WEEK+10


 * __WEEK 10 - Monday, March 22, 2010__**


 * __Multimedia Presenation__**
 * My partners for the multimedia presentation are Alex M. and Daljit. We had a lot of fun creating a video on how students in the 21st century learn. Our video is set in a classroom where technology is prominent.
 * Daljit created a wiki for our multimedia presentation, which is called: "PED3119AAD". This wiki represents some of the work we, as students in the technology course, have produced as 21st century learners.
 * Our video is posted on YouTube and Teacher Tube.
 * Enjoy our video!

media type="youtube" key="odjSJxcI-_g" height="385" width="480" align="center"

//**Individual Presentation**//
 * __PED 4194 - Science at the Senior Level__**
 * One component of the senior science course is that we had to do one short presentation of a movie, news article, comic, etc., that can be related to the specific and overall expectations in the grade 11 and 12 Ontario Ministry of Education science curriculum documents.
 * After suffering my second concussion, I contacted the professor as I wanted to find a way that concussions could fit into the science curriculum as I wanted to take the opportunity to educate my peers on how serious a concussion really is. In the event that my professor informed me that I could not do concussions, I had prepared a back-up plan ... Planet Earth.
 * Therefore, I created two presentations for this class. One of the highlights about creating these presentations, aside from learning more about concussions, is I added one hyperlink in a picture per presentation that links to a video. For instance, in the concussions presentation, if you click on the picture of the skull on the first slide, it will open up a video on CTV about concussions that was aired during the Olympics. For the Planet Earth presentation, on the second slide, there is a photo of an elephant that I took when visiting the Toronto Zoo ... when you click on this, it opens up a YouTube video which provides a brief over view about the Planet Earth series.



> media type="file" key="Terry Fox Podcast.mp3" width="240" height="20" align="center"
 * //Final Assignment - Terry Fox Run Podcast//**
 * The final assignment we completed in the PED 4194 course was a "Biology & Society" Assignment. My group focused on the Terry Fox Run. The script was written such that a radio station was taking a look at how one school raises awareness and funds for all cancers by participating in the Terry Fox Run. Two students and one teacher are interviewed to find out why they are participating in this event - each person was running for someone close to them ... or for themself (one person was diagnosed with breast cancer). The individuals interviewed were made up, however, the information about each cancer was accurate, as I researched different types of cancers and then selected three to use in the podcast.
 * Enjoy our podcast on the Terry Fox Run!


 * __ICT Score/Teacher ICT__**
 * I took the ICT Score & the Teacher ICT at the beginning and end of the semester. I think it is difficult to say there has been a change between the two time periods in which the test was taken because I have not been teaching in the classroom, and therefore have not been able to directly apply what I have learned in a high school classroom. When reviewing the ICT Score survey, it asked if I have listened to podcasts before ... my answer is no! However, after learning how to make podcasts, I am interested to listen to one that have been created by professionals. Therefore, my goal over the next few weeks is to listen to a few podcasts and to find one that I could use when teaching grade 9 science. Also from this survey, there was a question about GPS. It seems that today, everyone has a GPS; therefore, I would like to become familiar with how to use it. My brother and I got my parents a GPS for Christmas but I haven't been driving with them to see how it is used. So, another goal is to learn how to use a GPS and possibly borrow it from my parents so that I can try it out on my own! With regards to the Teacher ICT Score, one of the things I would like to do is take the grade 9 science class to the computer lab to do a mini research project. I would like to see how students react to using technology and the work they can produce. When I have a classroom of my own, I think having a wiki would be an excellent method for me to stay in contact with the students and parents, and to post homework and assignments so that students are always aware of what is expected of them to complete. I also really like the idea of providing students with the option of doing a podcast instead of an oral presentation. Some students do not enjoy talking in front of their peers, and having them create a podcast is a great stress-free alternative (*stress-free in that the student doesn't have to be nervous about talking in front of his/her peers).
 * There is a lot for me to learn about technology and how to use it in the classroom. I am looking forward to integrating what I have learned over this past semester when on my practicum, and hopefully, the students will enjoy using technology to produce work just as much as I have.


 * __Reading: "Attributes of Digital Learners"__**
 * What researchers are now beginning to discover is that our students are actually neurologically wired differently than we are
 * This digital generation has developed "hyperlinked minds". Their brains process information in a parallel or simultaneous manner, as opposed to the sequential or linear manner in which our brains function
 * Digital Immigrants favor reading black text on a white background, whereas digital learner's prefer blood red or pink text followed by neon green and then burnt orange with background colors of black or red, or pink text on a blue background


 * Digital learners prefer to access information quickly from multiple-media sources, but many educators prefer slow and controlled release of info from limited sources --> digital learners operate at "twitch speed" due to exposure to cell phones, video games, and other hand-held devices
 * Digital learners prefer parallel processing and multitasking, but many educators prefer linear processing and single of limited multitasking
 * Digital learners prefer processing pictures, sounds, color and video before text, but many educators prefer to provide text before picture, sound and video --> Digital learners: role of text is to provide more detail to something that is first experienced as an image of video. To this generation, images and video are powerful enough to communicate the message to them on their own
 * Digital learners prefer random access to hyper-linked multimedia info, by many educators prefer to provide info linearly, logically, and sequentially.
 * Digital learners prefer to network simultaneously with others, but many educators prefer students to work independently before they network and interact
 * Digital learners prefer to learn 'just in time', but many educators prefer to teach 'just in case'
 * Digital learners prefer instant gratifcation and immediate rewards, by many educators prefer deferred gratification and delayed rewards --> the message they send is that if you study hard and stay focused, you will eventually be rewarded with a good grade, a better school, or a great job; the digital generation wants constant affirmation, lots of attention and the desire to distinguish themselves
 * Digital learners prefer learning that's relevant, active, instantly useful and fun, but many educators feel compelled to teach memorization of the content in the curriculum guide --> the digital generation are in reality an intellectual and highly motivated problem-solving group


 * Anyone who knows anything about teaching and learning knows that the secret to success in the classroom has far less to do with being a good disciplinarian or classroom manager, and everything to do with creating an engaging and motivating methodology where the student feels safe, understood and connected. It's not just about getting them to learn, it's about getting htme to //want// to lear. Without motivation there is no learning.


 * __//Reflection of the reading//__**
 * I really enjoyed this reading because I think it raised some very valid points about the way students, as digital learners, are today. As teachers, we need to understand how the mind of the digital learner operates in order to convey content that will be soaked up and understood. If I were to teach the traditional way of talking in front of the class, nothing would be soaked up by the digital learners. Rather, instruction needs to be differentiated by incorporating different types of technology to meet the learning needs and styles of this generation of learners that are hooked to texting and surfing the Internet. When I enter my second practicum, I need to be aware that there will be mutlitasking taking place in my classroom and I will need to learn where I stand on this point and where I would draw the line. The point made above about how the "learners prefer learning that's relevant, active, instantly useful and fun" is something that I aim to do when I teach. Over the years, I have found that I disengage from listening in class if I don't find the information relevant or useful. Therefore, I will try to make connections with the content to the students lives so they can see how it is relevant to them. I will also try to deliver lessons and create activities that are fun, interactive and engaging, while still teaching students about the topic.


 * __Reflection on the technology course__**
 * When I started this course, I indicated that on a scale of 1 to 10 for level of comfort with technology, I was 6. Now, I feel that I have moved up in the world of technology and am now an 8 or 8.5 (maybe 9 if I push my luck!). I have learned so much about different programs and software that I can use in the classroom, and as a result of being introduced to the programs and software, and having the time to learn how to use it and to actualy produce work, I feel comfortable intergrating this into my classroom. I have come home each week excited to show my family what I have learned because I really find this quite fascinating. I had never heard of Comic Life or Bitstrips before taking this course, and I think Comic Life is one of my favourite programs to use because I simply have so much fund designing little comic strips (and it makes up for my lack of artistic ability when drawing free-hand). I have learned to how to make and edit movies! I have learned how to make podcasts! I have learned how to embed links and documents! These are things I never knew how to do before, and I am thankful for the opportunity to learn more about technology and how I can incorporate it in the classroom. Now the fun begins as I design technology-based assignments/projects that I can use when on my teaching practicum! Thank you so much Bruce for a wonderful and amazing learning opportunity this past semester. I have learned in leaps and bounds and I can't wait to share what I have learned. I regret not being able to be present in class for the final classes because of my concussion, however, I have learned a great deal on my own about programs such as PhotoStory and Comic Life by taking the time to really learn about it and putting a product together. I have tried to the best of my abilities to cover what you have in class. I thank you over and over for what you have taught me because I feel that I will be more confident and comfortable using technology in the classroom now! Thank you!