Ruminating on educating

Damien Morgan – items of interest from the world of education

Posts Tagged ‘education

Student Wishlist

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As part of my school’s move to 1-to-1 computing, we polled the students from Yr 6 to Yr 12 about their technology use at  home and at school.

The final question asked them to suggest other aspects of technology which could be of use to them. The Wordle here is a summary of their answers. No surprises in guessing the most popular response!

Wordle: Student Wishlist

Written by Damien Morgan

March 15, 2011 at 11:17 am

Video tools for teachers

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This site came to my attention through a tweet in my PLN from @web20classroom (Steven W. Anderson)

100 Video Sites Every Educator Should Know

The range of sites available here is just fantastic. It includes some of my favourite websites and sources of inspiration, such as TED and Teacher TV, and introduces many, many more. I just have to find the time to sort through them. Could be some late nights ahead.

Written by Damien Morgan

April 8, 2010 at 12:30 pm

Technology used on the Canberra trip

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While on the trip I write about below, I kept a daily blog primarily to keep parents informed of where we were and what we were doing. You can see the result here.

This was the first time I had tried to do this (actually it was the second time I had tried, but my previous experience two years previously had died on day one due to technology restrictions), and I was really surprised and pleased with the response from parents and grandparents (and an aunty).

To make it all work, I used the following bits and pieces:

  • an Acer Extensa laptop computer
  • a Sony Cybershot digital camera
  • Blogger
  • Word
  • Picasa
  • Fireworks
  • Internet Explorer 8
  • Telstra pre-paid mobile broadband

On almost every occasion everything worked perfectly.

I would be interested in hearing about other hardware/software used successfully (or not) by readers when they have been away from home for a similar experience.

Written by Damien Morgan

December 14, 2009 at 6:08 pm

The value of school camps

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Most schools, it seems, have a program of school camps and excursions. These tend to fall into a few main categories: those which are more or less embedded in the curriculum, and those which are more of a holiday, or a day out. At religious schools, there is another category – that of spiritual retreat. Some schools also have ‘leadership’ camps prior to the selection of school captains and leaders.

During the fourth term of this year, I spent 5 days in Canberra with a group of 90+ 11 and 12 year olds, kids in their final years of primary school. This is the third time my school has undertaken a Canberra trip. As we run a multi-age Yr 6 and 7 cluster, it occurs every second year. Prior to the tour, the students have completed a “Discovering Democracy” unit of work which looks at both the development of democracy as a political notion, and how it is used today. In the weeks prior to the tour the children also had a series of guest speakers from the various levels of government: the mayor, the member of State Parliament, and our Federal Member.

While in Canberra the students visited, among other places, Parliament House, Old Parliament House (now the Museum of Australian Democracy), and the Electoral Education Centre. So this trip, as you can see, was firmly based in curriculum matters.

So, is it good value for money, at about $100 a day? Is it worthwhile? And why do some families not allow their children to attend such a camp?

Certainly, they experienced and visited places they could not if in Canberra on holiday with their family – the tour of Government House, the parliamentary education session are just two of those experiences.

As a teacher (and parent of a child who undertook the same tour two years ago) I see huge benefits both educationally and socially for the children. The obvious educational advantage is seeing the places and things they have spoken about in class. Sitting in Parliament House during Question Time is very different from watching on TV or reading about it. Taking part in a wreath-laying ceremony at the Australian War Memorial has a different impact to doing the same at home on ANZAC day. The different type of relationship that is developed by living and travelling with somebody for a week is very different from that developed during a week at school.

I don’t believe that money was an issue for the families that chose not to send their children on camp. While it wasn’t cheap, all families had known for two years that this trip was coming up, and some families had taken the opportunity to pay off the trip over a period of a year or more. Our school office had made a facility available for progressive payments to be made, and this was well-subscribed. One family, which has now had two children not attend, is very well-off financially, but says this sort of trip should happen with older students. I guess it will dawn on them as their children move through secondary school that that is not going to happen. Another family (the mother to be precise) said that if neither parent can accompany their children, then the kids will not go. Unfortunately for them we don’t like that sort of ultimatum, and called their bluff. The boys missed out,  but then they don’t attend sport for the school in neighbouring towns if mum can’t drive them. And that could well be the crux of the problem: parents who are not willing to let go. I sometimes wonder when they will let the children do something alone….

To conclude, a couple of observations:

  1. Use a tour organiser. Life for teachers, especially for the one “in charge” is so much easier when you use a tour organiser. Years ago I did all the leg work in taking kids to Melbourne, and I couldn’t believe how much better it is paying someone to do it for you. For our Canberra tour, we used Educatours of Australia.
  2. Digital photos. Back in the day (yes, I’m old) all the kids would take a camera and spare film, and that would have to do. Then people started taking slides, and a couple of weeks after the trip there would be a (dreadfully dull) slide night. Now EVERYONE has a digital camera and takes a photo of everything. That’s good, I suppose, but the CD all the kids got after the trip had literally thousands of photos on it. Who’s going to look at them all?

Written by Damien Morgan

December 14, 2009 at 5:54 pm

Using Google

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I attended a Windows 7 launch a few days ago. Unfortunately, the Microsoft presenter had been called back to Sydney, so we made do with the local guy who “had seen the presentation a couple of times”. Hmm,  a bad start -obviously we are less important than Sydney folk. I was less then blown away. I was initially, and still am I suppose, curious as to Microsoft’s choice of name for this system update. Mac System 7 (specifically 7.1) was a ground-breaking and excitiong piece of software released 18 years ago. Sitting , as I was at a breakfast table, along with invited others from various industries, we decided to amuse ourselves by counting the references to Vista (two, and neither were positive, in a half-hour. Many references to XP, however). But what we should have counted were what appeared to be Microsoft’s catch-ups.

At the risk of sounding a little bit pathetic, Windows 7 appeared to be more about catching up to the Macintosh system 10.x and, of all things, Google.

And that got me thinking about (a) just what was available through Google, and (b) why a software megalith would be concerned about competing with a free website.

Question (b) is probably easier to answer. My guess is that it’s about power and control. ‘You have paid for our package, so why go anywhere else? Stay with us. We’ll look after you [imagine a big warm smile]’.

The first question is answered at Online Colleges. I don’t know how complete this list is, but why would you go anywhere else (please don’t take that literally – my point is that there is much to make use of at Google)

100+ Google Tricks That Will Save You Time In School

Written by Damien Morgan

November 2, 2009 at 7:13 am

cLc showcase

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I spent yesterday at a  cLc (connected Learning community) showcase in Toowoomba. A number of schools in my diocese have been trialling a LMS by Uniservity, a UK based company.

Those schools had the opportunity to present to each other, and to other interested schools, how they have used the cLc over the past few months – or in the case of one school over the previous six days.

My overall impression of the cLc is quite positive, and what the presenter from Uniservity showed is coming in the next generation of the environment is quite impressive, and as he implied more ‘Facebook’ than the current 10-year-old look.

Students and teachers are provided with a ‘safe’ environment within which to build webpages, blogs, contribute to wikis and forums, and so on. The direct communication, which hopefully does not replace actual spoken conversations, between teachers and students, students and students, and parents and teachers is a great facility. Each aspect of the cLc could be done in another way, but the beauty of the LMS is that it all happens in one place.

It seems as though each school in the showcase had gone about implementing the cLc in very different ways. At one primary school it was very child driven. They had shown the students the capabilities and basically asked, “What do you want to do with it?” The students had replied with a shared blog covering many aspects of their school life. Another school had taken a very top-down approach, having all teachers’ programming available for ‘transparency’ as we were told.

One of the best ideas concerning implementation/roll-out was to ensure that all teachers had their homepage in place and many resources available before students gained access. It not only meant that everybody was up and going from the very beginning, but that all teachers had a sense of authority about what they were doing. Many schools reported that the ability of students and parents to access class materials from home was a very powerful attribute.

The experience of the ‘newest’ school was interesting. Teachers, some with no experience of blogs or wikis, were able to produce homepages and include content including forums (fora?), quizzes, and shard learning spaces in just a day.

It seems to me that primary aged children would be more excited about producing their own homepage, whereas older students quite possibly have one or two (or more) of them happening already. The value, and starting point, for them would be in class-based discussion forums and the development of learning portfolios.

We had many questions answered, and were left with plenty of things to think about over the next few months before we are included in the rollout.

I would be interested to hear from any schools where LMSs are in place. What are you using? What are the benefits and problems? How did you manage rollout? How ahs interest and involvement been maintained?

Written by Damien Morgan

October 13, 2009 at 8:38 pm

Personal Learning Environment/Network

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Since deciding a month ago to develop this blog I have noticed a couple of things:

  1. I get distracted from the task at hand.

On its own, that’s not too bad, but I do have a couple of tasks I am supposed to be working on. And I keep following up links from tweets and add more things to my delicious, then find something there that might fit in with the job…  I have followed two conferences in the last week using Twitter, and that has been quite valuable, but having been on vacation meant I could actually spend some time doing it. Back at work next week, so I’ll have to be more judicious.

2. I’ve forgotten what No 2 was. See what I mean about getting distracted?? I’ll edit this post when I remember!

(next day) OK I’ve remembered. The value of a PLN.

I had never even heard of this term until about a month ago – obviously moving in the wrong circles and reading the wrong things. Now (as you can see on the right) I have a number of like-minded blogs which I read, and to which I refer, when ruminating on matters educational, especially with regard to Web 2.0 technologies and the implementation of such in schools, particularly my school. I’m also interested in the idea of a personal learning environment (see below for link), and while I have always had one, I had never really considered it as such until recently. Mine has, of course, also changed in very recent times. It would be an interesting idea to develop with students, also. However, the amount and type of filtering in a school environment, and what they will allow will have a direct impact on a full development of the concept.

The idea of mapping a PLE was mentioned in a tweet from Darcy Moore, and I had a feeling I had seen one linked to the 09 Horizon Report (see how things connect?). I have linked the edtechpost wiki here. It makes thought-provoking reading. I’m not sure what mine would look like at the minute – probably all blurry as I try to figure things out. I can say this: from a zero start, I have come to use Twitter very regularly over the past month. I am developing an eye for posts and topics with which I can connect to develop this blog in the way I want it to go.

Written by Damien Morgan

October 2, 2009 at 1:35 pm

Posted in PD, PLN/PLE

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