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