Technology Across the Curriculum

• I have found the Technology Across the Curriculum workshops to be very practical and useful.

• I have learnt a lot about many programs that are easily accessible and feel inspired to continue finding out about the different ways technology can be integrated into the primary classroom. The opportunities are limitless and I look forward to continuing to research and share information with peers and colleagues and to integrate technology into my classroom.
  

• I also attended a "Multimedia in the classroom" PD run by the AEU. This further inspired me to incorporate technology into the classroom and during my final practicum I made digital story books with the children. They were made using MS Powerpoint. The children's illustrations were scanned and a video recording of the child telling their story was also recorded with a flip camera. The end result was fantastic and the teacher, children and parents were very excited by the end result.

• This unit also raised my awareness of other issues that teachers must be aware of when incorporating ICT into the classroom. These issues include confidentiality, cyberbullying and what materials children are able to access via the internet. Cyberquoll is a great resource when discussing cyberbullying: http://www.cybersmart.gov.au/cyberquoll/html/teachers.html

• I have enjoyed creating this blog and feel that it will be an valuable resource when I start teaching. I now have a summary of a number of programs that can be used within the primary classroom. The benefit of a blog is that it can be accessed anywhere at anytime. I plan to continue to add to this blog as I come across new ways of integrating technology into the primary classroom.
  

Entry 5 - Animations

Animations

Animations are a great way of engaging students. They can be used to gain students' attention, or can be designed by students themselves, using a range of different programs. A number of these programs will be discussed in this post.

If teachers are interested in what they are teaching, their students are more likely to be interested as well. The first animation program/website that will be discussed is not appropriate for use by children, but acts to raise teachers' interest in the use and creation of animations.

Dvolver Moviemaker

• As stated above, this website is NOT suitable for children and would not be used in the primary or secondary classroom; however it is a program that adults can play with to familiarise themselves with creating animations.

• It is also a reminder to be aware of the appropriacy of programs for students. It is vital that teachers view, use and authorise websites before they are used in class.

• This website can be accessed at: http://www.dfilm.com/live/moviemaker.html

• Another program that is suitable for adults to help inspire interest in creating animation is http://www.xtranormal.com/. You supply the script; this cool site turns your words into cute, fun, and potentially hilarious movies.

Ziptales

• Ziptales is a program that was developed in Ballarat, Victoria.
  
• It offers core literacy content designed for K-6, with more than 250 content modules and 500 printable worksheets. Schools can subscribe to Ziptales for a fee that varies depending on the number of students in the school.
  
• One aspect of the program that is open to the public, is the Make & Do Machine (as seen above). There are three levels - easy, medium, hard - that can be selected. There is a range of activities to choose from for each level. Activities include; making a teddy bear out of cardboard and split pins, making finger puppets and magic tricks.
• Applications within the classroom include:
  

• Watching the video clips and then following the instructions for each activity.

• The items created could then be used for a range of purposes. For example; the teddy bear could be used to create a short stop motion film. Before creating finger puppets, students could write a play, create finger puppets for their characters and then video tape their film using a flipcamera.

• The activities could also be adapted to focus on other VELS domains. For example, when making the parachute, students could be asked what would happen if they changed the size of the parachute. This could lead to the children making hypotheses, writing/drawing plans and recording the results. The maths domain would also be incorporated in this task, including focus skills such as measuring, data collection and presenting data.

• Website address: http://www.ziptales.com/

• Another website that may inspire children to learn about animation is http://www.abc.net.au/rollercoaster/rollermache/inspire.htm. There are many short inspiration clips that show the process of animation. It includes stories the children may know, for example Shaun the Sheep and Jane and the Dragon. This program can be used to inspire children to learn more about animation and also shows children that their favourite cartoons are made by real people and that it is their job to do so.
  

Rebus Stories

• A Rebus story uses pictures or symbols to represent words or parts of words. The image above is an example of a rebus taken from the following website: http://www.storygames.com/teachmanpf/Rebus.html
  
• They can be used with emergent readers and there are many pre-made Rebus stories available on the internet. Examples of sites are: http://abcteach.com/directory/basics/rebus/ and http://www.educationworld.com/a_lesson/worksheets/Highlights/.
• The following website has four interactive rebus stories. As each story is read aloud and you move your mouse to the empty spaces between the words, you can click on any of the pictures on the left to insert it into the story. Each of the Rebus Roundup Stories come complete with an eraser if you make a mistake, optional picture hints (to display outlines of the missing images) and a single button that will add all the pictures at once. http://www.highlightskids.com/Stories/Rebus/rebusRoundup_Top.asp
  
• Rebus stories can also be used to engage older reluctant readers. They can be shown how to make their own rebus stories using Microsoft Word. This is as easy as them typing their story and replacing some words with pictures of symbols. If children choose 'gifs' and then save their document as a webpage, the 'gifs' will continue to move. The school may have a collection of images the students can choose from, or the teacher may provide a CD that has appropriate images.
  

Leggo Characters (Reasonably Clever)

• The Reasonably Clever website (http://www.reasonablyclever.com/?page_id=29) allows children to create their own leggo character by choosing colours, clothing and other features such as swords, wings and mermaid tales. By choosing the Classic Kid-Safe Mini-Mizer program, the teacher can be assured that the students will not be exposed to inappropriate choices.
  

Applications within the classroom:

• Students create their own characters and then write a description of their character. This is then linking literacy with IT.
• The students could also be encouraged to bring in leggo from home, or it could be provided by the teacher, and the students could create their own scenes, characters etc, that could then be used to create comic strips, stop-motion films (depending on the age of the students) or as a starting point for the children to write a narrative. This program could be linked with story writing, sequencing, spelling and encourages creativity.
  

Zimmer Twins

• The Zimmer Twins (http://www.zimmertwins.com/) is a fantastic interactive website for children. Children can watch short movies of the Zimmer Twins and can then create their own.
  
• To create your own movie click on 'Make a Movie', select 'From Scratch' and then choose scenes, change characters etc. Students can make a number of episodes that can then be uploaded onto the site.
  
• This is a great way to engage students in story writing activities.
  

Myths and Legends is another great animation website that can be used within the primary classroom: This site is for pupils, teachers and all those who enjoy stories and storytelling. It can be accessed at: http://myths.e2bn.org/

Sketch Swap

• In Sketch Swap, you draw something on the screen, and when you're finished, you hit "Submit drawing"... to receive a random drawing from someone else.The creators of the program state that they approve every single sketch submitted before it can be received by others; however because it cannot be guaranteed what will be received in return, this program would not be safe to use within the primary school environment. However the idea behind the program could be used and children could produce pictures in programs such as paint and send them to other classes within the school. This could be linked to inquiry units or other foci within the classroom.

• I am excited about using animations to capture children's interest. I also can't wait to show them various programs that will allow them to make their own animations. I had no idea it was so easy! Animations can be incorporated into many of the VELS domains including English, Maths, IT, Art and Design and I plan to do so.

Dictation Task

When children hear the word "dictation" the groan can usually be heard down the corridor. To make this task more interesting, complete it using computers and ask the children to turn their monitors off. This will also encourage children not to be so reliant on the spell checker function. Another way to make this task interesting is to use "Ode to a Spellchecker" which focuses on various homonyms and indicates how difficult the English language can be. It also demonstrates that the spell checker isn't able to find all errors.

The Ode to a Spellchecker was written by Professor Jerrold H. Zar of Northern Illinois University and published in the January/February 1994 issue of the Journal of Irreproducible Results. It became widely circulated by e-mail and the attribution was lost. Below is a transcription of the poem in its entirety, along with a "translation"

THE POEM                                 TRANSLATION
Eye halve a spelling check her;          I have a spelling checker;
It came with my pea sea.                 It came with my PC.
It plane lee marks four my revue         It plainly marks for my review
Miss steaks aye kin knot sea.            Mistakes I cannot see.

Eye ran this poem threw it               I ran this poem through it
Your sure reel glad two no.              You're sure real glad to know.
Its vary polished in it's weigh,         It's very polished in its way,
My checker tolled me sew.                My checker told me so.

A check her is a bless sing;             A checker is a blessing;
It freeze yew lodes of thyme.            It frees you loads of time.
It helps me right awl stiles two reed,   It helps me write, all styles to read,
And aides me when aye rime.              And aids me when I rhyme.

Each frays come posed up on my screen    Each phrase composed upon my screen
Eye trussed too bee a joule;             I trust to be a jewel;
The checker pours o'er every word        The checker pores o'er every word
To cheque sum spelling rule.             To check some spelling rule.

Bee fore wee rote with checkers          Before we wrote with checkers
Hour spelling was inn deck line,         Our spelling was in decline,
Butt now when wee dew have a laps,       But now when we do have a lapse,
Wee are knot maid too wine.              We are not made to whine.

Butt now bee cause my spelling           But now because my spelling
Is checked with such grate flare,        Is checked with such great flair,
Their are know faults with in my cite,   There are no faults within my sight,
Of nun eye am a wear.                    Of none I am aware.

Now spelling does knot phase me,         Now spelling does not faze me,
It does knot bring a tier;               It does not bring a tear;
My pay purrs awl due glad den            My papers all do gladden
With wrapped words fare as hear.         With wrapped words fair as here.

To rite with care is quite a feet        To write with care is quite a feat
Of witch won should be proud;            Of which one should be proud;
And wee mussed dew da best wee can       And we must do the best we can
Sew flaws are knot aloud.                So flaws are not allowed.
That's why eye brake in two averse       That's why I break into a verse
Cuz eye dew want too please.             Cause I do want to please.
Sow glad eye yam that aye did bye        So glad I am that I did buy
This soft wear four pea seas.            This software for PCs.

Jerrold H. Zar
Northern Illinois University
DeKalb, IL 60115-2864
http://www.bios.niu.edu/zar/zar.html

Based on opening lines suggested by Mark Eckman.
By the author's count, 127 of the 225 words of the poem are incorrect (although all words are correctly spelled).

Published January/February 1994, on page 13, in
Journal of Irreproducible Results
c/o Wisdom Simulators, Inc.
P.O. Box 380853
Cambridge, MA 02238

Entry 4 - Storyboards and Excel

Linking IT and Maths (Excel)

Representing M&M Data: Bar Graph / Pie Graph

• How better to engage students in a maths task than by using chocolate??
• The two graphs above demonstrate different ways that students can represent the number of each colour of M&Ms in one packet. The learning outcomes of the task may include that students will:

1. sort their M & Ms by a given attribute (colour)
2. estimate how many M & Ms are in bag #1 and bag #2
3. graph their M & Ms and conclude what colour they have the most and least of
4. students will combine sets (add) M & Ms together and describe results

• Here is a link for a free printable M&M colour chart: http://atozteacherstuff.com/pdf.htm?m&mschart.pdf
• Students can then use excel to graph their data in a number of different formats (as seen above).
• This task could also go further an link with other topics including; nutritional value of M&Ms and other snacks, cooking (using M&Ms and then writing a procedural narrative), design (design an advertisement / packaging for M&Ms).
  

Depending on school policies, you may not be allowed to use chocolate in class activities. If this is the case you can easily substitute counters/marble or other inedible different coloured items in zip lock bags instead of chocolate. You must also be aware of any food allergies in the class before completing this activity with chocolate.

Storyboard - Dreamtime Stories

The Whirlpool

• The Dust Echoes Website (http://www.abc.net.au/dustechoes/) is an engaging indigenous website that can be used within the primary classroom Dust Echoes is a series of twelve beautifully animated dreamtime stories from Central Arnhem Land, telling stories of love, loyalty, duty to country and aboriginal custom and law. The website also has access to study guides for each of the twelve stories.

Applications for the classroom:

• Individual stories can be viewed by the class. Discussion and completion of the study guide can follow.
  
• Students can use Inspiration to retell the video by taking snapshots throughout a video and pasting them into Inspiration. Students can then write a sentence under each picture to retell the story. The example above is a storyboard of 'The Whirlpool'. Students can also choose how they would like to present their story board. The above example was attempting to look like a whirlpool... This task combines using IT skills with a storytelling focus including skills such as sequencing, summarising, spelling and so on.
• Before completing the activity, the class could discuss the use of storyboards (graphic organizers such as a series of illustrations or images displayed in sequence for the purpose of pre-visualising a motion picture, animation etc). In the above activity they will be working backwards, from the completed video, to a storyboard summarising the film. An example of a completed storyboard (sketched) and a storyboard template are available at the following site: http://www.abc.net.au/rollercoaster/rollermache/storyboarding.htm
  
• This process could also be used with other video stories, even videos of the children performing at an assembly/Christmas performance.
  

Entry 3 - Design Briefs and Online Games

Design Briefs

• Using Design Briefs encourages children to think in different ways and builds higher order thinking.
  
• Design Briefs get children to Investigate/Design, Produce and Analyse/Evaluate. See the Design Brief template below that children can use to record their discussions/thoughts about the design process.
  

• Children are initially presented with a problem and need to come up with a solution. This can be done in groups. Examples include:

1. Who can make the tallest tower that can bear a certain load?
2. You and your family are stranded in the desert for a week, how will you survive?
3. Your class goes on a camping trip and the teacher forgets to bring the tents. What do you do?
4. For more ideas for problems that children can create design briefs for, visit the following website: http://www.cs.bsu.edu/homepages/kirkwood/resources/construct.htm

• In the above template, it can be seen that the Problem is located in the middle. This is because the design process is cyclical, with the problem at the centre.
• An example of using a Design Brief will now be discussed.

Jump Frog Jump

• Your team has been given the following materials: picture of a frog, elastic band, piece of cardboard, sticky tape, blank Design Brief. Your goal is to make the frog jump using all of the materials provided.

• In the middle of the Design Brief the 'Problem to be solved' would be written. In the resources box, students would write all of the materials discussed above as well as their names. They then write dot points in the Investigate/Design, Produce and Analyse/Evaluate boxes as they attempt to solve the problem.
• Before handing out materials, it is important to discuss the students' responsibilities to ensure a safe classroom (eg carrying scissors safely etc).
• This activity focuses on hand-eye coordination, collaboration and cooperation and has an element of competition.
• Design Briefs encourage creativity as there are many different solutions.
• The task can be followed up with children writing a procedural text explaining how they attempted to solve the problem and the outcome.
• The more Design Briefs that children complete, the more creative they are likely to become and they are also able to fill the briefs in more quickly and with more detail.

Online Games

• A number of programs are available that allow you to create your own online games for your students. "Quia" is one such program. It costs $49US to subscribe to Quia for a year; however it is also possible to have a 30 day free trial (http://www.quia.com/).
  
• Quia allows you to create your own educational games, quizzes, class Web pages and surveys. As well as creating your own, you can also explore millions of activities and quizzes created by educators from around the world.
• Students can also create their own puzzles and get their classmates to complete them.
  
• There are many options including true/false and multiple choice questions. Samples of games include: battleship, hangman, challenge board, columns, cloze activities, jumbled words, patterns, picture perfect (reveal the hidden picture under the squares), pop-ups, rags and riches and surveys. These could also be used on an interactive whiteboard if one is available.
  
• Surveys could also be used to get children to evaluate your teaching.
• Examples of quizzes created in QUIA: (multiple choice quiz on converting metric units) and http://www.quia.com/quiz/2514022.html http://www.quia.com/hm/668222.html (Hangman/Teddy bear version. Theme: animals).
• This is an extremely useful website and is well worth the money for children to be able to access.

Entry 2 - Publisher (Brochures and ePortfolios) and Applying for Jobs

Publisher

Microsoft Publisher can be a useful program to use within the primary classroom. Students can use this program to produce a range of items including; brochures, class newsletter, invitations and posters. An example of a brochure produced using Publisher can be seen below. These tasks could be completed as a stand-alone task or as part of an inquiry unit or webquest. Cutting and pasting, design elements and summarising would all be areas of focus during this activity.

• 
  
  
  
  

  
  

• Student ePortfolios can also be created using Publisher or Powerpoint.
• It is important to remember that if work is displayed in portfolios of any description, it is essential that notes are made about the piece of work.
  
• As well as children's work samples or photos of work samples, videos of children telling their stories or the news can be part of the ePortfolio.
  
• As the students get older, you can encourage them to take more responsibility by showing them how to photograph/scan their work themselves and place it into their ePortfolio. As well as increasing student responsibility it can also significantly reduce the teacher's workload.

Applying for Jobs

• Publisher can also be used to create an ePortfolio that can be used when applying for jobs. Keeping a digital record of the work that you have completed with students can be a valuable asset. Scan and photograph work samples to create your own ePortfolio. Powerpoint can also be used to create an ePortfolio.
  
• As well as work samples, ePortfolios may include your philosophy of education, resume, referees and reflections of practical experience.
  
• A hard copy can be provided to the interview panel or a digital copy can be provided on a CD.

• There are a number of important things to be aware of when applying for a job. These include:
  

1. Spend time writing a good application. You may be one of up to 200 people applying for a particular job and interviews are generally only given to approximately 5 to 6 people.
   
2. Do some research. Find out as much as you can about the school you are applying for. This may include visiting the school, looking up their website, reading the school's newsletter, strategic plan, behaviour management policy and so on.
   
3. Personalise your applications. Make them specific to the school you are applying for.
   
4. Make your application stand out (for good reasons, not bad!). Use an easy to read font (eg Times New Roman) and don't make it too small. Make sure you proof read your application and correct any spelling mistakes.
   
5. If you get an interview, make sure you are prepared. Be familiar with your written application and be able to expand on examples provided. Also have extra examples ready to discuss.
6. Lastly, be honest and be yourself. Show your passion for working with children and making a different in their lives.
   

Entry 1 - Inspiration 8IE (Concept and Mind Maps)

Blog

• A blog is a short form of “web log”. Log means a diary or journal, usually a notebook where you write regular reports of what you did or thought.
  
• This blog reports on a range of topics that were covered in the Technology Across the Curriculum workshops that were part of the Dip Ed (Primary) Course at La Trobe University.
  

• Children can also create their own individual or whole class blogs. These may be found on the school website. With the introduction of the Ultranet, students' access to be able to create blogs and wikis will improve. Whole class and individual blogs and wikis are a great way of keeping parents involved and up to date with what is happening in the classroom.

Inspiration 8.0IE

Inspiration8.0IE is a great program that most schools have access to that can be used to create mind and concept maps. If not available, a 30 day free trial can be downloaded. Inspiration can be used for visual mapping, outlining, writing and making presentations. Brainstorm ideas, structure your thoughts and visually communicate concepts to strengthen understanding with the Diagram and Map Views.

Students build graphic organisers, including concept maps, webs, mind maps and idea maps, in Inspiration to:

Brainstorm Plan Organise

Think Outline Present

These images were taken from the Inspiration Website (http://www.inspiration.com/inspiration_intl)

Inspiration 9 officially launches on February 9, 2010. "For 21st century students, success depends on strong reading, writing, critical thinking and organisational skills, along with the ability to retain information, understand complex content and communicate knowledge effectively. In every subject and across a wide spectrum of projects, Inspiration® 9 provides an essential framework for thinking -- helping students achieve more as they comprehend, create and communicate knowledge successfully." (Retrieved 21st October 2010: http://www.inspiration.com/inspiration_intl/whats-new)

Concept and Mind Maps

Mind maps and concepts maps are a great tool in the classroom. They encourage a brainstorming approach when planning. They are a great tool to find out what students know before commencing a topic and what they have learned following completion of a unit or at the end of a lesson.

Another reason that creating mind maps using Inspiration is a good activity, is that it provides the children with something they can walk away with. Both Mind Maps and Concept Maps created through Inspiration can be printed out and a hard copy given to the children. This is something even lower primary students are capable of creating.

Mind Maps

A mind map is a diagram used to represent words, ideas, tasks or other items links to and arranged around a central key word or idea. The elements of a given mind map are arranged intuitively according to the importance of the concepts, and are classified into groupings, branches, or areas, with the goal of representing semantic or other connections between portions of information. Here is an example of a mind map created using Inspiration 8.0IE.

Mind Map Guidelines

In his books on Mind Maps author Tony Buzan suggests using the following guidelines for creating Mind Maps:

1. Start in the center with an image of the topic, using at least 3 colors.
2. Use images, symbols, codes, and dimensions throughout your Mind Map.
3. Select key words and print using upper or lower case letters.
4. Each word/image is best alone and sitting on its own line.
5. The lines should be connected, starting from the central image. The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre.
6. Make the lines the same length as the word/image they support.
7. Use multiple colors throughout the Mind Map, for visual stimulation and also to encode or group.
8. Develop your own personal style of Mind Mapping.
9. Use emphasis and show associations in your Mind Map.
10. Keep the Mind Map clear by using radial hierarchy, numerical order or outlines to embrace your branches. (Retrieved from http://en.wikipedia.org/wiki/Mind_map, 21st October 2010).
    

Concept Maps

• A concept map is a diagram showing the relationships among concepts.
• Using Inspiration, children can also use the hyperlink function to link words or pictures to a website (checked by teacher).
• Students can also use the 'Tools' function to insert video and/or sound.
  
• The 'Rapid Fire' function allows users to type their views, press enter and what they have written comes up immediately (can also be used in staff meetings)
  
• The 'Note' function allows users to save a summary about a picture and hide it (available by hovering over or clicking on the picture).
• Here is an example of a concept map created using Inspiration 8.0IE.
  

• I am excited about using Inspiration 8.0IE to create mind and concept maps in the classroom. I often ask children to create their own mind maps when introducing a lesson; however more often than not, these end up in the bin at the end of the activity. I feel that if children create their mind maps using Inspiration, they will be more likely to keep the end result and can then refer back to it later to see what they have learnt.
  

• If using an Interactive Smartboard, a whole class concept/mind map could be completed. This could then be saved and referred back to and added to over the duration of a unit of work.
  

EdSoft Interactive

This is a great website that keeps you up to date with a range of products that can be used within the primary classroom. The products include; Interactive Whiteboards and software, Flip Cameras, Inspiration, Ziptales, and many more. You can also subscribe to their newsletter to get regular updates about new products and tips on how to use IT in the classroom.

Web address: http://www.edsoft.com.au/