At great risk, I wish to say quite simply, I am not really 'getting into' all these web tools. I like getting my news from news websites, I like sharing social information facebook from time to time (especially when o/s or interstate), and I 'google' when I need to find an article or journal.
I can't see when I will use the sites illustrated in today's lecture. I'm not saying they are not useful, I can see that for some people these sites are going to be extremely helpful. But for me, I want to spend as little time online as possible. I wish I was really into uni, and all the things were are exposed to, but I just want to cruise. I like cruising.
Maybe in time i will see the benefit of all this information. But when exposed to it all in these tutorials, all I learn is that there is so much to learn, if I want to learn it. I think that makes sense. Teaching for me will be a job, something I want to be great at, and there will be aspects of technology I use. But it's not a passion. IT experts must love it. I just see it as more work. Call me lazy, but the less information the better. I can just relax in my little world, walk the dog, catch fish, go for a swim, basically, make sure my students are well equipped in the classroom, but in the main, avoid being in front of the computer.
Tuesday, May 18, 2010
Tuesday, May 11, 2010
Privacy
Having not had children, I don't know how to monitor or control internet usage.
I think that the 'city' analogy is pretty acurate though. If you treat the internet like it is a city, and your child is wandering the streets, you need to have someone protecting them until a certain age. But then, as they become teenagers, they can walk around the city, fully aware of the dangers, and smart enough to be in the city by themselves.
At an early age, methods as basic as having the home computer in a visable place, limiting and recording website access, will reduce potential dangers. Trusting your children to do the right thing outside of the family home when using the internet is no different to the trust with other aspects of life.
I think that the 'city' analogy is pretty acurate though. If you treat the internet like it is a city, and your child is wandering the streets, you need to have someone protecting them until a certain age. But then, as they become teenagers, they can walk around the city, fully aware of the dangers, and smart enough to be in the city by themselves.
At an early age, methods as basic as having the home computer in a visable place, limiting and recording website access, will reduce potential dangers. Trusting your children to do the right thing outside of the family home when using the internet is no different to the trust with other aspects of life.
Wednesday, April 21, 2010
Tuesday, April 20, 2010
TextSpeak
Textspeak. The cool kids use it, the uncool, the smart, even the dumb kids use it. They lv it. See what I did there? Yeah, I'm a textspeak maverick.
Look, if I'm down to a few extra letters in a text message and need to cull the sentence to "cm on, im rly lnly n :(, pls go out wit me" to fit inside the prescribed letters to stop it going out as one text rather than two, the message gets across, I've saved $0.30 and it just means I can send a few more pleads to other girls I've met on the internet. But if a student is going to write an assignment, I'm going to cruicify him or her if they include text speak. Seriously, I will hang them and suffer the legal ramifications. My hatred for textspeak is on par with my hatred for Masterchef. How the hell is that thing popular? I digress.
I will let students off with a slight backhand to the face if they use textspeak whilst taking notes. This makes a great deal of sense, and highlights to me that students understand how the word is correctly spelt.
I think you need to set clear instructions about when students can and can't use text speak.
Look, if I'm down to a few extra letters in a text message and need to cull the sentence to "cm on, im rly lnly n :(, pls go out wit me" to fit inside the prescribed letters to stop it going out as one text rather than two, the message gets across, I've saved $0.30 and it just means I can send a few more pleads to other girls I've met on the internet. But if a student is going to write an assignment, I'm going to cruicify him or her if they include text speak. Seriously, I will hang them and suffer the legal ramifications. My hatred for textspeak is on par with my hatred for Masterchef. How the hell is that thing popular? I digress.
I will let students off with a slight backhand to the face if they use textspeak whilst taking notes. This makes a great deal of sense, and highlights to me that students understand how the word is correctly spelt.
I think you need to set clear instructions about when students can and can't use text speak.
SBS - Insight
There was a fascinating topic discussed last night on Insight (SBS), called "Top of the Class", which I think you would find interesting. The thoughts of Doug Lemov regarding the measurement of teacher quality are particularly timely.
http://news.sbs.com.au/insight/episode/index/id/207#watchonline (watch online)
http://news.sbs.com.au/insight/episode/index/id/207 (program overview)
http://news.sbs.com.au/insight/episode/index/id/207#watchonline (watch online)
http://news.sbs.com.au/insight/episode/index/id/207 (program overview)
Podcasting
Following the tutorial today, and the Smartboard session that followed, I am quite convinced that of two things. Firstly, those little gold stars you can post on Smartboard are awesome. And secondly, helping students develop multiliteracies has significent rewards. Provided schools can afford the equipment, and organise ongoing PD for teachers to utilise such technology, students are exposed to new methods of learning.
In this blog I would like to discuss Podcasts.
Podcasts can be shared amongst schools, and also help students who might be away from classes due to distance, illness, holidays or suspension. However I would not want students to rely upon Podcasts if they 'zone out' in class, and then plan to listen to them later. When lecturers post their lecture's audio, I never listen to them again. Can't be bothered. Waste of time. If I didn't listen to him/her the first time, I certainly don't plan on listening to their boring, monotone voice in the comfort of my home, interrupting the Festival of Fun which is my day to day domestic life.
Likewise, when I'm really sick and skip a lecture, I always tell myself whilst driving to the beach for a surf, 'no worries, I'll listen to it on the internet later'. Never do. Never ever ever. Sometimes I might scan it, searching for the key term. But its hard to listen to a lecture when the latest Lady Ga Ga single is playing via my iTunes. When such lyrics as "I got seniority with the sorority, so that explains why I love college, getting brain in the library cause I love knowledge when you used your medulla oblongata", it's bloody hard to concerntrate on the Aboriginal Education or, um, I mean, any lecture I wasn't listening to.
Encouraging students to develop their own Podcasts would be an interesting excercise - rather than say a poster or a project.
In this blog I would like to discuss Podcasts.
Podcasts can be shared amongst schools, and also help students who might be away from classes due to distance, illness, holidays or suspension. However I would not want students to rely upon Podcasts if they 'zone out' in class, and then plan to listen to them later. When lecturers post their lecture's audio, I never listen to them again. Can't be bothered. Waste of time. If I didn't listen to him/her the first time, I certainly don't plan on listening to their boring, monotone voice in the comfort of my home, interrupting the Festival of Fun which is my day to day domestic life.
Likewise, when I'm really sick and skip a lecture, I always tell myself whilst driving to the beach for a surf, 'no worries, I'll listen to it on the internet later'. Never do. Never ever ever. Sometimes I might scan it, searching for the key term. But its hard to listen to a lecture when the latest Lady Ga Ga single is playing via my iTunes. When such lyrics as "I got seniority with the sorority, so that explains why I love college, getting brain in the library cause I love knowledge when you used your medulla oblongata", it's bloody hard to concerntrate on the Aboriginal Education or, um, I mean, any lecture I wasn't listening to.
Encouraging students to develop their own Podcasts would be an interesting excercise - rather than say a poster or a project.
Monday, March 22, 2010
WikiMalicki
When I first heard about Wikipedia, I genuinely thought he played for the New Zealand Rugby Union team. Probably a Mauri with penchant for crushing opposing players with hugs. I like hugs, but not from Mauri men. Mauri women, mmm, not sure, they kind of intimidate me too, but I suppose a hug is a hug. Maybe when I'm feeling down and out about stuff, I could ring a Mauri and they could come and give me a hug. 1800 MAURIHUG. Sorry I think I'm off topic again.
Wikipedia is really addictive. When I flick on the computer machine, I go straight to Wiki and look up facts about Daryl Braithwaite and golden retrievers. They are my favourite two things. The perfect day would be walking in a park with a golden retriever, sans tennis ball, with Daryl following me, gently playing One Summer, Horses, but not anything from Sherbet. If we're halfway through a gentle stroll and he belts out Howzat, it's basically walk over, hometime. And I tell you what, that would upset any golden retriever, they love walking. They need lots of exercise. They also possess a friendly, eager-to-please demour. A bit like this guy but more active and not quite as orange.
Wikipedia is certainly a pretty amazing resource. But it's a bit like having a really smart guy on your pub quiz night team. Sure, he's quick to answer the tricky questions, but you still need to ask around the table to make sure. He's not reliable enough. He could be working for another table, sabotaging your attempts to win. I just don't trust him. Plus when it's his round he's always well behind the pace and you're getting annoyed. Drink up. That's what Wikipedia is. A sly, dodgy, unreliable genuis. Like this bloke.
So when it comes to using it in the classroom, you need to be aware that Wikipedia might try and pull a swifty on you. Educate your students that not all information might be accurate. Encourage students to question the information, maybe even ask the students to consider contributing to the site. Only today did a Year 5 student tell me that he often corrects spelling errors on Wikipedia, although admittedly he is a genuis. Literally. Unlike these people.
Once a week I tutor 13yo boys at a school in the cultural capital of the world, Perth. They use computer machines in preference to pens and paper, and they use both Wikipedia and Encylopedia Britanica. But here's the kicker, and I swear this is true - Wikipedia is used on the computers, whereas the volumes of encylopedias are used as mouse pads. They kind of work together. Kind of.
Wikipedia is really addictive. When I flick on the computer machine, I go straight to Wiki and look up facts about Daryl Braithwaite and golden retrievers. They are my favourite two things. The perfect day would be walking in a park with a golden retriever, sans tennis ball, with Daryl following me, gently playing One Summer, Horses, but not anything from Sherbet. If we're halfway through a gentle stroll and he belts out Howzat, it's basically walk over, hometime. And I tell you what, that would upset any golden retriever, they love walking. They need lots of exercise. They also possess a friendly, eager-to-please demour. A bit like this guy but more active and not quite as orange.
Wikipedia is certainly a pretty amazing resource. But it's a bit like having a really smart guy on your pub quiz night team. Sure, he's quick to answer the tricky questions, but you still need to ask around the table to make sure. He's not reliable enough. He could be working for another table, sabotaging your attempts to win. I just don't trust him. Plus when it's his round he's always well behind the pace and you're getting annoyed. Drink up. That's what Wikipedia is. A sly, dodgy, unreliable genuis. Like this bloke.
So when it comes to using it in the classroom, you need to be aware that Wikipedia might try and pull a swifty on you. Educate your students that not all information might be accurate. Encourage students to question the information, maybe even ask the students to consider contributing to the site. Only today did a Year 5 student tell me that he often corrects spelling errors on Wikipedia, although admittedly he is a genuis. Literally. Unlike these people.
Once a week I tutor 13yo boys at a school in the cultural capital of the world, Perth. They use computer machines in preference to pens and paper, and they use both Wikipedia and Encylopedia Britanica. But here's the kicker, and I swear this is true - Wikipedia is used on the computers, whereas the volumes of encylopedias are used as mouse pads. They kind of work together. Kind of.
Monday, March 15, 2010
Bloggy Blog Bloggy
One year and one month into my masters course in education, I do not know what pedagogical means. I can't even spell it without copying it, and I certainly can't pronounce it. All in all, a bit of a disaster, considering it's a key term used frequently in several of the courses. I asked my housemate, who I won't name, and he doesn't know either. Embarrassing somewhat wouldn't you say?
So I'm faced with a pretty easy option I suppose. Get on Mr Google, or his less popular cousin, Dr Bing, and search for an answer. But it's late, and I really can't be bothered. There's a big night of educational viewing on the television, and I'll be buggered if I miss out on some truly painful Paul McDermott highly rehearsed banter with Claire Hooper. She has scary eyes. Or maybe I might watch some Four Corners. Eat some grapes. And have some yoghurt in a small tub. Sorry I think I've drifted off-topic somewhat.
Ah yes, so back to D) Weekly Task: Blog. Never liked blogs. Not for me. I'd prefer to try and swallow a housebrick that read one, let alone write one. And if I made my kids write them, I'd just get angry having to read them all. It could get violent.
Blogs are essential diaries for people to log the boring mundane aspects of their day, reflect on the hillariously tedious issues they have faced, and I hate them. Not all blogs. I'm sure some are really interesting. I just haven't got the time or the interest to find them. If my students are going to interact, communicate with a wider audience, I'd rather they went to Bunnings, bought some nails, wood, a hammer, caught a bus into the middle of the city, build themselves a soapbox and told the world their thoughts. Obviously though this could be a problem. Not every student might be able to afford such materials, let alone be allowed to catch a bus into town. Plus, if they're really short, what use will a box be? They'll need something much bigger. And their voice isn't going to be loud enough. And I reckon it might be against the law - do buskers need licenses in Perth? Maybe blogs are easier. Yeah, sorry, everyone, I've changed my mind. Blogs rule ok.
So I'm going to get my class to constantly blog. I want them to blog blog blog. Cancel recess, we're all going blogging. Damn, I want your opinion on stuff, and I want it now kids. Get typing. Bless you Web 2.0, you're a gift.
Oh, Good News Week is about to start.
Must go now.
So I'm faced with a pretty easy option I suppose. Get on Mr Google, or his less popular cousin, Dr Bing, and search for an answer. But it's late, and I really can't be bothered. There's a big night of educational viewing on the television, and I'll be buggered if I miss out on some truly painful Paul McDermott highly rehearsed banter with Claire Hooper. She has scary eyes. Or maybe I might watch some Four Corners. Eat some grapes. And have some yoghurt in a small tub. Sorry I think I've drifted off-topic somewhat.
Ah yes, so back to D) Weekly Task: Blog. Never liked blogs. Not for me. I'd prefer to try and swallow a housebrick that read one, let alone write one. And if I made my kids write them, I'd just get angry having to read them all. It could get violent.
Blogs are essential diaries for people to log the boring mundane aspects of their day, reflect on the hillariously tedious issues they have faced, and I hate them. Not all blogs. I'm sure some are really interesting. I just haven't got the time or the interest to find them. If my students are going to interact, communicate with a wider audience, I'd rather they went to Bunnings, bought some nails, wood, a hammer, caught a bus into the middle of the city, build themselves a soapbox and told the world their thoughts. Obviously though this could be a problem. Not every student might be able to afford such materials, let alone be allowed to catch a bus into town. Plus, if they're really short, what use will a box be? They'll need something much bigger. And their voice isn't going to be loud enough. And I reckon it might be against the law - do buskers need licenses in Perth? Maybe blogs are easier. Yeah, sorry, everyone, I've changed my mind. Blogs rule ok.
So I'm going to get my class to constantly blog. I want them to blog blog blog. Cancel recess, we're all going blogging. Damn, I want your opinion on stuff, and I want it now kids. Get typing. Bless you Web 2.0, you're a gift.
Oh, Good News Week is about to start.
Must go now.
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