Twitter in the classroom

As you may have noticed in my previous blog post my class, 3 Jess, has recently begun to use Twitter PROPERLY. I say properly for 3 reasons that I will outline and explain in this post.

Reason 1: We now have a Twitter wall. It’s a window that looks into an office. I backed this window with black paper to give it a chalkboard feel, bought some liquid chalk markers and VOILA! a Twitter wall. I also added a clipboard and paper for those students who don’t feel comfortable using the markers. Throughout the day students are free to reflect on their learning at any point. We have discussed expectations and responsibilities, so I am not at all worried about students wasting an excess amount of time at Twitter wall. Students initial their tweets so their privacy is protected but still feel a sense of ownership over their tweet. I then upload these tweets onto our class Twitter account (@3JessMLP12C) using the iPad. This Twitter wall also has a space for ‘Tweeter of the week’ and ‘Tweet of the week’. At the moment I am the one who will choose these lucky winners, but next term I’d like to leave it up to the students to select a winner for each of these categories. There is also a space that lists the number of accounts we are following, the number of accounts following us and the number of tweets we have posted.

Reason 2: I have made time for us to read and reply to tweets each day. Each morning, after we have marked the role etc., we connect the iPad to the Apple TV. We go through any tweets that came through overnight. As a class we discuss replies and post these. We also go through our Twitter feed and look at what our ‘friends’ have been doing. These short sessions generate interesting class discussions amongst my students. I also stop students throughout the day when necessary to show them something that somebody has replied or posted.

Reason 3: We have made approximately 20 global connections in the past week. My students have become thoroughly excited by the fact that they are talking to teachers and students in places such as Ireland, New York and Canada. We have tweeted them, discussed similarities in learning and looked for their locations on maps. At the moment we are trying to get our Prime minister, Julia Gillard, to follow us so she can see the fantastic learning taking place in our classroom. 3/6/13 UPDATE: Julia Gillard followed my class. They were all extremely excited! 

As a class we have discussed cyber safety. We have spoken about why we don’t put photos of our faces up or give away our home address or personal details over social networking sites such as Twitter. They understand that we only initial their tweets in order to protect their privacy.

We have spoken about hastags and tagging other twitter accounts in our tweets. Some of the tags we have been using are: #vicpln, #literacy #science #mathchat.

We also have several parents following our account, which is fantastic. We discuss their tweets and replies in class, which the students love.

I highly recommend using Twitter in the classroom, it’s a great and exciting experience… If you put in the effort and do it properly!

Again I’d like to thank Bec Spink for inspiring me at ICTEV13.

Here is a few of our tweets from Tuesday and Wednesday!

ICTEV13

I first attended ICTEV in 2012, and as a first year graduate it was a fantastic starting point for the professional learning journey I have been on over the past twelve months. I made many connections with likeminded teachers via twitter, I learnt how to incorporate augmented reality into my teaching and strengthened my use of technology as learning tool.

This year however I took my involvement with ICTEV to a new height, and presented ‘Learning with iPads’ with my colleague Michelle Meracis. Our session focused on how we have used iPads in a 1:1 setting and how I am now integrating technology into my non- 1:1 setting this year. It was fantastic to hear how many people enjoyed our session!

Some key ideas and thoughts I took away from the day:

• ‘The device should not become the driver’: In other words, technology should enhance the learning of students, not replace the fundamentals of education. Students need to know how to use technology to their advantage, how it can assist them in creating a better quality of work.

• Practical Knowledge Triangle: Knowing what it is, knowing what it does and knowing how to do it.

• Social Media in classrooms should be used for global communication, collaboration, sharing ideas, researching, reflecting, asking questions, sharing links, and creating a digital footprint.

ICTEV13 has led to 3 Jess creating a Twitter Wall (see image below) and making many links with other classrooms and educators all over the world, in only 3 days! A MASSIVE thank-you to Bec Spink for inspiring me!

 

Unit 6: Learning here and now

I can still remember the day my Dad came home with our first family computer. It was in 1994 and I was in grade prep. It was pretty much only used to play games on, all on floppy disk of course. I can’t ever remember not having a computer in our classroom. In the earlier years of primary school we used it for publishing stories and as we got older we were able to use the Internet for various projects. As I moved into high school my understanding and use of Technology developed. We were taught how to touch type, create Excel spreadsheets and use search engines effectively. In year 11 (2006) I got my first social networking account, My Space. Prior to this I had only ever used MSN messenger. In 2008 I opened a Facebook account and a Twitter account followed in 2011. In University the Internet was used to gain an understanding of particular topics and units.

I would say that my progression with Technology has most greatly developed during my time as a teacher, over the past 2 years. I have learnt how Technology can support student learning, create stronger links between home and school and engage those usually disengaged students. In order to do this effectively I have had to learn how to use particular tools, such as Twitter, effectively. I have learnt how to troubleshoot issues that I would never have been able to fix myself in the past, things as simple as a Wi-Fi connection.

I think Technology is fantastic; it has a great power to keep us in touch and up to date with current affairs at the touch of a button. However I can also see it as being an incredibly dangerous tool. We do not only interact with one another via Technology, therefore it is imperative that we are able to apply daily etiquettes to online situations. For example most people don’t go around in day-to-day life abusing somebody over their opinions, so why should this be considered acceptable online? Simple, it shouldn’t.

We, as educators, are responsible for showing students how to interact with one another in real life. We teach them what is acceptable behaviour, and what is not. And I think it is just as important, as much our responsibility, to show them how to be a good citizen online. It might be a bit of extra work, and maybe a juggling act, but we need to help our students to be good citizens, online and offline. Students need to understand that their contribution is important, whether it is online or offline. They should be willing to share and discuss a (polite) opinion or idea whether it is in the classroom, at home or on Twitter.

My 5 characteristics of an effective learner were: Curious, creative, organised, collaborative and motivated. I believe technology can support all of these.

Technology has a way of bringing out curiosity in all students, particularly those that are disengaged. In my experience I have found that as soon as Technology is involved in learning those particular students become motivated and excited by what they need to complete.

Technology allows students to be creative in many different ways. They can publish stories, edit photographs and explore build things. They can also share this creativity with the world through sites such as Twitter and apps like Wattpad.

Organisation can be developed using Technology. Students can create bookmarks, folders and clouds to store information. One would hope that this organisation would rub off onto their everyday organisation skills, ultimately benefiting their learning.

Collaboration is a characteristic that is considered an imperative part of technology at Manor Lakes P-12 College. I believe that Technology develops skills associated with team work. Students can work together on a laptop or iPad with ease and then naturally these skills will flow over into their everyday skills.

Motivated is another one that links quite nicely to disengaged learners. They often become motivated to achieve, or complete tasks, once what they are doing appears to be ‘fun’. For example if a grade 6 student had the choice between publishing a narrative on a piece of poster paper or on a blog or a wiki for a global audience, I would say in most cases publishing their work on the blog or wiki would win over more students.

I think in the future Technology will continue to play an important role in learning and teaching. Teachers will adopt the idea of global classrooms, there will be less face to face time with students, digital portfolios will be used more and the collaborative skills of students will continue to grow.

Unit 5: Refine the web

I found this unit particularly interesting. I am of a generation where, for as long as I can remember, we have always been able to ‘Google it’.

I decided to use Google, Bing and InstaGrok to search for information on World War Two. I tried to use DuckDuckGo but my school has blocked the site.

Wikipedia was the first result that Google and Bing both presented. Google then followed with news articles associated with World War Two. Including apologies from Japan, a hero from Canberra and pardoned soldiers in Ireland. Bing did not present such articles in its search. Google then presents state and federal government websites, as well as websites from the BBC and ABC. Bing however, only shows a few government websites and then begins to show websites from random sources. This is all on page 1 of Google and Bing.

I found InstaGrok to be quite interesting. I absolutely loved how it presented the information in a mind map, fantastic for visual learners! It presented information on key topics associated with World War Two, such as Pearl Harbour, Adolf Hitler and Poland, however I am not convinced that this information can be completely trusted. It’s a lot like Wikipedia, anyone can add information to a topic. It could be useful, if cross checking and cross referencing skills were taught to students prior to using the search engine.

If I had to make a choice between the 3 search engines I would go with Google. It presents a range of trusted websites as well as news articles.

When searching for a reliable source on World War Two I only looked at government websites. I found the link for the Australian War Memorial and decided to read that. I believe it to be a reliable source for a number of reasons. Firstly, the Australian War Memorial is a non-for profit organisation dedicated to educating Australians about the history of war. Secondly, at the bottom of the webpage there was a list of primary and secondary sources that were used to put the webpage together. Finally, the site only gives facts, not opinions.

In regards to tagging… I have always tagged my blog posts, as well as placed them into categories. I love to be organised and using tags and categories is just another way I can do this. I suppose this came to me very easily, as I use tags on Facebook, Instagram and Twitter, apps that I use every day. When tagging my posts I try and limit my tags to a maximum of 10 and think about what I would get from the post if it weren’t my own when selecting these tags.

Learning with iPads

I began my journey at Manor Lakes College in 2011 as a pre- service teacher in a 1:1 grade 6 classroom. I was lucky enough to have Michelle Meracis as my mentor, an inspiration to say the least. She is innovative, creative and  encourages student voice. She has been a great professional support for me, and I have no doubt she will continue to be for many years to come. Michelle has defintely helped shape me to be the teacher who I am today.

In 2012 Michelle and I were given the opportunity to present at uLearn, an international educational conference held in New Zealand. We presented on iPads and how we integrate them into our 1:1 setting. Our hands-on workshop was fully booked. This was a truly rewarding experience, as a first year graduate I was extremely flattered that other educators wanted my advice on the use of ICT in their classroom.

This year, Michelle and I are presenting a similar session at ICTEV, another educational conference. Shortly after we submitted our session abstract, we were approached by ICTEV to write an article about mobile devices. We are both flattered that we’ve been recognised as innovative educators wno effectively integrate ICT into our classrooms.

Please read our article below.

Learning with iPads

Manor Lakes P-12 College is a government school in Wyndham Vale, a rapidly growing residential area. The school opened in 2009 with 450 students. Today, the school has approximately 1600 P-11 students and 200+ dedicated staff. The College is set amongst large grounds with numerous active and passive play areas.

Manor Lakes P-12 College strives to provide a personalised learning program through a rigorous curriculum that integrates the use of Information and Communication Technology. Currently, students in years Prep, 1, 6, 7 and 8 participate in a 1:1 iPad program and students in years 9-11 participate in a BYOD model. This allows for learning to take place anywhere, anytime. Mobile devices have not simply replaced pen and paper; they have rather enhanced student creativity and collaboration.

iPads were first introduced to grade 5 students in late 2010 when the college was asked to take part in the DEECD iPad trial(http://www.ipadsforeducation.vic.edu.au/). In the very beginning, apps were mainly used to support and reinforce concepts covered in classes. They were introduced during warm-ups as a way of tuning students into learning and, in some cases, to front load students. Now, iPads are a tool used to support the learning process when and where students see fit. Teachers set learning tasks and students choose how to complete and present them.

Literacy

Staff and students at Manor Lakes P-12 College use a number of apps to support and reinforce literacy skills, particularly in the areas of vocabulary building, note-taking, planning, drafting and publishing. Many of the apps have been suggested by staff, but most have been discovered, tried, tested and shared by the students.

Some of the apps we use during the first 10-15 minutes of literacy lessons, our warm-up/tuning-in time, include Chicktionary Lite, Whirly Word, Story Spine, Mad Libs, Words with Friends and Hanging with Friends. All of these are free. Chicktionary Lite and Whirly Word are both anagram based games. They require students to create a number of words out of the given letters. Story Spine and Mad Libs both focus on the strategies and skills required for creating an interesting narrative. Mad Libs reinforces parts of speech too. Words with Friends is a game similar to Scrabble and Hanging with Friends, as the name suggests, is similar to Hangman. In our classrooms, we alternate between using the Apple TV to explore these literacy apps as a whole class and giving students quiet time to work independently.

Many students prefer to take notes on their iPad using apps such as Popplet Lite, SimpleMind+, Corkulous and Lino. These appsallow students to record notes in a speedy manner, move them around and alter where necessary. They are also popular for planning written texts, as are Bamboo Paper and Idea Sketch. Sound Note is another great note taking and planning app as it allows students to verbally record their ideas, as well as type and draw them. As teachers, we love that our students are planningand organising their ideas using these apps, but we encourage them to write in their books too. There is a time and a place forwriting straight on the iPad; it is all about the purpose of the activity.

In terms of publishing, iMovie, Storyrobe and Explain Everything are at the top of our students’ lists. Students find it easy to import text, images and photos into these apps and voice record over them. Toontastic is another app that students enjoy using. Its layout complements the 7 Steps to Writing Success program and reinforces the sequence and strategies necessary for composing acorrectly structured narrative. We have heard some students say that they like how Toontastic has clear steps for them to follow, making the process of writing and publishing so much easier.

Another great publishing app is Wattpad. This app allows students to publish their work to a global audience and read thepublished pieces of those also signed up to it. We have noticed that students who generally refuse to write anything are suddenly motivated to write and publish their work. The published pieces are sorted into genres, making it easy for users to locatesomething of interest.

During independent reading, students have the option of selecting physical or digital texts to read. In many cases, students read pieces from Wattpad. They also read iBooks, eBooks, online books and material from web sites, such as newspapers and history based texts. As teachers, we roam and engage in conversations with our students to ensure the texts they are reading are appropriate for their reading level and age group.

Numeracy

Similar to literacy, we use a number of apps to support and reinforce numeracy skills. Many of these apps are discovered by students and shared on a daily basis. In most cases, these fun and addictive games are played during the warm-up/tuning-in time at the start of each lesson. Currently, the most popular math apps include MathBoard, Mathletics, Math Dragon, Math Ninja, Math vs Zombies, Number Battle, Pick-a-Path, Shuttle Mission Math and Speedo Math.

One particular app we have found to “stand out” from the rest in terms of supporting and reinforcing student learning is Virtual Manipulatives. This app is an interactive fraction wall that can be viewed in fraction, decimal and percentage form. Students can drag tiles out to a main working space for simple comparison and manipulation. Equivalent fractions, decimals and percentages are all in the same colour too, making the connections easier to see and make. Students of all ages and abilities have benefited from this app.

Drawing apps have been useful during small teaching focus groups. Rather than students writing on paper or a small whiteboard, students complete equations on their iPad in a drawing app and save their work directly to their camera roll. This image is then inserted into their digital portfolio or used as the background to a voice recording that outlines the steps undertaken to complete the problem. In the beginning, students used Reel Director, Splice, iMovie and Storyrobe to create their tutorials. Over the past two years they have moved onto screen recording apps like Explain Everything, Educreations and ShowMe Interactive to producethe same result.

In the beginning, students kept their tutorials on their own iPad, sharing their work with their peers and teachers only when prompted. Now, students export their tutorials to their camera roll and either email them to their teachers or upload them to a shared folder in Dropbox. Our students really enjoy watching and listening to the different ways they each learn. We are currently collecting the student made tutorials so we have a bank to select from to support student learning across the college, as well as tofront load students in a way similar to a flipped classroom; the main difference being that these tutorials have been created for students, by students, using “kid speak” rather than “teacher talk”.

An idea we have been looking into is having a student video record their teacher on an iPad during the introduction of a lesson to later post to a shared space, i.e. Dropbox, YouTube. At present, students take photos of the examples completed on the board to refer to, but if someone records their teacher, an immediate tutorial can be created for students to watch and listen to again, anywhere, anytime. As an alternative to this idea, because not everyone likes to be videoed, teachers have started to connect theiriPads to an Apple TV and then record themselves using a screen recording app introducing the lesson. A tutorial is instantly created and, during the lesson, it is uploaded to Dropbox for students to refer to. Students are encouraged to view the tutorial prior to the following lesson to reinforce the concepts and skills already covered.

Inquiry

For inquiry based work, students select the apps they feel best meet their presentation needs. This may include using one or a number of apps. Over the years, we have seen a big shift from a picture and some text in Keynote to top quality graphic designs created in PicCollage. Some students take these designs one step further by importing them into iMovie to produce digital masterpieces including voice recordings and original music composed in GarageBand. Like all lessons in each learning area, as a class, we discuss the apps that can be used to complete certain tasks, to model thinking about our thinking, as well as to assist those who may be a little unsure of where to start. Ultimately, though, the choice is up to the student as to how they present their work.

A very popular app amongst students of all ages and abilities at the moment is Haiku Deck. It is very similar to PowerPoint and Keynote, yet adding images as backgrounds, positioning text and rearranging the order of slides is much easier. Its simple features make it an effective and powerful app to produce impressive presentations.

Collaboration

Since the beginning of the 1:1 iPad program, we have been amazed by the natural transition towards collaboration and peer coaching amongst students. It is common for students to sit on the floor in small groups to assist each other and discuss the tasks they are completing. The design of the devices lends themselves quite easily to students passing iPads around to share andshowcase what they’ve done and how they’ve accomplished this.

This has been particularly evident in the iBuddies program, where classes in grades prep and 6 pair up and participate in purposeful lessons that provide students with opportunities to work collaboratively on their iPads. Over the past two years, we have observed the preps learning and practising foundation skills and the grade 6s strengthening their peer coaching and leadership capacity. A bonus from last year’s experience has been the way this year’s grade 1 students have supported theircurrent teachers with using the iPads to enhance their learning by selecting appropriate apps to complete class tasks. This has been very helpful in supporting the grade 1 teachers, many who are new to the college, with effectively integrating the technology in their learning and teaching programs.

It is evident that student voice is a strong component of our 1:1 program. A large part of its success stems from students having the freedom to choose the app/s they want to use for a task and then being able to explain why they chose it and deemed it to be appropriate. This emphasis has really strengthened our students’ abilities to articulate and reflect on their learning.

Cloud Technology

With a major focus on digital learning environments, we have needed to explore ways for students to share work completed on their iPads with their teachers and peers. In the very beginning, this was through email. Every student at Manor Lakes P-12 College has an email account. Over the past two years, we have moved across to using Dropbox. Within Dropbox, teachers create one shared class folder that all students in that grade are invited to access. Teachers also create individual folders for each student that only them and that student access. This set up is made possible by students having their own Dropbox account. Managing work this way has proved to be less time consuming as teachers don’t need to scroll through and open copious emails to download attachments, they can rather access student folders and view submitted work on any connected device.

A number of classes are also using Edmodo and Google Drive as mediums to share and submit work. Teachers at Manor Lakes P-12 College work with their students to select the preferred space to use and work within, again demonstrating the college’s focus on student voice.

The use of iPads in classrooms at Manor Lakes P-12 College has certainly opened up new and exciting ways for students to create, collaborate, connect, share and reflect. They have allowed students of all abilities to feel immediate success and produce work of an outstanding quality.

Unit 4: Evaluate an online tool

For unit 4 I decided to explore Storybird, a storytelling website that allows users to create their own stories using a range of themes and illustrations provided by the website.

Storybird does require a login. Firstly it asks you to select which account you would like to use, regular, teacher/ class or kid/ under 13. For a regular account you need to provide your email, gender and age. For a teacher/ class account you only need to provide an email and for a kid/ under 13 account a parents’ email is required plus the age of the child. All accounts are free.

The Terms of Service is quite lengthy, which can be a problem for users. Many users will not want to spend a large amount of time reading through the entire document and therefore may miss some important information in relation to their use of the website. However the Terms of Service of Storybird are quite basic and straightforward and the language used is simplistic. It explains that the user is responsible for their account, including confidentiality, keeping their password secure and not using the website for any illegal and unauthorised purposes etc. It also explains their intellectual property rights and the use of third parties.

I think this website is a fantastic website for learning! My students would absolutely love creating digital stories using illustrations created by ‘real’ artists. I would love to get my students publishing some of their stories from their Writers Notebook using this website. I would then add the link to our class blog so students are able to view these stories.  However I don’t see Storybird being very useful for anything other than digital storytelling.

The use of Storybird would enhance what my students are already doing. They are used to using apps such as Eye Witness and TourWrist to inspire their writing, Storybird being of a similar nature. I believe that Storybird fits into Augmentation of the SAMR model. Students are moving from creating simple stories to having to use higher order thinking when matching images that are not theirs to their own writing. Students also have the ability to then publish their work on a global scale and comment on the work of other users of the website.

I was able to create a digital story using Storybird with ease. There was a range of art and colours available and I was able to type my story into the template. There was also an option to upgrade to ‘Premium’, which would unlock more colours, themes and art. I published my story and I was able to add a blurb and tags as well as choose whether I wanted my story to be private or public. I selected public and I am now awaiting moderation by the Storybird library. Hopefully you can find the story here…

Literacy & ICT

 

During a recent writers notebook workshop I decided to use the app Tour Wrist as a writing stimulus for students.

Tour Wrist is an augmented reality app that allows you to ‘explore’ locations all over the world via panoramic images.

After connecting my iPad to the AppleTV the class chose which country they would like to ‘visit’ first, they chose Italy. One by one students came up and held the iPad, exploring The Vatican and Colosseum. The rest of the class was able to see exactly what that particular student was viewing via the AppleTV.

We then chose to visit Notre Dame in France, Ubud Monkey Forest in Bali and Portarlington Beach in Victoria. Again students explored these locations; looking up, down, left and right.

Each student then chose a seed idea, being one of the 5 locations and were given 30 minutes of independent writing time. Students were given the freedom to choose the genre of writing they preferred.

The work they produced was sensational. I really enjoyed using this app with the students. They were engaged and eager to write about their seed idea

Unit 3: Networking

In 2013 social networking plays an important role in education, for both students and teachers. Tools such as Twitter and Facebook allow us to connect with educators from all over the world and provide our students with amazing learning experiences.

In my classroom we have a class Twitter account (@3JessMLP12C) that we use to share our learning experiences with the world everyday. We write our posts during the day as we are learning and publish them using my iPad.  My iPad is connected to the Apple TV, so students are able to see any replies we get from parents, or the wider community, throughout the day. It is easy to see the excitement and achievement my students feel when somebody replies to one of our posts, they are very proud of what they are doing in class and what they have published.

I have also had a personal twitter account (@jessygallagher) for almost two years now. I use it both personally and professionally. I have connected with many educators from all over the world, including the US and New Zealand. It’s great to be able to put a question or idea out into the Twittershpere and get so many replies and responses from a variety of different people.

I have had a Facebook account since 2008. It is a fantastic tool to use to connect with people. I have many family members who live interstate so it is great to be able to stay in touch and keep up with their lives so easily. I also spent several weeks in Europe over Christmas and was able to keep in touch with my parents and sister back in Australia nice and easily via Facebook.

I prefer to use Twitter professionally, and Facebook personally. Although in recent months I have liked a few educational pages on Facebook. At my school Twitter is accessible, but Facebook is not.

Unit 2: Bringing it all together

I like to use note taking apps such as Popplet, Corkulous and Lino to take notes on my iPad during PD and PLT.  I then either email the link to myself or take a screen shot and save it  Drop Box to ensure I have it ‘backed up’ and am able to access the information at anytime and on any device. I always use the same email for anything I sign up to online and attempt to use the same username (depending on whether it is available or not) and password. I keep track of these on my iPad and upload the document to Dropbox for safekeeping. In regards to bookmarks, I have only ever saved these to my browser, on both my iPad and AppleMac. But I have always organised them into folders so I am able to easily find what I am looking for. I usually share any resources or ideas with colleagues via email, or a shared Dropbox folder.

One challenge I have been trying to overcome in recent months is my desire to takes notes with pen and paper. I really like to take my classroom anecdotal notes in this format and have been investigating alternatives for this through discussions with colleagues. However I really do like the idea of using Evernote to take these anecdotal notes and I plan on running a trial in Reading sessions during the first few weeks of term 2.

I think that the teaching of workflow and organisation is extremely important for students. Many people (students and adults) struggle with these concepts in everyday life and when technology is added to the mix it can be almost overwhelming. Something I have never done, regretfully, is explicitly teach students technology based organisational skills. Many of my students in my 1:1 iPad classrooms did place  their apps in folders named ‘literacy’ or ‘numeracy’ etc. on their iPads, but only one or two were using apps such as Diigo. If teachers were to introduce and explicitly teach students how to use apps such as Evernote and Diigo I think it would significantly change the outcomes of student learning in an extremely positive way. There would be less stress over finding where something is saved and more focus placed on the quality of work being produced.

Digital technologies and internet access have changed our lives in such a way that it is imperative we begin to organise our digital selves. As an educator I use digital technologies and access the internet everyday and for many different reasons. If I do not take the time to use apps such as Evernote and Diigo and to organise my browser I am not doing myself any favours or making my workload any lighter.

Check out my first shared Evernote by clicking on the image below!

 

Unit 1: Getting started

My name is Jess Gallagher and I am a second year graduate at Manor Lakes P-12 College in Wyndham Vale, Victoria. In 2012 I worked in a Grade 6 1:1 iPad program and this year I am with a grade 3 class integrating technology into our learning in anyway I can. This technology includes 8 MacBooks, an Apple TV, a class blog and class twitter.

I am an avid user of web 2.0. Over the past 2 years I have developed and contributed to class websites to support student learning and integrated social media (eg. Twitter) to share my own and my students educational successes and challenges. I have integrated cloud technology (eg. Dropbox) to share work with my students and give them a space to save their work.

I have worked closely with a number of educators who are extremely passionate about the integration of technology into learning, and this has quickly rubbed off on me.

In 2012 I attended uLearn in Auckland, New Zealand and co-presented on the 1:1 iPad program at Manor Lakes P-12 College. This was a fantastic opportunity as I was not only able to meet many wonderful educators from all over the world, but I was also able to take that next step in my professional journey. Throughout the course of the year I also attended other PDs such as ICTEV. Working at a college that is highly recognised for its effective integration of technology I have also had the opportunity to showcase the way my students use ICT as well as discuss my philosophies and practice with the many visitors that come through. Later this year I plan to attend a Victorian TeachMeet in order to meet people I am connected with on Twitter.

I’m currently preparing with my co-presenter our next presentation for this years ICTEV conference. Based upon our proposal we have been asked to prepare an article on learning and teaching with mobile devices.

The reason I decided to become involved with the Victorian PLN is to expand my current local, interstate and international connections.

 

 

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