connect.ed | cybersafety

Upon my EDC3100 learning adventure I was asked to complete the connect.ed modules in order to expand my knowledge on cyber safety. These modules covered topics such as schools and the role they play with cyber safety including polices, as well as students as digital citizens. I found the online resources particularly useful and will definitely keep this in mind for future lessons that I will teach.  One thing I found significantly helpful was the links to online help and reporting of cybersafety issues. I will make these links known to my students in order to keep them safer on the world wide web.

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TIP Model

A little bit behind at the moment but I have found the TIP Model a very interesting read. The point I resonated with the most was from the table from Roblyer (2006, p. 45) posted on studydesk which had the point “Students dislike preparing research reports, presentations.”  The TIP Model’s solution is that “Student development of desktop- published and web page/multimedia products“.  In both of my assignments so far I have made the point that ICTs have the power to engage students more than ever, and the put I have taken from the model reiterates just that.

Furthermore, from this blog post, it is stated that “If the integration of ICT is not being used to enhance the learning experience in some way, but is merely a substitution for existing techniques, then opportunities to improve the learning experience are lost.”

 

Online artefact

OK, please find following the link to my online artefact for EDC3100 Assignment 1.  Although a bit tedious, and stressful at times I thoroughly enjoyed making it through a few different online tools.  These were wix.com, Tellagami (see my previous blog post) & Moovly.

Through Moovly, I created a presentation outlining the reasons to use ICTs. As the main idea of the assignment was to direct the reasons for using ICTs to parents, I produced the whole website through wix with the idea in mind that parents and caregivers who were attending a year 3 information evening would have access to it to explore themselves.

I am a little bit scared about this assignment to say the least! But here it is… and if that doesn’t work for whatever reason. Here is the URL which you can copy and paste into your browser: http://tashurselmann.wix.com/edc3100

 

Useful resource: Tellagami

Just thought I would share this resource I have found in my EDC3100 Adventure.  I have actually just used it myself (watch this space) and think it is the bee’s knees!

Tellagami is an app (available for both iOS & Android) that allows you to make a quick 30-second animation of a character.  You are able to customise the character including hair, outfit, skin colour, eye colour etc as well as the background or setting they are in.  I found an article outlining ways to use Tellagami in the classroom. Some of these ideas include: have the character tell a story, have a person from history introduce themselves or use it to read students’ poems.  The article outlines more ideas and is from freetechforteachers.com which has loads more ICT resources.

Toolbelt Theory has come in handy again.

Upon my learning path journey this week, I got to the page asking if I could fulfil the requirements of level 6 (the end of year 10) of the ICT capability.  “SURE!” I thought to myself.  But then I got reading ….

The first point:

identify and describe ethical dilemmas and consciously apply practices that protect intellectual property

Well, could I do that? To an extent I could… but I am an almost 21-year old.  Could I have done that by the end of year 10? Probably not.

Which got me thinking: my teaching context is going to be primary school.  How could I make it simpler for students to understand that kind of thinking – that there are ethical dilemmas in using technology – at primary school age?  Well I got searching, and I came across this blog post from a teacher in Auckland.  She made reference to the ‘Digital Toolkit’ quite similar to the Toolbelt Theory we have learnt about recently in our EDC3100 journey.  [See also, a previous blog post of mine about Toolbelt Theory].  Mentioned in Jacqui Sharp’s post about Digital Toolkits, is web browsers, Google & Word Documents (just to name a few).  I have now found that once combined, these tools become one big tool to teach students about acknowledging digital objects created by someone else, and being able to indicate the source they retrieved the digital objects from.

A simple way of doing this would be to:

1. Ask the students to go to Google Images, and search for a particular image. i.e. their favourite animal and copy/paste the image into a word doc.

2. Explain to the students about URL’s and how these are an ‘address’ to finding where the image lives – so they must put this link into their word document to show their audience where the image is originally from.

I would be very interested in discovering your ideas on this topic as well, as it is quite important and I also feel it is quite difficult to teach small children.