Hi Bloggers,
Wow! I must admit this has been a very different journey. Before commencing this course, I thought of myself as digitally literate although of course with room for improvement. However, once the course had begun I was quite amazed at how wrong I was. Firstly, I didn't realise there were so many different technologies out there and there capabilities. Most of the learning tasks we had to complete about the particular technologies were mostly all new to me, I had only heard or used a few of them previously. Therefore when we were informed on our first assessment piece it was extremely daunting anf very overwhelming. Only within the last few days I am beginning to feel relief overcome me which has no turned into satisfaction that I am completing my final blog, on these technology tools. As I would hopefully like to sit down and write a blog every now and then, possibly in perhaps a way of a digital journal, obviously not personal but, still using and interacting with the tool at the same time.
Over the duration of the last few weeks, I found a number of the learning tasks to be quite challenging but also time consuming. However, I learnt that is all just a part of the process. Since then I have acquired PLENTY of new information about a range of online program and technologies in which I will hope to use and incorporate into my own classroom in the near future.
After completing all the work I have also discovered many different uses for the technology tools. Although, there were definitely a few of the ICT tools that stood out more than the rest, possibly for ease of use or I may perhaps found more interesting and engaging. The ideas behind some of the technological tools were also brilliant and very intriguing. I won't go into details about any of them as my thoughts on each tool are included within my blog. I will however list a few of my favourites which included: voki avatars, image manipulation, digital Storytelling, powerpoint button quizzes and file storage.
As well as this I have learnt about the pedagogical frameworks around ICTs and the different styles in which children learn and the proven ways in which children learn best. This helps with the type of method you use to teach the children but also in what environment they learn best.
With all the positives of this learning adventure, there are always some form of negative happenings. As I have already mentioned I found some of the activities to be quite challenging, I found this especially with the WIKIPedia learning task. This is where we had to find educational resources for early childhood. I'm not sure what it was but I didn't manage to find anything, possibly I was typing in the right thing in the search bar, I'm not entirely sure. However, I found activities to be more so time consuming than challenging. Constructing a powerpoint or creating a quiz took up time, more so the quiz in thinking of what questions to write and what content was going to be within the quiz. Therefore my main aim was to learn how to use the technology rather than exactly what content it provided within the quiz, as this was a challenge in itself learning how to use each tool. I must admit the instructions provided on the moodle course website have been a massive help and were very detailed. Without these this assessment piece would have been even more challenging and taken a lot longer to complete, that and also it would be very difficult to learn how to use them to begin with.
As an early childhood educator, I would definitely use the voki avatars within my future classroom. I believe this is an excellent tool especially a great way to introduce a new lesson to younger students. It could also be a great tool for a complete learning journey, with the incorporation with the character into the unit of work. This way the students are engaged, the lessons include a form of digital ICT in which the way the world is going. They would find the character interesting and would be able to relate to it, with the teacher completing the work behind the character as in what it says etc.
What are your final thoughts?
Cheers,
Courtney.
Sunday, August 16, 2009
Thursday, August 13, 2009
Flickr
Hi Bloggers,
I have already explored the wonderful website of Flickr during this university course which I wrote a blog about earlier. I absolutely loved the use of this program and for free of charge - it couldn't get any better.
Due to insufficient time and availability of resources such as computer access this activity can't be completed with my year one class group. However if so the students would set up and create their own personal accounts as instructed on moodle website. (Central Queensland University, 2009). Following through with the previous theme or unit used which is countries, students would have to find and locate famous landmarks pictured on Flickr and upload them to their account/blog. They would then have to explain why they chose this picture and why? Also an explanation on what the iconic landmark or place is and where it is situated. This sort of research could be completed through use of atlases or online search engines or any other possible resources.
I believe this would be a good activity as it would fit within the unit. Yet they are still learning the skills or searching for other pictures, setting up accounts, uploading pictures off a digital camera and providing explanations whilst also using technology sources that have been integrated within. However, at the same time would be extremely challenging for quite a few of the children, as this would be new to all of them, especially setting up their own account. Therefore, it would have to be very teacher guided and teacher direct at the beginning especially whilst setting up. Then throughout teh activity you would provide the students with more opportunity to complete activities by themselves as the learn by doing which has a 75% retention rate. (Active Learning Online, 2000).
References
Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm
Central Queensland University. (2009). Flickr. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Flickr. (2009). Photostream. Retrieved on 30th July, 2009, from: http://www.flickr.com/
I have already explored the wonderful website of Flickr during this university course which I wrote a blog about earlier. I absolutely loved the use of this program and for free of charge - it couldn't get any better.
Due to insufficient time and availability of resources such as computer access this activity can't be completed with my year one class group. However if so the students would set up and create their own personal accounts as instructed on moodle website. (Central Queensland University, 2009). Following through with the previous theme or unit used which is countries, students would have to find and locate famous landmarks pictured on Flickr and upload them to their account/blog. They would then have to explain why they chose this picture and why? Also an explanation on what the iconic landmark or place is and where it is situated. This sort of research could be completed through use of atlases or online search engines or any other possible resources.
I believe this would be a good activity as it would fit within the unit. Yet they are still learning the skills or searching for other pictures, setting up accounts, uploading pictures off a digital camera and providing explanations whilst also using technology sources that have been integrated within. However, at the same time would be extremely challenging for quite a few of the children, as this would be new to all of them, especially setting up their own account. Therefore, it would have to be very teacher guided and teacher direct at the beginning especially whilst setting up. Then throughout teh activity you would provide the students with more opportunity to complete activities by themselves as the learn by doing which has a 75% retention rate. (Active Learning Online, 2000).
References
Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm
Central Queensland University. (2009). Flickr. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Flickr. (2009). Photostream. Retrieved on 30th July, 2009, from: http://www.flickr.com/
Digital Storytelling
Hi bloggers,
I thought digital storytelling would be about the use of technology within the story however, I've since learnt that it's more about the story. Students can "bring stories to life in a media rich environment." (Central Queensland University, 2009).
I thought these stories would be make-believe. Although depending on the type of digital story that is created mostly they contain elements and messages from past traditions and honours cultural aspects within our world. This relates back to the Engagement Theory where the learning is problem-based. The students relate the issue back to real-life, they create solutions to the problem and or surrounding issues and then they donate that solution back into the real world. (Kearsley & Schneiderman, 1998).
Therefore I could use digital storytelling within a unit of countries. The students could each choose a country from the list we are exploring and working together in groups of 3 could RELATE, CREATE and DONATE their problems, thoughts and solutions to these issues. This way the rest of the class would also learn something more about each of the countries. The students could research each country find an aspect or something interesting that stands out to them, that's their idea and then go from there. By doing this, it gives the students a choice but will pick something that is most likely interesting and meaningful to themselves. This could then possibly be used as Assessment tool in particular for this unit as it shows many different capabilities and skills within such as creativity, writing skills technical skills, personal development skills and speaking & visual skills.
"Digital kids need learning to be relevant, meaningful, and applicable now." (Digital Storytelling, 2009). this is said by Marco Antonio Torres and I thoroughly agree. Digital Learning provides students with all this and much more. How do you feel about Digital Storytelling?
Cheers,
Courtney.
References
Central Queensland University. (2009). Digital Storytelling. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Digital Storytelling. (2009). Why digital storytelling? Retrieved on 13th August, 2009, from: http://www.lubbockisd.org/sfirenza/storytelling/
Kearsley, G. & Schneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 13th August, 2009, from: http://home.sprynet.com/~gkearsley/engage.htm
I thought digital storytelling would be about the use of technology within the story however, I've since learnt that it's more about the story. Students can "bring stories to life in a media rich environment." (Central Queensland University, 2009).
I thought these stories would be make-believe. Although depending on the type of digital story that is created mostly they contain elements and messages from past traditions and honours cultural aspects within our world. This relates back to the Engagement Theory where the learning is problem-based. The students relate the issue back to real-life, they create solutions to the problem and or surrounding issues and then they donate that solution back into the real world. (Kearsley & Schneiderman, 1998).
Therefore I could use digital storytelling within a unit of countries. The students could each choose a country from the list we are exploring and working together in groups of 3 could RELATE, CREATE and DONATE their problems, thoughts and solutions to these issues. This way the rest of the class would also learn something more about each of the countries. The students could research each country find an aspect or something interesting that stands out to them, that's their idea and then go from there. By doing this, it gives the students a choice but will pick something that is most likely interesting and meaningful to themselves. This could then possibly be used as Assessment tool in particular for this unit as it shows many different capabilities and skills within such as creativity, writing skills technical skills, personal development skills and speaking & visual skills.
"Digital kids need learning to be relevant, meaningful, and applicable now." (Digital Storytelling, 2009). this is said by Marco Antonio Torres and I thoroughly agree. Digital Learning provides students with all this and much more. How do you feel about Digital Storytelling?
Cheers,
Courtney.
References
Central Queensland University. (2009). Digital Storytelling. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Digital Storytelling. (2009). Why digital storytelling? Retrieved on 13th August, 2009, from: http://www.lubbockisd.org/sfirenza/storytelling/
Kearsley, G. & Schneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 13th August, 2009, from: http://home.sprynet.com/~gkearsley/engage.htm
WIKIs
Hi bloggers,
As we have already learnt about WIKI and WIKIPedia earlier you will already know how I feel to this type of activity. I believe it's different but definitely a worthy way of completing a task or activity. The Education Bazaar would agree with this mentioning it as a constructivist approach which is learning by doing. (2009).
Therefore the following information I provide you with is a rough draft of a possible futures orientation unit, although could not be implemented before this is assessment is due as time prevails me.
Basically the task would be as follows: WIKIPedia requires teams of students to improve and expand on its information regarding the countries you have previously been researching and learning about. In particular, they need to know more about the iconic landmarks in the country, places to visit and the culture that the country has to offer. You will need to show and justify where you got any information from and any relevant pictures that you mgiht be able to utilise.
I believe this would be ideally suited to a Year 5 class, however this could be adjusted according to higher or lower year levels with the content and detail required within the task. It fits into the category of SOSE - Study of Society and Environment. The Essential Learnings represent it would fit under the Cultures and Identity strand. (2007). However, it doesn't focus so much on Australia as suggested but the recognises and celebrates the cultures in other countries while also learning new information on their history etc. Other cross-curricula areas would also be used in conjunction with SOSE such as English however, we are currently just focusing on SOSE.
Olivers Learning Design Model suggests real world tasks are created with a problem scenario to them. This purely relates to the real world in the surroundings around us, it also shows a scenario based problem with WIKIPedia needing our help to create new information for the use of everybody else within the world. (1999). Following each section the first is about learning tasks and I believe from the tasks above there is enough information and content for the children to write about. The second sections asks what resources are required. I would provide many resources such as, the school library with books and encyclopedias, computers with internet access and otehr resources that are required. The final section asks about scaffolding provided and learner support needs. They have been scaffolded with the task which provides exactly what information is required to then be turned into a WIKI.
This is also similiar to Kearsley and Shneiderman (1998) model of relate, create and donate. Where a problem is related back to a real-life context and the the students have to create a solution and then they donate it back it in to the world. The donating would be completed when students create the WIKI which is then available for the rest of the online world to view.
As The Education Bazaar (2009) state this would use the process which involves students to plan and prewrite, collaborate, research, draft, edit, review, revise and publish. This could all be clearly seen within the students process of writing. They also state this connects students with the real world.
Students would then be assessed on their WIKI, looking at the elements of the content provided, pictures included, referencing, process of their writing and the collaboration amongst the team members and their efforts towards the task.
What do you think of this activity? Could it work effectively? Your thoughts and opinions would be greatly appreciated.
Cheers,
Courtney.
References
Central Queensland University. (2009). WIKIs. Retrieved on 15th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Kearsley, G. & Schneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 13th August, 2009, from: http://home.sprynet.com/~gkearsley/engage.htm
Learning Designs. (2003). TheLearning Design Construct. Retrieved on 15th August, 2009, from: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Queensland Studies Authority. (2007). Studies of Society and Environment (SOSE) - Essential Learnings by the end of year 5. Retrieved on 15th August, 2009, from: http://docs.google.com/gview?a=v&q=cache:FmObYABahyoJ:www.qsa.qld.edu.au/downloads/learning/qcar_pd_ws_12_ho_2_el_sose_yr5.pdf+SOSE+essential+learnings+year+5&hl=en&gl=au
The Education Bazaar. (2009). Towards a Process for K-12 Students as Content Producers. Retrieved on 15th August, 2009, from: http://teachers4schools.com/open/?p=24
As we have already learnt about WIKI and WIKIPedia earlier you will already know how I feel to this type of activity. I believe it's different but definitely a worthy way of completing a task or activity. The Education Bazaar would agree with this mentioning it as a constructivist approach which is learning by doing. (2009).
Therefore the following information I provide you with is a rough draft of a possible futures orientation unit, although could not be implemented before this is assessment is due as time prevails me.
Basically the task would be as follows: WIKIPedia requires teams of students to improve and expand on its information regarding the countries you have previously been researching and learning about. In particular, they need to know more about the iconic landmarks in the country, places to visit and the culture that the country has to offer. You will need to show and justify where you got any information from and any relevant pictures that you mgiht be able to utilise.
I believe this would be ideally suited to a Year 5 class, however this could be adjusted according to higher or lower year levels with the content and detail required within the task. It fits into the category of SOSE - Study of Society and Environment. The Essential Learnings represent it would fit under the Cultures and Identity strand. (2007). However, it doesn't focus so much on Australia as suggested but the recognises and celebrates the cultures in other countries while also learning new information on their history etc. Other cross-curricula areas would also be used in conjunction with SOSE such as English however, we are currently just focusing on SOSE.
Olivers Learning Design Model suggests real world tasks are created with a problem scenario to them. This purely relates to the real world in the surroundings around us, it also shows a scenario based problem with WIKIPedia needing our help to create new information for the use of everybody else within the world. (1999). Following each section the first is about learning tasks and I believe from the tasks above there is enough information and content for the children to write about. The second sections asks what resources are required. I would provide many resources such as, the school library with books and encyclopedias, computers with internet access and otehr resources that are required. The final section asks about scaffolding provided and learner support needs. They have been scaffolded with the task which provides exactly what information is required to then be turned into a WIKI.
This is also similiar to Kearsley and Shneiderman (1998) model of relate, create and donate. Where a problem is related back to a real-life context and the the students have to create a solution and then they donate it back it in to the world. The donating would be completed when students create the WIKI which is then available for the rest of the online world to view.
As The Education Bazaar (2009) state this would use the process which involves students to plan and prewrite, collaborate, research, draft, edit, review, revise and publish. This could all be clearly seen within the students process of writing. They also state this connects students with the real world.
Students would then be assessed on their WIKI, looking at the elements of the content provided, pictures included, referencing, process of their writing and the collaboration amongst the team members and their efforts towards the task.
What do you think of this activity? Could it work effectively? Your thoughts and opinions would be greatly appreciated.
Cheers,
Courtney.
References
Central Queensland University. (2009). WIKIs. Retrieved on 15th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Kearsley, G. & Schneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 13th August, 2009, from: http://home.sprynet.com/~gkearsley/engage.htm
Learning Designs. (2003). TheLearning Design Construct. Retrieved on 15th August, 2009, from: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Queensland Studies Authority. (2007). Studies of Society and Environment (SOSE) - Essential Learnings by the end of year 5. Retrieved on 15th August, 2009, from: http://docs.google.com/gview?a=v&q=cache:FmObYABahyoJ:www.qsa.qld.edu.au/downloads/learning/qcar_pd_ws_12_ho_2_el_sose_yr5.pdf+SOSE+essential+learnings+year+5&hl=en&gl=au
The Education Bazaar. (2009). Towards a Process for K-12 Students as Content Producers. Retrieved on 15th August, 2009, from: http://teachers4schools.com/open/?p=24
Quizzes
Hi bloggers,
Due to insufficient time the quizzes activity could not be completed with a class group. However I will provide an overview of what would occur within the classroom.
I firstly would probably choose the option of classmarker for making quizzes as I have used this before and could help the students with those who are having problems with setting up the quiz. Firstly, I would let the students make a quiz about themselves first, jsut something small yet gives them the knowledge and skills to be able to use the online quiz program. Then the students would be broken up into groups for the teamwork.
I most likely would use the curriculum area of SOSE - Study of Society and Environment. This way the study of the countries and multi-culturalism could continue. Each group would be given a country and the students would have to go away and complete their research, write questions and make the quiz. It would then be judged for the competition. However, to make more use of the quizzes I would get each group to complete the other groups quizzes as it would test them on what they know. This would then use the Dimension two methology of model,shape and internalise from the book of Dimensions of Learning. The students would be going away completing research and then writing questions which would model the process. The shaping would be what the students know from their results on a quiz. They could then internalise by going over the answers in which they received incorrect and studying them by researching and writing a few sentences on each. Then the quiz could be re-completed to see if all information had been stored and internalised.
The advantage of setting a task like this is that students will need to conduct research on the desired area and learn the content to be able to write effective questions. (Central Queensland University, 2009). This also demonstrates an alternative view of model, shape and internalise. The model by completing research, they are shaping by learning the content and are internalising by writing questions which display their knowledge. This is more of an individual way of completing the process.
Cheers,
Courtney.
Central Queensland University. (2009). Quizzes. Retrieved on 15th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Classmarker. (2009). Free quiz maker for online testing. Retrieved on 23rd July, 2009, from: http://www.classmarker.com/
Marzano, J.M; Pickering, D.J; Arredondo, D.E; Blackburn, G.J; Brandt, R.S; Moffett, C.A; Paynter, D.E; Pollock, J.E & Whisler, J.S (1997). Dimensions of Learning – Teacher’s Manual. (2nd edition).Aurora , CO
Due to insufficient time the quizzes activity could not be completed with a class group. However I will provide an overview of what would occur within the classroom.
I firstly would probably choose the option of classmarker for making quizzes as I have used this before and could help the students with those who are having problems with setting up the quiz. Firstly, I would let the students make a quiz about themselves first, jsut something small yet gives them the knowledge and skills to be able to use the online quiz program. Then the students would be broken up into groups for the teamwork.
I most likely would use the curriculum area of SOSE - Study of Society and Environment. This way the study of the countries and multi-culturalism could continue. Each group would be given a country and the students would have to go away and complete their research, write questions and make the quiz. It would then be judged for the competition. However, to make more use of the quizzes I would get each group to complete the other groups quizzes as it would test them on what they know. This would then use the Dimension two methology of model,shape and internalise from the book of Dimensions of Learning. The students would be going away completing research and then writing questions which would model the process. The shaping would be what the students know from their results on a quiz. They could then internalise by going over the answers in which they received incorrect and studying them by researching and writing a few sentences on each. Then the quiz could be re-completed to see if all information had been stored and internalised.
The advantage of setting a task like this is that students will need to conduct research on the desired area and learn the content to be able to write effective questions. (Central Queensland University, 2009). This also demonstrates an alternative view of model, shape and internalise. The model by completing research, they are shaping by learning the content and are internalising by writing questions which display their knowledge. This is more of an individual way of completing the process.
Cheers,
Courtney.
Central Queensland University. (2009). Quizzes. Retrieved on 15th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Classmarker. (2009). Free quiz maker for online testing. Retrieved on 23rd July, 2009, from: http://www.classmarker.com/
Marzano, J.M; Pickering, D.J; Arredondo, D.E; Blackburn, G.J; Brandt, R.S; Moffett, C.A; Paynter, D.E; Pollock, J.E & Whisler, J.S (1997). Dimensions of Learning – Teacher’s Manual. (2nd edition).
Blogs
Hi Bloggers,
This blog discusses the use of blogs within a classroom of students, with the students centred technology use. However, due to insufficient time and resources this activity is unable to be completed with my Year one class at St Peters. There are also not enough computers to accommodate for this class of 20 students for the completion of blogs, the fact that they are Year one students also comes into this category. Previously I have undertaken little activities with a few of the students where the classroom computer is used, however I have noticed that many of the students are having trouble because they don't know how to use a computer. Hence the insufficient amount of time to try and teach all this in a short few weeks.
If I had more time and everything was set up the first reflective posting perhaps could be about How they find using a computer? This was be good for most of the students and even for those who can use a computer well would be good to get their ideas on what they think too. You need to keep in mind that while working with these young students not much typing would be completed, as thy are still learning to write. Then more series of questions would follow which gets them to reflect like what has been their favourite holiday and why? What did you do?. Following students interests is always important too as the Dimensions of Learnings (DoL) states create classroom tasks that relate to students' interests and goals. (1997, pg 32). Therefore, it would be important to ask children questions that were related around their interests', which would show more engagement in the activity. I guess this could be set up similar to diary entry writing or journal writing for this younger age group.
I would also be sure to hold a discussion with the children about copyright. However, keeping in mind the age group is young so this couldn't be a complex talk of any kind. Mentioning on websites they have the little c down the bottom the copyright symbol. Therefore students would have an activity where they would have to go away and find a website and get some pictures and information off that is a copyright website. This would show their understanding level at this age of public domain and copyright laws. They would also learn about copyright by competing this activity as the average retention rate is 75% by learning by doing. (Active Learning Online, 2000).
I would like to know what kinds of activities you would do with your class in a Blog, for some possible ideas.
Cheers,
Courtney.
References
Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm
Central Queensland University. (2009). Blogs. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
This blog discusses the use of blogs within a classroom of students, with the students centred technology use. However, due to insufficient time and resources this activity is unable to be completed with my Year one class at St Peters. There are also not enough computers to accommodate for this class of 20 students for the completion of blogs, the fact that they are Year one students also comes into this category. Previously I have undertaken little activities with a few of the students where the classroom computer is used, however I have noticed that many of the students are having trouble because they don't know how to use a computer. Hence the insufficient amount of time to try and teach all this in a short few weeks.
If I had more time and everything was set up the first reflective posting perhaps could be about How they find using a computer? This was be good for most of the students and even for those who can use a computer well would be good to get their ideas on what they think too. You need to keep in mind that while working with these young students not much typing would be completed, as thy are still learning to write. Then more series of questions would follow which gets them to reflect like what has been their favourite holiday and why? What did you do?. Following students interests is always important too as the Dimensions of Learnings (DoL) states create classroom tasks that relate to students' interests and goals. (1997, pg 32). Therefore, it would be important to ask children questions that were related around their interests', which would show more engagement in the activity. I guess this could be set up similar to diary entry writing or journal writing for this younger age group.
I would also be sure to hold a discussion with the children about copyright. However, keeping in mind the age group is young so this couldn't be a complex talk of any kind. Mentioning on websites they have the little c down the bottom the copyright symbol. Therefore students would have an activity where they would have to go away and find a website and get some pictures and information off that is a copyright website. This would show their understanding level at this age of public domain and copyright laws. They would also learn about copyright by competing this activity as the average retention rate is 75% by learning by doing. (Active Learning Online, 2000).
I would like to know what kinds of activities you would do with your class in a Blog, for some possible ideas.
Cheers,
Courtney.
References
Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm
Central Queensland University. (2009). Blogs. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Marzano, J.M; Pickering, D.J; Arredondo, D.E; Blackburn, G.J; Brandt, R.S; Moffett, C.A; Paynter, D.E; Pollock, J.E & Whisler, J.S (1997). Dimensions of Learning – Teacher’s Manual. (2nd edition).
PowerPoint
Hi bloggers,
Wow! This has been a really interesting technology to explore. Powerpoints, however using buttons that take to and from which ever slide you would like. It's quite amazing, I have never even seen this type of function used in any previous powerpoint presentations ever. This definitely took powerpoint to a whole new level, in which I now find interesting.
I have uploaded the powerpoint quiz to my mediafire. The link is as follows: http://www.mediafire.com/?sharekey=ab36d55a17ae53e6d0d290dca69ceb5ce04e75f6e8ebb871
This powerpoint quiz is only very basic and not much, I had a more enjoyable time fiddling around with button function. Therefore, the questions I developed don't contain much content are questions I thought of, this way no privacy or copyright laws are breached either.
The buttons within a powerpoint presentation allow it be used and setup as an automated presentation. (Central Queensland University, 2009). I followed the steps provided by Internet4Classrooms. (2009). The steps were simple and really easy to follow, therefore when creating my powerpoint I left the basis of my original one there and adapted and adjusted those few changes that were necessary to change it into a powerpoint quiz. I had more troubles with were a few of the buttons were supposed to go when i wanted to skip a slide but then I realised you could choose the setting of custom. This setting brought all the slides and you could link to whichever slide was required.
I'd definitely be willing to try and use buttons in a vast majority of my powerpoint from now on. It makes it a little more challenging and time consuming but it enhances and enriches he powerpoint just a little bit more. This would prove to be good for children who are very fluent with powerpoint, it would be an extra activity which proves a little challenge for them. Then you could incorporate it with the quiz aspect also.
Cheers,
Courtney.
References
Central Queensland University. (2009). PowerPoint. Retreieved on 14th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Internet4Classrooms. (2009). Using powerpoint: Using buttons on a slide show. Retrieved on 14th August, 2009, from: http://www.internet4classrooms.com/pp_buttons_show.htm
MediaFire. (2009). Free File Hosting Made Simple. Retrieved on 12th August, 2009, from: http://www.mediafire.com/
Wow! This has been a really interesting technology to explore. Powerpoints, however using buttons that take to and from which ever slide you would like. It's quite amazing, I have never even seen this type of function used in any previous powerpoint presentations ever. This definitely took powerpoint to a whole new level, in which I now find interesting.
I have uploaded the powerpoint quiz to my mediafire. The link is as follows: http://www.mediafire.com/?sharekey=ab36d55a17ae53e6d0d290dca69ceb5ce04e75f6e8ebb871
This powerpoint quiz is only very basic and not much, I had a more enjoyable time fiddling around with button function. Therefore, the questions I developed don't contain much content are questions I thought of, this way no privacy or copyright laws are breached either.
The buttons within a powerpoint presentation allow it be used and setup as an automated presentation. (Central Queensland University, 2009). I followed the steps provided by Internet4Classrooms. (2009). The steps were simple and really easy to follow, therefore when creating my powerpoint I left the basis of my original one there and adapted and adjusted those few changes that were necessary to change it into a powerpoint quiz. I had more troubles with were a few of the buttons were supposed to go when i wanted to skip a slide but then I realised you could choose the setting of custom. This setting brought all the slides and you could link to whichever slide was required.
I'd definitely be willing to try and use buttons in a vast majority of my powerpoint from now on. It makes it a little more challenging and time consuming but it enhances and enriches he powerpoint just a little bit more. This would prove to be good for children who are very fluent with powerpoint, it would be an extra activity which proves a little challenge for them. Then you could incorporate it with the quiz aspect also.
Cheers,
Courtney.
References
Central Queensland University. (2009). PowerPoint. Retreieved on 14th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Internet4Classrooms. (2009). Using powerpoint: Using buttons on a slide show. Retrieved on 14th August, 2009, from: http://www.internet4classrooms.com/pp_buttons_show.htm
MediaFire. (2009). Free File Hosting Made Simple. Retrieved on 12th August, 2009, from: http://www.mediafire.com/
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