devices should not be limited to being used simply within the four walls of the classroom or on school excursions but at any opportunity. This could be teachers’ sending notes to students via mobiles at home, students revising on the bus and those away sick being sent updates of what is happening over the day. This approach encompasses the innovative value and creativity that the devices offer.

Mobile devices are frequently used to communicate socially by youth, signaling that for the effective use of them in school, social context needs to be considered. Richard Culatta’s presentation, ‘Mobile Learning are we there yet?’ (2010), promotes the importance of social contexts, focusing on the need for learner/learner and learner/expert relations. Culatta stresses static content should not be delivered to these devices according to traditional methods of content/learner as it prompts passive participation and a lack of engagement. It also doesn’t take advantage of what the devices offer, they are not simply delivery systems for content, but rather produce social involvement in the learning process, fulfilling the needs of contemporary students. A new pedagogical interaction needs to be formulated, where active use is stimulated through resources like SMS quizzes, interactive games, discussion forums on blogs and research through wireless internet.

With the plethora of resources available, schools have begun experimenting with mobile learning and are attempting active engage with students. Mobile phones in most cases are being utilized as they are a common device that students own and are familiar with. One resource that is being used is MiLK, where interactive learning events are created by teachers and students. Each event contains checkpoints where students answer questions through texts to progress to completion. Whilst being fun and collaborative, which is inline with the social functioning of students, it also is educational, demanding thought, engagement and reflection through posting on discussion forums. One case study of their use in an educational setting shows, ‘The technology is this generations pens and pencils. They had a task that they were wholly motivated by. They had control over the learning and were setting up structures for others to enquire and investigate’ (Meredith, 2008). This resource has proven how effective mobile devices can be in instigating learning experiences, yet why is it not common in every school? What are the barriers preventing widespread use?

It appears that attitudes towards mobile devices are impacting on their educational potential. Why bother with making learning mobile? It is simply a trend that will blow over. Negative mental positions like this are obstructing mobile learning being investigated as a possible form of delivering education to students. There is division between how they are perceived for entertainment and the way they need to be viewed for education, ‘as digital pocket knives of tools for creation and learning’ (Low, 2009). Lists of the disadvantages are available on numerous sites, such as those on the blog, ‘E-Learning Resources’ (Harriman, 2010). They have the same points listed over and over again with rare mention of established attitudes towards mobile devices. Despite advancements in resources available and demands of new learning styles, the established attitude still means it is the norm for schools to have mobile device bans in place. This is due to people’s perception that they are a distraction to ‘proper’ learning, a status symbol, and cause antisocial behaviour like cyber-bullying. Reports show that teachers are not giving enough thought to their potential, simply discarding them, as they do no know how to use them effectively. A teacher is quoted, ‘we haven't really sat down and really thought about, `Is this an important tool?' A lot of us are still thinking this is just a mobile phone and a mobile phone is for talking and this should not be in class’ (Hanna, 2009). This indicates that for mobile learning to have a chance of establishing a place within the school curriculum, teachers need to be trained with effective user skills, but more importantly attitudes of educators, students and the wider community need to change towards them shifting from an entertainment perception to educational empowerment.

Mobile devices have become universally adopted tools for youth yet they are still not being transferred for effective use in educational contexts largely due to the issue of cost. These devices cost money on a continuous basis due to updating plans, data usage and buying new models. Cost also brings up the debate of what devices should the students use? With technological companies, such as Apple marketing towards students it is turning into a fierce competition of which device will win for common use in class. An article by Calvin Taylor (2009), conducted a study on students in Adelaide, Australia to determine the impact of finance on mobile learning. Through surveys, focus groups and observation its came to the surface that ‘the high expense of these mediums…[was] playing a restrictive role, limiting their use.’ The Australian Government has seen the need to revolutionize education by granting $2.2 billion dollars over 6 years to provide equipment, training and access to broadband internet. Canberra Secondary schools are receiving smartboards, computers and wireless internet, showing that mobile devices have been overlooked. So, who is to buy these devices and who is to pay for usage? These questions keep arising in research yet no answer has been found.

Technology impacts on how people socialize, work, gain information, participate in communities and with the development of mobile learning, it is impacting on education. For mobile learning to move beyond conception and limited usage, appropriate pedagogies and educational practice needs to be researched and developed. Educational training for teachers is not the only answer, rather research needs to move beyond just listing disadvantages and benefits to instead provide insight into how they could be used and overcome these negative issues. Devices are geared towards supporting learning yet educational facilities are not progressing with them. This divide needs to be addressed.

References:
Culatta, R. (2009, December 3). Mobile Learning, Are we There Yet? [Video file]. Retrieved from
http://www.youtube.com/watch?v=1SZZgtJKgxk

Glew, J.P., Lefrere, P., O’Malley, C., Sharples, M., Taylor, J., & Vavoula, G. (2003). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. Retrieved from
www.mobilearn.org/download/results/guidelines.pdf

Hanna, C. (2009, June 24). Teachers Urge to Rethink Mobile Phone Ban. Brisbane Times. Retrieved from
http://www.brisbanetimes.com.au/technology/teachers-urged-to-rethink-mobile-phone-ban-20090623-cv80.html

Harriman, G. (2010, April). M-Learning [Web log post]. Retrieved from http://www.grayharriman.com/mlearning.htm#7

Leonard, L. (2009, November 11). The Genie in the Bottle: Unleashing the hidden power of personal mobile devices for learning [Web log post]. Retrieved from http://mlearning.edublogs.org/

Meredith, S. South Australian Botanic Gardens. Retrieved from
http://www.milkit.com.au/milk-teacher-champions/steve-meredith#more-73 MiLK Teacher Champions > Steve Meredith - South Australian Botanic Gardens

Taylor, C. (2009). Pre-paid Literacy: Negotiating the Cost of Adolescent Mobile Technology Use. English in Australia, 44(2), 26-34.

Focus on mobile phones...To ban or not to ban?

2010-04-10T20:36:00.000-07:00

I had to put in this video from youtube. Not only was it interesting, backed by research and thorough it also had bits from a Simpson's episode in it! If you have the time it is worth watching, one of the better videos I viewed on why phones are being banned and how and why schools should embrace them in their curriculum.

I also found an article relevant to the Australian educational context on schools rethinking bans on mobile devices: Teachers urged to rethink mobile phone ban.
It states that schools banning devices are failing to provide children with a 21st century education. It also highlights how they are being perceived showing that a turn aorund in attitude towards their potential is required,

"We haven't really sat down and really thought about, `Is this an important tool?' A lot of us are still thinking this is just a mobile phone and a mobile phone is for talking and this should not be in class."

Who pays? The cost of mobile learning

2010-04-09T15:53:00.000-07:00

One issue I came across is that of cost. Whilst the Australian Government through the Digital Education Revolution, is providing $2.2 billion dollars over 6 years to provide equipment, training and access to broadband internet. Mobile devices may be overlooked, this is indicated by the recent initiative within Canberra where secondary schools are being provided with smartboards, computers and internet with no mention of mobile devices. So the question must be asked...Just who will pay for these devices for mobile learning to take place?

For educators to expect students to buy and own the tools is unrealistic. Not only due socioeconomic differences within schools but also what device should be bought? Yes students mays own phones, but not necessarily the same ones making teachers job of designing digital learning experiences difficult.

I found an article, 'Pre-paid literacy: Negotiating the Cost of Adolescent Mobile technology Use', (Taylor, 2009). While phones are popular this article shows that mobile learning may be a challenge due to adolescents having limited financial resources and has management issues of costs. Taylor uses research into youth mobile literacy practices, as well as talking to students to illustrate the relations between cost and use.

One thing that became obvious is that with the use of mobile in particular there are on-going costs. You do not just pay a start up fee, rather money is paid on a continuous basis for maintaining plans, sms and call costs and updating devices to stay current. If phones are used to facilitate learning in schools then is it the responsibility of the school to pay for these costs? or is it up to the students? This factor of cost and the debate of who is to pay may be a major barrier in preventing mobile learning to be implemented on a large scale.

Disadvanatges...Stopping use or an excuse?

2010-04-09T15:21:00.000-07:00

I came across many sites online that list benefits and disadvantages to mobile learning. While some were significant points I began to get the feeling that people are hiding behind the disadvantages so they will not have to implement mobile learning into their practice. Is it fear of not knowing how to use the technology that is really hindering full usage?

Here are a few links to some blogs that show the benefits and disadvantages to mobile learning:

Some disadvantages include:

Small screens of mobile phones and PDAs: hard to read and limits amount of info that can be displayed
Limited storage capacities in PDAs
Battery life/charge
Lack of common operating system
Lack of common hardware platform make it difficult to develop content for all.
Limited potential for expansion with some devices
Devices can become out of date quickly
Wireless bandwidth is limited and may degrade with a larger number of users
Difficulties with printing, unless connected to a network
Language used by students is often jargonistic, which is unhelpful for people with dyslexia and other learning difficulties
Cost
Cheating in assessments
Untrained teachers may not implement the devices effectively
Distraction from 'proper' learning
Cyber-bullying

These disadvantages need to be considered by schools that implement mobile learning. Most of the disadvantages can be overcome but some are still prominent in hindering the full usage of mobile devices.

Mobile Learning Resources

2010-04-08T20:37:00.000-07:00

Having grasped an understanding of what mobile learning is and how mobile learning devices cater to current students learning styles I investigated some resources for teachers. These resources are readily available and are catered for teachers who wish to encompass a mobile learning pedagogical approach.

I took a look at MiLK...

Designing Events Using MiLK (Mobile Learning Kit)

MiLK 'connects students and teachers through simple and effective technology and pushes the boundaries of the teaching and learning beyond the classroom into the other environments students inhabit both now and in the future.'

Learning activities for phones are designed by the teacher and aim to engage the students in educational experiences like discussion and excursions.
Students also have active participation which is key for full engagement. They can create their own learning profiles, hold discussions on ideas and thoughts, post photos and comments and design. An element I found to be of interest was the use of a reflective journal built in. It provides an opportunity for student's to assess how they carried out an event and enables discussion on what they learnt giving a social and thoughtful dimension to the resource.

An example of effective use of this resource is on an excursion. An event can be designed by the teacher with checkpoints with each checkpoint consisting of questions for the students to answer through SMS before moving onto the next point. It turns the experience into an educational and interactive game. No longer are they passively viewing or focused on the thought that excursions means going to McDonalds for lunch!

I also checked out the Apple Education webpage for ipods, iphones and mac books seeing as these devices are becoming the most common for students to own. They are familiar tools that students use outside of the classroom, enabling an engagement with learning inside the classroom. Apple Education is using their technology of computers, movile devices, software and prgrams to make mobile learning a reality.

For example, they have developed educational applications for iphones. They have also developed iTunes U which is a collection of over 200, 000 free educational media available for teachers to distribute digital lessons to students mobile devices. Whilst this aim of generating widespread use of mobile learning they may actually be excluding learners that don't have their products. This may result in teachers not implementing what is on offer due to an awareness of cost.
I also found a fantastic blog that reviews, critiques and reflects on new developments in mobile learning. It is kept up to date and highly informative, check it out: An Online Reflective Journal on Mobile Learning Practice

Also check out this site that shows how mobile learning can be used to engage learners. Provides examples of practical use, videos, books, tutorial guides and more: Mobile Learning

Interaction: Social Context A Must!

2010-04-08T20:13:00.000-07:00

I discovered an interesting youtube video that I think could be quite useful to teachers who want to use mobile learning. It outlines the different types of interaction that take place in schools. These include:

Learner + Content
Learner + Expert
Learner + Learner

The speaker introduces a new interaction, that of Learner + Context. He proposes that the context of learners needs to be considered by educators to determine what forms of interaction are going to be the most effective for learning to take place.

At the present moment from my observations at my practical placement, there seems to be a focus on Learner/Content. Even when technological devices are used, such as smartboards, they are used as delivery systems for content without much student involvement taking place. The students sit at their desks and don't fully engage.

The video promotes the importance of learning in social contexts with a focus on Learner/Expert and Learner/Learner approaches. For instance when usign mobile learning don't just deliver content, it is the same as doing it in traditional methods just on a smaller screen. There needs to be other elements such as interactive games, discussion forums in blogs, sms quizzes, research through wireless internet rather then providing answers and surveys.

What is Mobile Learning?

2010-04-08T19:13:00.000-07:00

Mobile learning is exponentially developing as new technologies emerge. So how can mobile learning be defined? It is important for educators to have an understanding of what mobile learning is to be able to effectively and successfully implement them into their curriculum.

Mobile Learning has been defined as learning that takes place using wireless devices such as mobiles, personal digital assistants (PDAs), ipods, iphones, smart phones and laptops.

My research so far has shown this to be a frequently used definition. However, it seems to be a bit general. The technological devices used are the focal point when the type of learning they enable should be encompassed as well. I found a definition that takes this perspective. The authors (O'Malley et al) of the Guidelines for learning in a mobile environment , 2003 believe the definition of mobile learning can be perceived broader sense of:

Any sort of learning that happens when the learner is not at a fixed predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.

This is an important notion to realize as it shows how beneficial to learning mobile devices can be and aids in the promotion of them being implemented in schools. AS educators, we have to understand that learning does not occur purely within the four walls of the classroom. By using these mobile devices, learning can occur in different settings effectively, such as revising on the bus to school, teachers updating notes to students at home and engaging work on excursions.

Mobile Learning: An observation

2010-04-08T17:36:00.001-07:00

My professional experience placement at Caroline Chisholm has influenced my next research area. During the five rolling days I observed that the majority of students had a mobile or music device, such as an ipod, on them at all times. Some students even brought in their own laptops to work on. It is accepted now that most students will have an IT device on them while at school, with the age lowering to include those in Primary schools. What I found interesting was how the school as a whole and individual teachers were battling with students use of them. Rules at Caroline Chisholm state a no phone use policy in class. When students would use their phones, warnings would be issued and detentions given if they re offend. This battle between student and teacher over phone use disrupted the flow of the lesson and turned into behavioral classroom management. From these incidents in class, I realized that as a pre-service teacher I need to know what is available in the area of mobile learning. I also need to know how to use these devices in a positive way that is beneficial to the students learning.

My research will focus on:

What is mobile learning?
What is available?
How can mobile learning be used successfully in the educational setting?

Summary Two: Putting a stop to Cyber-bullying: The importance of education.

2010-03-28T02:15:00.000-07:00

New technological innovations that have emerged in the twenty-first century are impacting on how secondary education functions, altering the way students are learning, how teachers are educating and consequently affecting how people are interacting. A topical issue that has evolved in conjunction with these changes is cyber-bullying. Research into this issue brought up how we, as educators, can be equipped to help prevent cyber-bullying from occurring. I focused on evaluating the need for teacher, student and parental education on this matter alongside wider community systems of support. I also assessed whether the resources available to teachers are relevant and achieve their aims of educating students.

Technology has dramatically altered the state of society resulting in the need for changes in education with core aspects such as pedagogy, content and curriculum being affected. Students today use information and communication technologies as forms of contact, to access information and express themselves to others. Their full embracement of these has prompted their integration into educational systems. They provide familiar points of access to new content, address new learning styles and reach expectations of student’s gaining digital literacy skills. The benefits of technology such as speed in communicating and high accessibility to information also brings risks, with one of the main concerns being cyber-bullying. The Australian Communications and Media Authority (ACMA, 2009) states that cyber-bullying is commonly defined as the use of information and communication technologies to support repeated and deliberate hostile behaviour intended to harm others. It is sometimes used as an extension to other forms of bullying, and can result in the target of bullying experiencing social, psychological and academic difficulties. Cyber-bullying is extending beyond mobile phones and social networks to game sites, virtual worlds and forums. This can include name-calling, making abusive or derogatory remarks and players picking on weaker or less experienced users. 31 per cent of 14-17 year olds have reported that they have been cyber bullied, as have 21 per cent of 10-13 year olds, (Quarry, 2009). With these numbers showing cyber-bullying incidents are becoming more common, schools have responded by initiating educational programs to overcome this issue.

Professional development is an important factor in preventing cyber-bullying. It can be reasoned that insufficient preparation in teacher training and limited professional development can effect how successful cyber-bullying can be managed in school systems. It became apparent through the research conducted that teachers firstly need to be equipped with the knowledge of how technologies function, stay up to date with emerging trends and be aware of the legal, social and psychological risks in using them. Online environments cannot be completely monitored, thus teachers are also required to instruct students on codes of conduct, that is how to be responsible and safe when using new technologies to manage cyber-bullying. While techniques on how to stay safe with technology is essential it is made clear that there needs to be a strong educational focus in curriculum on social skills, values and accountable behaviour. These attitudes and interactive factors are vital in counteracting cyber-bullying by raising awareness that whilst what may feel like an anonymous game online has real effects on people lives. Another essential component of professional development is how to observe and intervene if cyber-bullying occurs. Therefore, teachers must be continually trained and supported to meet the needs of changing learners in a technologically advanced society.

Parental education is an important initiative, as cyber-bullying extends beyond the boundaries of schools and into home and wider environment. Initiatives are in place on websites to provide skills in how to detect and prevent their children participating and becoming victims of cyber-bullying. Many recommendations are made on the on how parents can be effectively educated to work in alignment with school systems to promote positive and responsible technological behaviour. These include, directing parents to cyber-safety information, outlining school policy and providing contacts for concerned parents, (ACMA, 2009). When opened to these channels of information it is necessary to question what can parents actually do once they have knowledge, to support the prevention of cyber-bullying? The Queensland Department of Education, Training and the Arts (QDETA, 2009) outlines the need for parents to observe, communicate and take an active role in encouraging positive moral development. Hence, parental inclusion is significant in preventing cyber-bullying through the education of information and strategies.

The wider community also plays a role in educating and supporting students, parents, teachers and wider society as a means to build dialogue and hinder cyber-bullying from flourishing further. Initiatives have been instigated from different agencies, these include the launching of the S-Press and Headspace Cyber-Bullying Initiative, The ACMA’s national cyber-safety program, the review of the National Safe Schools Framework and the 2010 Australian Governments national pilot project to address cyber-bullying. They all develop cyber-safety education materials for use in schools, provide awareness campaigns and activities and provide information on research trends in cyber-bullying to keep information relevant and up to date. Without this coordinated effort and support between all levels of society teachers, parents and students would face immense challenges in addressing and combating the concern of cyber-bullying.

There are many resources available to teachers, students and parents that aim to counteract cyber-bullying by showing the negative effects, steps of prevention and how to respond if an incident occurs. The amount of resources available, bring into question what form is most effective in educating this matter to students. ACMA, (2009) provides numerous links to resources on their sites. After viewing many it become apparent that they need to be in a form that is accessible and interesting to the targeted audience. There have been many resources developed ranging from comics, videos, online workshops, art activities, forums and handouts. The ones that were the most successful in conveying a meaningful message to help prevent cyber-bullying, were those that provoked thought and active engagement. This is evident in the ACMA, cyber-bully clip, Lauren’s ordeal (2008) and accompanying lesson plans with student handouts. It was effective for it addressed how students are now learning and engaging with new material, that is, primarily through digital and visual means. The supportive educational material in the form of lesson plans and student handouts develop higher order thinking in relation to the content of the clip. This ensures that the issue of cyber-bullying is not passively dealt with, generating thought on their own behaviour online and how it can leave them vulnerable or effect others negatively. This method of instruction of engaging with visual stimulus then provoking thought through support material appears to be more effective then other resources such as the comic designed by Mike Jasorka (2009). Without any material to support it, it indicates that students may not engage fully unless educators prompt discussion, yet it does provide a relevant access point to the information for those students who do enjoy the visual medium of comics. These educational resources provide a way to educate students about the negative effects of cyber-bullying and how to manage online behaviour. These resources available aid teachers in increasing students awareness, so long as relevant ones are chosen and the content is enhanced with supporting material or questions to promote discussion.

How students are being educated and taught to think and respect one another needs to be in a form they can relate to, engage with, and prompt consideration. Resources available can increase understanding and provide an opportunity to hear other’s experiences and share strategies. They produce different levels of engagement and teachers need to be taught to generate discussion and active thought so the issue of cyber bullying is dealt with on a deeper level. Educating students and parents as well as training teachers are major initiatives that are taking place and need further addressing through the support of wider community agencies. All levels of the school and wider community have a responsibility to educate themselves and each other to address the implications of cyber-bullying. Through education, change can be created, hindering the spread of cyber-bullying activity and creating a community that is safe, supportive and respectful, (QDETA, 2009). For this to occur partnerships between parents, students, teachers and wider community support systems need to be formulated to provide the most effective system of controlling and resolving cyber-bullying.

References:

Australian Government: Australian Communications and Media Authority. (2009) Cybersmart. Retrieved from http://www.cybersmart.gov.au/Schools/Teacher%20resources.aspx

Australian Government: Department of Education, Employment and Workplace Relations. (2010) National pilot to increase cyber-safety in schools. Author: The Hon Julia Gillard MP. Retrieved from http://www.deewr.gov.au/Ministers/Gillard/Media/Releases/Pages/Article_100210_131616.aspx

Australian Government: Australian Communications and Media Authority. (2008). Lauren’s Ordeal. Wise up to it. Retrieved from http://www/cybersmart/gov/au/wiseuptoit/videoclips/htm

Jasorka, Mike. (2009) Cyber-bullying. Captain Forensics. Retrieved from http://captainforensics.com.2009/03/15/cyber-bullying-part-1/

Quarry, Grant. (2009, October 15) The S-press and Headspace Cyber-Bullying Initiative. Tempo Media Pty Ltd. Retrieved from http://www.tempomedia.com.au/html/index.php?option=com_content&view=article&id=21:official- newspaper-partner-for-national-youth-week-09-&catid=6:latest-news

Queensland Department of Education, Training and the Arts. (2009) Bullying. No Way! Retrieved from http://www.bullyingnoway.com.au/who/default.shtml

The S-press and headspace Cyber Bullying Initiative

2010-03-25T20:33:00.000-07:00

31 per cent of 14-17 year olds have reported that they have been cyber bullied, as have 21 per cent of 10-13 year olds.

With these alarming statistics, initiatives need to be developed by schools and the wider community to support students and aim to not only devise methods of treating the problem when it happens but to prevent online bullying from occurring in the first place. An initiative is helping to assist educators reach out to students and build a dialogue on the issue of online abuse. It involves S-press newspaper, the nation’s largest free publication for teenagers who joined forces with headspace, the National Youth Mental Health Foundation, to launch The S-press and headspace Cyber Bullying Initiative.

They aim to provide critical information, advice and assistance to young Australians who may experience cyber bullying. By having such a large reader base this initiative is able to get the information to the audience that need it and in a format that they will want to read it and therefore understand it. S-press and headspace believe this initiative will be another valuable mechanism to ensure that young people receive the message that help and support is available.

What is headspace? Headspace provides mental and health wellbeing support, information and services to young people and their families across Australia. See www.headspace.org.au for more details.

What is s-press? S-press is Australia’s largest full colour newspaper produced each month for teenagers. It covers every aspect of teen life from news, sport, education and careers, to social events, entertainment and fashion. For more details, check out www.tempomedia.com.au.

National Pilot to increase cyber-safety in schools

2010-03-25T19:52:00.000-07:00

The Australian Government is deeply concerned about the emergence of cyber-bullying in our schools and the impact it is having on students. All the research tells us cyber-bullying is on the increase and is under-reported. The aim of this pilot is to provide teachers and school leaders with a range of tools to help them deal with bullying.

On the 10 February, 2010, the Minister for Education, Julia Gillard,

announced in a media release that 164 schools have been selected to take part in a national pilot project to address cyber-safety.

The Australian Government is providing $3 million for the world-first cyber safety initiative that will run until April 2010.

Schools participating in the project will implement policies and practices to support the smart, safe and responsible use of technology. They will be provided with web resources designed to help them create an approach to cyber-safety that meets their own specific needs.

The project will help clarify the role that schools play in ensuring responsible and safe use of technology.

The pilot aims to:

Make cyber-safety an integral part of student wellbeing practices in schools
Improve the curriculum in relation to cyber-safety
Increase the skill and confidence of teachers to confront cyber-safety issues
Help schools work with parents and the community to keep children safe.

Research determined the development of content of the programs. The outcomes of th epilot will be evaluated and used to inform the Government’s review of the National Safe Schools Framework (NSSF), due to finish in June 2010.

The Rudd Government has already started engaging with young people to address cyber bullying through the Youth Advisory Group (YAG) which provides advice to the Government on a range of cyber safety issues including cyber bullying, mobile phone safety, social networking sites, privacy and online computer games from a young person’s perspective. The cyber-safety pilot will incorporate feedback from the YAG.

Bullying. NO WAY!

2010-03-25T19:27:00.000-07:00

What is it?

Bullying. No way! is a website created by Australian educational communities outlining, designing programs and support in dealing with forms of bullying in schools. Educational staff were not the only people providing input. Members of the wider community such as students, parents and support agencies gave their perspectives and input in developing the site so cyberbullying can be effectively prevented or dealt with.

What is their aim?

Their aim is to provide a learning environments where every student and school community member is safe, supported, respected, valued – and free from bullying, violence, harassment and discrimination. They have outlined certain key points in their goal statement:

To provide a nationwide resource of State and Territory approaches to minimising bullying, harassment and violence in schools.
To develop a framework for sharing Australian school community solutions that work.
To use technology and networks to make this information as accessible as possible to school communities.
To make sure that all students can learn in a safe and supportive school environment.

What we can do...

Bullying, harassment and violence occur in all schools communities, with cyberbullying becoming a serious problem within schools that stretches out into the home environment as well. My focus on researching cyberbullying is what can we do to help prevent it from happening? Educating students and parent as well as training teachers are major initiatives that are taking place and need further addressing. How students are being educated and taught to think and respect one another needs to be in a form they can relate to, engage with, and prompt consideration. The site has many resources, such as writing workshops, painting workshop, forums and mobile movies on cyberbullying to provide several different access points to this pertinent issue. This enables people with different interests and learning styles to access the information and absorb it. School communities around Australia – parents, staff, students and community members – can increase understanding about the issues, hear others' stories, find out about resources, and share strategies and success stories across the nation.

Educating students on Cyberbullying

2010-03-25T18:51:00.000-07:00

I came across a teachers resource website dealing with cyber-safety. One resource contained videos, lesson plans and student handouts developed by the Australian Government: Australian Communications and Media Authority. The video engages the new digital and visual generation of twenty-first century learners. Handouts and lesson plans are provided to then generate thinking and discussion so this serious issue is not just passively dealt with. These educational resources are vital in educating students about the negative effects of cyberbullying as preventative measures. They also show how deal with cyberbullying if a situation occurs. Websites like these with useful resources are helping to prevent cyberbullying by increasing students awareness and providing aid to teachers in their role of educating students about this issue.

Cyber-bullying

2010-03-24T20:44:00.000-07:00

I found a comic artist, Mike Jasorka who does weekly posts. A comic posted in 2009 dealt with the issue of cyber-bullying. This medium, being a comic, is accessible, engaging and relevant to students. It enables them to take and interest and learn of the negative effects. Cyber-bullying is an issue in the tewenty-first century. I will be investigating what strategies and plans education systems have come up with and initiating to overcome this problem.

Summary One: Social Networking

2010-03-10T22:15:00.000-08:00

Summary One: Social Networking.

How are social networking sites beneficial to learning in schools? How can they be implemented in a school context?

A recent survey from the Pew Internet & American Life Project found that 73 percent of online teens using social-networking sites (Magid, 2010). This percentage along with other findings raises the issue of whether the implementation of social networking sites in an educational context is beneficial to learning. It has been a topic of focus in conjunction with concerns of safety if they are integrated into school systems. With benefits extensively detailed in many studies it has become an issue of how rather than if, they should be integrated.

Many studies whilst acknowledging the concerns for safety explore the benefits that occur when implementing social networking sites in schools. Research revealed that there is a general agreement on the benefits, these include:

Benefits

Description

Class discussion

§ Able to convey opinions and receive immediate feedback to encourage further discussion.

§ Conversations continue beyond the class.

Class Community

§ Student’s perceptions of each other change; this improved understanding creates respect and develops classroom dynamics leading to more interaction.

§ An increased openness to new and diverse views.

Relevant Skill Development

§ Increases technological fluency.

§ Independence and responsibility towards practicing safe use of information and technology.

§ Networking skills developed for future careers.

§ Creativity and management skills in maintenance of sites.

§ Improves grammar and an understanding of the appropriate use of language in different contexts.

§ Increased understanding of 21^st century tools. Generates a positive attitude to explore and investigate new tools.

§ Makes schools more relevant and meaningful.

§ Flexible learning. Enables students to organize their thoughts and represent knowledge in a different manner.

Awareness of the world

§ Creates a sense of the real world and how it is functioning.

§ Connecting to different cultures, people and opinions through message boards and collaborative work.

These benefits to learning are encapsulated in YouTube video, ‘Twitter in the classroom?’ (2009). In this case study, students at Roosevelt High School in Minneapolis, USA are engaging with and using knowledge through the use of social networking resources. Their learning has become integrated with mediums of the 21^st century such as twitter, wikki, instant messaging, social websites and more. Conventional methods of teaching are merging with the informal learning habits of online home activity. They are engaging the students with educational information pertinent to them, integrating the tools into the curriculum and setting goals to use them to their maximum potential. Evaluation reveals that these social tools are serving two purposes for their students. Firstly, they are preparing them for communicating in the 21^st century and secondly, they capture attention and raise participation levels which leads to increased academic achievement.

The main concern is, now we realize how beneficial social networking sites are to learning, how can we integrate them into school curriculum? Support, attitude adjustment and utilizing alternative educational sites are possible ways. A study (Brady 2010) compares parent and student attitudes to educators.

“While more than half of the education leaders wanted to prohibit the use of social networking…a majority of the parents and students expressed high expectations about the positive role social networking technologies could play in students' lives. About 60 percent of the students surveyed indicated they use social networking sites for online discussions about schoolwork.”

This is further supported by another earlier study (Richardson 2007) that discovered more specifically,

76% of parents expect social networking will improve their children’s reading and writing skills, or help them express themselves more clearly…and parents and communities “expect schools to take advantage of potentially powerful educational tools, including new technology.”

Despite this escalating support and expectation, educators have developed a negative attitude towards encompassing them as learning tools and are failing to see the importance of social networking sites in education. In-school use of these technologies have been limited or avoided entirely due to concerns on privacy, inappropriate content, cyber bullying and distraction from study. Public and student support is forcing the government to modify laws to allow schools to have access to social networking sites to be in synch with the new ways of consuming information and interacting in the 21^st century.

The support given to integrating these tools in the learning process has generated controversy in regards to the safety risks and disadvantages they bring. Studies have noted these risks, but have also shown that these can be overcome or controlled (Richardson 2007). Privacy and safety issues can be overcome by educating students on how to be responsible and aware users and by implementing educationally developed sites that the teacher controls to manage cyber bullying, though immediacy of postings can make it difficult effectively police. Teaching time management skills and goal setting can overcome any distractive elements.

These valid issues have prompted the development of alternative networking tools that can be used to provide a safe, student centered environment to learn in. They enable the power of social networking to be harnessed and are integrated with control features and filters designed for school use (Richardson 2007). Brady attributes educators lack of usage to their ignorance of resources like Elgg and Ectolearning that emulate aspects of Facebook and MySpace but are designed to address the needs of contemporary learning, creating communities between teachers and students, including file sharing, content creation, online collaboration and learning management. Each student has a profile and teachers can create work that integrates Web 2.0 resources such as YouTube without students leaving the safe learning environment. These tools are becoming ideal sites to provide a way to safely incorporate social networking in the classroom, enabling educationally relevant information to be consumed and communicated.

It is apparent that social networking is highly beneficial in education and by using alternative resources like Elgg, Ning and EctoLearning, they can overcome the disadvantageous issues and be implemented in schools. Future research is likely to focus on the main disadvantage of cyber bullying when implementing such tools.

References:

Magid, Larry, Social Networking Belongs in Schools, CNET News, viewed 07/03/10,

http://news.cnet.com/8301-19518_3-10459983-238.html

Twitter in the classroom?, 2009, youtube video, viewed 07/03/2010,

http://www.youtube.com/watch?v=4OxIz_3o3O0

Richardson, Will, 2007, Weblogg-ed: learning with the read/write web, viewed 07/03/10,

http://weblogg-ed.com/2007/social-networking-in-schools-gets-a-boost-from-nsba/

Brady, Kevin, 2010, ‘Lifting the Limits on Social Networking’, School Administrator, Vol. 67, Issue. 2, pg 8.

Conclusion on Social Networking: The Benefits and Fears

2010-03-06T21:32:00.000-08:00

I decided to do a brainstorm on my thoughts so far after completing some research on the benefits of using social networking in schools. It has become apparent that the benefits outweigh the disadvantages, which consist of concerns for students safety and attention issues. These disadvantages could be overcome by teaching e-safety and responsibility when using the social resources.

Click on image to enlarge.

Entry 5: A Case Study: The Successful Implementation of Social Networking in School

2010-03-06T15:23:00.000-08:00

Twitter in the Classroom?

A case study at Roosevelt High School in Minneapolis, USA.

This youtube video discusses the benefits of integrating social networking resources into the school curriculum. By using social media tools and giving them access to the Internet, students are able to learn in different ways. Having discussions about their English class online has increased their level of attention and engagement in their studies.

This video outlines several beneficial reasons why social networking mediums should be integrated into educational systems:

1) They prepare students for communicating in tomorrows new media landscape. Preparing them for how the world and workplaces are functioning outside of schools by developing technological fluency.

2) They promote engagement with educational subjects and increase participation

3) By promoting engagement they increases academic achievement

4) They are familiar and used frequently by students outside of schools. Bridging the divide between informal learning at home and formal learning in school. More relevant for the students and a familiar way to process and understand educational subjects.

Entry 4: Benefits Recognised: Now support is needed to enable integration of social networking resources in schools

2010-02-28T00:19:00.000-08:00

I don't want to talk about how our schools will change, I want to talk about how our schools will innovate...by using social networking

Social networking an innovational learning tool

While the benefits of social networking in schools have been acknowledged they are still not fully implemented. I found another blog that discusses findings from research on how social networking is advantageous to have in schools. It talks of parents and wider communities support for social networking tools to be taken up in schools. This support is important, as it promotes good online habits at home which will transcend into the classroom. Also forming relations between community and school will ensure the use of social networking tools takes place. Support could be key to achieve full integration of social networking resources in schools.

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"In fact, 76% of parents expect social networking will improve their children’s reading and writing skills, or help them express themselves more clearly, according to the study, and parents and communities “expect schools to take advantage of potentially powerful educational tools, including new technology.”

http://weblogg-ed.com/2007/social-networking-in-schools-gets-a-boost-from-nsba/

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Entry 3: Educational Alternatives: Elgg and EctoLearning

2010-02-27T23:55:00.000-08:00

Concerns of cyber-bullying, predators and distraction are inhibiting the use of social networking resources in schools. The many benefits of these resources to student learning have been recognised and consequently educational alternatives have been developed to overcome the disadvantages. Some include, Ning, Elgg and EctoLearning.

Educational networking sites like these provide a safe environment controlled by the school district that enables students, parents and educators to actively participate in the use of 21st-century social networking technologies.

Don't Tell Your Parents: Schools Embrace MySpace

http://www.wired.com/culture/education/news/2007/04/myspaceforschool

This site elaborates on the features of Elgg that promotes and encourages a safe alternative to other social networking resources, enabling access to online socializing in school systems.

What is Elgg?

Ellgg is an open-source social networking software developed at the University of Brighton, has been designed specifically with academic uses in mind. Students, tutors and researchers each get a profile page, a blog, photo sharing and friends lists, and they can create and join on-site discussion communities.

What are the positive features?

The collaborative, conversational exchanges that occur outside the school in social networking sites like myspace, twitter and facebook can now be used in the safe alternative of Elgg. It creates a collaborative, conversational and informative environment to allow learning to take place in a context relevant and instructive to students. Most importantly it is a shift from one teacher spouting information to the creation of a personal student centered learning environment, where resources like blogs, podcasts and articles can be read and communicated with ease. In an education context, it will allow students and researchers to collaborate outside the walls of their own institution

EctoLearning:

EctoLearning is Social, Collaborative Learning.

New resources are are being made to give social networking an educational foundation form the bottom up, removing any risk of extra curricular networking that may lead to bullying or exposure to inappropriate material

EctoLearning is a social, collaborative, online learning environment that directly addresses the needs of the modern learning environment by making the new communication skills and competencies for content creation and sharing central to the classroom experience.

EctoLearning is also a full Learning Management System (LMS) with attendance tracking, grade book, and a sophisticated assessment engine including the use of rubrics based evaluations.

Entry 2: Social networking belongs in schools.

2010-02-27T22:51:00.000-08:00

I found a blog that makes some strong arguments towards the importance of incorporating social networking in schools to keep up to date with the 21st century. While Facebook and Myspace may not be suitable for the educational context of the classroom, there is no need to ban all forms of social networking sites. Safe and relevant social networking sites are starting to develop, for example, elgg and Ning.

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Social networking designed for schools
But it also makes sense to think about ways to incorporate specialized social networking tools in class. The Flat Classroom Project is one example where educators have built social-networking sites (mostly using Ning) specifically for use in class and home assignments. Not only does this allow for educationally relevant communication for students in the classroom, but for them to interact with students in far away classrooms both in the U.S. and abroad so students around the world can reach and learn from each other.

________________________________________________

Companies have realised how vital social networking is in schools to encourage social interaction through collaboration, and tools they use outside of school, bridging the gap between the home context and school for more effective education. It also helps students connect with people in other countries for cultural awareness and for ICT education. The blog has an podcast detailing companies who are starting to build social networking tools catered for the school environment, discussing what is on offer and what many school are currently missing.

http://news.cnet.com/8301-19518_3-10459983-238.html

Entry 1: Lifting the Limits on Social Networking Sites.

2010-02-23T14:12:00.000-08:00

I discovered this article by kevin Brady in the School Administrator, feb 2010, Vol. 67, Issue 2, pg 8.

It denotes the issues inhibiting the use of social networking sites despite the benefits to learning. These include fear on safety and the divide in opinion leading to its disuse.

The article notes a general difference of opinion between educators and students and parents concerning use of social networking websites such as Facebook or MySpace for school purposes. Educators seem to be concerned about inappropriate content, sexual predators and cyber-bullying while parents and students are more open. It notes several sites designed specifically for schools, such as "Elgg" and "Ning."

It highlights that by building community support and reducing educator reluctance, social networking tools could be implemented in schools. Educators have a choice: They can allow students to develop social networking skills on their own or play a significant role in exposing them to the educational benefits these sites provide, using technologies that simultaneously protect student privacy and promote safe navigation.

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"A majority of the parents and students expressed high expectations about the positive role social networking technologies could play in students' lives. About 60 percent of the students surveyed indicated they use social networking sites for online discussions about schoolwork."

___________________________

2010-02-23T01:28:00.000-08:00

This comic first made me laugh then got me really thinking of the effects of social networking resources. We lose the face to face contact of real life experience by being online all day.

Research Question and Topic Number 1: Social Networking

2010-02-23T01:22:00.000-08:00

Some of the social networking resources available online...

I will be focusing my research on:

The benefits of implementing social networking resources in an educational setting.
The reasons why they are not commonly used in schools and how this can be overcome.

Question: How are social networking sites beneficial to learning in schools? And how can they be implemented in a school context?