I don't know that I would use these actual blogs in the classroom but they link to dozens of useful others for teachers and the classroom...
kpericles.edublogs.org
edublogs.org
and last (not strictly a blog but a site about blogging...so to speak)
www.blogactionday.org
Sunday, October 18, 2009
Copyright - ok
Can I copy material from the internet for research?
Yes. As directed by the copyright owner or if it is for research and study and is in accordance with 'fair use'.
What constitutes research and fair use?
Fair use is described as a "reasonable portion" or 10 % of the whole or one chapter if the work is organised in chapters.
Can students (university or school) use music in videos that they make?
Music is a whole different kettle of fish! As a rule of thumb you need permission. However, most schools have a limited licence via AMCOS/ARIA so check out the information at www.apra.com.au
You can always read more about the in's and out's at
www.copyright.org.au
Yes. As directed by the copyright owner or if it is for research and study and is in accordance with 'fair use'.
What constitutes research and fair use?
Fair use is described as a "reasonable portion" or 10 % of the whole or one chapter if the work is organised in chapters.
Can students (university or school) use music in videos that they make?
Music is a whole different kettle of fish! As a rule of thumb you need permission. However, most schools have a limited licence via AMCOS/ARIA so check out the information at www.apra.com.au
You can always read more about the in's and out's at
www.copyright.org.au
New Literacies of the Internet
This video was full of explicit and useful information for implementation into the classroom. I am quite interested in how you provide explicit scaffolding for students when engaging with technological forms to teach them not only the written but the implied expectations of the forms. So things like tone, etiquette and address.
It was perhaps of most interest to me in that it made explicit how things like using a search engine requires students to engage their own background knowledge, in much the same way as reading a novel, in order to identify appropriate and result producing search terms. I always like to link existing knowledge and skills to new knowledge and skills so a lot of this video was satisfying for me and very useful for classroom practice.
It was perhaps of most interest to me in that it made explicit how things like using a search engine requires students to engage their own background knowledge, in much the same way as reading a novel, in order to identify appropriate and result producing search terms. I always like to link existing knowledge and skills to new knowledge and skills so a lot of this video was satisfying for me and very useful for classroom practice.
Literacy Instruction with Digital and Media Technologies
This is a thought provoking article. Some of what is discussed I can easily see the use and logic of while others appear to be an enthusiastic variant of technological determinism.
I love the ability to pre organise student activities, in a non-threatening and personalised manner, through individual student file allocation. This allows teachers to provide a high level of differentiation that is not too obvious or exposing for those students who may experiencing difficulties and extending for those who are able. While this is regularly provided in non-tech classrooms there are clear benefits for both students and teachers in this part of the discusssion.
I also like the aspect of helping students to self organise through the provision of timetables and graphic organisers. I regard this aspect of developing student self regulation to be very empowering for both students and teachers and an important part of learning to learn.
However, I really dislike the use of instant messaging within the classroom as it seems entirely basal. I much prefer the use of blogging described in "Happily Blogging at Belmore South" as it is an authentic engagement with other students across time and space for a genuinely connected learning experience.
Overall this article left me feeling somewhat frustrated and annoyed. I'll have to find something else to read to cheer me up!
I love the ability to pre organise student activities, in a non-threatening and personalised manner, through individual student file allocation. This allows teachers to provide a high level of differentiation that is not too obvious or exposing for those students who may experiencing difficulties and extending for those who are able. While this is regularly provided in non-tech classrooms there are clear benefits for both students and teachers in this part of the discusssion.
I also like the aspect of helping students to self organise through the provision of timetables and graphic organisers. I regard this aspect of developing student self regulation to be very empowering for both students and teachers and an important part of learning to learn.
However, I really dislike the use of instant messaging within the classroom as it seems entirely basal. I much prefer the use of blogging described in "Happily Blogging at Belmore South" as it is an authentic engagement with other students across time and space for a genuinely connected learning experience.
Overall this article left me feeling somewhat frustrated and annoyed. I'll have to find something else to read to cheer me up!
Happily Blogging at Belmore South
I found this article interesting for two reasons. First, I will be undertaking my internship with Kim and was interested in both her tone and classroom organisation. Secondly, because I want to see technology used to provide differentiation and to raise student learning outcomes. The connectedness with other distant classrooms is a good incentive for student engagement and I like the idea of using blogs to foster interest and effort with writing. Blogging also allows for a genuine development of new literacy skills as students not only decode but also construct messages across multiple media. This aspect of getting kids thinking and writing in complex forms is what I am looking forward to using in the classroom.
Having said that I need to do some reading before I hit the floor! So I'll start with Kim's own blog...
Having said that I need to do some reading before I hit the floor! So I'll start with Kim's own blog...
Sunday, August 16, 2009
New Literacy and the primary school classroom
I really enjoyed this weeks readings although I am not entirely sure how brief our comment is intended to be?
This weeks readings elaborate a concept of a new literacy that engages with both industrial and post-industrial epistemologies simulaneously. It is a nice framework for the realities of moving through both these spheres in the classroom (where explicit teaching is so valued). Based on the discussions of Callow and Knobel and Lankshear in particular I see new literacy as being a skill set and mind set that encompasses the interactions between a complex notion of multiple active engagements (non-linear and simulaneous assumptions, values, technologies, entry points, knowledge, experts, actions, viewpoints etc) with the more traditional hierarchical and linear notions of knowledge, the physical and "real" experiences associated with the industrial past and present.
In classroom practice I see this as an ability to both construct and de-construct objects, viewpoints, values and forms in a way that utilises accepted notions of critical literacy whilst simultaneously problematising and reframing them. Knobel and Lankshear noted that those with new literacy skills evidenced a positive and self-educative orientation to technology aa well as its inherent risks. One particular aspect of their discussion seemed to me of great significance in considering my future role as a primary school teacher. They note that the multi-tasking evidenced in students working within a new literacy schema is not discourteous but rather the fledgling development of a potentially critical skill in the future workplace where new literacies will be demanded.
I enjoyed the practicality of many of the sites presented in the Callow reading. It is nice to have a list of useful sites for primary kids without having to trawl to find them. I found the site at Projects 09 AllStars was useful because it gave me some ideas for how digital synthesis is being undertaken in the classroom. Viewing some of the students works reminded me though of how important it is when students work with technology to encourage them to think as well as do... This site had the benefit of being able to see works that were of interest and then follow them through to other sites that had easy tools for students to utilise in presenting their work.
As noted in the blog commentary for the "Tree Octopus" video traditional citation conventions seem to fall somewhat awkwardly in to some new media formats. In this discussion I am refering to the articles listed below.
Callow, J. (2008). New Literacies, New York & Web 2.0: a little knowledge is a helpful thing! SCAN, 27(4), 13-16
Knobel, M., & Lankshear, C. (2006). Discussing New Literacies. Language Arts, 84(1), 78
This weeks readings elaborate a concept of a new literacy that engages with both industrial and post-industrial epistemologies simulaneously. It is a nice framework for the realities of moving through both these spheres in the classroom (where explicit teaching is so valued). Based on the discussions of Callow and Knobel and Lankshear in particular I see new literacy as being a skill set and mind set that encompasses the interactions between a complex notion of multiple active engagements (non-linear and simulaneous assumptions, values, technologies, entry points, knowledge, experts, actions, viewpoints etc) with the more traditional hierarchical and linear notions of knowledge, the physical and "real" experiences associated with the industrial past and present.
In classroom practice I see this as an ability to both construct and de-construct objects, viewpoints, values and forms in a way that utilises accepted notions of critical literacy whilst simultaneously problematising and reframing them. Knobel and Lankshear noted that those with new literacy skills evidenced a positive and self-educative orientation to technology aa well as its inherent risks. One particular aspect of their discussion seemed to me of great significance in considering my future role as a primary school teacher. They note that the multi-tasking evidenced in students working within a new literacy schema is not discourteous but rather the fledgling development of a potentially critical skill in the future workplace where new literacies will be demanded.
I enjoyed the practicality of many of the sites presented in the Callow reading. It is nice to have a list of useful sites for primary kids without having to trawl to find them. I found the site at Projects 09 AllStars was useful because it gave me some ideas for how digital synthesis is being undertaken in the classroom. Viewing some of the students works reminded me though of how important it is when students work with technology to encourage them to think as well as do... This site had the benefit of being able to see works that were of interest and then follow them through to other sites that had easy tools for students to utilise in presenting their work.
As noted in the blog commentary for the "Tree Octopus" video traditional citation conventions seem to fall somewhat awkwardly in to some new media formats. In this discussion I am refering to the articles listed below.
Callow, J. (2008). New Literacies, New York & Web 2.0: a little knowledge is a helpful thing! SCAN, 27(4), 13-16
Knobel, M., & Lankshear, C. (2006). Discussing New Literacies. Language Arts, 84(1), 78
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