Dance Video I have made for my students via movie maker, intergrating ICT in Physical Education

So I have been struggling trying to find ways to implement ICT in the Physical education on professional experience. My mentor had suggested to me to find a dance video via YouTube and during lunch times gather some students to come to the gymnasium where I can use data projector to present the dance video on the big screen and allow students to dance along. So after days and days of trying to find a good dance along video, I have found snippets of a Dance video called ‘The Learning Place’. From here I had converted all the small videos onto movie maker and created a movie that students could dance along too. I am very proud of what I am capable of doing through using ICT since starting this class.

Does anyone know if there is a way to post a movie maker onto my blog post?

I would like to share it with you 🙂

 

PROFESSIONAL EXPEREINCE – End of week one

Wow what a week!!
My Professional Experience has been taken place at a primary state school located in Hervey Bay, where I will be teaching Preps to grade 7 in the context of Physical Education. The school context is populated with an approximate of 455 students from low to high socio-economic backgrounds. The student population is extremely culturally diverse including students from Asia, New Zealand and other Pacific Island nations. A large percentage of the student population are Indigenous, where there is Indigenous Dance Programs that are available for the indigenous students. There are also a number of students for whom English is a second language. The school Physical Education department also supports a number of students with special needs through the Special Education and Early Childhood Department called ‘Perceptual-Motor Development’ program which works to improve student’s physical and academic performance.
Class and school ICT environment and processes
The school has a number of ICT resources shared among the whole school including, 4 IPads, 15 tablets, up to 4 computers in each classroom and a computer lab with approximately 20 to 30 computers and each classroom is also provided with an Interactive Whiteboard. Within the school is an ICT coordinator, who is in charge of all the ICT resources and deals with any ICT technical issues. The school also designates a technology class for a composite class of year 6/7 which offer students the opportunity to learn more with ICTs.
However, in the Physical Education Department ICT’s are very limited and my mentor is not a comfortable or proficient ICT user, and therefore when approached about ICT capacity for practicum lesson planning, my mentor was somewhat reluctant to allow use of ICT’s. Therefore as a result of this, we had come to an agreement that in our Non-contact time I would take small groups of students out and do activities, in which revolved around integrating ICTs into lessons based on physical activities/ games or would use simple ICT tools that would not interfere with the lesson such as using an iPad as a timer or recording students’ performances.

Topics/ lessons we are focusing on;
What we will be focusing on over the three weeks;
• Grades Prep to 2 will be focusing on a ‘Perceptual-Motor Development’ program
• Grades 3 to 7 will be focusing on athletics practice of rotations and activities (e.g. Long jump, high jump, shot put, relays)
• During Non-Contact time, we sometimes take students out to do some fun games and activities.

Here is a few resources our lecturer Joe had shared on diigo. For those who did not see this, I thought I would share it on my blog.

This website Education Technology and mobile learning shares some great ICT resources you can use in the classroom. However, this page specifically explores ‘Great research tools for teachers and students’. The webpage provides the viewer with some great resources you can use in your classroom to provide the learner with research skills. It is known that knowing how to research and find information is apart of important skills students need to develop. Yet, the internet illustrate a lot of information and is sometimes difficult and time consuming to find the right information and tools. Therefore, the following resources/ tools can be used to help the teacher and students find and scaffold appropriate information and researching skills.

• instaGrok 
• Colwiz 
• SweetSearch 
• DocsTeach 
• Boolify 
•  Scrible 
• Search Engines & Research Tools 
• Research Tools 

I know it’s not long now until we are all on professional experience, so this could be a great tool to incorporate into your pedagogy 🙂

 

ICTs in use

Here is a video I had utilised within one of my assignments. I found this a great resource that establishes the difference between traditional teaching pedagogy and the 21st century teaching. The video explores how students use ICT tools integrated within their subjects, in order to enhance and engage students in their learning. It illustrates students reaction to using ICT in comparison traditional teaching practices (learning off a blackboard). The video names off the letters of the alphabet examining different ICT tools and resources. From watching this video expands my knowledge on how many ICT resources there are in order to develop an authentic pedagogy and lessons.

Take a moment to watch this video and gather some ideas of ICT resources you can use in your classrooms.

Did you know?

This I a great resource Danielle has shared on her blog. Over the last couple of weeks as a part of some of our assignments, I have seen examples of where teachers have used Skype as a part of integrating ICTs into the classroom. I never really understood why and how this would benefit students learning. From reading Danielle’s blog I have now discovered a new understanding how and why you can use Skype as a great teaching tool. The new technology of Skype allows children to explore, interact and collaborate with people all over the world. Students are no longer limited to the resources in a library. Through technology students have the flexibility to access and explore the knowledge and information in just a click of a button and Skype is a great tool in which helps students achieve this.

EDC3100 - Danielle Chapman

 

Skype. When you think about it you usually think of video calling one of your friends who is lucky enough to be overseas. However it wasn’t until these last few weeks where I have truly discovered all of Skype’s capabilities. 

The first one is Skype in the classroom. There are 3 ways to use this feature of Skype. 

1- Collaborate with other classes, no matter where they are.

2- Find guest speakers and invite them into your classroom

3- Take a virtual field trip anywhere in the world. 

I logged in using my Skype username and password and saw that some 79980 teachers already had active accounts and were looking for other classes to Skype with!!

There is also a massive section where experts offer their services to you and your classroom. Anyone from authors to park rangers and doctors!

There are also heaps of already prepared lessons from…

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Welcome to the 21st century – KIDS REACT TO WALKMANS

This is a humours short video of how kids react to a Walkman. In this video are several kids from all ages that are introduced to a Walkman and a cassette for the very first time. First students react, making judgement of what this weird chunky device maybe. They are then told what it is, but how does it work? What goes inside of it? What’s its purpose?  etc. One students response was my grandpa had one of these. To think back as if it only felt like yesterday when we use to listen to our Walkman’s as kids feels so strange that we can now say, ‘Back in the Day’ …

As we now enter the 21st century, technology has changed, not only with new and improved devices but how we live. If we look back in the day when we use to use Walkman’s to now when we are using, Mp3 players, IPod touches, IPhones and IPads as a portable music player.

Watching this video made me wonder what it will be like in the next ten to twenty years, how will technology change? This video goes to show the importance of the ever evolving technological world we live in and the importance it is for we as educators to prepare students with the skills used to function and live in the future years.

The iTeach Hub

 

Okay, so it’s not long now until most of us are on professional experience, so it is important to make a good impression and the best way to do this could be gathering a few resources to share and use in your teaching. As I was looking on Diigo the other night I found a link called iTeach Hub that illustrates some great online resources for teachers to use in the classroom. These resources include some enrich learning activities and games that range in all different subjects, from Mathematics and English. For those who need online ICT resources for their assignment this is also a great resource for you to use. iTeach Hub is a new website, and is usually updated with news and online resources every day. The aim of this website is to encourage and support people with links to quality educational resources. This website also allows people to engage and collaborate with others and share resources, comments and suggestions. The webpage illustrates and provides people with apps, ‘reading corner’ that offer people different books that can use for teaching, online web activities and many other teaching resources, including catering for students with special needs.

Take the time to check it out 🙂

http://www.theiteachhub.com/

 

 

 

Four great IPad apps that provide kids with writing prompts

For all you pre-service teachers soon to be going on Professional experience, Joe our lecturer from USQ has given us a link to ‘four great IPad apps that provide students with writing prompts’ that I would like to share, as I think it is a great resource for everyone to have a look at.
The first app is called the Brainstormer.The Brainstormer is a tactile tool students can used to randomly combine a plot, a subject and a setting or style. The Brainstormer allows students to spark new ideas and sum up quick subjects for doodling, sketching or journaling.
The second app is called Things to think about. This app provides 100 prompts to spark thinking for written responses and encourage conversations about ideas and issues for kids.

 
The third app is called Write about this. This app is a visual writing prompt which is great for the classroom, and helps students kick start their writing.
Last but not least is the fourth app called Shake a phrase. This app is a fun language app for creative writing prompts, vocabulary, and parts of speech practice. The app features over 2,000 words and definitions in 5 engaging themes for ages 8+.

If you want to find out more about these apps ‘click’ onto the hyperlink or visit the link below for more information.
http://www.educatorstechnology.com/2014/04/four-great-ipad-apps-that-provide-kids.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+educatorstechnology%2FpDkK+%28Educational+Technology+and+Mobile+Learning%2
I suggest to check it out as it could be a great resource to use while on prac.

 

Starting out for Assignmnet 1: Classroom and School Context

School

This P-7 school is a public school located on the Sunshine Coast, situated in a semi-rural area. The school is identified for their highly physical and academic performance. The school is currently holding around 900 students from a medium to high socio-economic background. The school offer students great experiences in physical education, art performances, academic subjects and extra-curricular activities including ICT programs. The school provides a series of diverse ICT resources such as computers, laptops, interactive whiteboards (IWB), printers, digital cameras and video recorders. Within the year 4 classroom, it also contains a number of different ICT resources such as 10 desktop computers, 5 laptops with internet access, IWB, a printer, a digital camera and 6 IPad, to support the effective integration of ICT’s, catering for the 21st century learners.

Students

The year 4 class consists of 20 students (10 boys and 10 girls) between the ages of 9 and 10 years. The class is very diverse with students who range from very low to very high learning abilities and literacy skills and one student with Auditory Processing Disorder, which results for the teacher to consistently provide work and support that caters for each individual’s needs. Most children within the year 4 class are capable of working independently, yet those students who are not able to work independently generally require extra support from a teacher aide or the classroom teacher with help scaffolding and modelling their learning. However, the majority of students are relatively advanced in the form of using and functioning ICT tools, where all students are familiar with these ICT tools in their own home. Students are capable of using software such as Microsoft word and PowerPoint to create texts to meet the literacy content. These students thrive on using ICT resources integrated in their learning experiences. Therefore, as a result this unit will specifically use ICT throughout the English unit on persuasive texts.

Learning Objectives

At the beginning of the unit:  Students will draw on their prior knowledge and revisit what they have learnt by the end of year three on persuasive texts (e.g. point of views). Students will explore different points of view through viewing and reading books ‘The True Story of the Three Little Pigs’ and the original book of ‘The Three Little Pigs’. Students will explore more deeply on the meaning of persuasive text through real life examples such as TV adds, radio, newspaper., etc. and develop an understanding of the key elements involved such as persuasive language used (e.g. modality verbs) and visual elements (e.g. bright colours, large text).

By the end of the unit:  Students should be able to plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to the  purpose of the presentation and the audience. Students should be able to construct an advertising presentation using ICT software to advertise their product demonstrating their understanding of persuasive text and visual elements.

Content Descriptions from ACARA

Language/ Language for interaction

• Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

 

Expressing and developing ideas

• Exploring the effect of choice when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of type of texts (ACELA1496)
• Incorporate new vocabulary (ACELA1498)

 

Literacy/ Creating texts

• Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694).

   

• Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697).

 

Assessment

Formative:

• Whole class discussion: students will be involved in class discussions where the teacher can use questions to guide the learning process and to monitor students’ knowledge and understanding.
• Monitoring student learning and understanding: Student learning will be monitored throughout the teaching and learning process to determine student progress and learning needs .Each lesson provides opportunities to gather evidence through work sheets and examining work booklets, about how students are progressing and what they need to learn next. Teacher will record students’ progress and involvement in class, through the use of an anecdotal record.
• Feedback: students will be given feedback throughout their learning path over the unit, in order to work to improve their learning. Feedback will be given to students on their draft copies of their scrip for their assignment. Students will also give feedback in self-assessing their own work and their peers work, following the rubric using a tick and flick sheet.

Summative: 

At the end of the unit students will be ask to present an advertising presentation, using persuasive visual and texts and present a product they have created (not made) to the class. Students will be assessed on their;

• Group designs of a multimodal presentation, using visual, print (script) and auditory elements.
• script for the presentation using persuasive language
• oral presentation

 

http://www.australiancurriculum.edu.au/Year4

 

TEACHING CHANNEL: Great Teaching, Inspiring Classrooms.

Kayla this is great!! I have been looking everywhere to find something like this. I find it is so good to gather ideas and thoughts about what other teachers have done in their classrooms. It’s even better that you can search by year level and subject too. I believe more and more teachers should share their work and lesson ideas to help pre-teachers like ourselves start gathering ideas before we head out into the real world of teaching. It is also good to see and discover how other peoples way of taken certain lessons. I think as a teacher this is very helpful and broaden your thoughts in becoming a better teacher. Thanks for sharing this 🙂 for those who haven’t seen this I suggest check it out.

kaylatudman

The “teaching channel,” is a space on the internet where teachers can share and blog ideas and strategies they use in their classrooms. You can search for their posts within categories; year level, subject or topics like class culture, or there is also a search bar to really refine your search! I find this site really useful especially for this subject! The Teacher Channel’s blog is also an interesting read! I urge you to go check it out!!!

TEACHER CHANNEL

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