The marks that I received back from my peers were sort of what I expected. I knew that there were a still a few things I needed to do to my blog before I submitted it and the peer marking really helped me to pin point the sections for improvement. One of the rubrics gave me some really good feedback about my blog and helped me to improve in certain areas, which I totally agreed on. With the other rubric it didn’t give me as much constructive feedback. It told me what was really good about my blog and then explained that they couldn’t see a weekly reflection on ‘Digital Fluency’ whereas I had already included this reflection. Based on my feedback I went back through by blog and attempted to resolve any spelling or grammar mistakes. I also added to my explanation for my teaching episode and explained a bit more about the lesson so the reader had some understanding of what it’s about before they open the link.
I believe the marks and comments that I received in each rubric were quite accurate and I was able to use this feedback to effectively improve my blog.
Peer Marked Rubrics
Miranda Ball Peer Marking by Naomi Bridger
Miranda Ball Peer Marking by Helen Coverley
For my teaching episode I did an activity for the early childhood phase of schooling which is the phase that I am currently studying. It is a literacy activity that involves using lowercase letters to make a simple jig saw puzzle. The technology that I have used in this lesson plan includes an interactive whiteboard, digital cameras, and a printer.
Google Images. (2014). Wooden Letter [Image]. Retrieved from http://www.artfuldodgers.co.uk/collage-wooden-letters-lower-case-~-1-set-p-art1735-c-n/a.html
Here is a video that I found on YouTube that gives us statistics on how technology changes. This video is from 2008 although if you think of technology now you can see how even since that video was created, technology and learning has changed a lot!
Finch, K, McLeod, Scott, & Brenman, J. (November 7, 2008) Technology – Changes [Video file]. Retrieved from https://www.youtube.com/watch?v=x-9FaJPhFxQ
Lifelong learning can be defined as learning that is pursued throughout life (Lifelong Learning Council Queensland Inc, 2013).
The digital age plays a major role in lifelong learning in today’s society. Before digital technology, for people to learn they had to go sign up for a course or read information in a book. With technology people are able to use their computer and Google things to find out information and teach themselves things or learn how to do something.
Every day I use the internet and social media to read and find information, so I am constantly interpreting ideas and taking thoughts away. When I am interested in a subject or need to know something I use the internet to find the information and watch videos, this is all apart of lifelong learning. The availability of these tools and information has made us ‘Global Citizens’ where we are no longer confined to one area or country. We can retrieve information and resources from all over the world. Using these technologies and being aware of all these resources and opportunities around us, we are easily preparing ourselves for the future and lifelong learning.
Google. (2014). [Image]. Retrieved from http://www.leisurecourses.net/lifelong-learning/
Lifelong Learning Council Queensland. (2013). What is lifelong learning? Retrieved from http://www.llcq.org.au/01_cms/details.asp?ID=12
Here is my attempt at making a small game using Sploder. There are so many options and different things that you can do, I have just used a few things in my game and only a few levels so it is quite short just to give you a taste of what it’s about.
I hope you enjoy it!
Digital Blurring is where activities that involve digital skills in our personal lives carry over into our professional lives. Things such as using a camera or computer at home can develop and improve the ease of applying these skills in the workplace.
In my personal and professional life I have experienced digital blurring where I have used some technology at home and I was then able to use those skills in the workplace. Skills such as using a smart phone or iPad have been useful when working in a classroom and being able to use a computer has helped with my university studies and other professional contexts. As supported by Howell (2014), our generations, as digital immigrants we have, and will find, our own pathways using discovery in adopting technology.
Many students these days have access to a wide variety of games and gaming consoles such as wii, nintendo DS, and playstations. The skills that they gain from using this technology can be useful with teaching and learning. Children are developing physical components such as fine motor skills and hand eye coordination. They are being exposed to different types of language such as text abbreviation. At home i enjoy using these gaming consoles and believe that they have helped to enhance my physical capabilities.
For one of my tasks this week I was asked to create a game using Sploder. Sploder is a website where people can create a small computer game. Unfortunately with all my digital skills I was unable to figure out how to use Sploder properly, although a friend of mine was able to navigate around the components easily.
This really shows how certain people and certain age groups are able to pick up digital technology much easier than others.
Google. (2014). Gaming in the Classroom [Image]. Retrieved from http://gamifier.com/gamification-blog-posts/gaming-in-the-classroom/]
Howell, J. (2012). Teaching with ICT: Digital pedagogies for Collaboration and Creativity. South Melbourne, VIC: Oxford University Press
Scratch is a really interesting website that you can use to make different games and animations. I had a go at it but unfortunately I couldn’t quite get the hang of it so here is one of my attempts!