Introduction to Digital Resource 2: Storify

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I have chosen to use Storify as my second digital resource. This resource is designed as an interactive student resource, whereby the student is able to learn by using the videos and material that have been organised sequentially, to gain a deeper understanding of the topic. I have focused on  the year 8 Australian Science Curriculum addressing the Science Understanding strand, and specifically looking at the Biological sciences sub-strand ( ACSSU149). As per the content description available on the Australian Curriculum website the following content must be covered under this sub-strand :

Elaborations

  1. Examining a variety of cells using a light microscope, by digital technology or by viewing a simulation.
  2. Distinguishing plant cells from animal or fungal cells.
  3. Identifying structures within cells and describing their function.
  4. Recognising that some organisms consist of a single cell.
  5. Recognising that cells reproduce via cell division.
  6. Describing mitosis as cell division for growth and repair

Please find the link to the resource page in the following post.

Introduction – What is a digital World ?

Techmigrant 1

http://www.voki.com/pickup.php?scid=11916330&height=267&width=200

Hello and welcome to my first blog post,  titled ” What is a digital world?” We live in a highly interconnected world where technology is ubiquitous and plays an important role in our lives. It is important therefore, that we as educators re-think how we teach our students, to enable them to develop the skills and knowledge required to be successful in a digital world. Please read my reflection on “what is a digital world ?” and the accompanying material. I also invite you to read my storify page and watch the videos, to get a deeper understanding of this topic.

Please click on my voki link above, to hear my avatar introduce this topic.

Introduction to Participation and the digital divide.

Techmigrant 1http://www.voki.com/pickup.php?scid=11904506&height=267&width=200

Hello and welcome to my second blog post. In this blog post I talk about how the digital divide impacts on participation in a digital world. You might be surprised to learn that  despite the rapid growth of the internet in Australia, there are still a significant number of people who continue to be digitally excluded. Please read my reflection, the supporting material and watch the videos to learn more about the digital divide. I have also included my Storify page with curated articles on the topic.

Please click on the voki link above to hear my avatar introduce the topic.

Introduction to Transmedia

Techmigrant 1http://www.voki.com/pickup.php?scid=11899578&height=267&width=200

In this post I talk about the concept of transmedia. Transmedia is a regular part of children’s media ecologies, and therefore it is important that we start to consider its role in children’s education. Please read my reflection and the attached literature. I also invite you to watch the videos by Professor Henry Jenkins and Jeff Gomez to foster a deeper understanding of this topic. I have also included a scoop it page with articles that have been curated on this particular topic.

Please click on the above link to access my avatar.

Evaluation Matrix 2 : Storify

Please find attached the evaluation matrix for the Storify Page:

Evaluation Matrix

Name of teaching resource

Storify

Weblink (if web based)

https://storify.com/sushpaddy/a-story-about

Who should this digital teaching resource be used with? (ie year/grade)

Year 8

How should it be used? (e.g. individual, whole class)

This resource is an interactive resource, designed to be used by individual students.

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

Science Understanding, Biological sciences (ACSSU149).

Identify the strengths of this teaching resource

This resource has a simple, dynamic layout, where the learning material is organised sequentially, providing the students with a logical and meaningful structure(Malamed, 2015). It integrates authentic, reflective, and collaborative learning experiences thus encouraging student-centered learning ( Curtin University, 2015). Moreover, this resource has interactive multimedia, which helps to illustrate complex and abstract concepts, which is otherwise difficult to comprehend (Karim, 2015). For example, a virtual tour of a cell. Finally the multi-modal learning structure will appeal to a range of learner styles.

Identify any weaknesses of this teaching resource.

To use this resource, students must have access to the internet, computers and basic skills in online navigation (Mihailidis & Cohen, 2013). Further, this resource is accessible to the public and therefore can conflict with student privacy rules and regulations (Mihailidis & Cohen, 2013).


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

This resource can be used to facilitate a flipped classroom. Moreover, this resource can be used by students living in remote areas and those who cannot attend school due to prolonged illness, ensuring that they can remain up-to-date with the learning the material.

References:

Curtin University. (2015). Student – centred learning. Retrieved from https://ctl.curtin.edu.au/teaching_learning_practice/student_centred/student_centred.cfm

Karim, A. (2015). Enagaging learners with video. [Web log post]. Retrieved from https://storify.com/ProfKarim/engaging-learners-with-video

Mihailidis, P., & Cohen, J. N. (2013). Exploring curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education, 2013(1), Art. 2.

Malamed, C. (2015). The e learning coach. [Web log post]. Retrieved from http://theelearningcoach.com/elearning_design/how-to-organize-content/

Evaluation Matrix 1 : Pinterest

Please find below the evaluation matrix for Pinterest.

Name of teaching resource

Pinterest

Weblink (if web based)

https://www.pinterest.com/sushmapadmanabh/science-for-grade-5-earth-and-space-sciences/

Who should this digital teaching resource be used with? (ie year/grade)

Year 5.

How should it be used? (e.g. individual, whole class)

This resource was made as a teacher resource. It includes lesson plans and ideas that the teacher can use for the whole class.

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

Science Understanding – Earth and Space Sciences (ACSSU078).

Identify the strengths of this teaching resource

This resource is convenient to use, as relevant material and websites have been curated and organised as per the topic. The visual nature of this resource, helps the educator picture how the resource would work in their setting, selecting aspects that will enhance their topic (Burks & Winstanley, 2014). The videos in this resource will enable the students to virtually travel through space, which is otherwise impossible, enabling students to understand abstract concepts, and engage better with the topic. Finally this resource has material to engage various styles of learners.

Identify any weaknesses of this teaching resource

One of the main challenges of using this resource, is the potential for copyright infringement (Dudenhoffer, 2012). Moreover, due to firewalls in schools, one must be aware that videos that have been curated may not work, as it could be blocked by the school server.

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

This resource could be used as a student resource. For example, if the students are working on an assignment on space, they could use these pins to collate information and stay on track. The board could be shared with parents, who could download the apps and websites, to further sustain their children’s interest on the topic. It could also be developed into a lesson to be shared with children living in remote areas and students who are unable to attend school due to prolonged illness, to enable them to keep pace with the curriculum.

References:

Burks, H., & Winstanley, J. (2014). Use of Social Media : Primary Schools. U.K.: E. I. School Zone.

Dudenhoffer, C. (2012). Pin it! Pinterest as a library marketing and information literacy tool. College & Research Libraries News, 73(6), 328-332.

Introduction to Digital Resource 1 : Pinterest

pinterest 1

I have chosen Pinterest as my first digital resource. This resource is designed as a teacher resource. I have focused on  the year 5 Australian Science Curriculum addressing the Science Understanding strand, and specifically looking at the Earth and Space Sciences sub strand (ACSSU078). As per the content description available on the Australian Curriculum website the following content must be covered under this sub-strand :

  1. Identifying the planets of the solar systems and comparing how long they take to orbit the sun.
  2. Modelling the relative size of and distance between Earth, the other planets in the solar system and the sun.
  3. Recognising the role of the sun as a provider of energy for the Earth.

Please find the link to the resource page in the following post.

Reflection 1: What is a Digital World?

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To understand the concept of a “digital world,” I conducted a digital audit of myself as recommended by Dr. Jennifer Howell. Upon reflection I realised that I use the internet for business transactions, shopping, entertainment, information searches, communication, and learning; devices such as iPods and mobile phones are now fixtures of my everyday life ( see picture above). Digital technologies are redefining what it is to live and work around the world (Selwyn, 2012, p. 1). Therefore I concur with Dr. Howell’s (2014) explanation that a digital world is a world where modern technology is ubiquitous and integral to daily life, consequently changing our ideas of communication, and affecting our sense of place.

The pervasiveness of digital technology, means that digital fluency will become a prerequisite for obtaining jobs, participating meaningfully in society, and learning throughout a lifetime (Resnik, as cited in White, 2013; Howell, 2012, pp.11-13). By engaging with the reading material, I learned that there are varying levels of digital fluency. Digital immigrants such as myself, who have recently attempted to use technology, have skills and fluency that may not compare to digital natives, who are born in the digital age and are confident consumers of digital technology (Bennett, Maton, & Kervin, 2008, p. 777; Helsper & Eynon, 2010, p. 504; Howell, 2012, p. 6; Prensky, 2001; Selwyn, 2009, p. 365). However, I learned that despite technology being embedded in their lives, young people’s skill and use of technology differ, as technology plays different roles in their home and school life (Bennett et al., 2008, p. 778; Howell, 2012, pp. 6,12; Selwyn, 2009, p. 372). Therefore, digital fluency outside school, does not guarantee digital fluency within an educational context.

The challenge for me, both as an educator and a digital immigrant, will firstly be to acknowledge that I must adapt to the needs of this digital world and secondly, to develop a positive attitude and aptitude towards emerging technologies to help build a strong digital pedagogy. This will enable me to engage students and build their digital fluency within an educational framework. Moreover, I will be able to meet the digital expectancy of the various stakeholders who express the need for students to be digitally fluent with skills that will enable them to contribute successfully, and participate confidently in the digital world.

Total number of words: 381 – In-text references: 53 = 328 words

Please note : The above photo is taken by myself, whilst conducting the digital audit. Therefore there is no reference.

References:

Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.

Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British educational research journal, 36(3), 503-520.

Howell, J. (2012). Teaching with ICT. Digital Pedagogies for Collaboration and Creativity. Victoria: Oxford University Press.

Howell, J. (2014). Living and Learning in the Digital World [ilecture]. Retrieved from https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/8a668af5-c192-4635-ab9b-d302c122bd6b

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.

Selwyn, N. (2009). The digital native-myth and reality. Aslib Proceesings, 61(4), 364-379. http://dx.doi.org/http://dx.doi.org.dbgw.lis.curtin.edu.au/10.1108/00012530910973776

Selwyn, N. (2012). Education in a digital world: Global perspectives on technology and education: Routledge.

White, G. K. (2013). Digital fluency: Skills necessary for learning in the digital age. Australian Council for Educational Research,Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1006&context=digital_learning