Jo’s Blog

Visual literacy is increasingly important in today’s classroom, and Stokes has alerted some guidelines for teachers when focusing on visual literacy. This literature suggests that for visual enhancements to be used most effectively teachers should encourage not only the techniques of visual imagery but the language of visual literacy. Understanding and effectively using visual literacy is important if students are to progress in new media technologies such as digital video production, vodcasting, blogging, etc.

Robert Andrews’ article on the use of social technologies in school was quite interesting and intreguing! Quite a good read Andrews introduces the social networking software called Elgg, which was created by the University of Brighton designed specifically with “academic uses in mind”. This learning community where members get a profile, blog and opportunities to share and join communities emphasises student centred and collaborative learning and allows students to collaborate “outside the walls of their own institutuion”.  Andrews comedically note that while some schools ban social networking sites such as facebook and myspace others welcome Elgg with open arms, with teachers saying “thanks for the add!”. Very clever, i thought!

I have just discovered another new technology (which i have done much of this semester!) – The electronic portfolio! Quite sad actually because Barrett alerts in Electronic Portfolios – A chapter in Educational Technology; An Encyclopedia that this innovation rose in the early 90’s! This form of portfoilio allows educators to organise an electronic collection of student’s work in various media types. Benefits of this form of portfolio include minimal storage use, saving of paper (very relevant today!), long shelf life, portability, learner centred, increases teachnology skills and is incredibly accessible. This form of portfolio is very suitable to today’s classroom, I believe, as it gives students the opportunity to develop skills and attitudes towards new technologies which will be very necessary in their futures.

Hoffenberg and Handler in article20digital20video emphasise that today’s handy computer programs such as iMovie, photostory and movie maker allow for students to create videos without the hassle of take-home projects and make the editing process far less extensive! The in-classroom nature of today’s video technology allows for any school with a mac or windows computer to create a digital video and expands the learning environment and audience. Digital video making can enhance student’s technical skills as well as literacy skills – including visual literacy. During our course this semester I got to experience digital video making first hand, creating the following video regarding why i am becoming a teacher. I found the experience highly rewarding and enjoyable!

Bianca, a fellow colleague of mine, made an interesting blog posting regarding this learning theory. Post reading the article Sand castles go digital by Idet Harel, she highlighted that constructionism has such potential to appeal to students as by allowing students to “…take charge and play an active role in their learning, they will become excited and see the relevance of learning experiences. Even more so children will remember the activities and new knowledge. If children are active learners and are able to become lost in the activity and forget they are learning, then constructivism is taking its toll…”. I agree completely with this statement and support Bianca’s beliefs that learning that is self determined is far more motivating than the instructionist mode.

Following the wikipedia intro to constructionism I read the online version of the first chapter of Papert’s book Situating Constructionism, which lead me to create a vodcast summarising my new learnings – take a look:

This podcast analyses my first engagement with constructionism literature – a wikipedia page on the constructionism learning theory. Enjoy!

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Last night I was horrified to discover the nasty ramifications cyberbullying has upon students in today’s schools. Channel nine’s 60 minutes featured a segment on the issue which was followed up on their website, featuring a video students recorded of a girl being physically abused which was posted on the internet. I was alerted that the internet and web tools can provide an anonymous space for students to bully other students in a much severe degree that they could do face to face, and that action must be taken by teachers to avoid what can ruin a students school experience. The 60 minutes story was confronting because it alerted the negative use of internet technologies which we must consider with as much enthusiasm at the positives.

I just read a post by Una which caught my eye because it supplies a relevant example of how blogs can be used in schools. The interesting article titled Indigenous Students Connect with Blogs (Education Views, 16(11), June 6, 2007, p.17) is about a teacher who actually used a blog to keep in contact with her indigenous students whilst overseas, exposing them to what she was experiencing and therefore enriching their learning experience. Una highlights that this introduction to blogs could provide a start for students leading to the use of blogs in more “complex and collaborative ways…”.

This comic life image embodies my beliefs on the role technology plays in school in terms of its impact upon the student and teacher.