tag:blogger.com,1999:blog-28122485378417910202024-03-18T19:20:24.123+08:00Digital Literacy DoverPosts about all sorts of things digital, technological and pedagogical by the Digital Literacy Coaches at Dover Campus, UWCSEATim Lovatthttp://www.blogger.com/profile/11866193861606168244noreply@blogger.comBlogger250125tag:blogger.com,1999:blog-2812248537841791020.post-44720143424911115312021-05-18T12:04:00.013+08:002023-03-21T09:59:00.400+08:00Parenting in a Digital Age<p></p><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiySGflogB3QRDkKPSFkHfI2oviRLXxTcrEqMvurWiVf0ZTa9eYX0CvkJ2dDhrM4roomOJLATDxn1EMxo5JXRjn5N4SN9AfWaKGIkI0uQn9THa250LUNDo2M9xXPSWxOz81MIe4ahQyQHY7Et2OCzQLO97SoEVJOT884g_m4w8BDHIgiC_MVeD0mxhHEA/s4724/thomas-kolnowski-gqsY28obvH8-unsplash%20(1).jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2657" data-original-width="4724" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiySGflogB3QRDkKPSFkHfI2oviRLXxTcrEqMvurWiVf0ZTa9eYX0CvkJ2dDhrM4roomOJLATDxn1EMxo5JXRjn5N4SN9AfWaKGIkI0uQn9THa250LUNDo2M9xXPSWxOz81MIe4ahQyQHY7Et2OCzQLO97SoEVJOT884g_m4w8BDHIgiC_MVeD0mxhHEA/w550-h309/thomas-kolnowski-gqsY28obvH8-unsplash%20(1).jpg" width="550" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p></p><p>Frame conversations around three approaches to media: </p><p><br /></p><p><b>control</b>: media bias (base your control on facts not myths), experts, parental controls, software, etc</p><p><br /></p><p><b>negotiate</b> - ratings, time, balance… role modelling these</p><p><br /></p><p><b>affect</b> = mood, disposition, violence, ‘addiction’ </p><h2 style="text-align: left;"><br /></h2><h2 style="text-align: left;">Don’t panic!</h2><p>“In 1922, 6,000 radios were owned by the American public; this number grew to 1.5 million by 1923, 17 million by 1932, and 44 million by 1940 (Dennis, 1998). In 1936, about nine in 10 New York households owned a household radio, and children in these homes spent between 1 and 3 hr a day listening to these devices (Dennis, 1998). This rapid rise in popularity sparked concerns. <br /><br /></p><p>A New York Times piece considered whether listening to the radio too much would harm children and lead to illnesses because the body needed “repose” and could not “be kept up at the jazz rate forever” (Ferrari, as cited in Dennis, 1998). Concerns voiced by the Director of the Child Study Association of America noted how radio was worse than any media that came before because “no locks will keep this intruder out, nor can parents shift their children away from it” (Gruenberg, 1935).<br /><br /></p><p>In recent decades, concerns about the effects of radio on young people have practically disappeared—but societal concerns about emergent technologies have definitely not done so.<br /><br /></p><p>Although previous parents' fears of radio addiction might seem amusing now, contemporary concerns about smart-phones, online games, and social media are shaping and influencing policy around the world.</p><p><br />The similarity between concerns about the radio and social media provides a striking reminder that in every decade, new technologies enter human lives and that in their wake there will arrive widespread concerns about their effects on the most vulnerable in society."</p><p><br /></p><p>Orben, A. (2020). The Sisyphean cycle of technology panics. Perspectives on Psychological Science, 15(5), 1143-1157.</p><h2 style="text-align: left;"><br /></h2><h2 style="text-align: left;">Screen time is just <i>time</i> </h2><p>> work/homework, reading, viewing, meeting/conversing, messaging, gaming</p><h3 style="text-align: left;">Four main categories of screen time.</h3><p></p><ol style="text-align: left;"><li><b>Passive</b> consumption: watching TV, reading, and listening to music </li><li><b>Interactive</b> consumption: playing games and browsing the Internet</li><li><b>Communication</b>: video-chatting and using social media</li><li>Content <b>creation</b>: using devices to make digital art or music</li></ol><p></p><p>(The Common Sense Census: Media Use by Tweens and Teens] </p><h2 style="text-align: left;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTaJsV1Zga48Ly--QOeW0gmTJmn96NIfhSygG4bJyCDVFX3-qdiCFRP4M7_hPnefliVh23wv0jSZOMLlQUHlaXnworNVl7RBHkL1v7-YoqXHe1CGmpSo1soQyq2ghtHYYw7UwKs9IhF7BI23bxfIvIPcd7s8Vif2hyQC8YNkFwnvpXfmTCLqcIJjymZQ/s6016/kimberly-farmer-lUaaKCUANVI-unsplash.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="4000" data-original-width="6016" height="348" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTaJsV1Zga48Ly--QOeW0gmTJmn96NIfhSygG4bJyCDVFX3-qdiCFRP4M7_hPnefliVh23wv0jSZOMLlQUHlaXnworNVl7RBHkL1v7-YoqXHe1CGmpSo1soQyq2ghtHYYw7UwKs9IhF7BI23bxfIvIPcd7s8Vif2hyQC8YNkFwnvpXfmTCLqcIJjymZQ/w523-h348/kimberly-farmer-lUaaKCUANVI-unsplash.jpg" title="What if we swapped the phones for books? Why is that okay?" width="523" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">What if we swapped the phones for books? Why is that okay?</td></tr></tbody></table><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br />Beware media bias </h2><p>> Not all screens are the same: phone, tablet, e-reader, laptop, desktop, TV, game console</p><p>> Consumption v creation: one huge difference between devices is the capacity for creation/interaction, especially during holidays encouraging creative use, again model this... </p><p><br /></p><h2 style="text-align: left;">Practice what you preach </h2><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO3y9yG-r-PrEv6B1S8czYQLz9mtO_Nvgn_l0c61Yhi1MBw5Po_w8wBeKi7UpRJjWtqb3VzTKYbLPKLrWViyr_5BU-1RrlalqhFtvTzTHVarwwYpfIusnTjhW5zDab2HK9ZCIZBnISxZ7jVbkSofZVycQ1j8yWmLzdZFSJZdqQtxRxTBHMw8MIv72PCg/s1236/Screenshot%202023-03-21%20at%209.53.19%20AM.png" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="750" data-original-width="1236" height="366" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO3y9yG-r-PrEv6B1S8czYQLz9mtO_Nvgn_l0c61Yhi1MBw5Po_w8wBeKi7UpRJjWtqb3VzTKYbLPKLrWViyr_5BU-1RrlalqhFtvTzTHVarwwYpfIusnTjhW5zDab2HK9ZCIZBnISxZ7jVbkSofZVycQ1j8yWmLzdZFSJZdqQtxRxTBHMw8MIv72PCg/w604-h366/Screenshot%202023-03-21%20at%209.53.19%20AM.png" width="604" /></a><br /><p></p><p>‘hours per day’ is not necessarily a helpful metric, but parents generally exceed child use by a rate of double to three times (9 hours v 3) </p><p>Model appropriate use, eg at the dinner table, receiving messages during conversation, sleeping with your device, headphones in a social space, use before sleep... </p><p><br /></p><h2 style="text-align: left;">Device management </h2><p></p><ul style="text-align: left;"><li>Children are not adults, less self control, so possibly more guidance needed </li><li>Beware of privacy, just because everyone can use their own screen doesn’t mean your child should, eg daily/regular family screen time. Maybe the family TV is a better solution? </li><li>Parental controls - sometimes necessary, <b>but don’t rely on these long term</b></li><li>avoid an adversarial solution that pits child against parents, responsible use is the goal</li><li>be realistic about the amount of time you allow, and what that time is being used for:</li></ul><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidZmxZj6bAwJ6ecx8rALcFHT4stHaljCOcyq7V3MVRpKIK-T725W5qEHGSkXrkxS0oQu8LF1wH8gwr1Ad92xSE-UcpjArj7UrZn7jR0SOqwolEGYCkPhcsK0t1EyGlDwccfDwSQyzrzGEys6OJov1u-SN4CRZd_t3DQhxepSm0INUWKe9nc6Bw5v_UBA/s1254/Screenshot%202023-03-21%20at%209.57.39%20AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="704" data-original-width="1254" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidZmxZj6bAwJ6ecx8rALcFHT4stHaljCOcyq7V3MVRpKIK-T725W5qEHGSkXrkxS0oQu8LF1wH8gwr1Ad92xSE-UcpjArj7UrZn7jR0SOqwolEGYCkPhcsK0t1EyGlDwccfDwSQyzrzGEys6OJov1u-SN4CRZd_t3DQhxepSm0INUWKe9nc6Bw5v_UBA/w524-h295/Screenshot%202023-03-21%20at%209.57.39%20AM.png" width="524" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><p>Maybe apportion screen time in different ways? </p><p></p><ul style="text-align: left;"><li><b>Passive</b> consumption: watching TV, reading, and listening to music </li><li><b>Interactive</b> consumption: playing games and browsing the Internet</li><li><b>Communication</b>: video-chatting and using social media</li><li><b>Creation</b>: using devices to make digital art or music</li></ul><p></p><h2 style="text-align: left;"><br /></h2><h2 style="text-align: left;">Resources </h2><p><a href="https://doverdlc.blogspot.com/2015/03/screen-time-plague-or-paragon.html " target="_blank">Screen time - Summary of Expert Advice </a></p><p><a href="https://doverdlc.blogspot.com/2012/03/video-games-violence.html " target="_blank">Video Games & Violence</a></p><p><a href="http://doverdlc.blogspot.com/2016/10/parental-controls-internet-filtering.html " target="_blank">Device control and internet filters </a></p><p><a href="https://doverdlc.blogspot.com/2015/11/holidays-screen-time-parental-guilt.html " target="_blank">Creative Screen use at home</a></p><p><a href="https://doverdlc.blogspot.com/2014/04/core-apps-for-ipads.html " target="_blank">Creative Apps for iPads</a></p><p><a href="https://sites.google.com/a/gapps.uwcsea.edu.sg/dover-primary-ict/resources/gaming " target="_blank">Parental Video Gaming Advice Summarised </a></p><p><a href="https://www.diigo.com/profile/mistermchugh?query=%23screentime " target="_blank">Screen time Diigo reading list (>80 articles) </a></p><p><br /></p><h2 style="text-align: left;">Expert Advice</h2><h3 style="text-align: left;">UNICEF</h3><p>THE STATE OF THE WORLD'S CHILDREN (2017) </p><p><br /></p><p>p109</p><h4 style="text-align: left;">Assumptions about restricting screen time</h4><p>"While parents and caregivers may think they are protecting their children by restricting the time spent on digital technology, this may not be the case.</p><p><br /></p><p>Common measures to restrict internet use – by governments, businesses, parents and others – usually take the form of parental controls, content blocking and internet filters. While well meaning, these are not always well designed to achieve their desired purpose and may even create unintended negative effects. For example, such restrictions can cut adolescents, especially, off from their social circles, from access to information and from the relaxation and learning that come from play. Tension around these restrictions can also damage trust between parents and children. And extreme restrictions can hold children back from developing the digital literacy skills needed to critically evaluate information and communicate safely, responsibly and effectively through digital technology – skills they will need for their future.</p><p><br />Without consensus on screen time, it is important for parents, policymakers, researchers and the media not to jump to conclusions about what is healthy or unhealthy digital use. Considering the full context of a child's life – together with an emphasis on content and experiences rather than screen time – may prove more useful for understanding the effects of digital connectivity on children's well-being.</p><p><br />A common assumption is that time spent online will detract from other activities thought to be more valuable, such as face-to-face socializing, reading books or exercising. This is sometimes referred to as the ‘displacement theory' (discussed later in this chapter). While this assumption originally received support and served to inform policy statements, such as the former digital media guidelines of the American Academy of Pediatrics (AAP), more recent evidence suggests it might be simplistic or even inaccurate. One reason for this shift is the growing recognition that digital technologies offer many opportunities for children to pursue developmentally valuable activities, and these opportunities are both increasing and improving. </p><p><br /></p><p>Recent research suggests that youth seem quite resilient to screen consumption at higher levels – up to six hours daily – more than is typically recommended by most policy statements." (Peersman, Claudia, et al., 2016)</p><h2 style="text-align: left;"><br /></h2><h2 style="text-align: left;">Screen Time: Not too little, not too much</h2><p>"Despite concerns, mainly among parents and educators, regarding the effects of extensive screen time (see section: The debate over digital dependency), a recent large-scale cross-sectional study of more than 120,000 15-year-olds in the United Kingdom found that the time children spent using digital tech had only a negligible impact. This study, which controlled for gender, ethnicity and economic factors, included watching TV and movies, playing video games, using computers and using smartphones. The activities differed somewhat in their respective impacts, but the authors conclude that, in general, no use at all was associated with lower mental well-being, while moderate use (between approximately two and five hours per day, depending on the activity) seemed to have a small positive effect on mental well-being." (Przybylski and Weinstein) </p><p><br /></p><p>p111</p><p>"...physical inactivity is unlikely to be a direct consequence of adolescents spending too much time on screen-based activities.</p><p><br /></p><p>Some studies suggest that online activity and physical activity may be more independent of one another than they seem. </p><p><br /></p><p>children are not forgoing physical activity because they want to go online. Instead, they may be going online because they are already physically inactive, for a variety of reasons. (Melkevik) Or they may be less physically active, and also go online, as two separate outcomes... </p><p><br /></p><p>...interventions targeting screen time alone are unlikely to significantly increase time spent on physical activity." (Iannotti, Ronald J., et al. 2009)</p><p><br /></p><p>Instead of asking “How does screen time affect physical activity?,” perhaps the right question is “Are children leading lives where they can get a healthy, balanced amount of activity for optimal growth and well-being?” Promoting physical activity and a healthy diet might prove a better strategy than merely reducing screen time. </p><p><br /></p><h3 style="text-align: left;">Steven Pinker, The Blank Slate</h3><p>"Human nature is the problem, but human nature is also the solution."</p><p><br /></p><p>"Maybe technology is not the problem. Maybe it’s just down to human behaviour. Consider again the parents of young children who worry about screen time but put their toddlers in front of an iPad for hours on end and then blame the technology. Consider the fact that teenagers have been locking themselves up in their rooms, avoiding talking to their parents and responding only with barely audible grunts to ‘how was school today?’ for, probably, centuries. Screens didn’t cause any of this. From this perspective, the mere existence of screens contributes to this problem in the same way that cars contribute to crashes. That’s right, car crashes wouldn’t happen if there weren’t any cars, but it is the person in control behind the wheel who causes them, not the car.</p><br /><a href="https://www.josepicardo.com/education/not-all-screen-time-is-equal-some-considerations-for-schools-and-parents/" target="_blank">Not all screen time is equal – Shooting Azimuths</a><h3><span style="font-weight: normal;"><br /></span>Fear mongering </h3><p>From time to time, doom laden missives like this get circulated amongst parents:</p><p><a href="http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html" target="_blank">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12 </a></p><p>We need to stop talking about the notion of screen time. All screens are not equal. A TV is different from a computer, and they are both different from a touchscreen tablet. Putting all of them in the same category is dishonest and simplistic. Screens are merely a way of visualising experiences of a wide variety of categories. They are bearers of media—they are not media in themselves. Thus, they cannot categorically be defined as good, bad or neutral. For instance, no reasonable person would say that all computers are bad in the workplace. There may be good or bad uses of a computer, but the computer itself is neither. It’s just there—as an instrument, or a bearer of media.</p><p><br />Secondly, there is a big difference between watching something and interacting with it. The interactive component changes everything when it comes to creating new experiences for kids. Being engaged and actively participating in something—with feedback, collaboration, imagination and creativity—is a completely different experience from viewing a passive narrative. There can be a time and a place for both, but they are by no means the same thing.</p><a href="http://www.joanganzcooneycenter.org/2013/04/25/ipads-a-tool-not-alchemy-for-education/">iPads – A Tool, Not Alchemy, for Education</a> <h2 style="text-align: left;"><br /></h2><h2 style="text-align: left;">Screen time in the Early Years...</h2><p>In 2011, the American Academy of Pediatrics updated its policy on very young children and media. In 1999, the group had discouraged television viewing for children younger than 2, citing research on brain development that showed this age group’s critical need for “direct interactions with parents and other significant care givers.” The updated report began by acknowledging that things had changed significantly since then. In 2006, 90 percent of parents said that their children younger than 2 consumed some form of electronic media. Nonetheless, the group took largely the same approach it did in 1999, uniformly discouraging passive media use, on any type of screen, for these kids. (For older children, the academy noted, “high-quality programs” could have “educational benefits.”) The 2011 report mentioned “smart cell phone” and “new screen” technologies, but did not address interactive apps. Nor did it broach the possibility that has likely occurred to those 90 percent of American parents, queasy though they might be: that some good might come from those little swiping fingers.</p><a href="http://www.theatlantic.com/magazine/archive/2013/04/the-touch-screen-generation/309250/?single_page=true">The Touch-Screen Generation</a> <div style="text-align: left;"><br /></div><h2 style="text-align: left;"><br /></h2><h2 style="text-align: left;">American Academy of Pediatrics Guidance (AAP)</h2><p>"In a world where “screen time” is becoming simply “time,” our policies must evolve or become obsolete. The public needs to know that the Academy's advice is science-driven, not based merely on the precautionary principle</p><p><br />Media is just another environment. Children do the same things they have always done, only virtually. Like any environment, media can have positive and negative effects.</p><p><br />Content matters. The quality of content is more important than the platform or time spent with media. Prioritize how your child spends his time rather than just setting a timer."<br /><br /></p><ul style="text-align: left;"><li><a href="http://www.aappublications.org/content/36/10/54">Beyond ‘turn it off’: How to advise families on media use</a> </li><li><a href="http://www.aappublications.org/content/aapnews/36/10/54.full.pdf">Focus On An Issue</a> </li><li><a href="https://healthychildren.org/English/news/Pages/AAP-Announces-New-Recommendations-for-Childrens-Media-Use.aspx">AAP Announces New Recommendations for Children’s Media Use</a><br /></li></ul><p><br /></p><h2 style="text-align: left;">The Royal College of Paediatrics and Child Health (RCPCH)</h2><p>"The evidence base for a direct ‘toxic’ effect of screen time is contested, and the evidence of harm is often overstated. The majority of the literature that does exist looks only at television screen time.</p><p>Evidence is weak for a threshold to guide children and parents to the appropriate level of screen time, and we are unable to recommend a cut-off for children's screen time overall.</p><p>Many of the apparent connections between screen time and adverse effects may be mediated by lost opportunities for positive activities (socialising, exercise, sleep) that are displaced by screen time.</p><p>There is a little evidence that any specific intervention can be applied across the population to reduce screen time. We have developed four key questions for families to use as a guide to examine their screen time:</p><p></p><ul style="text-align: left;"><li>Is screen time in your household controlled?</li><li>Does screen use interfere with what your family wants to do?</li><li>Does screen use interfere with sleep?</li><li>Are you able to control snacking during screen time?</li></ul><p></p><p><br /></p><p>If a family can ask themselves (or be asked by others) these questions, and are satisfied with the answers, then they can be reassured that they are likely to be doing as well as they can with this tricky issue.</p><p>Not all screens are equal, and guidelines need to be updated to reflect these differences.</p><p>A family doctor’s rules for toddlers and screen time </p><p>...healthy, age-appropriate use of media and technology, even with the youngest children, is possible. It all depends on content and context."</p><br /><br /><a href="Can Technology Be a Teaching Tool for Toddlers, Preschoolers? | Common Sense Education " target="_blank">Can Technology Be a Teaching Tool for Toddlers, Preschoolers? | Common Sense Education <br /></a><br /><p>Lumping all screens into one category is not helpful. "Screen time is a really enticing measure because it's simple – it's usually described as the number of hours a day using screen-based technology. But it's completely meaningless," says Pete Etchells at Bath Spa University, UK, who studies the effects of video games on behaviour. "It doesn't say anything about what you're using that time for.</p><br /><a href="http://www.newscientist.com/article/dn25297-children-benefit-from-the-right-sort-of-screen-time.html#.VPj4v1OUfuy">Children benefit from the right sort of screen time</a> <h3 style="text-align: left;"><p><br /></p><p></p>Common Sense Census: Media Use by Tweens and Teens</h3><p>"The notion of screen time as a one-dimensional activity is changing. Computers, tablets, and smartphones are multipurpose devices that can be used for lots of purposes. Designating their use simply as "screen time" can miss some important variations. The Common Sense Census: Media Use by Tweens and Teens identifies four main categories of screen time.<br /><br /></p><p></p><ol style="text-align: left;"><li><b>Passive</b> consumption: watching TV, reading, and listening to music </li><li><b>Interactive</b> consumption: playing games and browsing the Internet</li><li><b>Communication</b>: video-chatting and using social media</li><li>Content <b>creation</b>: using devices to make digital art or music</li></ol><p></p><p><br /></p><p>If screen media use can mean writing a short story on a computer, video-chatting with relatives, watching videos, reading the news online, or playing games, what is the point of documenting the total amount of time teens spend using screens?"<br /><br /></p><p>Page 23</p><p>"Computers, tablets, and smartphones are multipurpose devices that can be used for any of these activities; designating their use simply as “screen time” can miss some important variations. So, for the first time that we are aware of, this study quantifies the time spent using these devices for different functional purposes: what we call “passive consumption,” which includes watching TV or videos, reading, or listening to music (using the word “passive” is not meant to imply that the consumer is unengaged); “interactive consumption,” which includes playing games and browsing the Internet; “communication,” which includes video-chatting and using social media; and “content creation,” which includes writing or creating digital art or music." <br /></p><p><br /></p><h2 style="text-align: left;">Eye Problems?</h2><p>Thankfully, studies conducted thus far haven’t attributed long-term vision problems to screen usage as a kid. Mark S. Borchert, MD, director of both the Eye Birth Defects and Eye Technology Institutes in The Vision Center at Children’s Hospital Los Angeles, states, “Multiple large population-based epidemiologic studies suggest that screen time does not affect the predisposition for glasses. At least 90% of the risk for needing glasses is genetic.”</p><br /><a href="http://mashable.com/2015/04/25/protect-kids-eyes-ears-screen/#tY7v0wwWpEqw">Mashable.com — How to protect your kids' eyes and ears from too much screen time</a> <br /><br /><p>Let the kids have recreational screen time of at least an hour a day, why?</p><p>168 hours in a week (7 x 24)</p><p>- 64 (7 x 9 hours sleep)</p><p><br /></p><p>7 x 24 = 168 hours a week </p><p>- 7 x 10 (sleep) 70</p><p>- 5 x 9 (school week + travel) 45</p><p>- 5 x 2 (homework/tuition) 10</p><p>- 7 x 2 (meal times) 14 </p><p>= 140 hours </p><p><br /></p><p>168 - 140 = 28 hours of leisure time a week - not including holidays, 4 hours a day. </p><p><br /></p><p>If they played one hour a day, that still leaves 3 for playing outside, creating, reading and ...? </p><div><br /></div><h2 style="text-align: left;">Key Slides from the Parent Presentation</h2><div><br /></div>
<div style="text-align: center;"><iframe height="480" src="https://drive.google.com/file/d/1Ia9roO6ojBi8PC2fEXttbCCON3WOEtW6/preview" width="640"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><h2 style="text-align: left;">Sources<br /></h2></div><div style="text-align: center;"><div style="text-align: left;"><div style="text-align: left;">Melkevik, ‘Is Spending Time in Screen-Based Sedentary Behaviors Associated with Less Physical Activity'.<br /><br />Iannotti, Ronald J., et al., ‘Patterns of Adolescent Physical Activity, Screen-Based Media Use, and Positive and Negative Health Indicators in the U.S. and Canada', Journal of Adolescent Health, vol. 44, no. 5, May 2009, pp. 493–499.<br /><br />Orben, A. (2020). The Sisyphean cycle of technology panics. Perspectives on Psychological Science, 15(5), 1143-1157.<br /><br />Peersman, Claudia, et al., ‘iCOP: Live forensics to reveal previously unknown criminal media on P2P networks', Digital Investigation, vol. 18, September 2016, pp. 50–64.<br /><br />Przybylski and Weinstein, ‘A Large-Scale Test of the Goldilocks Hypothesis', pp. 209–210.</div><div style="text-align: left;"> </div></div></div><style id="boom-extension-css-block">.boom-extension-active{cursor: crosshair !important}
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</style>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-40902034977739904702020-10-19T19:57:00.004+08:002020-10-20T21:37:54.502+08:00Traffic Light Highlighting<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-PbTzbkACqo4/X414YFpjudI/AAAAAAAA8ug/9W8ADy7h0jcNoO3opfvvr2crx5ODz7FhACLcBGAsYHQ/s992/220917.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="659" data-original-width="992" height="426" src="https://1.bp.blogspot.com/-PbTzbkACqo4/X414YFpjudI/AAAAAAAA8ug/9W8ADy7h0jcNoO3opfvvr2crx5ODz7FhACLcBGAsYHQ/w640-h426/220917.jpg" width="640" /></a></div><p></p><p>Highlighting texts that we read is a commonplace strategy utilised by many people especially when working with more complex/academic texts that are generally more difficult to understand, and are often being read with a specific focus in mind usually one that will result in some sort of academic reflection in the form of a written report of some kind. Unfortunately the research on this is less than favourable to put it mildly.... specifically that highlighting as a strategy is extremely ineffective despite its popularity...</p><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://lh3.googleusercontent.com/-4NSWs6Gev1c/X414ziCoNFI/AAAAAAAA8uo/fpiu4RROTK0Pac-o_hbJqFfwCX4qtvtewCLcBGAsYHQ/Screenshot%2B2020-10-19%2Bat%2B7.18.27%2BPM.png" style="margin-left: auto; margin-right: auto;"><img data-original-height="1354" data-original-width="1792" height="483" src="https://lh3.googleusercontent.com/-4NSWs6Gev1c/X414ziCoNFI/AAAAAAAA8uo/fpiu4RROTK0Pac-o_hbJqFfwCX4qtvtewCLcBGAsYHQ/w640-h483/Screenshot%2B2020-10-19%2Bat%2B7.18.27%2BPM.png" title="Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology." width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.dropbox.com/s/5nb6dt2amrmimbe/Effective%20learning%20techniques%20%282013%29.pdf?dl=0 " target="_blank">Improving students’ learning with effective learning techniques</a>: Promising directions from cognitive and educational psychology. (2013)<br /></td></tr></tbody></table><br /><p></p><blockquote>“Students already are familiar with and spontaneously adopt the technique of highlighting; the problem is that<b> the way the technique is typically implemented is not effective</b>.<br />...<br />Given students’ enthusiasm for highlighting and underlining (or perhaps over-enthusiasm, given that students do not always use the technique correctly), discovering <b>fail-proof ways to ensure that this technique is used effectively</b> might be easier than convincing students to abandon it entirely in favor of other techniques.” p21, Donesky et al (2013) </blockquote><p></p><p><br /></p><p>This of course begs the question as to exactly what an effective technique for highlighting could look like, fortunately the authors of the study are happy to help (emphasis mine): <br /><br /></p><blockquote>“Marked text draws the reader’s attention, but <b>additional processing should be required</b> if the reader has to decide which material is most important. Such decisions require the reader to <b>think about the meaning of the text</b> and how its different pieces relate to one another (i.e., organisational processing; Hunt & Worthen, 2006)<br />...<br />More generally, <b>the quality of the highlighting is likely crucial to whether it helps students to learn</b>, but unfortunately, many studies have not contained any measure of the amount or the appropriateness of students’ highlighting. Those studies that have examined the amount of marked text have found great variability in what students actually mark, with some students marking almost nothing and others marking almost everything.” (Ibid)<br /></blockquote><p> </p><p>So the key here is “discrimination between important and trivial
information” and to highlight as little as possible, as it’s the
<i>criticality</i> of the selections that facilitate effective engagement with
the text. An effective strategy will “improve student retention of
knowledge as essential for reaching other instructional objectives; if
one does not remember core ideas, facts, or concepts, applying them may
prove difficult, if not impossible.” ... “the important interplay
between memory for a concept on one hand and the ability to comprehend
and apply it on the other.” (Ibid) <br /></p><h2 style="text-align: left;"> </h2><h2 style="text-align: left;">Experience</h2><p>When I first encountered this research I was somewhat taken aback as this didn’t jibe with my own experience, anyone who knows me knows that I have a reputation for remembering what I read, and I read a great deal, particularly academic articles, but the reason I remember what I read it because I am an avid notetaker, but those notes are very much structured around a highlighting strategy. But when I read into the research it is apparent that what I’m doing isn’t what they are criticising... The strategies are use when highlighting very much represent the types of efficacy outlined above, so please allow me to introduce to ... (drum roll please) <b>Traffic Light Highlighting</b>. <br /></p><div style="text-align: left;"> </div><h1 style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-eRAqpOOBZ_Y/X416ilDj72I/AAAAAAAA8u0/WvqSBVTHdTAqehD3rJ0g40qFeHrHg4SMQCLcBGAsYHQ/STABILO-BOSS-NEON-Original-Highlighter-Pens-Highlighter-Markers-Pack-of-7.jpg_q50.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="332" data-original-width="983" height="216" src="https://lh3.googleusercontent.com/-eRAqpOOBZ_Y/X416ilDj72I/AAAAAAAA8u0/WvqSBVTHdTAqehD3rJ0g40qFeHrHg4SMQCLcBGAsYHQ/w640-h216/STABILO-BOSS-NEON-Original-Highlighter-Pens-Highlighter-Markers-Pack-of-7.jpg_q50.jpg" width="640" /></a></div></h1><div style="text-align: left;"> </div><h1 style="text-align: left;">Traffic Light Highlighting</h1><p>As you read, make critical selections of text using either yellow, green, or red highlighter. *<br /><br /><b>Green</b> for content you strongly agree/resonate with, <b>red</b> for the <i>opposite</i> of that, and <b>yellow</b> for content which is interesting/useful/informative. </p><p> </p><p>In terms of <i>engagement</i> combining this highlighting with note taking is essential, this is particularly true of text highlighted in green or red. <br /><br /></p><p>Stanford professor Candace Thille has some very helpful <a href="https://www.cnbc.com/2017/10/17/5-hacks-to-help-you-learn-anything-from-a-stanford-professor.html" target="_blank">advice</a> in this CNBC article, <br /><br /></p><blockquote>“Just highlighting something doesn’t commit it better somehow to your memory.”<br /><br />Instead of mindlessly underlining something you want to learn, Thille suggests finding important information and paraphrasing it in language that makes sense to you.<br /><br />"If you thought that point was important, try and restate it in your own words," she says. "Try and make sense of out it because you're not really trying to commit it to memory, you're trying to extract meaning out of it."</blockquote><p><br />So where there is <b>green</b> text I am summarising what it is about that text that I find to be so important. But it’s the <b>red text</b> that causes my students the most confusion—they just cannot understand why I would want to focus so closely on information that I<i> don’t </i>agree with; but as I explain to them, that kind of content is arguably the most useful, particularly when you’re expected to demonstrate <i>critical thought</i> about the text. </p><p><br /><br />For critical thinking it’s important to seek out information that is <i>not</i> in alignment with your current views, this is where the questions lie, where the opportunities for learning are the richest. At the very least it ensures that you’re not just constructing and maintaining your own '<a href="https://en.wikipedia.org/wiki/Filter_bubble" target="_blank">filter bubble</a>'. The red text assists with embracing uncertainty, seeking out the complexity of disparate perspectives. <br /> </p><p></p><p>Depending on the nature of the paper that you’re reading you should find that red highlights should be relatively rare—few and far between. The example I have included below is from a paper that I found to be particularly contentious, but as a general rule I would expect many papers not have any red text at all and where there is red text, it’s probably only one or two sentences in the entire paper. Notes that accompany the red text will expand on what it is about this point that I find problematic. <br /></p><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://lh3.googleusercontent.com/-bV37oEJIA8M/X418bDO9HoI/AAAAAAAA8vA/qTTMA-RlkKkIXe2a4yfQLv1XHd-IdkaFACLcBGAsYHQ/Screenshot%2B2020-10-19%2Bat%2B7.19.44%2BPM.png" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="2048" data-original-width="1974" height="640" src="https://lh3.googleusercontent.com/-bV37oEJIA8M/X418bDO9HoI/AAAAAAAA8vA/qTTMA-RlkKkIXe2a4yfQLv1XHd-IdkaFACLcBGAsYHQ/w616-h640/Screenshot%2B2020-10-19%2Bat%2B7.19.44%2BPM.png" width="616" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Notice the notes.... that's engagement. <br /></td></tr></tbody></table><br /><br /><b>Green</b> - Judgement: <b>agreement</b> endorsement<br /><b>Yellow</b> - Factual/<b>informative</b>/interesting/noteworthy<br /><b>Red</b> - Judgement: <b>disagreement</b>/contention<br /><br /><p></p><h2 style="text-align: left;">Blue?</h2><p>Some of my students have adapted this highlighting strategy for their own purposes, something I enthusiastically encourage. One student in particular uses blue text; they use this to highlight text which they personally find difficult to understand—primarily because of their lack of familiarity with the content. This is an interesting perspective, and one I think still lends itself to the kind of critical engagement that the experts encourages in order for a highlighting strategy to be truly useful. </p><p></p><h2 style="text-align: left;"> </h2><h2 style="text-align: left;">References<br /></h2><p>Dunlosky J, Rawson KA, Marsh, EJ, Nathan MJ, & Willingham DT. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. </p><p><br />Hess A. (2017). These 5 hacks can help you learn anything, according to a Stanford professor. CNBC. Retrieved October 19, 2020, from https://www.cnbc.com/2017/10/17/5-hacks-to-help-you-learn-anything-from-a-stanford-professor.html<br /><br /> </p><p>* I personally prefer to use a digital tool for this as it avoids printing (especially for the paper I cited to support this post which was in excess of 50 pages), and affords me the <i>range</i> of colours I require, but also allows me to easily clarify the meaning of certain terms which especially with academic papers is quite common. An added bonus is that it’s also very easy to view a <i>synopsis</i> of all the content in the paper that has been highlighted or annotated at a glance, and the <i>search</i> function is particularly powerful when referring back to research that you may not have read recently and need to review. <br /><br /></p><p></p><p><br /></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-40705915064230981812020-03-29T19:01:00.000+08:002020-03-26T10:34:22.507+08:00Five Filters of Failure & a Scale of Scepticism<div class="p1">
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<span class="s1">It's not the unrelenting torrent of information that I find troubling, after all, how many books are out there, never mind films and TV shows? How many articles, journals, newspapers, magazines? How many hard copies are holed up in folders, files, cabinets, archives and dusty basements all over the planet? Many I am sure, and yet no one ever complains about this sheer weight of data, I've never heard anyone complain,</span></div>
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<span class="s1">"Dude, I just don't want read another book, there are just way too many out there, like, y'know? Like, if I read one a week for the rest of my life, I still wouldn't come even close, y'know?"</span></div>
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<span class="s1">And yet, so often I hear this pointless observation made about the web, so yeah there's a lot of data, that's nothing new, the 'information revolution' proceeded the 'digital revolution' by at least a half a century—World Wide Web 1989, Libraries have been around for a lot longer... But even in 1945 library expansion was calculated to double in capacity every 16 years*, if sufficient space were made available... so there's been a lot of data for a long time; all we need to do is learn to deal with it. <b>Literally</b>.</span></div>
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<span class="s1">So, the fire hydrant image below, while clever, I relate to more on the level of <b>tech tool overload</b>. Seriously, every gathering of tech types I ever attend is dominated by tech tool talk, new Web 2.0 tools, new gadgets, widgets, scripts, plugins, apps, features, software suite, usually accompanied by a lot of references to them being AWESOME.</span></div>
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Larry Cuban uses a list to help articulate this tension in his seminal publication 'Oversold and Underused' (2001) which reads as follows:</div>
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<li>Is the machine or software program simple enough for me to learn quickly?</li>
<li>Is it versatile, that is, can it be used in more than one situation?</li>
<li>Will the program motivate my students?</li>
<li>Does the program contain skills that are connected to what I am expected to teach?</li>
<li>Are the machine and software reliable?</li>
<li>If the system breaks down, is there someone else who will fix it?</li>
<li>Will the amount of time I have to invest in learning to use the system yield a comparable return in student learning? (p170)</li>
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<span style="font-size: x-small;">Cuban L (2001). Oversold and underused: computers in the classroom. Cambridge, Mass.: Harvard University Press.</span></div>
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<span class="s1">So imagine my delight when I stumbled up on the most magnificent scepticism dial, or what I prefer to call... the <b>Scale of Scepticism</b>.</span></div>
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<span class="s1">In order for me to assimilate a new digital tool to the point of actually recommending it to teachers to use with students, it has to have passed through my own series of stages, along the lines of:</span></div>
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<span class="s1">Stage 1 – utter <b>scepticism</b> (yeah, whatever)</span></div>
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<span class="s1">Stage 2 – cool <b>reticence</b> (arms folded)</span></div>
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<span class="s1">Stage 3 – emerging <b>realisation</b> that, actually, this <i>might</i> be worth a closer look (sitting up)</span></div>
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<span class="s1">Stage 4 – mild <b>interest</b>, even emerging (muted) enthusiasm (leaning forward)</span></div>
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<span class="s1">Stage 5 – semi-<b>excitement</b> (standing up)</span></div>
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<span class="s1">Stage 6 – fervoured, obsessive <b>exploration</b> (squeezing through to the front)</span></div>
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<span class="s1">Stage 7 – passionate <b>commitment</b> and desire to talk to everyone about it, to the marked irritation of, well, everyone (evangelistic zeal)</span></div>
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<span class="s1">The only problem is I needed something more succinct, more ... manageable, I could feel the threads of my sanity slipping, and I needed something simpler to accompany my next foray into techdom.</span></div>
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<span class="s1">And thus emerged ... <b>5 Filters of Failure</b>, now these were mainly conceived in the context of iOS devices, due to their increasing presence in my school, these have somewhat preoccupied my mind of late, but I do believe these 5 filters can be applied more generally:</span></div>
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<li class="li3"><span class="s1">Do this require me to do the same thing more than 5 times? Like <b>tedious</b> account creation for each student? Do kids have to sign in/create an account to use it?</span></li>
<li class="li3"><span class="s1">Is it transformational? Yeah, it's cool, but does it radically <i>change</i> what I can do? Is it too <b>similar</b> to something I already use?</span></li>
<li class="li3"><span class="s1">Does it have pedigree? <b>Reputation</b>. How long has it been around? Is it tried and tested? How are they making money? If it is 'free' then how likely is that is will be here in 4 weeks? 4 months? 4 years? Or even if it is, will it still be free (unlikely)? Often the pricing from free to paid (once they think you are committed) is ridiculous, ie from 0 to $10 USD per student. </span></li>
<li class="li3"><span class="s1">Is it well designed, <b>simple</b> to use? Can kids use this independently? Can Teachers work it out on their own? Is it intuitive?</span></li>
<li class="li3"><span class="s1">Can the content be <b>export</b>ed/shared easily? Can the App save to camera roll? Export to a universal format? Does it require web access to function, so if WiFi is sketchy the activity fails?</span></li>
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<span class="s1"><b>Dealing with the Deluge</b></span></div>
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<span class="s1">And if you don't? Then by all means ignore these 'wonders of the web' until you do. Yes, sometimes lurking in the sludge of similarity (and revolutionary? not really...) is the odd golden nugget of greatness, but it's not going to terribly affect your teaching to miss out on those. If that is not an option for you, then arm yourself with these filters and, like the prospector who wades through the mediocre, seeking to route out all except the most worthy, you can then bring the odd truly terrific tool triumphantly back to your team. Not that they will be as excited about as you will be. Yet.</span></div>
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<span class="s1">Now it doesn't have to fail all 5 filters to fail, but the more filters it fails, the less interest I have in taking it seriously, I can honestly say that all of the tools I rely on currently all pass at least 4 of the 5 filters. Will these filters change? Absolutely, I'm constantly reconsidering/tweaking/adjusting them—like the cornucopia of competing tools they are designed to filter they need to be flexible; after all there were four filters of failure only a year ago.</span></div>
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<li class="li3"><b></b><span class="s1"><b>Setup requirements</b></span></li>
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<span class="s1"><b>There may be many like them, but these are mine.</b></span></div>
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<span class="s1"><b>The question is... What are yours?</b></span></div>
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<span class="s1"><span style="font-size: x-small;"> *Rider (1944). The Scholar and the Future of the Research Library. New York City: Hadham Press.</span></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-70725713486709553712020-02-18T16:51:00.000+08:002020-02-18T17:02:43.338+08:00Spreadsheets & Mathematics ... in Grade 2?<div style="text-align: center;">
<a href="http://2.bp.blogspot.com/-jFG5XSzpIBE/XkunlnXC80I/AAAAAAAA588/ElNKkiZHiokKZhRdGSrqzf5s6umyIpgYgCK4BGAYYCw/s1600/Screenshot%2B2020-02-18%2Bat%2B4.59.49%2BPM.png" imageanchor="1"><img border="0" height="640" src="https://2.bp.blogspot.com/-jFG5XSzpIBE/XkunlnXC80I/AAAAAAAA588/ElNKkiZHiokKZhRdGSrqzf5s6umyIpgYgCK4BGAYYCw/s640/Screenshot%2B2020-02-18%2Bat%2B4.59.49%2BPM.png" width="480" /></a></div>
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<div style="text-align: left;">
Spreadsheets are the runt of the proverbial litter when it comes to the building of core digital competencies, or <a href="http://doverdlc.blogspot.com/2018/04/digital-illiteracy-vitamin-d.html" target="_blank">digital literacy</a>. I guess it is assumed by many that somehow spreadsheets are too complex for primary school? Irrelevant? But I can assure you that this misconception is more about teacher perception based on inexperience, rather than reality.<br />
<br />
The reality is that spreadsheets are arguably one of the most powerful digital tools in use in the world today, have been for some time and will continue to be for the foreseeable future. Ask many parents which digital tools they are most reliant on in their world of paid work, and you're more likely to hear that it's a spreadsheet than a video editor, or word processor et cetera. </div>
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<div style="text-align: left;">
This lesson used <a href="http://doverdlc.blogspot.com/2018/10/spreadsheets-made-simple-on-ipad.html" target="_blank">Google Sheets on iPads</a>, to speed things up I prepared the sheet by changing the cells from rectangles in squares, and then used Hapara Teacher Dashboard to place a copy into each of the student's Maths folders in their respective Google Drives. The lesson was built around our benchmarks for Maths in this unit and proceeded as follows:<br />
<br /></div>
<div style="text-align: left;">
</div>
<ol>
<li>Open up your Google Drive, open your Maths folder, open the Sheet you see there...</li>
<li>Create some <b>arrays</b> and label then using the relevant multiplication using * instead of x (it's a computer thing) </li>
<li>Practise <b>cell references</b> (randomly click a cell, have the class yell out the ref, ie F9)</li>
<li>Show the class how to use write a <i><b>formula</b></i> to multiply 2 cells, eg =G17*H17</li>
<li>Copy and paste the formula down the sheet; copy, select the cells, paste</li>
<li>Explore <b><i>commutative</i> properties</b> (the green section in the image above) </li>
<li>Now use the same formula to create a <b>times table grid</b> (blue above)</li>
<li>Try another time table! </li>
</ol>
<div>
<br />
For tips on the basics of using spreadsheets in primary school, <a href="http://doverdlc.blogspot.com/2014/05/spreadsheet-for-everyone.html" target="_blank">see this post</a>. </div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-2330920552493412882019-12-17T10:43:00.001+08:002021-11-22T08:52:50.156+08:00Holidays, Screen Time & Parental Guilt<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-M8szVo71210/XfoE-VOU6cI/AAAAAAAA4vI/jMHdtx54H40Wny5w9cx7YVkIWIQDRyo6gCK4BGAYYCw/s1600/kidstech-1200x620.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="329" src="https://2.bp.blogspot.com/-M8szVo71210/XfoE-VOU6cI/AAAAAAAA4vI/jMHdtx54H40Wny5w9cx7YVkIWIQDRyo6gCK4BGAYYCw/s640/kidstech-1200x620.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: right;"></td><td class="tr-caption"><br /></td></tr>
</tbody></table>
Holidays are fabulous, and with them comes, especially for your children, <b>time</b>. In particular, more <i>leisure</i> time. And in a world where “screen time” is becoming simply “time,” for many—while we anticipate some great memories and experiences—with the typical 21st-century family it doesn't take long before the inevitable tensions caused by the multiplicity of screens in the home can start to cause problems. The fact is that a vacation inevitably means more time spent with screens, <b><i>for the whole family, not just the kids</i></b>.<br />
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Cue the inevitable pangs of parental guilt, brilliantly summed up <a href="http://www.theatlantic.com/technology/archive/2015/11/why-parents-shouldnt-feel-technology-shame/414163/" target="_blank">in this article from The Atlantic</a>:<br />
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<blockquote class="tr_bq">
"Tune into the conversation about kids and screen time, and you’d be forgiven for thinking that before the invention of the iPhone, parents spent every waking moment engaging their kids in deep conversation, undertaking creatively expressive arts-and-crafts projects, or growing their own vegetables in the backyard garden. There’s a tendency to portray time spent away from screens as idyllic, and time spent in front of them as something to panic about. </blockquote>
<blockquote class="tr_bq">
But research shows that vilifying the devices’ place in family life may be misguided."</blockquote>
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This post outlines practical ways to make screen time more <i>productive</i>. When screen media use can mean writing a short story on a computer, video-chatting with relatives, watching videos, reading the news online, or playing games, what is the point of documenting the total amount of time kids spend using screens? Instead of auditing, focus more on <i>balance.</i> The paltry amount of time our children spend active and creating (as opposed to passive viewing) with screens could be nudged up extensively by replicating at home some of the ways we encourage our students to use screens in school, only this time giving your kids much greater freedom of choice in terms of the focus of their creative endeavours...<br />
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Depending on where you will be spending your vacation, you may well find yourself in a situation where your children are stuck indoors for many hours. Obviously a long-haul flight means that kind of scenario and most families are prepared to tolerate a lot more screen time in that situation for the sake of maintaining sanity. But what happens when, at your destination, you are faced with, for example, inclement weather (yes my native Ireland, I'm looking at you). This means that potentially your children are stuck inside for days on end, and there's only so many hours you can spend persuading them to play board games and read books before screens and their many distractions become a temptation... Then when (not if) parents inevitably concede, it causes a great deal of guilt, not to mention potential condemnation from in-laws?<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><br />
<a href="http://1.bp.blogspot.com/-5ZcbsvuqFm4/VkKXMMRqzNI/AAAAAAAAe7I/IGCVIbrQeyU/s1600/14BRODY-tmagArticle.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="328" src="https://1.bp.blogspot.com/-5ZcbsvuqFm4/VkKXMMRqzNI/AAAAAAAAe7I/IGCVIbrQeyU/s400/14BRODY-tmagArticle.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Screen Time - Not just a kid thing [<a href="http://well.blogs.nytimes.com/2015/07/13/how-to-cut-childrens-screen-time-say-no-to-yourself-first/" target="_blank">Credit Paul Rogers</a>]</td></tr>
</tbody></table>
<br />
<h2>
How much is too much?</h2>
Common sense media have recently released the results of a huge census that they have taken, '<a href="https://www.commonsensemedia.org/blog/tweens-teens-and-screens-what-our-new-research-uncovers#" target="_blank">Media use by Tweens and Teens</a>', researching typical uses of screen time. <a href="http://doverdlc.blogspot.sg/2015/03/screen-time-plague-or-paragon.html" target="_blank">I've written about the issue of screen time before</a> in the context of early childhood. But what make this census of particular interest is that it's focused on the screen time of <i>older</i> children. The findings are certainly worth reading, and for the most part they handle the issues it represents well, other than their tendency to grandstand with their "9 HOURS OF MEDIA DAILY" (which includes listening to music, something you could be doing while spending a week hiking in the mountains...) But my main gripe is their strange choice to <i>exclude</i> adults from the census—<i><b>it's my contention</b> (recently confirmed by <a href="https://www.commonsensemedia.org/blog/common-sense-media-census-measures-plugged-in-parents" target="_blank">another media census</a> focusing on parents)<b> that many if not most adults would rack up just as many hours as our children, if not more</b></i> (especially if they're working on screens during the vacation, which many do). Given a comparison like that, it would put this kind of alarmist rhetoric into a much more reasonable perspective. For example, at least two recent studies show that the typical adult spends between <a href="http://www.nytimes.com/2009/03/27/business/media/27adco.html" target="_blank">eight</a> and <a href="http://www.geekwire.com/2015/nielsen-reports-that-the-average-american-adult-spends-11-hours-per-day-on-gadgets/" target="_blank">eleven</a> hours on screens, although "to be fair, much of that probably happens while doing other things at the same time." (Statista)<br />
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<blockquote class="tr_bq">
"On any given day, parents of American tweens and teens <b>average more than nine hours with screen media each day</b>. Eighty-two percent of that time (almost eight hours) is devoted to personal screen media activities such as watching TV, social networking, and video gaming, with the rest used for work." </blockquote>
<blockquote class="tr_bq">
<a href="https://www.commonsensemedia.org/blog/common-sense-media-census-measures-plugged-in-parents" target="_blank">The Common Sense Census</a>: Plugged-In Parents of Tweens and Teens</blockquote>
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<div style="text-align: center;">
<iframe height="600" src="https://drive.google.com/a/gapps.uwcsea.edu.sg/file/d/0B4UcUP2d9FWxNTBwQXZ4ekJvb2s/preview" width="480"></iframe><br /></div>
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As mentioned, the amount of "free time" available to everyone in the family during vacations increases, but you can be sure that <i>especially</i> for your children, with this significant increase, the likelihood is that your children will want to occupy most, if not all of this free time with "entertainment media". This was the focus of the census, and included media like books, not just screens, but as you will not be surprised to learn, screens dominated. A lot.<br />
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<blockquote class="tr_bq">
"entertainment media” is a very broad category, including everything from music, TV shows and videos, books, and websites to computer, video, and mobile games. But the fact that tweens and teens in the U.S. are using an average of six to nine hours' worth of media a day is still astounding. As discussed elsewhere, this does not mean they are stopping all other activity and attending only to media during this time; but it is still a large amount of time spent absorbing a large amount of content.<br />
...<br />
on any given day fully one in five 8- to 12-year-olds in this country is using more than six hours of screen media, and nearly as many teens (18 percent) are using more than 10 hours of screen media." (The Common Sense Census, 2015, p 30)</blockquote>
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The survey provides little of anything in terms of advice as to how to manage this, although one particular statistic really stood out to me, and it is at the heart of my advice to parents in dealing with this tricky issue.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-IR8LcYwp3eg/VkKbyEObZ2I/AAAAAAAAe7c/9P_XffKINyo/s1600/create%2Bvs%2Bconsume.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://4.bp.blogspot.com/-IR8LcYwp3eg/VkKbyEObZ2I/AAAAAAAAe7c/9P_XffKINyo/s640/create%2Bvs%2Bconsume.png" width="457" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Media Use by Tweens and Tweens Report - Page 22</td></tr>
</tbody></table>
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<h3>
"Only 3% of teens' and tweens' digital media time is spent on content creation" </h3>
Almost every vacation I get bombarded with emails parents and teachers desperately requesting ideas for ways that they can use screen time more productively during their vacation, so here is my advice if you want to try and make screen time more productive in your family this holiday.<br />
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<h2>
Get creative</h2>
The notion of screen time as a one-dimensional activity is changing. Computers, tablets, and smartphones are multipurpose devices that can be used for, well, lots of purposes. Designating their use simply as "screen time" can miss some important variations. The Common Sense Census identifies four main categories of screen time.<br />
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<ul>
<li>Passive consumption: watching TV, reading, and listening to music </li>
<li>Interactive consumption: playing games and browsing the Internet</li>
<li>Communication: video-chatting and using social media</li>
<li>Content creation: using devices to make digital art or music</li>
</ul>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-xaP_6yEDZ70/VkKYM_XqfUI/AAAAAAAAe7Q/tuOvZl_7jQ4/s1600/Modern-Family-screentime.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="328" src="https://4.bp.blogspot.com/-xaP_6yEDZ70/VkKYM_XqfUI/AAAAAAAAe7Q/tuOvZl_7jQ4/s640/Modern-Family-screentime.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">21st Century Family Screen Time [<a href="http://www.pcadvisor.co.uk/feature/digital-home/how-much-screen-time-is-healthy-for-children-benefits-3520917/" target="_blank">image credit: pc.advisor.co.uk]</a></td></tr>
</tbody></table>
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If your children are dual language learners (DLLs), this is an excellent way to encourage them to reinforce their language other than English (LOTE), by replicating some of their school projects in their mother tongue.<br />
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A model I use for framing our use of screens at UWCSEA is something I sum up as 'vitamin digital' of 'VITAD'; five domains of tech use. Even better, as your kids have been working within many (if not all) of these domains, they will already have a good idea of the kinds of tools they need to use, without you needing to teach them! Each of these domains is powerful in its own right, but they really come into their own when you start exploring <i>combinations</i> of them...<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/--S597GRpqGI/UeJyOtMc0AI/AAAAAAAAGCU/KnoWFfahPhs/s1600/5%2BICT%2BDomains.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="164" src="https://4.bp.blogspot.com/--S597GRpqGI/UeJyOtMc0AI/AAAAAAAAGCU/KnoWFfahPhs/s640/5%2BICT%2BDomains.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">VITAD - Video, Image, Text, Audio and Data Handling - Core Domains of Tech</td></tr>
</tbody></table>
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<div>
<h3>
Video editing:</h3>
<div>
Make <a href="http://videostarapp.com/" target="_blank">music videos</a>, animation, stop motion video, '<a href="https://www.google.com.sg/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=define%3A%20supercut" target="_blank">supercuts</a>' from YouTube clips. Why not appoint your kids as family 'media journalists', why not give <i>them</i> the job of documenting the holiday? I'm sure they'll let you contribute some of your media to the project...<br />
<br />
Many of our students use this model for their iTime projects in the Junior School,<a href="https://doverdlc.blogspot.sg/2017/11/itime-tech-tips.html" target="_blank"> see this post for lots of suggestions for holiday iTime projects</a> that are fun for your kids, without being a headache for you to manage as a parent. Below are some examples:</div>
<div>
<br /></div>
<h3>
Image creation:</h3>
<div>
Image montage/mash up, slideshow, add music to convert the slide show into a music video? Image editing, filters, layers, digital artwork... </div>
<div>
<br /></div>
<h3>
Text: </h3>
<div>
Make an <a href="https://itunes.apple.com/sg/app/book-creator-for-ipad-create/id442378070?mt=8" target="_blank">ebook</a>, presentation, blog, choose your own adventure (hyperlinked Google Slides), <a href="http://doverdlc.blogspot.sg/2012/04/to-code-or-not-to-code.html" target="_blank">coding</a>, website, browse (research holiday destination?) persuade, demonstrate...<br />
<br />
Learn to <b>touch-type</b>, for more advice on this <a href="http://doverdlc.blogspot.sg/2016/03/typing-club-tips.html" target="_blank">see my related post</a>, but it's safe to say that if you/your child dedicated 15-30 minutes a day to this everyday throughout the holidays they could be proficient by the start of the new school term in August! </div>
<div>
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<h3>
Audio: </h3>
<div>
Slideshow commentary, soundtrack, podcast/radio show, composition in GarageBand, or remix of favourite tracks? </div>
<div>
<br /></div>
<h3>
Data handling: </h3>
<div>
Spreadsheets: pocket money, trip budget, holiday costing, problem solving, graphing stats (choose data and gather ie how many times does 'x' do 'y'???</div>
</div>
<div>
<br /></div>
<h3 style="clear: both;">
Maths:</h3>
Do not be mistaken, just because they are working with Maths activities on a screen, doesn't make the experience much more palatable for your kids. That said, there is no doubt that using screens to encourage greater numeracy is a no-brainer, these tools are brilliant at enabling practise, with immediate feedback, and developing '<a href="http://doverdlc.blogspot.sg/2014/03/maths-automaticity-ios-devices.html" target="_blank">automaticity</a>'. Despite this, Maths practise will most likely need to be encouraged with tangible rewards for completion of certain achievements. I expect my kids to do a half an hour of <a href="https://www.khanacademy.org/" target="_blank">Khan Academy</a> before they do any other screen activity, half an hour a day during vacations is the goal. Maybe offer them rewards as they complete certain mile posts or missions? In order to keep vacation stress to a minimum, I find it a really good idea to ask them to go back and <a href="https://sites.google.com/a/gapps.uwcsea.edu.sg/dover-primary-ict/mathematics/khanacademyforkids" target="_blank">master grade missions <i><b>that precede the grade they're in</b></i></a>, as this is an effective form of revision/consolidation/practise, even if this means a Grade 5 student working on the Early Years mission to get started, if I did it, so can they! This way you're also less likely to be called on to help with problems that they can't solve independently, and they are more likely to enjoy the sense of fluency and confidence that comes with working speedily through concepts that they have practised in previous years, not to mention the reward of mastering a grade level. That said, both you and they might be surprised at how many foundational skills they are less confident in than they thought, just as well you did this then, isn't it?<br />
<br />
... Better still, why not join them in a little Maths revision yourself? The Khan Academy App on the iPad is particularly good for this.<br />
<br />
There are plenty of <a href="https://www.youcubed.org/category/teaching-ideas/math-apps/" target="_blank">other options besides Khan Academy</a>, especially if you don't have a reliable WiFi connection, these can be really useful. One of my favourites is the <a href="https://itunes.apple.com/us/app/kenken/id1056750870?mt=8" target="_blank">Ken Ken App</a>, like Sodoku, but with basic operations thrown in. Also, pretty much anything from the developers behind <a href="https://itunes.apple.com/sg/developer/keystagefun/id366347098" target="_blank">Squeebles</a> is a safe bet—<a href="https://goo.gl/photos/argnXo5wWAbqjKz17" target="_blank">there are many tried and tested Maths Apps</a>, such as <a href="https://goo.gl/photos/argnXo5wWAbqjKz17" target="_blank">these</a>, and <a href="https://goo.gl/photos/3CqsyzAVusfLiHs49" target="_blank">these</a>, that you can install on an iOS device near you, I'm sure many if not most of these are also available on Android.<br />
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<a href="https://3.bp.blogspot.com/-l0-nZ-hLqFc/VCPjPMxuGCI/AAAAAAAAJ_M/MeUjQlU18q8JqF2Fa5JFPRLguURN7cyYQCKgB/s1600/JS-iPad-13.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-l0-nZ-hLqFc/VCPjPMxuGCI/AAAAAAAAJ_M/MeUjQlU18q8JqF2Fa5JFPRLguURN7cyYQCKgB/s320/JS-iPad-13.PNG" width="240" /></a><a href="https://1.bp.blogspot.com/-bxny5S7i9OU/VCPjOqJzENI/AAAAAAAAJ_E/ZkU2L8VA8I84FaZL9FIFSesXB0KsdGkQQCKgB/s1600/JS-iPad-12.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-bxny5S7i9OU/VCPjOqJzENI/AAAAAAAAJ_E/ZkU2L8VA8I84FaZL9FIFSesXB0KsdGkQQCKgB/s320/JS-iPad-12.PNG" width="240" /></a></div>
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<div class="separator" style="clear: both; text-align: center;">
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<h3 style="clear: both;">
Coding</h3>
Check out <a href="http://doverdlc.blogspot.sg/search/label/coding">my coding posts</a> on this blog and you'll see a complete guide of many kinds of apps and sites to fill any vacation... :)<br />
<br />
<h2 style="clear: both; text-align: left;">
Focus on the Meaning not the Medium</h2>
<div>
Now I'm not going to pretend that all these ways to use screens to <i>create</i> are going to trump the use of screens to <i>consume, interact and communicate</i>, any more than you have any intention of only using screens in <i>your</i> life for creating. For this reason you may need some incentives are going to have to be in the form of some essential agreements; with a bit of careful negotiation I'm sure you can work out some sort of compromise...</div>
<div>
<br /></div>
<div>
Finally, some wise words from the <a href="http://www.aappublications.org/content/36/10/54" target="_blank">American Association of Pediatrics</a> (updated October 2015):</div>
<blockquote class="tr_bq">
"<b>Media is just another environment.</b> Children do the same things they have always done, only virtually. Like any environment, media can have positive and negative effects. </blockquote>
<blockquote class="tr_bq">
<b>Content matters. </b>The quality of content is more important than the platform or time spent with media. Prioritize how your child spends his time rather than just setting a timer."</blockquote>
<br />
<a name='more'></a><h2>
What about Video Games?</h2>
No doubt if you've got this far you're probably wondering, well this is all well and good, but even if I do persuade my child to do a little more <i>creating</i>, they are still going to want to devote way more time to playing <i>video games</i> than most parents are comfortable with. I'd advise you to look on the bright side, playing games like Minecraft and Roblox are arguably very creative—and even more traditional games like Mario Kart and Fortnite are clearly very socially interactive, or at the very least provide activities that require active <i>engagement</i> as opposed to the most common alternative of mindlessly staring at screens as the time wiles away at 35 frames per second (like many of us did, where we were their age). <br />
<br />
So, gaming can be a great from of screen time. If you're not convinced <a href="http://doverdlc.blogspot.com/2016/05/gaming-parent-questions.html" target="_blank">I've compiled a post here, answering the many questions I have received from parents over the years</a> in relation to their children's playing of video games. At least give it a try, you might be surprised how removing one more thing to nag about can improve your relationship with your children!<br />
<br />
<div style="text-align: center;">
<a href="https://doverdlc.blogspot.com/2016/05/gaming-parent-questions.html" imageanchor="1"><img border="0" src="https://2.bp.blogspot.com/-BB7LT8kXJwk/XftY15kVRYI/AAAAAAAA4v4/EkWnWQDCCa8gnGcx57jBnfn1O0aAg71NACK4BGAYYCw/s1600/gaming%2BFAQ.png" /></a></div>
<br />Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2812248537841791020.post-3930554621115057332019-11-21T12:06:00.001+08:002019-11-24T20:22:51.100+08:00Tech Tips for Translanguaging<div style="text-align: center;">
<a href="http://2.bp.blogspot.com/-T3sa0hARgs8/XdXjg0IrhyI/AAAAAAAA4D8/tQNNXq3tWn8VW7ywFpqINA-uS9zH5Dq1wCK4BGAYYCw/s1600/unnamed.jpg" imageanchor="1"><img border="0" height="265" src="https://2.bp.blogspot.com/-T3sa0hARgs8/XdXjg0IrhyI/AAAAAAAA4D8/tQNNXq3tWn8VW7ywFpqINA-uS9zH5Dq1wCK4BGAYYCw/s640/unnamed.jpg" width="640" /></a></div>
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We've been learning a great deal about <a href="https://en.wikipedia.org/wiki/Translanguaging" target="_blank">Translanguaging</a>, but what I'm particularly interested in is the transformative ways that tech can facilitate this, at home, at school, and in between. This post summarises some very effective tools to support translanguaging that are free, easy to use, and that work across a range of devices and platforms. </div>
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At our school we use iPads and laptops, so the affordances differ depending on the device you use, so that's how I have structured this post: </div>
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Google Translate for <span style="font-weight: normal;">Translanguaging</span></h2>
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Google Translate is the go to tool, and using this effectively is at the heart of effective translanguaging with tech, the effectiveness of this tool just gets better every year; the friendly face of the effective integration of artificial intelligence. </div>
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Search using the <i>home</i> language</h3>
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Using Google translate so that students can search Google <i>in their home language</i> and therefore get search results that are not translations but that are websites written in their home country by people who speak their home language. This can be tricky if you don't have a keyboard in your home language, or (for younger learners) don't know how to write in your home language, but you can speak it. Kids can type in a search term in English and have it translate into their home language, and then copy/paste that into a Google Search. Or speak the word in their home language and copy the text that appears to use for a search. For example a child researching dolphins: </div>
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<a href="http://2.bp.blogspot.com/-YpSntA8w9gk/XdXnE73TkyI/AAAAAAAA4EI/3h-9IiM-ohY1VWLZp8UYNFm_ONvd2M8aACK4BGAYYCw/s1600/Screenshot%2B2019-11-21%2Bat%2B9.23.21%2BAM.png" imageanchor="1"><img border="0" height="176" src="https://2.bp.blogspot.com/-YpSntA8w9gk/XdXnE73TkyI/AAAAAAAA4EI/3h-9IiM-ohY1VWLZp8UYNFm_ONvd2M8aACK4BGAYYCw/s640/Screenshot%2B2019-11-21%2Bat%2B9.23.21%2BAM.png" width="640" /></a></div>
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Now they can copy the search term, paste it into Google and search for Dolphins in Japanese, including videos: </div>
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<a href="http://1.bp.blogspot.com/-1T9KS5zrbXY/XdXn45HORiI/AAAAAAAA4EU/a-eSKtt564EhEMEbX6zQicSCpVSzlCpeQCK4BGAYYCw/s1600/Screenshot%2B2019-11-21%2Bat%2B9.26.44%2BAM.png" imageanchor="1"><img border="0" height="640" src="https://1.bp.blogspot.com/-1T9KS5zrbXY/XdXn45HORiI/AAAAAAAA4EU/a-eSKtt564EhEMEbX6zQicSCpVSzlCpeQCK4BGAYYCw/s640/Screenshot%2B2019-11-21%2Bat%2B9.26.44%2BAM.png" width="560" /></a></div>
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<span style="font-size: x-large;">site:jp<br />site:kr<br />site:ru</span></h2>
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<span style="font-size: x-large;">... et cetera</span></div>
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Search sites in the <i>home</i> country </h3>
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Search Google using the operator <b>site:</b> so that students can find sources from their home country, like this: </div>
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<a href="http://3.bp.blogspot.com/-npBPDD_TZoo/XdXpUwp4jRI/AAAAAAAA4Eg/uCTABdMaPUATpwM5YoocVOBFMUxcvylRQCK4BGAYYCw/s1600/Screenshot%2B2019-11-21%2Bat%2B9.32.56%2BAM.png" imageanchor="1"><img border="0" height="640" src="https://3.bp.blogspot.com/-npBPDD_TZoo/XdXpUwp4jRI/AAAAAAAA4Eg/uCTABdMaPUATpwM5YoocVOBFMUxcvylRQCK4BGAYYCw/s640/Screenshot%2B2019-11-21%2Bat%2B9.32.56%2BAM.png" width="634" /></a></div>
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This has the added advantage of providing a perspective on the topic being searched that is more reflective of their home country, although if the browser/device is set to English then the results are likely to be sites from their home country that have been translated (by people not machines) into English. That said, as the site is based in their home country, there will often be an option to switch the site to their home language on the main menu. </div>
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Last and definitely least: Translate</h3>
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Machines are far inferior to humans when it comes to translation, particularly when it comes to passages of text, as opposed to words, and short sentences, but even a machine translation is better than nothing. Sometimes students will have no choice but to work with a text that is not in their home language, and Google Translate works for that, just bear in mind that it is far from ideal. On laptops in the Chrome Browser, the Google Chrome <a href="https://chrome.google.com/webstore/detail/google-translate/aapbdbdomjkkjkaonfhkkikfgjllcleb?hl=en" target="_blank">extension</a> is really handy for translating pages with a click. On iPads this is not an option, but students can paste text into the Google Translate app instead... </div>
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This is particularly useful for parents who need to translate school documentation that may not be available in their home language, then can translate with a click: </div>
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<a href="http://1.bp.blogspot.com/-zcTfvlslZvM/XdXsF39ymzI/AAAAAAAA4Es/SDggZOi8DJMFq-5X1LS9x8a-BI29DR3NACK4BGAYYCw/s1600/Screenshot%2B2019-11-15%2Bat%2B4.45.38%2BPM.png" imageanchor="1"><img border="0" height="524" src="https://1.bp.blogspot.com/-zcTfvlslZvM/XdXsF39ymzI/AAAAAAAA4Es/SDggZOi8DJMFq-5X1LS9x8a-BI29DR3NACK4BGAYYCw/s640/Screenshot%2B2019-11-15%2Bat%2B4.45.38%2BPM.png" width="640" /></a></div>
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<a href="https://rewordify.com/index.php" target="_blank">Rewordify</a></h3>
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<a href="http://rewordify.com/">Rewordify.com</a> works on all devices and interestingly attempts to interpret or paraphrase rather than relying on a direct translation. This can make technical or complex English language more accessible, for example: </div>
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<a href="http://2.bp.blogspot.com/-bOt2N0ZPZRY/XdXs3ojkJYI/AAAAAAAA4E4/mRidQHHjblgfKVHp2KCV6Jdy5LUqXA0GQCK4BGAYYCw/s1600/Screenshot%2B2019-11-21%2Bat%2B9.48.08%2BAM.png" imageanchor="1"><img border="0" height="334" src="https://2.bp.blogspot.com/-bOt2N0ZPZRY/XdXs3ojkJYI/AAAAAAAA4E4/mRidQHHjblgfKVHp2KCV6Jdy5LUqXA0GQCK4BGAYYCw/s640/Screenshot%2B2019-11-21%2Bat%2B9.48.08%2BAM.png" width="640" /></a></div>
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Notice how less accessible, lower frequency words are expanded to make them easier to understand... </div>
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iPads/iOS</h2>
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Supporting home languages using iOS is very easy, just press and hold on the emoji icon, and choose Keyboard Settings. From there they can choose their home language, now they can switch keyboard very easily whenever they want to work in their home language. But what makes it very clever is that the dictation tool as smart enough to realise that when this keyboard is selected, you can dictate, and search in that language as well. <b>So a Google search can be typed or spoken in the home language without needing to use Google Translate at all.</b> </div>
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<a href="http://1.bp.blogspot.com/-C4j2-alLIEE/XdYH1nF-kXI/AAAAAAAA4Fc/HMBwbQXXDjs64WjtwJf10LhqymkG299vACK4BGAYYCw/s1600/IMG_0005.png" imageanchor="1"><img border="0" height="272" src="https://1.bp.blogspot.com/-C4j2-alLIEE/XdYH1nF-kXI/AAAAAAAA4Fc/HMBwbQXXDjs64WjtwJf10LhqymkG299vACK4BGAYYCw/s640/IMG_0005.png" width="640" /></a></div>
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<a href="http://1.bp.blogspot.com/-F99fjf_l_zo/XdYIl1khaTI/AAAAAAAA4Fo/F616_pZcrP8sXit-s9i2GkY6-Nce4AM_ACK4BGAYYCw/s1600/IMG_0006.PNG" imageanchor="1"><img border="0" height="640" src="https://1.bp.blogspot.com/-F99fjf_l_zo/XdYIl1khaTI/AAAAAAAA4Fo/F616_pZcrP8sXit-s9i2GkY6-Nce4AM_ACK4BGAYYCw/s640/IMG_0006.PNG" width="480" /></a></div>
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General Tips </h2>
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Narrate</h3>
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Use <b>screen recordings</b> so that students can use their home language to narrate artefacts that are created in English. </div>
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Home language browser</h3>
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<a href="http://4.bp.blogspot.com/-e-5hv8NuIxk/XdYKlfyW4CI/AAAAAAAA4F4/-GIAAD9Wt30PwYzVhwLRKejICet7YlE2QCK4BGAYYCw/s1600/Screenshot%2B2019-11-21%2Bat%2B11.54.55%2BAM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://4.bp.blogspot.com/-e-5hv8NuIxk/XdYKlfyW4CI/AAAAAAAA4F4/-GIAAD9Wt30PwYzVhwLRKejICet7YlE2QCK4BGAYYCw/s320/Screenshot%2B2019-11-21%2Bat%2B11.54.55%2BAM.png" width="244" /></a>For older students (13 and up) they can <b>set up an add a second, personal Google account that is in their home language</b> including all menu commands so they can effectively switch between home language and English with a 4 finger swipe of the trackpad in Google Chrome, one browser in English, one in their home language. </div>
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Home language search settings</h3>
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Students can configuring the search commands in Google Chrome to operate in their home language instead of English, although this can make it difficult for teachers to support them with their search if they can't read the home language. From google.com in the bottom right corner, they can open up search settings > <b>Languages</b> > Choose their home language and save... </div>
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Google Tools</h3>
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Google Docs have several features that are not designed with translanguaging in mind, but that are really useful. For example being able to use the <a href="https://support.google.com/docs/answer/2481802?co=GENIE.Platform%3DDesktop&hl=en" target="_blank">Explore</a> and <b>Define</b> options to visualise/define key vocabulary. Not to mention the option to translate an entire Google Doc into their home language as a separate copy.... (Tools > Translate)</div>
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<a href="http://4.bp.blogspot.com/-dvcxce8F7Cw/XdYM1YB-gFI/AAAAAAAA4GQ/HCdHIpQV45ozy979K9A6A3BNqN9KvBrRgCK4BGAYYCw/s1600/Screenshot_2019-11-21_at_12_02_52_PM.png" imageanchor="1"><img border="0" height="240" src="https://4.bp.blogspot.com/-dvcxce8F7Cw/XdYM1YB-gFI/AAAAAAAA4GQ/HCdHIpQV45ozy979K9A6A3BNqN9KvBrRgCK4BGAYYCw/s640/Screenshot_2019-11-21_at_12_02_52_PM.png" width="640" /></a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-40360574459533202662019-08-02T09:09:00.000+08:002019-08-02T09:09:55.173+08:00Stop Motion - G5 EXPO<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stop Motion - G5 EXPO</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Inspired by various <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="0178abd5-e8fc-433f-b191-6a6a3818b3a1" id="e0efdeb7-bd90-404c-94b1-05f092171abe"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="305ac441-0e88-43e3-bd5a-d98db9704542" id="f25f34a1-ea51-4850-b0f6-268aa253e963"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="27049a07-632a-443e-a7f3-ab880cce938a" id="b6598ac1-eebf-4a4b-a29b-03326536ad74"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="a5acbc0d-8db5-40c4-9879-4e3cf964541f" id="a22fa26f-cd2e-4aac-9cd5-ae1a2f4cb459">TEDtalks</span></span></span></span>, a group of students in Grade 5 wanted to create their own animated <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="0178abd5-e8fc-433f-b191-6a6a3818b3a1" id="79077204-94be-4307-a1e4-ecff16c4c0c7"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="305ac441-0e88-43e3-bd5a-d98db9704542" id="41a4ed17-f807-4013-bbe9-644f760fa5bf"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="27049a07-632a-443e-a7f3-ab880cce938a" id="0f5cc53a-ad39-47e8-8fae-da9f8d9888e7"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="a5acbc0d-8db5-40c4-9879-4e3cf964541f" id="58a6901a-f743-4580-87d6-e0a37be9ac1b">talk to</span></span></span></span> share their thoughts with 'G5 Expo of Learning' visitors. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">They planned out their talk and decided on the visuals they would need before starting the project. Some students chose to draw on whiteboards while others used LEGO to tell their story. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We discussed the importance of finding a suitable space to work <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="49636e5c-772b-433a-be0a-78c10b640cae" id="2e89ab55-fb49-47da-974d-0438f7ef38c9"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c8650ba4-58dc-4f69-bdef-2e3447482cd1" id="e1359a6a-cfe4-4420-8efd-4df612ffaa8d"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="192a7045-a752-4316-a54c-51b29cee4338" id="1cad8442-7999-4842-965a-66cc774fd7d9">in</span></span></span>, paying attention to lighting and shadows as well as comfort and safety. Using the area outside Margaret Chhoa’s classroom allowed all the students to fit in and work without disturbing each other. We began by setting up the Justands over the work area and got all of the equipment within arms reach.</span></div>
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<a href="http://4.bp.blogspot.com/-tNcubNpZkAM/U5ZP2o8h9sI/AAAAAAAAFwQ/N-OjaZVPnAg/s1600/photo+3.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="298" src="https://4.bp.blogspot.com/-tNcubNpZkAM/U5ZP2o8h9sI/AAAAAAAAFwQ/N-OjaZVPnAg/s1600/photo+3.JPG" width="400" /></a></div>
<span style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;">We explored how the </span><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="60d831b5-6af5-4979-98ac-50ba57bd807f" id="d7e6a058-aece-4a11-a3c6-0aad78c9e949" style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="662c994b-5e1b-4397-82cc-39f4f925a1f7" id="b84c19cc-9b21-4208-a2a0-4871f66ceecc"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="e6cb9884-d51b-4776-b0c4-7b3e706ecbb9" id="5671d727-7ebd-4833-95cd-f6dd38ab4606"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="3548bdd9-c987-4dc4-94ef-56e4ea9ae052" id="f5ec4ea2-6745-4807-a841-1c3c626ddce3">iMotion</span></span></span></span><span style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"> HD app worked and decided whether to use the manual or time-lapse capture option. </span><span style="font-family: "arial"; font-size: 15px; line-height: 17.25px; white-space: pre-wrap;">Another interesting option is to use the microphone to listen for a </span><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="73dd5eeb-6180-487f-b343-6ae24addaba3" id="5178ef3a-d059-4c0c-af77-c5d0000ff2fb" style="font-family: "arial"; font-size: 15px; line-height: 17.25px; white-space: pre-wrap;"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="58c9b9a8-0002-4a38-99c9-2dc20517fb24" id="4a8c1239-dd75-4752-b190-252effba24c8"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="9de9cef4-8c06-4e87-a881-cd4553c63541" id="5330d7ff-cf92-438a-8f4b-be8c11e75ace"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="06a0b227-b7a3-4da6-8815-117dc406659c" id="44fc13a1-1534-4903-b7d9-86c8d7cf817d"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="95fa2b08-f264-4c92-9000-1334d38ecfc6" id="aee1f067-a1ad-471f-ba41-1a40619226a7">clap</span></span></span></span></span><span style="font-family: "arial"; font-size: 15px; line-height: 17.25px; white-space: pre-wrap;"> or a sound from the user to take a picture. This, along with the time-lapse option, takes away the opportunity for movement of the iPad or for it to lose focus on the image below. </span></div>
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<span style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;">When the stop motion movies were complete the children exported them from the iPad via email. Once back on their laptops they imported the stop motion into </span><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="3d146a39-248d-4010-85dd-8fea79582032" id="eb678b05-84a6-4834-af70-0fa1129671e7" style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="4507d98b-a885-4dcc-9e28-f9d1e663fc30" id="c056fca8-8f56-463c-89d7-5d6ac61c2f74"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="92cf4542-8d85-4a70-bc37-d9d9812c3208" id="df48b707-7204-48de-bd54-b60764905702">iMovie</span></span></span><span style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"> to add finishing touches; an introduction slide, a </span><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="3d146a39-248d-4010-85dd-8fea79582032" id="a9ef109f-3efb-4ad0-af04-26e0ee1c18f4" style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="4507d98b-a885-4dcc-9e28-f9d1e663fc30" id="f47e911b-c730-4108-be02-e5ab7198dbc8"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="92cf4542-8d85-4a70-bc37-d9d9812c3208" id="849bbf0b-a832-4ca2-9eca-aa5abea10445">voiceover</span></span></span><span style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"> and an end slide. The </span><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c393566c-5280-4fcc-83d9-d08dab608603" id="9433635c-5d7a-4731-b3d9-440f3fef215c" style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="32806dd9-2a5b-44fe-98d5-6d6fe4f76fc9" id="2a86eaec-b632-4f4a-8aae-bebd42acf67f">voiceovers</span></span><span style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;"> really gave another dimension to the movie and they required the children to think carefully about how what they were saying supported the visuals on screen. </span><br />
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<a href="http://1.bp.blogspot.com/-LzJ-dnmmz5s/U5ZP2vZvo0I/AAAAAAAAFwU/wXuNF585b1w/s1600/photo+1.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-LzJ-dnmmz5s/U5ZP2vZvo0I/AAAAAAAAFwU/wXuNF585b1w/s1600/photo+1.JPG" width="239" /></a></div>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Many visitors to the G5 Expo of Learning were impressed by these videos and the children who produced them were proud of their work. From a teacher's point of view the children used a variety of skills and developed new ones through this project.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-79329219924769476852019-08-02T08:59:00.000+08:002019-08-02T08:59:37.762+08:00Getting to grips with Google<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-XUjsDR3ROR8/VAhlbisaZsI/AAAAAAAAF1U/aDpdMeFI_tw/s1600/holding-on.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://2.bp.blogspot.com/-XUjsDR3ROR8/VAhlbisaZsI/AAAAAAAAF1U/aDpdMeFI_tw/s1600/holding-on.jpg" /></a></div>
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The array of spaces and places where children’s work is created, published, stored and presented can be overwhelming for both parents and students. This blog post will explain the different places that children will be working in and give you some ways to support your children when working at home. <br />
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<h3>
Google Chrome</h3>
Students are asked to use Google Chrome to access content from the internet. There are a few reasons for this. My <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="05b9e4f6-d7c3-4152-a23e-6a534f4f8fcb" id="1ca0c829-20cd-42fd-81ff-2f9c58dcd697"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="27da0cc9-1bb3-4ded-badb-9c1c7b6d0a1a" id="ff5b7136-41a8-4633-ba9a-d1e9d0fe80d1">favourite</gs></gs> reason is that Chrome has the option to sign in and link bookmarks created on one computer to any other. <br />
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Installing Google Chrome on your home computer (it works on Mac and non Apple machines) will allow your child to work in the same environment as they do at school. If parents have another Chrome account set up on the home computer the students will need to log out of that and then log in with their own details for their school bookmarks to show up. More details on setting up a Chrome account are <a href="http://doverdlc.blogspot.sg/2012/01/who-teaches-parents-tech.html">here</a>. In the same article there is information about setting up a separate account on your home computer for your children to use as well as some useful troubleshooting tips care of Sean McHugh, Digital Literacy Coach, Dover campus. <br />
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In class the children have been shown how to create a bookmark in one of these ways:<br />
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Pushing the Command and D keys<br />
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<img border="0" src="https://4.bp.blogspot.com/-KkIFPWxMPrE/VAhYyedxqAI/AAAAAAAAF0g/kx-ZtG8m-IA/s1600/mackeyboard_zoom.jpg" /></div>
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Clicking the star at the end of the address bar <br />
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<img border="0" src="https://2.bp.blogspot.com/-o6EW7eG4fyM/VAhZLUcPmQI/AAAAAAAAF0o/A97r0r2TdOs/s1600/Bookmark%2Bstar.jpg" /></div>
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Clicking <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="cedadfca-7d62-4e3b-92e3-b7d5626abdb2" id="56412b6b-cc0f-4e5e-a134-93b25dc32369">Bookmarks > Bookmark</gs> this page<br />
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<a href="http://2.bp.blogspot.com/-7LiuvxE7Ay8/VAhZZCLlAVI/AAAAAAAAF0w/G3-fhKlvuWA/s1600/Bookmarks%2Bmenu.png"><img border="0" height="89" src="https://2.bp.blogspot.com/-7LiuvxE7Ay8/VAhZZCLlAVI/AAAAAAAAF0w/G3-fhKlvuWA/s640/Bookmarks%2Bmenu.png" width="640" /></a><br />
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Dragging the address onto the Bookmarks bar is a quick and simple alternative to the methods above. <br />
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The students have also been shown how to log in to Chrome using their school email address and password.<br />
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<img height="320" src="https://lh4.googleusercontent.com/861H8Yf2tY0QuT1BRCFqKLYVoADHeJ686Ayl6Aa8HOixVwBn-ZESFgNqanyO08llD2cm8WMjMAoNP9zpO_AQYz9Sfac8N1KeTDGlY3UcxYB5daV5EVIUbPBd5sAHUvsEWg" width="308" /></div>
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<h3>
The UWCSEA portal</h3>
This website is one way in to UWCSEA online life for parents and students. Children are able to get to their email through here as well as see their timetable for the day and any notices aimed at them. To log in they type their username (e.g. smith1234) and Gmail password. <br />
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<img border="0" height="296" src="https://3.bp.blogspot.com/-m3dHNC_lTyQ/VAhT-A1AijI/AAAAAAAAF0I/PJssGadgBTA/s640/Screen%2BShot%2B2014-09-04%2Bat%2B10.00.10%2Bam.png" width="640" /></div>
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Parents can also log in and see information about their child and about the college. <br />
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Class <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="8ad6e6cf-e727-4221-b583-acb735d98efe" id="50cf1b8a-140b-4bec-b09c-2aeee9c22bfb">sites</gs></h3>
Students can find their class website by navigating through ‘Learning <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="def9158b-095d-4a9b-b98d-d36e89150324" id="ed0e0069-c566-4ede-9b36-f5b268c819f3">Programme</gs> Overview’ > ‘Junior School’ and choosing their grade and then their class teacher. Parents can see these sites by asking their child to log in. Most class <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="328fec2f-63b0-400f-bd75-ca1a5b2937b9" id="9ad71129-8149-4aa3-aaa7-1468be493692">sites</gs> have been shared in class already. Once they have found the site they should have it bookmarked for quick and easy future access. The main purpose of class sites <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c6cf8f3f-6458-4688-8255-0def97526c28" id="df7854b8-6a21-4dc3-94ec-2e3ad48db7ad">are</gs> for teachers to push everyday information to students (upcoming events, timetable, class trip information, homework, <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c6cf8f3f-6458-4688-8255-0def97526c28" id="f3e29c22-c062-4b9c-916e-5bc86fa6eeb5">etc</gs>) and for students to join in online class discussions in a safe and controlled environment. Learning how to post a comment that shares their thinking and then responding to the comments of others is a skill that is becoming increasingly useful. <br />
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‘Why not have a real <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="c0247634-7feb-47c2-897c-512cb8a4afec" id="1e4ee603-b97c-4ac9-9e4c-f72c0d599484">life</gs> <a href="http://doverdlc.blogspot.sg/2014/09/interthinking-interaction-internet.html">discussion</a> in person, in the classroom?’ I hear you ask. We <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="89cf777e-0885-4335-8d49-5b9b121cbd01" id="52e62df9-092c-40eb-8c9c-7dbef7424119">do I</gs> promise and these happen <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="89cf777e-0885-4335-8d49-5b9b121cbd01" id="ce1cd13e-9063-4576-acd1-dfcd3f6ca1ea">everyday</gs>. The added beauty of these online discussions is that they can take place anywhere and at any time, therefore extending the boundaries of the physical classroom. There are also many instances when those quieter children who don’t feel comfortable contributing in front of <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="a742ca4d-eadc-4432-b7c5-9ce84e172951" id="95182bbe-7a36-471b-9ed9-5cb630abb164">larger</gs> groups of people will share their thinking and views more readily in an online environment. It also gives some time for processing to occur. Mulling over someone's comment and allowing time before responding can make way for added ideas. <br />
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<img border="0" height="480" src="https://3.bp.blogspot.com/-jImz5E1hA54/VAhYK7HMe-I/AAAAAAAAF0Y/RFn0x9PbJ8s/s640/Gsite%2Bdiscussion.jpg" width="640" /></div>
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<h3>
Learning Journals</h3>
Last year we moved from paper portfolios to an online Learning Journal using Google Sites as a platform. Much of the work that the children were doing in class prior to this wasn’t able to be reflected in their paper portfolio so this shift allowed students to choose from a wider array of work. We also shifted our thinking in terms of the pieces included. The term “learning journal” describes an ongoing process of documentation and reflection lead by the student and supported by the teacher. This process is supported by the UWCSEA Learning Principles.<br />
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We believe that students should understand the purpose of their learning, have ownership over it and have regular opportunities to actively process and reflect. The Learning Journal provides a medium for these aims. It houses a collection of student work that shows progression of learning over time. It provides students with ongoing opportunities to reflect on their learning and to notice the changes in their skills, knowledge and understanding across their academic <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="1442006f-c5fd-4423-b834-3c4da2e59f1b" id="b3f0d878-e962-444e-a954-3469d0706d08">programme</gs>. It travels with students throughout their time in Primary School and is shared with families regularly.<br />
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The essential elements of the Learning Journal include visual, oral or written samples of children engaged in learning. Examples include: <br />
Rough drafts and final drafts<br />
Reflections on learning<br />
Photos, videos of learning process or products<br />
Assessments<br />
Teacher comments<br />
A selection from each academic area (Maths, Literacy, UoI) and specialist area<br />
UWC profile<br />
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We want to shift away from purely product and move more towards process so you should expect to see work that is in its beginning stages, work that may be unfinished, work that is in draft form with revisions and comments as well as finished work. You should also expect to see a range of media - videos, photos as well as handwritten and typed ‘work’. An important element of the Learning Journal process is reflection. Why have I included this piece in my Learning Journal? What does this piece of work demonstrate about me as a writer? How <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="ca5c49ab-3606-4176-8d08-0f17dca837e6" id="934d5325-0e4b-4d92-a8d1-8d0cfebde462">has my thinking</gs> changed over the course of this unit of study? <br />
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As John Dewey, American philosopher, psychologist, and educational reformer, states “We do not learn from experience<gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="ade35a29-ad49-49a3-bc1c-a0d629da2d1c" id="4a0ccae8-0e1f-4a56-a664-2b11e257c7e3">...</gs>we learn from <a href="http://doverdlc.blogspot.sg/2014/06/dont-just-stand-there-reflect-on.html">reflecting</a> on experience.” The reflective piece is important in making sense of learning and can help to shape a child’s view of their development. <br />
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The Learning Journal will be shared in the early part of the academic year and you will be able to watch it grow as your child adds to it with support and guidance from their class teacher. <br />
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Children will be working on their Learning Journals in class, but from time to time they may be asked to finish a task at home. They will need to log into Chrome and then click on their Learning Journal bookmark.<br />
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<img border="0" height="407" src="https://2.bp.blogspot.com/-QrV91eCRi50/VAhag2KzzgI/AAAAAAAAF04/NkFXTxuPRK4/s640/Learning%2BJournal%2Btemplate.png" width="640" /></div>
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Once their Learning Journal is on screen they will need to navigate to the correct subject page and click the ‘New Post’ button to create a post about their latest work. Sometime they will need to edit a post they have already created. <br />
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<a href="http://4.bp.blogspot.com/-vafElZRHlwE/VAha1UgOFOI/AAAAAAAAF1A/iwCprac8Nj0/s1600/Screen%2BShot%2B2014-09-04%2Bat%2B1.01.42%2Bpm.png"><img border="0" src="https://4.bp.blogspot.com/-vafElZRHlwE/VAha1UgOFOI/AAAAAAAAF1A/iwCprac8Nj0/s1600/Screen%2BShot%2B2014-09-04%2Bat%2B1.01.42%2Bpm.png" /></a></div>
<h3>
Google Documents</h3>
‘Google docs’ as they are affectionately known are part of the Google suite of tools that accompanies a Google email address. (If you have a personal Gmail address you’ll have access to these tools as well). On the face of it a Google doc looks very similar to a Word or Pages document. Students can type and format text as they would in any word processing program. They can insert images and tables and track their changes. Where Google docs <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="2728c4c5-fa20-4422-9d52-78446d002881" id="13467dff-7c18-4e30-94ad-14a3f4c5cf23">comes</gs> into <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="2728c4c5-fa20-4422-9d52-78446d002881" id="2a876472-f7d7-44bb-874f-674d37f9c55b">it’s</gs> own is the sharing feature. As soon as a doc has been created students can share this with their teacher or their Writing Partner, for example, using their school email address. This sharing allows collaborators to work inside the same document. It also has the ability for a person to leave a comment about a particular word or section, very helpful when a Writing Partner is helping to edit a piece of work. There are varying levels of permissions starting at ‘View only’ all the way up to ‘Can edit’. <br />
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Also within the Google suite there is Google sites (to create websites to host a range of content), Google Sheets (to create spreadsheets), Google Slides (for presentations similar to Keynote and PowerPoint), Google Drawings (to create charts and diagrams) and Google Forms (to create surveys and collect data from people). These other tools are used in different subject areas and to varying degrees in different grade levels. <br />
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<h3>
Google Drive</h3>
This is the place where students file all of the work they do. It can be accessed from any computer, anywhere, by logging into Google Mail. There is a button that gives access to Google Drive <gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="e32086d0-6a43-43cb-8f77-575516863079" id="a894e04e-d0a2-423c-8728-939ec5a6622d"><gs class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="5bdceef8-6bb7-46cd-92f7-2af71ad5362a" id="ea06e8a2-1d73-44ff-a385-461349dcb126">in</gs></gs> the top right hand side of the screen.<br />
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<img border="0" src="https://2.bp.blogspot.com/-YHANXY87HSc/VAhb7730DnI/AAAAAAAAF1I/JzrNglYIIUU/s640/Google_app_launcher_screenshot.png" /></div>
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If the children are using a Google doc then they can work on it within the Chrome browser window. If they are working on a Pages, Keynote or similar non Google document they will need to download it, work on it and then re-upload it when they are done. <br />
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Google Drive is our go-to filing system as the storage is online. If a child’s laptop has to be wiped for some reason then all of their work is safely stored and can be reconnected when their laptop is returned to them. More information about Google Drive is available <a href="http://vimeopro.com/uwcsea/google-drive">here</a><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-60855997182637993022019-05-31T14:45:00.000+08:002019-06-05T15:02:26.915+08:00Showcase v Sharecase<div class="separator" style="clear: both; text-align: center;">
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‘<a href="http://doverdlc.blogspot.sg/2014/01/teaching-teachers-tech-integration-4.html" target="_blank">Team Time</a>’ is a time in each grade in the Primary School when the DLC is available specifically to a team to facilitate collaborative and individualised (Hixon & Buckenmeyer, 2009) teacher-generated opportunities to learn from and with each other (Pickering, 2007). These shorter, smaller and more frequent meetings are the kinds where collaborative work is more effective than larger, infrequent meetings (Cordingley et al, 2005; Devereux, 2009).<br />
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<div class="pa-embed-player" data-description="36 new photos added to shared album" data-link="https://photos.app.goo.gl/PAwKFx34YTL3MwfY7" data-title="Sharecase 2019" style="display: none; height: 480px; width: 100%;">
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<img alt="" data-src="https://lh3.googleusercontent.com/8yo8UTZavY-BAy4mbkWbET9kZ_-J70GN6vLr6vEATdiup-44M53yupnhYhCHhy-A6jQvs336A6i6bFBnV4pt31mvI8UyQwSW3QMxaFoQ8qTDFjo1nUTlqD6hgPBRlf6aKqPNU4rcaO8=w1920-h1080" src="" />
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Most weeks these are informal affairs, that provide a forum for collaboration; teachers are able to discuss technical and curriculum questions, classroom management issues and assessment practices, as well as how to use available technology, and share tips and short cuts they have learned with/from their students (Ciampa & Gallagher, 2013). One teacher’s efficacy (often a '<a href="https://docs.google.com/document/d/1vRA_7N8bdvKJH8DA15L7P9eHdzdJMSa4g8PQKQ9ol7M/edit?usp=sharing" target="_blank">Tech Mentor</a>'—a teacher designated as having a particular role in the development of ICT within the grade level or department—but not always) with a particular tool can quickly became ‘viral’ with two or three other teachers eager to learn from a colleague’s expertise, very much imitating the way they observe their own students learn from each other.<br />
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<a href="https://goo.gl/photos/tjFHtqZsy8eboF2t9" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="425" src="https://2.bp.blogspot.com/-f8d2e6jzIQU/UymeiIEq3oI/AAAAAAAAJRQ/YeJI1t0_GvwdaItJmCqwysXsy1XK8W0cQCKgB/s640/UWC_4512.jpg" width="640" /></a></div>
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The problem in a school as large as ours is finding ways for these powerful practices to expand <i>beyond</i> the bounds of one grade, to impact teaching practice in other grades as well. And so it was the 'ICT Showcase' was born...<br />
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<div class="pa-embed-player" data-description="22 new photos · Album by Seán McHugh" data-link="https://goo.gl/photos/tjFHtqZsy8eboF2t9" data-title="iLearn Showcase, UWCSEA Dover" style="display: none; height: 480px; width: 100%;">
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<img alt="" data-src="https://lh3.googleusercontent.com/MpPj2n4ofOOfE780voXMh_8Cid5J7TnkWi-S40QMzt_X1VU7arC6W1CjaMFa5wJuRtG3M7-HPcalwfwRQVVn93T6-Fn74nGgZufJEmMHEO-XFSkeFoVuldCWnB8tf0ZPfhAxlvV5vVM=w1920-h1080" src="" />
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<img alt="" data-src="https://lh3.googleusercontent.com/A_5jlsXqNDnkLfgxSuK87VCu8V1FoIjivvLe9L-b3Xg8Zp3JDHK5c5PPAxUuaV296CPSX_nOTYZtx-BUO0BVaPQl6xqKKp5cexChJcRpmEZEODk9MYODZWwKangkuq4w5rYraeLFWBw=w1920-h1080" src="" />
<img alt="" data-src="https://lh3.googleusercontent.com/vvQ_Lj1IUHcI4Iaj7o4mm2B2d-TL4OubpI6yyzt-Nt_N8ZvXkzpLBq7YnJz0h5bosLM7vTS2iMps-Ao8wMA7GMbKmtWPh-0qnqj0l4fx2jb5pgNDqYxsHBleH-oTYn2cIzKHyaMW9YM=w1920-h1080" src="" />
<img alt="" data-src="https://lh3.googleusercontent.com/c2I_zceyg8tDpCBQtyrjFyuUx71P3bZCYEWGUOou4Q2tvp5IF7KS13XEAWlerNmKqSxsvvSmJCZU6dLM-6t_KEBAuDrvlYQORDvB_YYl4nOFHRlXrWDf0iMRoxNIED-u6I9aEPJWtAY=w1920-h1080" src="" />
<img alt="" data-src="https://lh3.googleusercontent.com/wwToNoHYz5RevLxB6OsWEtIHbdpFRnTmvbo-T5ifDvKH6OrMGnha4xt6ewGDfj1tlk-kj2gOGXOHZAZ0vOTO4XC0qJZSTh7o5o9jO5bPEapVmsSOn1XriB9A9MYYXiaztXugu4j0kiQ=w1920-h1080" src="" />
<img alt="" data-src="https://lh3.googleusercontent.com/kmgSePHVrmgGQHQoeu17r9auQRO6DjK6reUvg3iJFno54JNMaS2VIYab1fYvQjzAt1BNs72JeCX-BYHh6-6st2KkDZVrJCLHMwMeSkoQ9BxrVLSdRH0jrR865P_vsviNakauWeaRNuE=w1920-h1080" src="" />
<img alt="" data-src="https://lh3.googleusercontent.com/thqPxQnbiHULW-1yiKQoLFQhKQTTK0cXEBCDHaHzyuMNhW-CSXjWmC9X4xV6HdZ6vwIjKVyfdUVAYE9GFaG7ZP3PG39mBxWmPQiA9bU9ugONne9q9HIpXmqFpnL2OLdYAypWpLaUfr0=w1920-h1080" src="" />
<img alt="" data-src="https://lh3.googleusercontent.com/nRxlo5dZ9xZOHTO008vKO_7k-OYey1Ngz1TPwEWVLkI4B0ZfCtPbHBhfbFfcMCcHcRJnCKxZdX1IxEDLdXMeEc9R1XW8i-0llyRo0FCHlsP2Q3rjZUXlV4DBsOzL-lPSs8LVywU3A7w=w1920-h1080" src="" />
<img alt="" data-src="https://lh3.googleusercontent.com/NMsmyKF9exDXZ0atKCp5HsyUrALIn1396DzMzoF8qK-xy5DdMV8eKs7wteQSUNN-veWofvuZ44aIvNwQbuDjjMGOwpq-3k8SEEDrsS_ptAYUxLoNrkqe7So7R9gnQYdMd-GzryhTGYc=w1920-h1080" src="" />
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<span style="font-size: x-small;"><a href="https://goo.gl/photos/tjFHtqZsy8eboF2t9" target="_blank">Photographs</a> courtesy of Dave Caleb, DLC - East Campus</span><br />
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<a href="http://vimeopro.com/uwcsea/ilearnshowcase" target="_blank">The annual ICT showcase</a> effectively extended ‘<a href="http://doverdlc.blogspot.sg/2014/01/teaching-teachers-tech-integration-4.html" target="_blank">Team Time</a>’ from grade to school level, including subject specialist teachers. All teachers attend and share by ‘mingling’ in small informal groups about the ways they have been integrating digital technologies - opportunities for purposeful talk are plentiful, and focus on specific aspects of technology enhanced learning (TEL) and the specific types of digital tools that they feel have proved effective in realising this. Plans for further development, or repurposing of other team’s uses of ICT are facilitated by the teachers themselves, who are currently using these ICTs, importantly <i>not the DLCs</i>, who act purely as mediators to facilitate learning conversations around what can be possibly be achieved with ICTs, in other grades and contexts.<br />
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If you'd like to see a snapshot of some of the examples form the ICT showcase, please view the short 'videoburst' below, we open the event with this, as it gives a good indication of the ways technology is currently being used at that grade level.<br />
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An ICT Showcase VideoBurst</h3>
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A Slam/Dunk Slidedeck</h3>
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<iframe allowfullscreen="true" frameborder="0" height="460" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1AN7kCSJOqzuQbvb1re0j6FUV-j-YSWzohCwouDPYIxs/embed?start=true&loop=true&delayms=3000" webkitallowfullscreen="true" width="650"></iframe><br /></div>
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From a Showcase to a Sharecase</h2>
Calling it a 'Showcase' carried with it expectations of 'showing off' and bragging, or even impressing, that we found that from teacher feedback, teachers found off putting. If it wasn't AMAZING they were reluctant to share anything, so to emphasis the focus on sharing, as opposed to 'showing off' we renamed it.<br />
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<span style="font-size: large;">From Technology to Pedagogy</span></h3>
This year we evolved this event to the next level, 8 years into our work on facilitating authentic tech integration, we felt we are 'mature' enough as an organisation to shift the focus away from tech as the only focus, and to work as a wider team of coaches (digital, literacy, maths, inquiry) to widen the remit to reflect any practices that teachers value, whether this in terms of their own experiences (professional development and learning) or classroom practice. I'll admit I was a little reticent, now teachers can choose anything, will tech still survive? Will it be overshadowed by other examples?<br />
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I guess that's the ultimate test of whether the initiative has really has any effect, to the extent to which it has reached the levels of <i>adaptation, appropriation, and invention</i> described by <a href="https://larrycuban.wordpress.com/2016/09/11/stages-of-technology-integration-in-classrooms-part-3/#_edn2">Larry Cuban (2016)</a>, by teachers naturally, authentically, and meaningfully. I think a look through the following slideshow should answer that question (and allay any concerns) very effectively.<br />
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<iframe allowfullscreen="true" frameborder="0" height="389" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vR7VVxw_5MnmKsDO52Bj-lvbxr0nDos6LwnFgHdgQnn-LI8kP8vI58imcgmvo5l0a77mMFzN7eUNG3Z/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="640"></iframe></div>
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References</h3>
<span style="background-color: white; color: #222222; font-family: "molengo"; font-size: xx-small;">Ciampa K and Gallagher T L (2013). Professional learning to support elementary teachers’ use of the iPod Touch in the classroom, Professional Development in Education, DOI:10.1080/19415257.2012.749802</span><br />
<span style="background-color: white; color: #222222; font-family: "molengo"; font-size: xx-small;"><br /></span><span style="background-color: white; color: #222222; font-family: "molengo"; font-size: 15px; line-height: 21.559999465942383px;"></span><span style="background-color: white; color: #222222; font-family: "molengo"; font-size: xx-small;">Cordingley P, Bell M, Evans D and Firth A (2005). 'The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning?' Research Evidence in Education Library London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. </span><br />
<span style="background-color: white; color: #222222; font-family: "molengo"; font-size: xx-small;"><br /></span>
<span style="color: #222222; font-family: "molengo"; font-size: xx-small;">Cuban, L. (2016). Stages of Technology Integration in Classrooms (Part 3). Retrieved May 31, 2019, from https://larrycuban.wordpress.com/2016/09/11/stages-of-technology-integration-in-classrooms-part-3/</span><br />
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<span style="background-color: white; color: #222222; font-family: "molengo"; font-size: xx-small;"></span>
<span style="background-color: white; color: #222222; font-family: "molengo"; font-size: xx-small; line-height: 14px;">Hixon E and Buckenmeyer J (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130-146.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-25763997365630366952019-04-15T09:39:00.000+08:002019-08-02T09:17:23.872+08:00Less marking, more feedback<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
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<span style="font-family: "arial"; font-size: 15px; line-height: 1.15; white-space: pre-wrap;">My mind was blown at the end of Term 2 during the <a href="http://doverdlc.blogspot.sg/2014/03/the-ilearn-showcase-2014.html" target="_blank">Primary ICT Showcase</a>. Seeing the range of talent on show within the Primary School was inspiring and something to be celebrated loudly. </span><br />
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We began the showcase with Demo Slams, the opportunity for ordinary teachers to display their extraordinary tech integration to their peers. Ben Henry, Grade 5, Dover was one of the slam recruits and he showed the crowd his awesome use of QuickTime Player to facilitate giving feedback about a piece of writing. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I’ll let Ben set the scene:</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The children had been working on their Historical Fiction stories during Writing Workshop and it was the week before their final edit. For their homework task, each ‘Writing Buddy’ was asked to read their partner’s story and to identify a couple of areas that they were impressed with, along with a suggestion for the final edit. The children had the option of drawing from my <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="dd3590b0-25fb-4386-a9b9-5b47a207c4f0" id="6396c60b-fa81-4c98-b2e7-b114cc43ad31"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="ad64fbb5-1aca-4579-9804-dbc43b9f255c" id="78f09b6c-fa49-42d2-b36a-04b8d9d82f28"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="b070ccaf-cc43-4295-8b72-28517713be4e" id="3e807053-01fb-4619-af90-ddff3c5d31f5">marking</span></span></span> comments already in the Google Doc, but it was remarkable how accurate the <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="b070ccaf-cc43-4295-8b72-28517713be4e" id="c67c6795-a612-42bd-acc9-9e325de7d09b">buddies</span> were at making a relevant suggestion that would improve the writing. The children communicated their suggestions for improvements and the elements they were impressed with using QuickTime player in the form of a screen recording. Since the children enjoyed making the screen recordings, and are <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="f4f5ee68-0bd6-41a4-b4c4-f0bc2df0cef0" id="7c130f7b-7787-4d09-94ba-28d2348d1ff3">equally</span> (if not more) concerned with their partner’s comments as they are with mine, I will certainly be using this method in the future.</span><span style="background-color: transparent; color: #4a86e8; font-family: "arial"; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here is an example of a student giving feedback to their writing partner. </span></div>
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<iframe allowfullscreen="" frameborder="0" height="313" mozallowfullscreen="" src="//player.vimeo.com/video/90283637" webkitallowfullscreen="" width="500"></iframe> <br />
<a href="http://vimeo.com/90283637">Grade 5 'Peer 2 Peer' Feedback</a> from <a href="http://vimeo.com/uwcsea">UWC South East Asia</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sean McHugh (DLC on the Dover Campus) has written about <a href="http://doverdlc.blogspot.sg/2013/06/the-rat-samr-transformative-technology.html" target="_blank">RAT</a> and <a href="http://doverdlc.blogspot.sg/2013/10/a-framework-for-transformational.html" target="_blank">SAMMS</a> in previous posts on this blog. What Ben demonstrated in his use of video feedback is in the transformative area of RAT; ‘technology as transformation’. Being able to give this level of useful feedback moves both the writer and the student giving feedback forward in their understanding of the concepts. The writer <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="578fe030-eef1-4788-b0ea-60956c99f9a6" id="fc0bbf90-0866-4b25-b0a9-6b84d0ff928f">has demonstrated</span> that they are able to listen to the lessons given in class about how to write this particular genre and process them to create a comprehensive piece of writing. <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="474cf538-77c5-41b0-b052-753632a4b7b4" id="1afe669e-988e-4360-a50c-669161500447">The student giving</span> feedback has to understand the genre well in order to give feedback to their partner and move their writing on. By allowing the chance for peer to peer feedback the skills being demonstrated and developed by both parties are immense. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The beauty of using technology to facilitate this process is listed in the SAMMS framework. The fact that Google docs can be accessed from anywhere with an internet connection (Situational), allows for instant reworking of the piece (Mutability) and provides a space where two students and the teacher can collaborate on one document (Social). </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It is also a brilliant example of Dylan Wiliam’s Assessment for Learning strategies.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Wiliam breaks down AfL into 5 key strategies</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1. Clarifying learning intentions</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2. Eliciting evidence</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">3. Feedback that moves learning forward</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">4. Students as learning resources for one another</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">5. Students as owners of their own learning (ownership - <span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="be63522e-be5f-4aad-bd9c-30e92804f782" id="aca12bbf-e21e-4251-a0f9-5484739f9ffa"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="ea64b40a-91e1-4ea4-95cc-9714ca51286c" id="3585794d-0a45-40eb-bc93-d4362f41c241"><span class="GINGER_SOFTWARE_mark" ginger_software_uiphraseguid="3b9f63ea-bd47-46f8-8bd3-2a772b69e4a1" id="4e463633-0ffc-40f1-8434-039aba4aaa3a">metacognition</span></span></span>, motivation, interest, attribution, self-assessment)</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Wiliam & Thompson, 2007)</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ben’s use of feedback thoroughly demonstrated the third and fourth points in Wiliam’s list. The students receive feedback from their teacher and also from a peer to improve their writing. Before I saw this being used I would have guessed that the feedback being given from a writing partner would be a little shaky and inaccurate at best. After seeing this in practice the feedback being given is 90% accurate and very well articulated. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To anyone who would like to do less marking and give more feedback using screen casting come and speak to myself or Ben for more details. </span></div>
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<span style="font-family: "arial"; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-78365184619096135932019-03-21T14:18:00.001+08:002019-03-21T19:13:07.154+08:00Digital Wellbeing<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-ucSspxXDVu8/XJB4Ysb0usI/AAAAAAAA1cA/qCDdJ_DYEwQ97Wvpo-KEftiwYkoWn0yUwCK4BGAYYCw/s1600/Simon%2BRae%2BMaslow%2527s.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="371" src="https://1.bp.blogspot.com/-ucSspxXDVu8/XJB4Ysb0usI/AAAAAAAA1cA/qCDdJ_DYEwQ97Wvpo-KEftiwYkoWn0yUwCK4BGAYYCw/s400/Simon%2BRae%2BMaslow%2527s.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">@simonrae</td></tr>
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Talking with a colleague about some of the common behaviours that we witness in terms of the working habits employed by students throughout the school when they need to work on a screen. Interestingly, completely separate from each other, and working in very different areas, we had similar concerns. I’ve always approached this from the point of view of inefficiency and a general <a href="http://doverdlc.blogspot.com/2018/03/digital-disorganisation-parenting.html" target="_blank">lack of organisation</a>, but she had the clever insight that maybe what we should really be concerned about is their <b>well-being.</b> </div>
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<br /></div>
<div style="text-align: left;">
With that I set off on a literature review to find out what I could, and sure enough there is a considerable amount of material that has been written in this area, generally organised under the category of ‘<b>clutter</b>”. </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Obviously, as is usually the case with these things, clutter is a problem whether it is digital or non-digital. But what I am noticing is that effectively the clutter that is commonplace in students' laptops is a big issue, because while this clutter it is largely effectively <i>invisible</i> to the teachers and parents, but</div>
<h3 style="text-align: left;">
...the negative impact in terms of stress as noted by the research is the <i>same</i>, regardless or not whether clutter is in a <i>physical</i> work environment or a <i>digital</i> work environment.</h3>
<div style="text-align: left;">
I regularly encounter many (if not most) students (and adults!) who have <i>normalised</i> a cluttered digital work environment; their <i>norm</i> is to work in a browser with far too many tabs open, lots of different applications open at the same time, work scattered all over the desktop, with files very poorly organised and therefore very difficult to find whatever they need to work on, especially when they have opened the same file multiple times without being aware of it...<br />
<br />
These key areas are encompassed by what I call the '<a href="http://doverdlc.blogspot.com/2018/06/the-fundamental-four.html" target="_blank">Fundamental 4</a>" four simple areas to review regularly—ideally once a week. Check you are signed in properly, clear your desktop, close all/most of your tabs (bookmark the ones that are important to return to), and tidy up your drive, move loose files into folders.<br />
<br />
Ignoring all of this is easy, and understandable, but as we all know, clutter accumulates without requiring any assistance at all. The longer you leave it, the worse it gets, combining to create a lose-lose scenario: an ineffective work flow, that undermines wellbeing. But don't take my word for it, I've collated the essential arguments below (my emphasis in bold): </div>
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<a name='more'></a><br />
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<h2>
<a href="https://lifehacker.com/how-clutter-affects-your-brain-and-what-you-can-do-abo-662647035" target="_blank">Clutter’s Impact on Your Brain</a></h2>
<div>
Whether it be your closet or office desk, excess things in your surroundings can have a negative impact on your ability to focus and process information. That’s exactly what neuroscientists at Princeton University* found when they looked at people’s task performance in an organized versus disorganized environment. The results of the study showed that physical <b>clutter in your surroundings competes for your attention</b>, resulting in decreased performance and increased stress.</div>
<div>
<br /></div>
<div>
... Similar to what multitasking does to your brain, physical clutter overloads your senses, making you feel stressed, and impairs your ability to think creatively.</div>
<div>
<br /></div>
<h2>
Clutter Isn’t Just Physical</h2>
<div>
Files on your computer, notifications from your Twitter and Facebook accounts, and anything that goes “ping” in the night competes for your attention. This creates a digital form of clutter that erodes your ability to focus and perform creative tasks. Mark Hurst, author of Bit Literacy, a New York Times best seller on controlling the flow of information in the digital age, put it best when he said:</div>
<h3>
"Bits are a new material."</h3>
<div>
When you have to-do items constantly floating around in your head or you hear a ping or vibrate every few minutes from your phone, your brain doesn’t get a chance to fully enter creative flow or process experiences. When your brain has too much on its plate, it splits its power up. The result? You become awful at:</div>
<div>
<ul>
<li>filtering information</li>
<li>switching quickly between tasks</li>
<li>keeping a strong working memory</li>
</ul>
<h3>
The overconsumption of digital stuff has the same effect on your brain as physical clutter.</h3>
</div>
<div>
If you work on a computer, having a cluttered desktop every time you turn on your computer can give you a constant uneasy feeling. At the end of each day, remove every file from your desktop.</div>
<div>
<br /></div>
<div>
Clutter, whether physical or digital, is something you’ll always have to deal with <a href="https://lifehacker.com/how-clutter-affects-your-brain-and-what-you-can-do-abo-662647035" target="_blank">but it can be controlled</a>. Finding ways to steer the streams of consumption in your favour will give you a sense of power and a freed mind… </div>
<div>
<br /></div>
<div>
When your environment is cluttered, the chaos restricts your ability to focus. The clutter also limits your brain’s ability to process information. <b>Clutter makes you distracted and unable to process information as well as you do in an uncluttered, organized, and serene environment.</b></div>
<div>
…</div>
<div>
Researchers used functional magnetic resonance imaging (fMRI) and other physiological measurement tools to <a href="https://unclutterer.com/2011/03/29/scientists-find-physical-clutter-negatively-affects-your-ability-to-focus-process-information/" target="_blank">map the brain’s responses to organized and disorganized stimuli </a>and to monitor task performance. The conclusions were strong — if you want to focus to the best of your ability and process information as effectively as possible, you need to clear the clutter from your home and work environment. <b>This research shows that you will be less irritable, more productive, distracted less often, and able to process information better </b>with an uncluttered and organized home and office.</div>
<div>
<br /></div>
<h2>
<a href="https://www.mother.ly/life/its-science-clutter-can-actually-give-you-anxiety" target="_blank">The science of focus</a></h2>
<div>
From our computer desktop, to our car, to our kitchen counter and fridge—clutter is clutter, and it affects us whether we think so or not.</div>
<div>
<br /></div>
<div>
<a href="https://www.ncbi.nlm.nih.gov/pubmed/21228167" target="_blank">In a study by the Princeton University Neuroscience Institute</a>*, researchers monitored task performance when an individual was surrounded by organized versus disorganized environments.</div>
<div>
<br /></div>
<div>
Overall, subjects were more productive, less irritable and distracted in the clutter-free environment versus the disorganized environment where their stress increased.</div>
<div>
<br /></div>
<div>
The brain has a limited capacity to process information. To filter out extra stimuli and focus on what we are trying to achieve at any given moment, the <a href="http://openpsyc.blogspot.com/2014/06/bottom-up-vs-top-down-processing.html" target="_blank">top-down and bottom-up attention mechanisms</a> compete. By mutually suppressing each other, brain power is exhausted, and ultimately we lose focus. </div>
<div>
<br /></div>
<h2>
<a href="https://www.makeuseof.com/tag/clearing-clutter-good/" target="_blank">Cognitive Clutter</a></h2>
<div>
Humans are bad at multitasking. It’s a hard fact to come to grips with, especially in a society that values professional productivity so highly. We’re encouraged to work on multiple projects at once so that we can get them all done faster, <b>but science has shown us that this actually slows us down</b> — working on a single task is much more efficient than trying to direct our attention in multiple directions.</div>
<div>
<br /></div>
<div>
<b>This is related to why clutter has such a negative effect on our mental capacities.</b> Just seeing a cluttered desk or home adds to the number of things that we have to expend mental resources on to process, both visually and cognitively. This adds to the load placed on your brain. Using more mental power requires more energy, which is why clutter can make you feel more fatigued.</div>
<div>
<br /></div>
Think about your digital workspace. Decluttering your Windows or Mac desktop, clearing your inbox, and even your declutter browser tabs can make you feel a lot better. It encourages you to back up your old files, and cleans up your workspace. It may even help you find things that you’ve lost — old notes in Evernote or old articles in Pocket that are really useful or more applicable now than when you saved them.<br />
<br />
<h3>
Digital decluttering is a great way to bring new energy to your life.</h3>
<h3>
Digital clutter is a real thing. Keep your digital life organized by using the same principles as you would with physical clutter.</h3>
<div>
Managing disorderliness is good for health. It reduces your stress, prevents feeling guilty about your cleanliness, and keeps your brain from getting overloaded by unhelpful things.</div>
<div>
<br /></div>
<div>
<a href="https://bebrainfit.com/clutter-stress/" target="_blank">Clutter robs you of mental energy</a>, leaving you feeling anxious, tired, and overwhelmed.</div>
<div>
<ul>
<li>It frustrates you.</li>
<li>It makes you lose things and waste time.</li>
<li>It ruins your focus and concentration, drawing attention away from what’s important.</li>
</ul>
</div>
<div>
<h2>
<br /></h2>
<h2>
Why Your Brain Loves Order</h2>
</div>
<div>
The human brain is wired to respond positively to order.</div>
<div>
<br /></div>
<div>
Psychotherapist and professional organizer Cindy Glovinsky says that order feels good, in part because it’s easier for our brains to deal with.</div>
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<br /></div>
<div>
In an organized space, your brain doesn’t have to work so hard.</div>
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<br /></div>
<div>
This leaves you feeling calm and energized.</div>
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<br /></div>
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<h3>
When you enter a pleasing, uncluttered space, you can more readily concentrate and focus.</h3>
</div>
<div>
<br /></div>
<div>
<h2>
<a href="https://www.nbcnews.com/better/health/why-clutter-killing-your-focus-how-fix-it-ncna775531" target="_blank">Why Clutter Is Killing Your Focus</a> (and How to Fix It)</h2>
</div>
<div>
What should you hope to improve by decluttering in your personal or professional life?</div>
<div>
<br /></div>
<div>
Better focus.<br />
<br />
Evidence* suggests that when multiple visual stimuli are competing for your attention, you have a harder time narrowing your focus to only one of them. That means the clutter in your life is making you unfocused. You’ll have a harder time staying on task at work, and you won’t be as “present” in your home life, either. <b>Decluttering brings better focus back to your world.</b></div>
<div>
<br /></div>
<h3>
Academic Note for Boffins</h3>
<div>
*The study <a href="https://www.ncbi.nlm.nih.gov/pubmed/21228167" target="_blank">(McMains & Kastner, 2011)</a> referenced by many of these articles is one of the most flagrant examples of <a href="https://www.telegraph.co.uk/technology/10665312/Gibberish-is-spreading-like-a-virus-from-academia.html" target="_blank">academic gibberish</a> I have ever encountered. Here's a taste:</div>
<div>
<br /></div>
<div>
<i>"Multiple stimuli present in the visual field at the same time compete for neural representation by mutually suppressing their evoked activity throughout visual cortex, providing a neural correlate for the limited processing capacity of the visual system."</i></div>
<div>
<br /></div>
<div>
Huh?</div>
<div>
<br /></div>
<div>
I have read the article, it wasn't easy, and it took a lot of determination—but I can confirm that it largely supports the claims made above. In fact I would argue it goes further than they do, in that it finds that stimuli in the environment (bottom-up) compete with whatever we are trying to focus on (top-down), but what is more of concern is that they find the environmental stimuli ‘win’ as these are subconsciously prioritised by our brain, regardless of whatever the work is that we are trying to “spotlight“. </div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-Y23uTpthhmk/XJHZaWeHDWI/AAAAAAAA1cg/u_qeLWqNjNQgjyj5DcUowVkE3KH9sl0SgCK4BGAYYCw/s1600/sn618ssinxoffohrktzd.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="360" src="https://4.bp.blogspot.com/-Y23uTpthhmk/XJHZaWeHDWI/AAAAAAAA1cg/u_qeLWqNjNQgjyj5DcUowVkE3KH9sl0SgCK4BGAYYCw/s640/sn618ssinxoffohrktzd.png" width="640" /></a></td></tr>
<tr><td class="tr-caption">Image by <a href="https://www.shutterstock.com/image-illustration/abstract-creative-concept-background-web-mobile-426870421">Mikhail Grachikov</a> and <a href="https://www.shutterstock.com/image-vector/storage-concept-design-vector-illustration-eps10-298543163">Gst</a> via <a href="http://shutterstock.com/">Shutterstock</a>.<br />
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<br />
<div style="text-align: left;">
McMains, S., & Kastner, S. (2011). Interactions of top-down and bottom-up mechanisms in human visual cortex. Journal of Neuroscience, 31(2), 587-597. </div>
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Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-2812248537841791020.post-46995946391791281132019-01-11T13:41:00.000+08:002019-12-10T18:55:07.858+08:00Screen Time - A plague within your houses?<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-GWSVPUFC2zc/VPkkul2MBxI/AAAAAAAAKjc/f92gCHsVHBs/s1600/screen%2Btime.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="360" src="https://4.bp.blogspot.com/-GWSVPUFC2zc/VPkkul2MBxI/AAAAAAAAKjc/f92gCHsVHBs/s1600/screen%2Btime.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">(AP Photo/Gerald Herbert) via Quartz</td></tr>
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<br />
From a bucket of water to a bicycle, any tool can be used maliciously or marvellously, the same is true for screen time as it is for eating potatoes, they are both potentially very good for you, but not if that's all you do.<br />
<br />
One big difference being that we don't see articles circulated from time to time on the web fretting about potatoes, framed in the frantic, panicked tones of a 21st Century crisis, which we do about <b>screen time</b>, articles like <a href="http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html" target="_blank">this</a>*.<br />
<br />
In the face of opinions like that, some would ask how on earth we can justify all the iPads we provide for our young learners in the Infant school, 2:1 in K1, and an iPad for every child in K2, Grade 1 to Grade 3, and a laptop for every child in Grades 4 and 5. The problem is these articles that expect us to 'ban' our students from screen use, generally make the mistake of burying alternative perspectives, and are usually founded on a dubious judgement back in the 20th Century (1999), by the American Academy of Pediatrics that discouraged television viewing for children younger than 2, citing research on brain development that showed this age group’s critical need for “direct interactions with parents and other significant care givers.” They have since (2015) updated their report, acknowledging that things have changed significantly since their original judgement, however they still unfortunately, and impractically uniformly discourage passive media use, on any type of screen, for young children.<br />
<br />
What I'd like to do here is just to provide some <i>balance</i> to the argument, sure the AAP have their opinion, but there are plenty of other respected, and I would argue more reasonable and more practical perspectives regarding screen time out there, below I share just a handful. If you know of any others, please feel free to post them in the comments below.<br />
<br />
<h2>
<span style="font-size: x-large;"><a href="https://www.commonsensemedia.org/educators/blog/can-technology-be-a-teaching-tool-for-toddlers-preschoolers" target="_blank">Common Sense Media</a></span></h2>
<div>
Lumping all screens into one category is not helpful. "Screen time is a really enticing measure because it's simple – it's usually described as the number of hours a day using screen-based technology. But it's completely meaningless," says Pete Etchells at Bath Spa University, UK, who studies the effects of video games on behaviour. "It doesn't say anything about what you're using that time for."</div>
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<br /></div>
<div>
The challenge for parents and teachers, Robb says, “is to select the videos, games, and devices that have a real, positive developmental impact—and use them in ways that promote growth.”</div>
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<br />
<h2>
<span style="font-size: x-large;"><a href="http://www.newscientist.com/article/dn25297-children-benefit-from-the-right-sort-of-screen-time.html#.VPkZYoHLf9f" target="_blank">New Scientist</a></span></h2>
Children benefit from the right sort of screen time.<br />
<br />
What is becoming clear is that it's not the technologies themselves we should be worried about, but how they are used and how people interact with them. The advantages seen in the school environment can be translated into the home – if you choose your children's digital distraction wisely.<br />
<br />
A lot of it is common sense. Don't unthinkingly hand over your device. There are educational apps whose benefits are backed up by research.<br />
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Five hours sitting in front of the TV is not the same as 5 hours of some TV, a couple of hours playing on Dance Dance Revolution or some other kind of active game, followed by a Skype session with a grandparent.<br />
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<br />
<h2>
<span style="font-size: x-large;"><a href="http://qz.com/312749/a-family-doctors-rules-for-toddlers-and-screen-time/" target="_blank">Quartz</a></span></h2>
This [The advice from the AAP] hard and fast two-hour policy, beaten into parents’ brains by their pediatricians, troubles me and many others partly because it was last updated in 2011 before the astounding boom of tablets, smartphones and touch screens among both kids and adults. The policy warnings had focused very reasonably on TV and its clear long-term harms to healthy development in kids under two—especially harmful when passively watching non-interactive, non-educational TV.<br />
But such traditional passive TV watching, while still the dominant form of media consumption for most children, is rapidly becoming meaningless for many. Clearly, an interactive video game that parents and toddlers are playing together or watching family vacation videos on a smartphone can have huge value compared to zombie-like staring at an episode of Spongebob—these kinds of shows are shown in studies to harm a young child’s executive functioning, a prefrontal brain skill set including memory, attention, and setting goals.<br />
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<br />
Not all screens are equal, and guidelines need to be updated to reflect these differences.<br />
The policy also doesn’t reflect the reality on the ground: a recent survey of parents by Common Sense Media shows that toddlers under two are spending almost one hour a day using screen media anyway.<br />
<br />
I still generally agree with most of the AAP’s family media plan advice, especially no TV ever in bedrooms and no screens at certain times of the day, including during meals, and screen time limits depending on age. With children under two, I definitely believe that screen time should never be spent alone: kids always benefit more from any activity when parents are playing along.<br />
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<br />
<h2>
<span style="font-size: x-large;"><a href="http://www.theatlantic.com/magazine/archive/2013/04/the-touch-screen-generation/309250/?single_page=true" target="_blank">The Atlantic</a></span></h2>
The 2011 [AAP] report mentioned “smart cell phone” and “new screen” technologies, but did not address interactive apps. Nor did it broach the possibility that has likely occurred to those 90 percent of American parents, queasy though they might be: that some good might come from those little swiping fingers.<br />
<br />
Technological competence and sophistication have not, for parents, translated into comfort and ease. They have merely created yet another sphere that parents feel they have to navigate in exactly the right way. On the one hand, parents want their children to swim expertly in the digital stream that they will have to navigate all their lives; on the other hand, they fear that too much digital media, too early, will sink them. <br />
<br />
April 2010, when the iPad was released. iPhones had already been tempting young children, but the screens were a little small for pudgy toddler hands to navigate with ease and accuracy. Plus, parents tended to be more possessive of their phones, hiding them in pockets or purses. The iPad was big and bright, and a case could be made that it belonged to the family. Researchers who study children’s media immediately recognized it as a game changer.<br />
<br />
<h2>
<span style="font-size: x-large;"><a href="https://www.unicef.org/publications/index_101992.html" target="_blank">UNICEF</a></span></h2>
The 2017 "The State of the World’s Children 2017: Children in a Digital World" report is a comprehensive look from UNICEF at the different ways digital technology is affecting children, identifying dangers as well as opportunities.<br />
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Too many news articles share evidence from studies that are methodologically weak or exaggerate or misrepresent the evidence provided.<br />
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For most children, underlying issues – such as depression or problems at home – have a greater impact on health and happiness than screen time.<br />
<br />
Without consensus on screen time, it is important for parents, policymakers, researchers and the media not to jump to conclusions about what is healthy or unhealthy digital use. Considering the full context of a child's life – together with an emphasis on content and experiences rather than screen time – may prove more useful for understanding the effects of digital connectivity on children's well-being.<br />
<br />
Rather than restricting children’s digital media use, more attentive and supportive mediation by parents and educators holds the most promise for enabling children to draw maximum benefit and minimum risk from connectivity. More attention should be given to the content and activities of children’s digital experiences – what they are doing online and why – rather than strictly to how much time they spend in front of screens.<br />
<br />
Considering the full context of a child’s life – together with an emphasis on content and experiences rather than screen time – may prove more useful for understanding the effects of digital connectivity on children’s well-being.<br />
<br />
<h2>
<span style="font-size: x-large;"><a href="http://www.aappublications.org/content/aapnews/36/10/54.full.pdf" target="_blank">The American Academy of Pediatrics</a></span></h2>
In a world where “screen time” is becoming simply “time,” our policies must evolve or become obsolete. The public needs to know that the Academy’s advice is science-driven, not based merely on the precautionary principle.<br />
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Media is just another environment. Children do the same things they have always done, only virtually. Like any environment, media can have positive and negative effects. Family participation with media facilitates social interactions and learning.<br />
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<br /></div>
<div>
Content matters. The quality of content is more important than the platform or time spent with media. Prioritize how your child spends his time rather than just setting a timer.<br />
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<h2>
<span style="font-size: x-large;"><a href="https://www.rcpch.ac.uk/resources/health-impacts-screen-time-guide-clinicians-parents" target="_blank">The Royal College of Paediatrics and Child Health (RCPCH</a>)</span></h2>
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<div>
The evidence base for a direct ‘toxic’ effect of screen time is contested, and the evidence of harm is often overstated. The majority of the literature that does exist looks only at television screen time.</div>
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<div>
Evidence is weak for a threshold to guide children and parents to the appropriate level of screen time, and we are unable to recommend a cut-off for children's screen time overall.</div>
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Many of the apparent connections between screen time and adverse effects may be mediated by lost opportunities for positive activities (socialising, exercise, sleep) that are displaced by screen time.</div>
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<div>
There is a little evidence that any specific intervention can be applied across the population to reduce screen time. We have developed four key questions for families to use as a guide to examine their screen time:</div>
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<ol>
<li>Is screen time in your household controlled?</li>
<li>Does screen use interfere with what your family want to do?</li>
<li>Does screen use interfere with sleep?</li>
<li>Are you able to control snacking during screen time?</li>
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If a family can ask themselves (or be asked by others) these questions, and are satisfied with the answers, then they can be reassured that they are likely to be doing as well as they can with this tricky issue.</div>
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Touch screens change everything... </h3>
Previously, young children had to be shown by their parents how to use a mouse or a remote, and the connection between what they were doing with their hand and what was happening on the screen took some time to grasp. But with the iPad, the connection is obvious, even to toddlers. Touch technology follows the same logic as shaking a rattle or knocking down a pile of blocks: the child swipes, and something immediately happens. A “rattle on steroids,” is what Buckleitner calls it. “All of a sudden a finger could move a bus or smush an insect or turn into a big wet gloopy paintbrush.” To a toddler, this is less magic than intuition. At a very young age, children become capable of what the psychologist Jerome Bruner called “enactive representation”; they classify objects in the world not by using words or symbols but by making gestures—say, holding an imaginary cup to their lips to signify that they want a drink. Their hands are a natural extension of their thoughts.<br />
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* If you're going to read <i>that</i> article, make sure you read these two responses to it as well:<br />
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<a href="http://www.huffingtonpost.com/lisa-nielsen/10-reasons-why-the-resear_b_5004413.html?1395687657" target="_blank"><span style="font-size: x-large;">Research Literacy vs Scare Columns </span></a></h2>
<div>
Critical literacy will help readers navigate through broad claims that appear to be scientific in nature, but actually misrepresent facts and findings. Outlets such as The Huffington Post can provide important, accessible, and digestible information to parents as they try to navigate this complex world.</div>
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<h2>
<a href="http://www.huffingtonpost.com/lisa-nielsen/10-reasons-why-the-resear_b_5004413.html?1395687657" target="_blank"><span style="font-size: x-large;">Why the Research Behind Banning Devices is Flawed</span></a></h2>
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<div>
The research cited in the Rowan piece and the many other 'clickbait' articles like it is so unsupportive of her claims, it seems possible that the real motive behind these articles is to test the reader gullibility. If readers dig a little deeper, they'll find the truth.</div>
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The research focuses mainly on passive television consumption and video games that are either simple or for mature audiences. Much of it also is focused, not on pre-teens, but rather on teens and adults. The research shows a dearth of findings around the type of technology use in which the overwhelming majority of children engage.</div>
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Discerning educators and parents: Take a look at the research. Decide for yourself. <a href="https://www.diigo.com/user/mistermchugh?query=%22%23screen+time%22" target="_blank">I've collated over 60 articles here</a> (and counting) which I update regularly, happy reading!<br />
<br />
Alternatively the '<a href="https://podcasts.apple.com/sg/podcast/their-own-devices/id1441131937" target="_blank">Their Own Devices</a>' podcast has a very balanced take on this topic, there's bound to be an episode or two in there that will be of interest.<br />
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<b>It's not about <i>screens</i>, it's about <i>time</i>.</b></div>
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<iframe allowfullscreen="" frameborder="0" height="480" scrolling="no" src="https://embed.ted.com/talks/sara_dewitt_3_fears_about_screen_time_for_kids_and_why_they_re_not_true" style="height: 100%; left: 0px; position: absolute; text-align: center; top: 0px; width: 100%;" width="854"></iframe><br />
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<h2>
Healthy vs Unhealthy Screen Time (BBC)</h2>
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<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/XST74MzzsTo?rel=0" width="660"></iframe>
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<div style="text-align: left;">
Professor Andrew Przybylski, University of Oxford </div>
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Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-2812248537841791020.post-12191626725410861372018-11-03T17:29:00.000+08:002018-11-09T19:31:14.313+08:00Editing an audio or video file is easier than you might think...<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-7RiOGEYbNu0/W92M2B1HlGI/AAAAAAAA0ew/PJW2svcf4PE-tvF_rGB7rKqoxZjZzYG9ACK4BGAYYCw/s1600/featured-content-quicktime-icon-line_2x.png" imageanchor="1"><img border="0" src="https://3.bp.blogspot.com/-7RiOGEYbNu0/W92M2B1HlGI/AAAAAAAA0ew/PJW2svcf4PE-tvF_rGB7rKqoxZjZzYG9ACK4BGAYYCw/s400/featured-content-quicktime-icon-line_2x.png" /></a></div>
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Trim audio</h2>
Not a lot of people know this but if you need to trim a video or an audio file, like an MP4 (video) or an MP3 (audio), it's easier than you think. Just open the file in Quicktime Player, and use the editing features to trim the track.<br />
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<tr><td class="tr-caption" style="text-align: center;">Audio trimming in Quicktime</td></tr>
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Edited audio can be saved it to iTunes as AAC (Apple's version of an MP3) using the Export option, if you really need it to be an MP3, iTunes can convert audio files to MP3 if you need it to.<br />
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Now you can do more complex editing, but not as an audio file, so one way round this is to record the audio as a video, then edit as described below, then at the end discard the video and export as audio only. The same works in iMovie.<br />
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<h2>
Edit video</h2>
If you're not bothered about transitions, and picture in picture, then the editing option in Quicktime are all you need. You can trim the video just as you a would audio, (which incidentally is exactly the same on any iOS device, same conventions). But where it really rocketh is in it's accuracy with splitting and deleting bits of video, or moving them around.<br />
<br />
Just choose <b>View > Show Clips</b> to reveal a simple editing timeline at the bottom, click to select it (it will have a yellow outline) then move to the section of the video you want to split, you can even nudge the split point frame by frame using the arrow keys.<br />
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Once you've found the split point just choose Edit > Split Clip (or command Y) and you will see the video split into two (or more, if you split more than once) lozenges. Those bits can be deleted, or even moved about, simple.<br />
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You can even view the audio waveform to make editing easier, see where the quiet parts are...<br />
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Combine multiple clips</h2>
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Just drag a video onto a video you have open and see the magic unfold before your very eyes! Now you can trim, move, split and of the clips. </div>
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When you're finished Export and choose the kind of video you want.<br />
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Convert video/audio file formats</h2>
For a final phenomenal feature, got video that is to big? No problem just right/secondary click, choose Encode Selected Video Files. The in the dialog window that pops up choose a size, 480p will create a smaller, web friendly version of your video.*<br />
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<span style="font-size: x-small;">* You can make video files smaller, but you cannot make them bigger! </span><br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-17863826276146797932018-10-26T11:09:00.001+08:002018-10-26T11:33:17.995+08:00Search Smarter<div style="text-align: center;">
<a href="http://2.bp.blogspot.com/-IcEhexkq66Y/W7nKsrMA6qI/AAAAAAAAz_w/5t_L3RBAfa0umnGgpGnkP9eGEtlDHz3swCK4BGAYYCw/s1600/unnamed.png" imageanchor="1"><img border="0" height="248" src="https://2.bp.blogspot.com/-IcEhexkq66Y/W7nKsrMA6qI/AAAAAAAAz_w/5t_L3RBAfa0umnGgpGnkP9eGEtlDHz3swCK4BGAYYCw/s640/unnamed.png" width="640" /></a></div>
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<a href="http://2.bp.blogspot.com/-wLZTmmMxGkk/W7nLGL6izkI/AAAAAAAAz_8/rXdEMJH3iOsfN37oodRGTxKXOcKyp-S6gCK4BGAYYCw/s1600/Face_With_Rolling_Eyes_Emoji.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://2.bp.blogspot.com/-wLZTmmMxGkk/W7nLGL6izkI/AAAAAAAAz_8/rXdEMJH3iOsfN37oodRGTxKXOcKyp-S6gCK4BGAYYCw/s200/Face_With_Rolling_Eyes_Emoji.png" width="200" /></a>If you ever hear 'boolean operators' mentioned in a sentence, you could be forgiven for giving this whole rigamarole an eye roll and moving on—which I must confess I <i>used</i> to do, but DON'T, if you ignore these fabulous little functions you are missing out; you don't need to use <i>all</i> or even <i>most</i> of them, but you won't go wrong with these...<br />
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<span style="font-weight: bold;">Just remember when using an operator, this is not an essay, so NO SPACE after the colon or it won't work! </span><br />
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<h2>
Six Scintillating Search Strings</h2>
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So yes, <i>most</i> 'boolean operators' are extremely geeky and only really relevant to highly specialised search gurus, but there are a handful that are useful to <b>anyone, yes that includes you, if you can use Google you can use these;</b> they are:</div>
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define: </h2>
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Get a dictionary definition not just a webpage with the word in </div>
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“search term here” </h2>
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Use quotes to search for a specific term or phrase with exactly those words in exactly that order eg “halt and catch fire“</div>
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site: </h2>
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eg <b>site:ie</b> to just return websites that are based in Ireland, especially useful for research where you want the perspective of <a href="https://www.worldstandards.eu/other/tlds/" target="_blank">people of a certain nation</a> not just the most popular websites on the Internet. </div>
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intitle: </h2>
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eg <b>intitle:gaming</b> will only give you websites where gaming is in the <i>title</i> of the page not just a possibly fleeting reference within an article that is primarily about something else completely different. </div>
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NOT or - to exclude a particular term that keeps messing up your search results, eg maybe you’re searching for Koala, but you keep on getting websites that include the phrase “koala bear“ which you know means that they can’t be particularly authoritative, then you just add the search term -bear now any of the results that included the term “bear” will be excluded, refining your search down to a much better selection of sites. </div>
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Search for transparent images for your Google Slides </div>
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Search for images with other images… </div>
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Mix & Match! </h2>
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And of course don’t forget your combos, any/all of the above can be combined to extremely powerful effect, eg</div>
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intitle:”halt and catch fire” site:ie </div>
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This will return websites that are based in Ireland that are all almost certainly about the TV show ‘halt and catch fire’ ... </div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-52791872030920027402018-10-22T16:54:00.001+08:002021-04-24T12:29:08.926+08:00Internet Filtering & Parental Controls<div style="text-align: center;">
<a href="http://3.bp.blogspot.com/-ZRlC20Cg_CM/WA3GuCMz2wI/AAAAAAAArD4/SBNnu7YhsGwE6vo-uXqeJyvWnDpatXLbgCK4B/s1600/road%2Bsafety.jpg"><img border="0" height="275" src="https://3.bp.blogspot.com/-ZRlC20Cg_CM/WA3GuCMz2wI/AAAAAAAArD4/SBNnu7YhsGwE6vo-uXqeJyvWnDpatXLbgCK4B/s640/road%2Bsafety.jpg" width="640" /></a></div>
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I am regularly contacted by parents for advice about software they can install on the devices their children use at home that will enable them to filter out or block inappropriate content, usually based on the assumption that we must use some sort of monitoring software on campus. Often these parents are surprised to discover that while we do have filters to block the most egregious of content, it is fair to say that our college filters are not as strict as many might expect. We do use a commercial filter on our internet traffic to block inappropriate sites, however, such filters work on the basis of keywords and blacklists and neither of these methods are foolproof. So why do we take the risk?<br />
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Our <a href="https://www.uwcsea.edu.sg/it-technology/college-ilearn-policies" target="_blank">college policy</a> regarding parental controls goes a long way to explaining this:<br />
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<i>In general the College has an ethos of developing personal responsibility in students and ultimately we believe that it is essential for students to develop the skills and attitudes necessary to survive and then thrive in a digitally connected world.</i></blockquote>
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The sentiment behind this policy statement is very similar to the description of 'e-safety' as defined by Becta:<br />
<blockquote class="tr_bq">
<i>The term e-safety covers a broad range of issues around the need to ensure that children's and young people's experience and engagement with technologies is a safe and positive one. While parents, educators, government and industry all have a role to play in keeping children and young people safe, supporting them to become independent in online environments is critical to nationwide, effective e-safety. ‘Independence' does not mean here that they are expected to deal with every incident themselves: it means that they develop social skills (including resilience); that they know how to identify and manage risk; that they understand their rights and responsibilities and know how to access help and advice if needed.</i> (Becta's Contribution to the Rose Review, 2009)</blockquote>
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When we teach our kids how to use the internet, we do so from a position of preparing them for the 'real world' of internet access that most will encounter at home. While there are a minority of families who use some form of filtering software, the reality is that few families have internet filters of any kind on their home connections. This is not a criticism, I have not installed any filtering software at home either. This situation reflects the norm in my experience, a norm that we need to be teaching our students to operate effectively and responsibly within. For example, you cannot guarantee that even walking down Orchard Road you are not going to see images or overhear a conversation that you feel is inappropriate for your children. So in addition to the filters, arguably, more important than filters is the need to teach our children the skills they need to navigate the internet safely, and how to react appropriately if, or should I say, <i>when</i> something occurs.<br />
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This policy very much underpins our approach and throughout the Primary School, where, even from K2 (in K1 teachers use Guided Access), all students are effectively 'administrators' of their devices. This applies all the way through the iPad grades (K1-G3), and then on through from Grade 4-5. All students receive their own laptop in G6, where we leave the decision about admin controls up to parents, although we encourage parents to make their child admin if at all possible—or at least to try it. From G7—all the way through to grade 12 we expect all students to have admin rights on their laptop. This means that for most of their school years our students are already accustomed to using and managing their laptops as an 'administrator' whether or not they were even aware of this, which is possible, as we treat this as a 'normal' operating environment. This is an arrangement we encourage all parents to maintain, unless of course a situation arises where you feel that you need to withdraw the privilege of an admin account, in this (hopefully rare) situation, we encourage parents to ensure that this is a <i>temporary</i> arrangement.<br />
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<blockquote class="tr_bq">
<span style="font-size: x-large;">"Nearly half of 10 year olds say they have the skills to hide what they're doing online from their parents."</span> (<span style="font-size: large;">Sky News, Swipe, 2017)</span></blockquote>
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It's worth noting as a practical point, that the process of <a href="http://www.macworld.co.uk/how-to/mac-software/set-up-parental-controls-in-mac-os-x-3534770/" target="_blank">imposing parental controls</a> is not a simple one, this is mainly because the process of setting the 'tightness' and 'looseness' of controls is a tricky balance to find. If your main concern is distraction rather than access to inappropriate content, <a href="http://doverdlc.blogspot.sg/2016/02/defeating-distraction.html" target="_blank">there are a range of strategies</a> we encourage at school that you can also model at home, and encourage your children to practise as well. The other critical consideration is that if you are not very careful, you could end up effectively creating an unhelpful dynamic where you effectively teach your child that they are not trusted, at which point you may well be encouraging them to find ways to subvert your attempts at policing their online activity, then when they do encounter problems they are unlikely to come to you for help as they will have to confess their nefarious scheme... For more <a href="https://youtu.be/Hg1dEBEBI_4?t=54s" target="_blank">see this short video</a> on the '<b>the secret cyber life of young people</b>'...<br />
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<br />
<h2>
Road Safe, Web Safe</h2>
This is where the analogy of road safety that we use with students comes in. Roads in every country are commonplace, and at some point everyone of our children will need to learn how to navigate them safely and independently. The same can be said of the 'wild wild web'; like roads they are a modern and essential reality, and while they can be dangerous, they shouldn't be treated is if they are inherently dangerous places—although they <i>can</i> be very dangerous places. The solution to both is very similar: education and supervision. Like roads, we expect kids to be able to navigate the web from an early age, but never alone; although any wise parent should be modelling for their kids how they navigate the web, when they are using it together. Just like road safety, there are some basic rules we expect all young children to follow, to make these effective we've kept them simple:<br />
<br />
<ol>
<li>Only search the internet with a responsible adult present.</li>
<li>If you see something that makes you uncomfortable, show the responsible adult.</li>
<li>If you need to search online unsupervised, use a search engine designed for kids like <a href="http://www.kiddle.co/" target="_blank">Kiddle</a> or <a href="https://www.safesearchkids.com/" target="_blank">Safe Search Kids</a>.</li>
</ol>
<br />
About point 3, we liken these 'child safe' search engines to <a href="http://doverdlc.blogspot.sg/2017/02/video-games-playgrounds.html" target="_blank">playgrounds</a>, spaces that are designed especially for children, this doesn't make them harmless, after all, kids in playgrounds can still get hurt, but it does make the likelihood of this less likely. In the same way we liken searching using Google as tantamount to walking down Orchard Road, not an inherently dangerous space per se, especially in Singapore; but clearly the possibility of encountering something or someone inappropriate is more likely. As children we did not grow up with the dangers of the internet, but we did grow up with dangers, and our parents, in my experience were quite comfortable with allowing us some controlled exposure to risk situations, precisely so we could learn from them. I fell out of several trees, and off several bicycles during my childhood, not to mention the stairs I fell down. Stairs, now those are really dangerous, but I doubt anyone is seriously considering preventing children from using those... So we're not looking to create a zero risk environment for our students, but a <i>managed</i> risk environment, this distinction is essential. This last point is one <a href="http://doverdlc.blogspot.sg/2013/08/protection-paranoia-parenting.html" target="_blank">I've written about before</a>, but a recent article from the Washington Post, entitled, '<a href="https://www.washingtonpost.com/news/parenting/wp/2015/09/22/why-i-dont-monitor-my-kids-texts-anymore/" target="_blank">Why I don't monitor my kids' texts anymore</a>' does an excellent job of articulating this tension, along with some practical parenting advice.<br />
<br />
<blockquote class="tr_bq">
<i>"As a young and socially inexperienced person, I was sometimes mean, sometimes gross, and sometimes way out of line. Every kid tests his or her own boundaries. That’s how they start to grow up. The queasiness in my stomach or the ache in my heart when I crossed that line is what helped me learn from those mistakes. </i></blockquote>
<blockquote class="tr_bq">
<i>When we hover over our kids’ social interactions, on high alert to catch each mistake and steer them back on course, we squelch their internal barometer for embarrassment and guilt. Had my mom listened to all my conversations and called my behavior out into the light, I might not have learned to read my moral compass."</i></blockquote>
<br />
This does beg the question, "at what age is it okay for my child to browse the internet unsupervised?', and the answer is very similar to "at what age is it okay for my child to cross the road unsupervised?", which is, when you have taught them how to navigate it safely, and what to do if things go wrong. In my experience this is unlikely to be until grade 4 or 5, which is, incidentally, when students are allowed to make their own way home (with parental permission, of course). <br />
<br />
Not all families or children are the same, and the home environment is not one that is necessarily conducive to ensuring that young children are never able to go online unsupervised. Given that our policy is to teach responsibility, we'd like to think that even if unsupervised, our students would still make the 'right choice' and either stay offline (working within an app for example) or use one of the child safe search engines that they are encouraged to use in school. However there are clearly scenarios where this is not a realistic option, in which case you may want to consider some digital tools that can assist with this, but bear in mind these are unlikely to be free if they're any good, for example a one year family subscription to <a href="http://azoomee.com/" target="_blank">Azoomee</a> costs £40, " No ads, no in-app purchases. And a PIN lock to keep kids inside the app and take away the worries."<br />
<br />
As of iOS 12, all iOS devices (iPhone, iPad) now have built in <a href="https://www.wired.com/story/how-to-use-screen-time-ios-12/" target="_blank">options for parents to monitor/restrict screen time</a>.<br />
<br />
<blockquote class="tr_bq">
When you open Screen Time for the first time, you can specify if you are a parent setting up an account for a child. Then you set a parent passcode that will be required to alter the Screen Time settings. From your device, you can also select “Set Up Screen Time for Family” to set up Screen Time with Family Sharing. You’ll be able to access your child’s Screen Time reports and set controls from your own device. When a child reaches the end of a time limit on the app, they can request more time; the request pops up as a notification on the parent’s device. </blockquote>
<blockquote class="tr_bq">
Finally, Screen Time allows parents to set restrictions on downloads, privacy, and other settings. By default, Apple won't set these restrictions, even if it knows it's a kid's phone. Parents will have to manually make these adjustments in Screen Time > Content & Privacy Restrictions. (<a href="https://www.wired.com/story/how-to-use-screen-time-ios-12/" target="_blank">Wired Magazine</a>) </blockquote>
<br />
<a href="http://fieldguide.gizmodo.com/how-to-track-your-kids-without-freaking-them-out-1787860688" target="_blank">This article contains some very practical advice</a>, over and above the 'unplug the router' (one I have to say I like; simple but effective!) strategy, along with some wise caveats,<br />
<blockquote class="tr_bq">
<i>"While we can certainly recommend a bunch of apps and devices for you, this is more about your approach than the tools you’re going to use. Kids generally don’t like being spied on and dislike being spied on without their knowledge even more. While a number of monitoring tools can run without children knowing about them, we strongly recommend being transparent with your kids about when and how you’re tracking them. </i></blockquote>
<blockquote class="tr_bq">
<i>You know your kids better than we do, and we can’t prescribe the right approach for every type of child, but whatever your situation it pays to be open and honest about the dangers out there on the web and in the real world." (David Nield)</i></blockquote>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-90667995823687238662018-10-06T08:05:00.000+08:002019-04-22T13:26:11.461+08:00To Skill or not to Skill?<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-REO9H4SFFs4/W7rEVkKvvyI/AAAAAAAA0Co/Sbl8KgJUmdgd2m4vLs5krXXPu9ZOKtp1ACK4BGAYYCw/s1600/blog_feature_IT_Careers_072015.jpg" imageanchor="1"><img border="0" height="188" src="https://2.bp.blogspot.com/-REO9H4SFFs4/W7rEVkKvvyI/AAAAAAAA0Co/Sbl8KgJUmdgd2m4vLs5krXXPu9ZOKtp1ACK4BGAYYCw/s640/blog_feature_IT_Careers_072015.jpg" width="640" /></a></div>
<br />
<h2>
<span style="font-size: x-large;">
Teaching ICT skills ...</span></h2>
<br />
Pickering (2007), found that a focus on skills and fixed knowledge to be acquired was <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="a9ee291b-e097-43bf-9396-f15a476699f9" ginger_sofatware_uiphraseguid="f1161f93-2cb5-4d3e-b762-133860c187a2" grcontextid="criticised:0">criticised</span> by the teachers in his study, although Daly et al (2009), citing his findings, conceded that:<br />
<br />
<h3>
“Clearly, ICT use demands that teachers acquire certain generic skills (p 27).” </h3>
<br />
Understandably, there is a general hesitancy* by tech <span class="GINGER_SOFATWARE_noSuggestion GINGER_SOFATWARE_correct" ginger_sofatware_markguid="6b58ef20-c6f3-4015-a7af-283d97a34b51" ginger_sofatware_uiphraseguid="89376388-5a9b-42f5-8bee-973e65406d27" grcontextid="integrators:0">integrators</span> to embrace ICT skills teaching, as it tends towards,<br />
<br />
<h3>
“<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="2578dd4b-b343-44b9-a9a3-593e40430b39" ginger_sofatware_uiphraseguid="27f69611-7e59-4847-91a4-214b05262914" grcontextid="superficial:0">superficial</span>, one-off and ‘box-ticking’ approaches which <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="723d74ce-7818-404b-a369-1df0b49592b0" ginger_sofatware_uiphraseguid="27f69611-7e59-4847-91a4-214b05262914" grcontextid="emphasise:1">emphasise</span> the development of functional skills and relegate pedagogical development to teachers’ ‘spare’ time (Daly et al, 2009, p 41).” </h3>
<br />
Now, somewhat ironically, the situation seems to be becoming reversed – with the emphasis very much upon the development of pedagogical skills and the relegation of ‘functional development’ (skills) to teachers’ ‘spare’ time. <br />
<br />
So teachers are now effectively expected to acquire skills,<br />
<br />
<h3>
“<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="3fb95041-86fe-4242-b7e8-d6cda25918ed" ginger_sofatware_uiphraseguid="44a64b5a-7cab-4106-8088-6040ba1044a4" grcontextid="by:0">by</span> studying manuals, talking to each other, talking to the instructor, and seeking out other locally available experts” (Mishra & Koehler, 2006, p 1038). </h3>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-GdhZFVNM-Es/UV7StW24vVI/AAAAAAAAFRE/W9d-R6xWFMU/s1600/ICT_star_small.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://2.bp.blogspot.com/-GdhZFVNM-Es/UV7StW24vVI/AAAAAAAAFRE/W9d-R6xWFMU/s1600/ICT_star_small.jpg" /></a></div>
<br />
The problem is this ‘grappling experience’ (<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="0a053239-70da-491d-8d58-41adfc0d074c" ginger_sofatware_uiphraseguid="1441b9f6-6e4b-415b-8de7-b2bdc9a93019" grcontextid="ibid:0">ibid</span>) or ‘productive failure’ (Kapur & Bielaczyc, 2012), while a powerful way to learn, if not managed carefully, can become a tedious, frustrating process. "<i>Good pedagogy should challenge not frustrate"</i> (<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="d8e7e8ae-972b-43d1-9774-1bf2bec0b8f2" ginger_sofatware_uiphraseguid="8c9f165c-dfa3-4798-9494-ffbfe2653d78" grcontextid="ibid:0">ibid</span>) but it is difficult to judge when it is better to let people ‘wrestle’ or to mitigate the potential tediousness of a long process of discovery, by providing a ‘short cut’. The challenge of managing this ‘zone of proximal development’ (Vygotsky, 1987) is significant, the distance between the actual developmental level as determined by their need to engage in independent problem solving (trouble shooting) and the point at which they know they cannot proceed any further without ‘expert’ guidance, or collaboration with more capable peers, a 'knowledgeable other' (<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="b74abcd3-63d0-4771-ac11-dce81634b827" ginger_sofatware_uiphraseguid="a512d4b2-a595-4898-91bf-99a4c243d91b" grcontextid="ibid:0">ibid</span>) – or even, or perhaps more likely, <i>students.</i><br />
<br />
Frustration is common with digital technologies,<br />
<br />
<h3>
“<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="91c9d436-c58e-4e05-8ff5-765421dbe574" ginger_sofatware_uiphraseguid="d86574aa-528e-46cd-9870-c466a05550c8" grcontextid="any:0">any</span> given technology is not necessarily appropriate” (Mishra & Koehler, 2006, p 1040). </h3>
<br />
The plethora of software available to do even the most basic of tasks, means that even choosing an inappropriate tool can turn a task from a challenge <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="50d3eabd-2717-4880-b156-63b99c256441" ginger_sofatware_uiphraseguid="6fdfe718-4f79-4684-8fe6-ce5f976bc5fa" grcontextid="to:0">to</span> a crisis, like attempting to <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="f969f147-5e34-4fd3-b80a-5308bfc0fcee" ginger_sofatware_uiphraseguid="6fdfe718-4f79-4684-8fe6-ce5f976bc5fa" grcontextid="using:1">using</span> Photoshop for image cropping, which is tantamount to using a Ferrari to deliver milk. What is likely to occur, is a situation where,<br />
<br />
<h3>
“<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="245ca444-3ead-4c24-a4c2-cf7dd7351e6e" ginger_sofatware_uiphraseguid="f52d1301-a6bb-4ffb-ba7e-03a810f58760" grcontextid="teachers:0">teachers</span> were so caught up in learning how to use the tools that they lost sight of the design tasks.” (Angeli and Valanides 2008, p 10). </h3>
<br />
The “cognitive load” (<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="77bd9aed-8b21-4ab1-9490-2142ce56e950" ginger_sofatware_uiphraseguid="5fb42188-26a0-4abb-9291-521ba59b0541" grcontextid="ibid:0">ibid</span>, p 9) imposed by learning how to use the tools was so high, that teachers were left without enough “cognitive resources” to attend to the actual exercise.<br />
<br />
Although skills training is clearly vital to being able to integrate technology into teachers’ practice, more often than not teachers are plagued by an <i>unconscious incompetence</i> - they ‘do not know, what they do not know’. Despite the proliferation of literature expounding the virtues of an integrated model, mention is rarely made of any consideration of a prerequisite skill set, one of these rare examples follows:<br />
<br />
<h3>
“The model assumes the existence of ICT standards [...] At a basic level these would include: basic ICT literacy, such as familiarity with and confidence in using the Windows operating system, basic word processing, PowerPoint and data software such as Excel and SPSS, software installation, and knowledge of the Internet such as how to use the Internet for resource searching, downloading and uploading files, communication via emails, video calls or web cameras.” (Hu & McGrath, 2011, p 54)</h3>
<br />
<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="51b7c2a5-b39c-4d71-a9a1-2112e4eb5c62" ginger_sofatware_uiphraseguid="3ee10486-34b3-4264-8a25-1b61904e4865" grcontextid="Balance:0">Balance</span> is clearly critical here – one where an articulated skill set is defined that can be acquired within an authentic, integrated context. How much teachers know about technology makes a big difference in their uses of technology. Once technology is truly integrated, teachers and beliefs and knowledge are changed as well (Fisher et al, 1996). New pedagogical knowledge and practices emerge from the integration of technology, but only when teachers reach a certain level of technological understanding.<br />
<br />
Unfortunately with the pendulum swinging well and truly away from a skills focus, we are in danger of throwing out the proverbial baby with <span class="GINGER_SOFATWARE_noSuggestion GINGER_SOFATWARE_correct" ginger_sofatware_markguid="96e38374-f52b-4058-83d9-b3f8ad8793be" ginger_sofatware_uiphraseguid="ee7377f1-3e60-4c4c-9200-90374fb78004" grcontextid="bathwater:0">bathwater</span>, an issue alluded to in the recent Nesta report,<br />
<br />
<h3>
“<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="864c4def-c462-4591-90d5-4819374d7b57" ginger_sofatware_uiphraseguid="6da9c9f4-e11a-463e-910c-de9784f855cb" grcontextid="…:0">…</span><span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="c227a33c-1077-4005-9905-c9f52a3ba8f2" ginger_sofatware_uiphraseguid="6da9c9f4-e11a-463e-910c-de9784f855cb" grcontextid="the:1">the</span> lack of emphasis upon [ICT] skills, is a concern (2012, p 55).” </h3>
<br />
When considering what teachers should know about technology, we must consider how much they need to know to even be able to begin.<br />
<br />
<h2>
<span style="font-size: x-large;">
Skills mapping and audits</span></h2>
<h3>
"A potential barrier to ICT CPD is <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="371151b0-1832-4def-b8fc-6ae18da5a296" ginger_sofatware_uiphraseguid="bf2f77c4-4214-4602-a83d-7f9067202b27" grcontextid="staff:0">staff</span> not knowing what the gaps are in their own ICT knowledge. Many schools have found an ICT audit mapped to the curriculum a valuable tool in helping staff to gain a clear indication of the ICT skills, competencies and pedagogies they need to have." (Becta, 2009, Point 81)</h3>
<br />
In order to avoid the skills element having a negative impact on learning, at the end of a unit of study, or even the end of the academic year, the teachers ‘traffic light’ the ICT core skills matrix to identify which skills have, or have not, been acquired, in order to determine which skills may have need to be focused on explicitly in other authentic contexts in the future. <br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-A_UGYxIkwrg/UV7TiFCgQsI/AAAAAAAAFRU/eM2duEsdzL8/s1600/video+skills+audit.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="292" src="https://2.bp.blogspot.com/-A_UGYxIkwrg/UV7TiFCgQsI/AAAAAAAAFRU/eM2duEsdzL8/s400/video+skills+audit.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Example of a skills audit - post reflection</td></tr>
</tbody></table>
<br />
This is <i>not</i> a question of skills <span class="GINGER_SOFATWARE_noSuggestion GINGER_SOFATWARE_correct" ginger_sofatware_markguid="17107bb7-26ae-4357-9f4e-945f2c4773c1" ginger_sofatware_uiphraseguid="1a510a61-1203-43c6-9842-25dda5d64452" grcontextid="vs:0">vs</span> pedagogic integration. Teachers and students need to acquire ICT skills before they can start to harness technological expertise for the purposes of student learning. This re-purposing of the TPACK (Mishra & Koehler, 2006) framework, <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="87acab11-ed90-464b-be3b-3d5183ea05a7" ginger_sofatware_uiphraseguid="4fe1b246-5724-42be-b5df-2391b93ff7e1" grcontextid="ensures:0">ensures</span> that the focus remains pedagogically <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="f3c4cb40-eb1a-48f7-afcf-d803c2484463" ginger_sofatware_uiphraseguid="4fe1b246-5724-42be-b5df-2391b93ff7e1" grcontextid="centred:1">centred</span>, but balanced and facilitated by clearly articulated ICT core skills.<br />
<br />
<br />
The continued reluctance to engage with this issue should be resisted, as Becta's contribution to the Rose Review (2009) <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="86a3272b-d395-4fec-9c46-5cf47420995c" ginger_sofatware_uiphraseguid="b7bd3caa-04e7-45d3-a585-e6b5601eb000" grcontextid="emphasised:0">emphasised</span>,"[ICT skills] should be regarded as an essential skills for learning and life, alongside literacy and numeracy." (Point 91) With warnings regarding the possibilities of neglecting this vital area:<br />
<br />
<h3>
“… <span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="13f5da8d-6ca9-4e45-975f-0e21eafe67e9" ginger_sofatware_uiphraseguid="6915bee1-0456-4e6d-91f4-4fd16a9e20b6" grcontextid="there:0">there</span> are two significant dangers: the first is that young people will develop an incomplete and <span class="GINGER_SOFATWARE_noSuggestion GINGER_SOFATWARE_correct" ginger_sofatware_markguid="3fc0500a-7f6c-4671-8d84-9cb73ad3737d" ginger_sofatware_uiphraseguid="6915bee1-0456-4e6d-91f4-4fd16a9e20b6" grcontextid="unreflective:1">unreflective</span> capability, unsupported by adult guidance, with risks both to their learning progress and their safety. The second is that a digital underclass, lacking opportunities for wide-ranging use of technology, will be permanently excluded from a world mediated by ICT." (Point 94)</h3>
<div>
<br />
<br />
<h3>
NETS - are not enough.</h3>
While useful as overarching standards, I do not believe NET Standards are enough on their own - they are too generic to be of practical use in ensuring a broad and balanced curriculum; they are descriptions of (any) curriculum, not applications of digital technologies. Remove the token references to ‘digital’ and ‘technology’ and you're left with a description of curriculum, but nothing which in and of itself actually requires the use of ICTs, or more importantly, that could not be achieved without the use of digital technologies at all. For example,<br />
<br />
<h2>
<span style="font-size: x-large;">
“Students <strike>leverage technology to</strike> take an active role in choosing, achieving and demonstrating competency in their learning goals...” </span></h2>
(NETS(S) 2016, strikethrough mine). <br />
<br />
To use the analogy of literary genres/strands (which I find helpful, but you could use science and mathematics strands just as easily) they need to be specific to the nature of the sphere of experience. Literacy genres are, NETS are not.<br />
<br />
They need to be specific not generic. Yes you can argue that English literature is a 'subject' and ICT no longer is; this is just semantics. Who cares what we are defining them as <i>now,</i> we all know that just a few years ago 'IT' was a discrete subject, and it still is based on the definition of 'subject' it's just not 'discrete' anymore…<br />
<br />
<h3>
<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="2e0c8ca5-b98f-4bb0-ac70-33f83d2b9003" ginger_sofatware_uiphraseguid="0736bd1b-74a3-4737-aff3-ec4e410b4faa" grcontextid="subject:0">subject</span>: a branch of (technological) knowledge studied or taught in a school, college, or university.</h3>
<div>
<br /></div>
<h3>
<span class="GINGER_SOFATWARE_correct" ginger_sofatware_markguid="237523e3-56bc-4d1d-9788-dfdb377745c4" ginger_sofatware_uiphraseguid="9fa4f5b3-91f5-4754-af2e-ec8f0f10d4c8" grcontextid="discrete:0">discrete</span>: individually separate and distinct.</h3>
<br />
ICT is a 'subject' that is now integrated - and should be subject (see what I did there?) to the same rigorous checks and balances of any other 'subject'. The same argument can easily be made for English language, or Science, or Mathematics - these are core competencies that are applicable and a prerequisite for success in any domain in the 21st century. So call them what you like and distribute them how you will - but a broad and balanced education requires that the essential elements of these subjects are not neglected.<br />
<br />
<h2>
Vitamin D (VITAD)</h2>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/--S597GRpqGI/UeJyOtMc0AI/AAAAAAAAGCQ/fG3pv_JUYXE/s1600/5+ICT+Domains.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="163" src="https://1.bp.blogspot.com/--S597GRpqGI/UeJyOtMc0AI/AAAAAAAAGCQ/fG3pv_JUYXE/s640/5+ICT+Domains.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Five Essential Domains: <span style="font-size: 12.8px;">VITAD: video, image, text, audio, data - 'Vitamin D'</span><span style="font-size: 12.8px;"> </span></td></tr>
</tbody></table>
<br />
Just like all subject domains, tech has its own overarching domains or strands that are an efficient way to organise the essential skill sets needed for true <i>digital</i> literacy. We should not neglect opportunities to read and write, for example, realistic fiction, or physics or shape and space in Mathematics, I believe the same applies to what could be called the 'digital domains' or literacies of ICTs, such as, text, image, video, audio and data (with coding/control waiting in the wings) - none of which the NETS explicitly describe or mandate, thereby rendering them useless as a means to articulate the effective use of digital technologies.<br />
<br />
<h2>
Digital Illiteracy... </h2>
An easy easy way to recall these essential areas is with the acronym 'VITAD', 'vitamin digital', now when you're considering whether not you can consider yourself, your students or any 21st century citizen to be <i>truly</i> digitally literate, how do they measure up to VITAD?<br />
<ol>
<li>Can they view, edit, create, compose with <b>video</b>?</li>
<li>Can they organise, edit, resize, manipulate, incorporate <b>image</b>?</li>
<li>Can they browse/read/search <b>text</b>? Are they proficient at word processing, commenting, curating texts?</li>
<li>Can the manage <b>audio files,</b> organise, edit, create, compose audio using multiple audio tracks/sound effects?</li>
<li>Do they know their way around a <b>spreadsheet</b>? Can they organise data efficiently, perform basic calculations, use functions and formulae, analyse, synthesise, and model data?</li>
</ol>
When, and only when you can confidently answer a confident <b>yes</b> to all the above, then, and only then can you call yourself digitally literate!<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-GFKCSnm7ciE/UXYfjtJ0_OI/AAAAAAAAFXM/ossc7VUaHOs/s1600/integration.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://3.bp.blogspot.com/-GFKCSnm7ciE/UXYfjtJ0_OI/AAAAAAAAFXM/ossc7VUaHOs/s320/integration.jpg" width="320" /></a></div>
<br />
<br />
To put it another way - we're talking about students becoming <i>holistically</i> literate, that literacy has to incorporate '<span class="GINGER_SOFATWARE_noSuggestion GINGER_SOFATWARE_correct" ginger_sofatware_markguid="ed1c9349-e611-42bc-ba82-3bae59b1e3a5" ginger_sofatware_uiphraseguid="77f4f572-f262-4319-b2c7-dca1347a89fb" grcontextid="multiliteracies':0">multiliteracies'</span> including language, scientific/methodological ways of thinking, mathematical literacy and of course digital literacy. ALL of these can be defined as 'subjects', all of these could also be (and arguably should/could be) taught in an integrated way. Just because we've chosen to integrate a subject, does not mean it should be treated less rigorously - integration should not mean invisibility - at least not for teachers. (I'd argue invisibility would be great from a student's perspective, but so would it be for maths and science et al - they don't see it as a 'subject' it's just another natural (for them) way of thinking and working)<br />
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<h2>
<span style="font-size: x-large;">What gets monitored gets done</span></h2>
An article published in the <a href="http://www.ascd.org/publications/educational-leadership/feb05/vol62/num05/How-Student-Progress-Monitoring-Improves-Instruction.aspx" target="_blank">ASCD</a> makes this point quite powerfully,<br />
<br />
<h3>
What do we monitor?</h3>
In most organisations, what gets monitored gets done. When a school devotes considerable time and effort to the continual assessment of a particular condition or outcome, it notifies all members that the condition or outcome is considered important. Conversely, inattention to monitoring a particular factor in a school indicates that it is less than essential, regardless of how often its importance is verbalised.<br />
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"In Sweden, young adults ages 16–24 topped the charts in an assessment of technology skills that was administered in 19 countries. Participants were asked to perform tasks at three levels of difficulty: to sort e-mails into folders, organize data into a spreadsheet, and manage reservations for a virtual meeting room. Fewer than one-third of U.S. young adults could complete tasks more complicated than sorting e-mails, a performance that put them at the bottom of the list of performers from the 19 countries. The study underscored the need for equality of access to technology because major discrepancies were noted among the results for young adults from varying socioeconomic backgrounds.”<br />
<br />
(March 2014 | Volume 71 | Number 6, <a href="http://www.ascd.org/publications/educational-leadership/mar14/vol71/num06/Thoughtful-Assessment-with-the-Learner-in-Mind.aspx" target="_blank">Using Assessments Thoughtfully</a> [paywall], p8-9, ASCD)<br />
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The use is not equity or access, it is <i>ignorance</i>. With the current neglect of skills teaching in schools, despite the proliferation of screens, less and less people are actually taught skills with any rigour or balance, a generation of students could find themselves proficient with Social media, web browsing, poster making and maybe image manipulation, and that will be it!<br />
<br />
We have these mandatory strands in each of most (of not all) subject literacies that are carefully monitored because we expect all students to have multiple experiences with these domains during their time in school, ideally in each grade, scoped and sequenced properly. I can't see how a student could be considered to be mathematically literate if, say, they had never been taught how to multiply, or in science, never experimented with forces, or in literacy, never read or written poetry, or in terms of <i>digital</i> literacy, never learned how to edit or use video. None of the strands in these subjects are left to chance, or to ad hoc integration. We carefully design authentic ways to ensure they are all experienced, all I'm arguing for is that we do not allow exceptions, especially not for one of the core competencies of the 21st century.<br />
<br />
Put simply, if we believe that articulating a coherent scope and sequence of essential skills in the domains of language and mathematics are necessary, then how much more so in what is arguably THE prerequisite skill set of the 21st Century? </div>
<br />
For a Google Doc version of our Primary School ICT skills scope and sequence matrix that you can copy, click <a href="https://docs.google.com/document/d/1U7jwT5RNLpSZoOuZfvuAKc2HZTW1jTGNDcISqGCfC3s/edit?usp=sharing" target="_blank">here</a>, but please include acknowledgement of UWCSEA as the original owner if you do :)<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-MvNPQNGdZ6w/UV7ThljrNzI/AAAAAAAAFRM/sMwTqsuGFB4/s1600/SandS+multimedia.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="313" src="https://4.bp.blogspot.com/-MvNPQNGdZ6w/UV7ThljrNzI/AAAAAAAAFRM/sMwTqsuGFB4/s640/SandS+multimedia.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">An example of a section of our skills matrix</td></tr>
</tbody></table>
<br />
Here are some other great examples of ICT skills matrices that run K-12:<br />
<br />
<a href="https://drive.google.com/file/d/0BzpyEu_QPKjIazJ1V29hWDhvX3c/edit" target="_blank">Common Core State Standards K‐12 Technology Skills Scope and Sequence</a><br />
<div>
<br />
<a href="https://docs.google.com/spreadsheets/d/1iqpgVqrfjxRWeWKWbx7SNPljnVXC607GHtYZZE0UFsM/edit#gid=0" target="_blank">TASIS Technology Skills Scope & Sequence</a><br />
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<br />
<br />
*Another reason for a 'general hesitancy' is the acceptance of the myth that technology skills are changing to quickly to bother with, fueled in large part by fundamentally flawed quotes like this:<br />
<br />
<blockquote class="tr_bq">
...the rapid rate of technological change ensures any knowledge gained about specific technologies or software programs would quite quickly become out of date. (Mishra et al, 2009, p 151). </blockquote>
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<div style="text-align: center;">
<div style="text-align: left;">
The subject of the myth of change in the domain of digital technology skills, see my other post, <a href="http://doverdlc.blogspot.sg/2014/10/keeping-pace-with-technological-change.html" target="_blank">Keeping Pace with Technological Change - Futile, or Fundamental?</a></div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<span style="font-size: x-small;">[Originally posted in 2013, updated in 2018. Changes to the matrix in the interim? Very few, which just goes to show, skills don't change that much or that quickly, people do.]</span></div>
</div>
</div>
Unknownnoreply@blogger.com5tag:blogger.com,1999:blog-2812248537841791020.post-26109405386925296592018-10-03T21:56:00.002+08:002019-11-21T18:40:15.203+08:00Spreadsheets Made Simple on an iPadAs part of our commitment to ensuring a broad and balanced range of ICT skills that facilitate true digital literacy, we introducing our children and their teachers to the wonderful world of <a href="http://doverdlc.blogspot.com/2014/05/spreadsheet-for-everyone.html" target="_blank">spreadsheets</a> on iPad using Google Sheets in Grade 3!<br />
<br />
For some this may seems a little excessive, but that's because they probably suffer from a little known condition known as 'spreadsheetitus'—where individuals have an irrational reluctance to use a powerful digital tool for no other reason than they were never introduced to it when they were their age. But fear not, spreadsheets are easier to use than you might think...<br />
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Spreadsheets are wondertools, the <a href="http://doverdlc.blogspot.com/2014/05/calculators-in-21st-century.html" target="_blank">calculators of the 21st Century</a>, and like calculators they can do incredibly complex mathematics, or, as in this example very simple mathematics indeed.<br />
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<div style="text-align: center;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="380" src="https://www.youtube.com/embed/zQjsGINd_JM?rel=0" width="515"></iframe><br /></div>
<br />
Our approach to ensuring ICT skills are not neglected, while still using and learning these skills in an authentic, integrated learning environment is to look for opportunities within the curriculum to utilise tools where it makes sense. Finding an opportunity to integrate spreadsheets isn't too difficult. In this case our Grade 3 track their use of water over the course of a week, and use that guided enquiry as a basis for maths work, cue spreadsheets!<br />
<br />
This example introduces the app and shows how to calculate the total of a column of figures using a <b>Function</b> (SUM) and how to perform a custom calculation (ie multiplying 2 numbers) by creating a <b>Formula</b>, which is really as simple as, "take whatever is in that cell, multiply it by whatever is in that cell, and put the answer here..."<br />
<br />
<h2>
Make a Graph/Chart</h2>
<div>
This is as simple as 'select to affect', but it doesn't work if you just select <b>everything, </b>you need to only select the data you need to use. The video below demonstrates how this works.... </div>
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<div style="text-align: center;">
<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="380" src="https://www.youtube.com/embed/uriGMkh5iD4?rel=0" width="515"></iframe>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-11272317108127741352018-10-01T11:08:00.001+08:002018-10-01T11:21:37.721+08:00Super easy PDF commenting for better collaborative reading and comprehension<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="background-color: white; border: 0px; margin-bottom: 1.5em; outline: 0px; padding: 0px; text-align: left; vertical-align: baseline;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW8pI8Mh9-3JER1ho3qgcBM6dlZKB4LRP5hZ7_eqcLen7z3qARO3bKgxg6Zp5KkrM9gRq5IcLVczuufj00EUmZSJFeXzkHr7FIwa2vJxI6owc9farwzZyrkWy2uSdpJcFFVHHQ1hdpAyk/s1600/IMG_4241+copy.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW8pI8Mh9-3JER1ho3qgcBM6dlZKB4LRP5hZ7_eqcLen7z3qARO3bKgxg6Zp5KkrM9gRq5IcLVczuufj00EUmZSJFeXzkHr7FIwa2vJxI6owc9farwzZyrkWy2uSdpJcFFVHHQ1hdpAyk/s320/IMG_4241+copy.jpg" width="320" /></a><br />
In recent years lots of teachers would have spotted students developing the habit and tendency to skim read online and the shallow comprehension skills that follow. We constantly give students resources to read over to supporting their thinking and their understanding of case studies, yet many students will read too quickly and superficially without processing the information.<br />
<br />
A lesson I did last week really changed my perspective on this, using a super simple PDF commenting trick in Google Drive. A colleague Sean McHugh spotted a few weeks ago that Google had added a comment function into any PDF you have stored in Google Drive. With a couple of quick clicks you can print an article off any website and save as a PDF and then save this into your Google Drive. You can then choose to share the PDF ‘with a the link’ and thus give the viewer the ability to comment on the document. You can click and see the <a href="https://drive.google.com/file/d/1KsSyPgSig21Ewk90Ewi7ZU-0j148cGrj/view?usp=sharing" target="_blank">explore the example</a> below.</div>
<div style="background-color: white; border: 0px; margin-bottom: 1.5em; outline: 0px; padding: 0px; vertical-align: baseline;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-XWpUqQEjWSDRSfBpwGbnU8pXJoRt0snhR03GsLh6AOZUYVWINSQ60SJPO07RZs_ZcZB-axEkK2MnJpkrzf3kJIrBW2x8DXAlSEMQaJt_7if3um1te46CBk1yYDVeKLixVZGsJ4gsP7U/s1600/Screen+Shot+2018-09-30+at+9.03.02+PM.png" imageanchor="1"><img border="0" height="440" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-XWpUqQEjWSDRSfBpwGbnU8pXJoRt0snhR03GsLh6AOZUYVWINSQ60SJPO07RZs_ZcZB-axEkK2MnJpkrzf3kJIrBW2x8DXAlSEMQaJt_7if3um1te46CBk1yYDVeKLixVZGsJ4gsP7U/s640/Screen+Shot+2018-09-30+at+9.03.02+PM.png" width="640" /></a></div>
<div style="background-color: white; border: 0px; margin-bottom: 1.5em; outline: 0px; padding: 0px; vertical-align: baseline;">
You can set this up as follows;</div>
<div style="background-color: white; border: 0px; margin-bottom: 1.5em; outline: 0px; padding: 0px; vertical-align: baseline;">
</div>
<ul style="text-align: left;">
<li>Find your article online or find your saved PDF</li>
<li>If you have an online article click to print but change destination to – Save as PDF</li>
<li>Drag PDF into your Google Drive</li>
<li>Click in the top right to share and then choose – Share so ‘Anyone with link can comment‘</li>
<li>Then share this with your students, they can comment on individual words or top right to drag an area to comment.</li>
</ul>
<br />
<div style="background-color: white; border: 0px; margin-bottom: 1.5em; outline: 0px; padding: 0px; vertical-align: baseline;">
At our school you can link directly from our Online Learning Platform ‘Teamie’ can it will sort the permissions for you. To save the craziness of an entire class commenting on one PDF best top copy and duplicate your file a couple of times and have smaller reading groups.</div>
<div style="background-color: white; border: 0px; margin-bottom: 1.5em; outline: 0px; padding: 0px; vertical-align: baseline;">
As an assessment trick, I asked them very specifically to look for definitions or examples of the concept we were studying in the article and to add a comment where they found them. I could scan the documents and see how they were going or add a comment to nudge them along.</div>
<div style="background-color: white; border: 0px; margin-bottom: 1.5em; outline: 0px; padding: 0px; vertical-align: baseline;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3Cqyjgoruz8fmZhq7Bpk31WkWx-IdFFzZa_8X8p4F8-hKXQM6M9IiEY8Dycr9d8MCmpoYLyCuT44VrSyGZRFSsccnXxk4B3KB_mL-DO7fEwDekPlQvKwgeE-IX5-Ybr96W-k5CGGzaMs/s1600/Screen+Shot+2018-10-01+at+8.30.53+AM.png" imageanchor="1"><img border="0" height="614" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3Cqyjgoruz8fmZhq7Bpk31WkWx-IdFFzZa_8X8p4F8-hKXQM6M9IiEY8Dycr9d8MCmpoYLyCuT44VrSyGZRFSsccnXxk4B3KB_mL-DO7fEwDekPlQvKwgeE-IX5-Ybr96W-k5CGGzaMs/s640/Screen+Shot+2018-10-01+at+8.30.53+AM.png" width="640" /></a><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-49836447603967340512018-09-15T10:00:00.000+08:002018-09-15T22:04:14.282+08:00EdPuzzle: video questions for formative assessment<div dir="ltr" style="text-align: left;" trbidi="on">
Like all teachers, we see our face-to-face time with my classes as incredibly valuable and precious. I want to spend as much of this time as possible checking for understanding, exploring key questions and helping student grapple with complex ideas where I can coach, probe and support.<br />
<br />
When introducing a new concept we often default to a mini lecture and some slides and ask a couple of questions to keep the students on track. With laptops and online tools such as EdPuzzle there are some really effective ways for students to work through a tutorial at their own pace and for you as a teacher to collate answers from all students. Developing an online flipped instruction resource is a skill that teachers should have in their repertoire thereby being able to use the data to check for understanding and then plan how we might adapt our plans for the next lesson.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjgqaekVGtbvkTIR8RURVRjUNj5TtS3Flpvrtv0rQhRpOlLXuNr8rdpEextQKkVMYWRL_tBDVuCBifdVZMm0aIzSfmJYPrweTHdFdDy_H1hwL1E7MWEIq7eLXpxOM01vZe-k_Lq-JOrxg/s1600/Screen+Shot+2018-09-15+at+9.13.33+PM.png" imageanchor="1"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjgqaekVGtbvkTIR8RURVRjUNj5TtS3Flpvrtv0rQhRpOlLXuNr8rdpEextQKkVMYWRL_tBDVuCBifdVZMm0aIzSfmJYPrweTHdFdDy_H1hwL1E7MWEIq7eLXpxOM01vZe-k_Lq-JOrxg/s1600/Screen+Shot+2018-09-15+at+9.13.33+PM.png" /></a><br />
<br />
When other school activities, trips, or absences mean that weeks disrupted and we struggle to maintain the flow with our students an EdPuzzle can help you make the most of your precious time in class.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4e9kMz8Nt4dpRv2BYmxrf6QevVfjr6zZuemolQPTxZ2rA64jYHwnI9M_m9SNrhLtXDag-ZMHSQ2h_NLXzbNb0deeUnHU-8DyjD0CAEbTaRkPdSPB_6AuRtciwRCQvZC1xpD4TOuop084/s1600/Screen+Shot+2018-09-15+at+9.01.32+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4e9kMz8Nt4dpRv2BYmxrf6QevVfjr6zZuemolQPTxZ2rA64jYHwnI9M_m9SNrhLtXDag-ZMHSQ2h_NLXzbNb0deeUnHU-8DyjD0CAEbTaRkPdSPB_6AuRtciwRCQvZC1xpD4TOuop084/s1600/Screen+Shot+2018-09-15+at+9.01.32+PM.png" /></a>The following slides help you how to set up with EdPuzzle and how to add questions to a video. Signup with your Google Apps account <a href="https://edpuzzle.com/" target="_blank">here</a>.<br />
<br />
The essential steps are...<br />
<ol style="text-align: left;">
<li>You can add any video from YouTube or other platforms</li>
<li>Just copy the URL and paste into the EdPuzzle search tool</li>
<li>Trim the video to highlight a certain passage of a longer clip</li>
<li>Click to add either open response, multiple choice questions or your comment on video</li>
<li>Save and publish to your students and then sharing the link via your online class.</li>
<li>Check your teacher dashboard to see summary of student responses, either by student or by question.</li>
</ol>
<br />
<br />
<iframe allowfullscreen="true" frameborder="0" height="420" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vQosBlAiK1yCFhMjncokYVUoMZjQTvEZE1XgRNTEIMkC1okTPfIpwyEB5vriCofQnNcNPO5KlhjgxJs/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="100%"></iframe>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-31221996212397707662018-09-02T15:35:00.000+08:002018-09-02T14:58:17.733+08:00Notetaking with Evernote<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir08cZujk5e5FPiDe-FCFyG70gFGYMYy-qDeclPAzaN6_MQbhtotYose7PBrQlxEEKUEDuRXVN4l2UcjV-Hm1C4o5FMINOnnjTJP5hp0EwBf8COQPdLNcCYpq9o1K7jR_6MIMLIDAPwTw/s1600/common-sample-notes-all.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir08cZujk5e5FPiDe-FCFyG70gFGYMYy-qDeclPAzaN6_MQbhtotYose7PBrQlxEEKUEDuRXVN4l2UcjV-Hm1C4o5FMINOnnjTJP5hp0EwBf8COQPdLNcCYpq9o1K7jR_6MIMLIDAPwTw/s200/common-sample-notes-all.jpg" width="200" /></a>Evernote is a great application for writing and collating notes and now it looks even better. Over the last month Evernote has had a refresh and remains one of the most effective note taking tools for school.<br />
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You can download <a href="https://itunes.apple.com/us/app/evernote/id406056744?mt=12" target="_blank">Evernote from the App Store</a> and signin to get started. The free account allows you to do everything you might need as a student.<br />
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If you are someone who saves school work in separate word documents, Evernote is the tool for you. Once you sign up for a free account your notes are saved both in the app and on the web. Your notes are also easily searchable by key words, tags and titles. Use the associated app <a href="https://chrome.google.com/webstore/detail/evernote-web-clipper/pioclpoplcdbaefihamjohnefbikjilc" target="_blank">Evernote Web Clipper</a> to save websites and notes as you surf the web.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSeJRG3I-8y1EJoyCEQerdN1GSd9OrGIdiRAzfTwwp4JwVVaa2h1fiNAAb-NHjjBnjjXJRRMfTfikPLOf5k1DTpyzhi7kEY6-7GFettG1tjo1mDBpzL_zXKBVDuQuX1GOSO3iYVHFUTUA/s1600/Screen+Shot+2018-09-02+at+2.50.01+PM.png" imageanchor="1"><img border="0" height="428" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSeJRG3I-8y1EJoyCEQerdN1GSd9OrGIdiRAzfTwwp4JwVVaa2h1fiNAAb-NHjjBnjjXJRRMfTfikPLOf5k1DTpyzhi7kEY6-7GFettG1tjo1mDBpzL_zXKBVDuQuX1GOSO3iYVHFUTUA/s640/Screen+Shot+2018-09-02+at+2.50.01+PM.png" width="640" /></a></div>
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<span style="color: #45818e; font-size: large;"><b>Some top tips to become an Evernote ninja</b></span><br />
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<b><span style="color: #741b47; font-size: large;">Master the Left Hand Sidebar</span></b><br />
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The sidebar has been updated to help you navigate through your notes more easily. The most recent notes show up, plus any Notebooks you drag to the shortcut section at the top. Try drag notebooks from each of your subjects into this shortcut bar.<br />
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<b><span style="color: #741b47; font-size: large;">Tags</span></b><br />
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Tags are a way that you can label notes so that you can search them later. Much like tagging a friend in a photo in Facebook, tagging should be part of your routine when taking notes and researching. The new tab icon in the lefthand sidebar help you see an overview of your tags and work.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEcVubNQF34NZYEebA_B7wBDyXTxeBOW1KRG8uuMbMEKXZyoOLaeCxMt4q3C5mHSX_BhLLyXOYwGimp687f0YKQKP9QUySR5jnd3Xlp5PfCWDiOWNVXz-TocGlFFDTJ0KM98AfsVo7GuU/s1600/Screen+Shot+2012-11-26+at+3.12.05+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEcVubNQF34NZYEebA_B7wBDyXTxeBOW1KRG8uuMbMEKXZyoOLaeCxMt4q3C5mHSX_BhLLyXOYwGimp687f0YKQKP9QUySR5jnd3Xlp5PfCWDiOWNVXz-TocGlFFDTJ0KM98AfsVo7GuU/s320/Screen+Shot+2012-11-26+at+3.12.05+PM.png" width="320" /></a></div>
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<b><span style="color: #741b47; font-size: large;">Notetaking</span></b><br />
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Within each note there are lots of features to support your writing. Think about using the check list icons, bullet points, table and different colours. You can use these ideas to collate ideas or summarise viewpoints. Also try the record button to save some audio or the teachers talk into the note.<br />
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<b><span style="color: #741b47; font-size: large;">Saving from the Web</span></b></div>
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Evernote Webclipper is a Chrome Extension you can download from within Evernote Preferences. This allows you to grab snippets from a website and save this research back into your Evernote notebook. It is a brilliant way to keep track of your research.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-31831536070061143712018-06-19T12:15:00.005+08:002021-06-14T22:10:01.517+08:00The Fundamental Four!<div style="text-align: left;">
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The Fundamental 4</h2>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://docs.google.com/presentation/d/e/2PACX-1vTuaQaFGx4JSd1ATxd2aWVUdN2MZBFvUBnW6_iJF4vky44d99zrhkWeLdXYfdTzBdyGXyz3VgGpkpzd/pub?start=false&loop=false&delayms=3000" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://1.bp.blogspot.com/-Lr5OLIM9T8s/XBZqc7gdhOI/AAAAAAAA0zc/G4urort0hHobf1wG36FzhXWg_Whe9ws7QCK4BGAYYCw/s640/Essential%2BTech%2BSlide%2BDeck.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td class="tr-caption" style="font-size: 12.8px;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td class="tr-caption" style="font-size: 12.8px;">The Essential Tech Slide Deck: <a href="https://docs.google.com/presentation/d/e/2PACX-1vTuaQaFGx4JSd1ATxd2aWVUdN2MZBFvUBnW6_iJF4vky44d99zrhkWeLdXYfdTzBdyGXyz3VgGpkpzd/pub?start=false&loop=false&delayms=3000" target="_blank">bit.ly/uwctechdeck</a></td></tr>
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There are lots of aspects to digital organisation, but the four that are most essential, and that also happen to be synergetic, ie all four are codependent, are:<br />
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1. Get Connected</h2>
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<span style="font-weight: 400;">Open up the Chrome Browser, then click in the little icon in the top right corner and sign in to Chrome. Sign in with your account details and agree to </span>Link data<span style="font-weight: 400;"> when prompted. </span></div>
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This means that everything you do with account is continually synchronised with your Google 'cloud' online, so if you lose your laptop, and have to either use a loaner or start with a new one, as soon as you sign in a sync—voila—everything in your Google life will reappear in seconds. Note, this just synchronises your browser content, files on your hard drive will not be backed up, to do this you'll need Backup & Sync*.</div>
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<a href="http://4.bp.blogspot.com/-0LeJo5j9B6s/XBZr7GhjMHI/AAAAAAAA0zo/1qDwF0qeeN0QUNPhqN1oi47Uv6lpcDJswCK4BGAYYCw/s1600/get%2Bconnected.png"><img border="0" height="400" src="https://4.bp.blogspot.com/-0LeJo5j9B6s/XBZr7GhjMHI/AAAAAAAA0zo/1qDwF0qeeN0QUNPhqN1oi47Uv6lpcDJswCK4BGAYYCw/s640/get%2Bconnected.png" width="640" /></a></div>
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<h2>
</h2>
<h2>
2. Organise your Drive</h2>
Open up the Chrome Browser, and go to your Google Drive online. Make sure you have folders created for all subject areas. You might want to add a folder for your own personal files, but remember, your drive is a school space, not your personal space.<br />
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There should only be folders in your drive, no loose files. If you have files from previous years that are making a mess, just create a folder called Archive (if you haven't already) and drop them in.<br />
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<a href="http://3.bp.blogspot.com/-8gXXjK8jvw0/WycSYQfoyrI/AAAAAAAAybY/r2cXlaCOA-gDk2-npIqYm2aEjK-A_6VZgCK4BGAYYCw/s1600/Essential%2BTech%2BSlide%2BDeck%2B%25282%2529.png"><img border="0" height="400" src="https://3.bp.blogspot.com/-8gXXjK8jvw0/WycSYQfoyrI/AAAAAAAAybY/r2cXlaCOA-gDk2-npIqYm2aEjK-A_6VZgCK4BGAYYCw/s640/Essential%2BTech%2BSlide%2BDeck%2B%25282%2529.png" width="640" /></a></div>
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3. <a href="https://doverdlc.blogspot.com/2015/03/desktop-zero-4-compelling-reasons-to.html" target="_blank">Desktop (almost) Zero</a>: Drive it or Dump it. </h2>
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Your desktop is not a good place to keep your files—it makes them handy, but once they build up it comes very difficult to find anything. Worse, if you have any problems, none of those files are safe, so make sure any files you do have their a strictly <b>temporary</b>. Like the desk in your classroom, at the end of the lesson, make a decision; <b>drive it</b> (move it to your drive) or <b>dump it</b> (move it to the bin). Now you have your Drive synchronized this is as easy as a drag and drop, or within the Finder. </div>
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<a href="https://doverdlc.blogspot.com/2015/03/desktop-zero-4-compelling-reasons-to.html"><img border="0" height="480" src="https://4.bp.blogspot.com/-gDDLj4Q2si0/WycSvD9W_kI/AAAAAAAAybw/jeOaR9MSiPskD_F3fMHLqET6zE9AEC4ygCK4BGAYYCw/s640/OOTB%2BSlides%2BJunior%2BSchool%2B%25283-5%2529%2B%25281%2529.png" width="640" /></a></div>
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4. Bookmarks on the Browser Bar, Trim your Tabs</h2>
All of the websites you rely on to function effectively from day to day should be organised along the bookmark bar. Make sure you are signed in so these are all synchronised to your cloud account. That means that those bookmarks, stored in folders, are backed up, and accessible on any other device that you sign in to.<br />
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<a href="http://2.bp.blogspot.com/-2vUeH5v_fNc/WycS1mj2ZvI/AAAAAAAAyb8/IDbq1ElySDcYH8DvGZEp0ahp8ZDup7E2QCK4BGAYYCw/s1600/OOTB%2BSlides%2BJunior%2BSchool%2B%25283-5%2529.png"><img border="0" height="480" src="https://2.bp.blogspot.com/-2vUeH5v_fNc/WycS1mj2ZvI/AAAAAAAAyb8/IDbq1ElySDcYH8DvGZEp0ahp8ZDup7E2QCK4BGAYYCw/s640/OOTB%2BSlides%2BJunior%2BSchool%2B%25283-5%2529.png" width="640" /></a></div>
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<b>Too many Tabs</b> </h2>
Too many open tabs is a symptom of poor bookmark organisation, if you know you can easily find any page you need in you bookmarks, you don't need to have 50 tabs open 'just in case'. If the site matters, then bookmark it, if not then close it if you don't need it now; an easy to do this is just use command+w to close any tab you have open.<br />
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To quickly close loads of tabs, just control click on a tab and choose one of the options, like <b>Close Other Tabs</b>!<br />
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<span style="font-size: x-large;"></span></h2>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-jZVMPdj0dzk/XJImA0RljBI/AAAAAAAA1c4/IRMmeaeRifMFAa6h4mnMfIFnsq-FZNfQgCK4BGAYYCw/s1600/Screenshot%2B2019-03-20%2Bat%2B7.22.23%2BPM.png" style="margin-left: auto; margin-right: auto;"><img border="0" height="74" src="https://1.bp.blogspot.com/-jZVMPdj0dzk/XJImA0RljBI/AAAAAAAA1c4/IRMmeaeRifMFAa6h4mnMfIFnsq-FZNfQgCK4BGAYYCw/s640/Screenshot%2B2019-03-20%2Bat%2B7.22.23%2BPM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Less than 10 tabs is ideal</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-F17FmQ_rs5c/XJIl55FnPYI/AAAAAAAA1cw/arICe-V05CAP1y15zuaks7c44gPjvFw0ACK4BGAYYCw/s1600/Screenshot%2B2019-03-20%2Bat%2B7.33.14%2BPM.png" style="margin-left: auto; margin-right: auto;"><img border="0" height="80" src="https://3.bp.blogspot.com/-F17FmQ_rs5c/XJIl55FnPYI/AAAAAAAA1cw/arICe-V05CAP1y15zuaks7c44gPjvFw0ACK4BGAYYCw/s640/Screenshot%2B2019-03-20%2Bat%2B7.33.14%2BPM.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This many tabs is unmanageable, and bad for you! </td></tr>
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(While you're there why not quit the apps you're not using and close any open windows as well?)<br />
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bit.ly/fundamental4</h2>
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<a name='more'></a><br />
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There are more than four?</h2>
Yes, but don't panic, one a week will see you reach organisational nirvana within a few months, with fabulous habits for life! </div>
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What kinds of things? Well simple but powerful tips like this one for example:</div>
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<a href="http://3.bp.blogspot.com/-lo5lZN9jk-Y/WycTAFTtH9I/AAAAAAAAycM/Qkmx9eAx8nUZx3kh4BOtgaavj3H6PmLDQCK4BGAYYCw/s1600/OOTB%2BSlides%2BJunior%2BSchool%2B%25283-5%2529%2B%25283%2529.png"><img border="0" height="480" src="https://3.bp.blogspot.com/-lo5lZN9jk-Y/WycTAFTtH9I/AAAAAAAAycM/Qkmx9eAx8nUZx3kh4BOtgaavj3H6PmLDQCK4BGAYYCw/s640/OOTB%2BSlides%2BJunior%2BSchool%2B%25283-5%2529%2B%25283%2529.png" width="640" /></a></div>
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Using the slide deck below, all you need to do is commit 10 minutes a week, until you have the fundamental four covered.<br />
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<a href="https://docs.google.com/presentation/d/1r7Y5KkKUmw0Yy5ed-xpw10gjmlC9uzbzbLSa2ZbJlwI/edit?usp=sharing">Here's the tech slide deck</a>, open it, drop it on your (nice and tidy) bookmark bar and check it out once a week! </div>
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<iframe allowfullscreen="true" frameborder="0" height="400" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTuaQaFGx4JSd1ATxd2aWVUdN2MZBFvUBnW6_iJF4vky44d99zrhkWeLdXYfdTzBdyGXyz3VgGpkpzd/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="600"></iframe><br />
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2812248537841791020.post-61466431142138379332018-06-18T09:18:00.001+08:002018-06-18T09:29:23.221+08:00Poetry - Made Multimodal! <br />
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<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/zD3YxrZdyzo" width="640"></iframe>
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This incredible, beautiful example inspired me to approach our English teachers to consider making their work with poetry multimodal; showing this to them was a pretty persuasive pitch.<br />
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One of the many great things about my job is that I get to work with teachers and students throughout the college, from Kindergarten to Grade 12. One of the fabulous aspects to this is how often the fundamentals that are introduced in the Primary School, are just as effective and just as powerful in the Middle and High Schools.</div>
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We have been making a concerted effort to ensure that when we talk about 'digital literacy' we back that with some fundamentals, specifically the expectation that as our students move through the college they move from introduction to consolidation to competence in <a href="http://doverdlc.blogspot.com/2018/04/digital-illiteracy-vitamin-d.html" target="_blank">the five core domains of video, image, text, audio, and data.</a> What follows is one example this year of integrating three of these into students experiences with poetry, by making it multimodal.<br />
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<h2>
Multimodal Poetry</h2>
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This work began by focusing on our Grade 4 students, nearing the end of a Writing Workshop focus on poetry. Instead of leaving it as a text only celebration, we asked the students to reimagine one of their poems, adding imagery—be it still or moving image. Some students were more <i>literal</i> in their interpretation, others more <i>abstract</i>, but the best skilfully combined both. Then they added the power of sound, choosing music and even sound effects to complement their own narration.<br />
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What I find really exciting though, is that as why I was able to take these videos to our Grade 7 teachers, whose students were ending a focus on poetry, only in this case they had been analysing and exploring an anthology of poetry. So we asked them to choose one... and make it <b>multimodal</b>. </div>
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Grade 4</h2>
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<iframe height="380" src="https://drive.google.com/file/d/1j1HQ36cFTku_KAmekmMnb9H7FfqKPViL/preview" width="640"></iframe><br />
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<iframe height="380" src="https://drive.google.com/file/d/1_m5ST1e0bLT0q3-NLd_b9_PCL69GtWwr/preview" width="640"></iframe></div>
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Grade 7</h2>
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<iframe height="380" src="https://drive.google.com/file/d/1rxbGCPVJbKy7iSEsfssuY_qSihpbug-e/preview" width="640"></iframe>
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Whether it was a grade 4 poem the students wrote themselves, or a poem chosen by a Grade 7 student from an anthology, the teachers consistently commented on how powerful and insightful it was to see each students understanding of poetry made visual, made audible; made <b>multimodal</b>. </div>
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Resources</h2>
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If you're keen to have a go, <a href="https://sites.google.com/gapps.uwcsea.edu.sg/minimax/multimodal-poetry" target="_blank">here's a link to the site page</a> where I collated the resources—I used the same resources with both Primary and Middle School classes. </div>
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<a href="http://findsounds.com/">http://findsounds.com/</a> </div>
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<a href="http://bbcsfx.acropolis.org.uk/">http://bbcsfx.acropolis.org.uk/</a> </div>
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These sites are fabulous for downloading music:</div>
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<a href="https://www.bensound.com/">https://www.bensound.com/</a> </div>
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<a href="http://freemusicarchive.org/">http://freemusicarchive.org/</a></div>
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<a href="https://www.jamendo.com/start?genre=ambient">https://www.jamendo.com/</a> </div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-5759238599721889632018-06-02T00:46:00.000+08:002018-06-10T19:03:32.864+08:00Spreadsheets for Everyone<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-_Idh2f1zjrI/U3dzFUw75xI/AAAAAAAAJFA/xo7Rap84I0s/s1600/flat-icon-spreadsheet-theme-graph.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://2.bp.blogspot.com/-_Idh2f1zjrI/U3dzFUw75xI/AAAAAAAAJFA/xo7Rap84I0s/s1600/flat-icon-spreadsheet-theme-graph.png" width="188" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Spreadsheets rock my world.</td></tr>
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Spreadsheets are, at least in my experience, probably the least appreciated of the <a href="http://doverdlc.blogspot.sg/2013/04/to-skill-or-not-to-skill.html" target="_blank">five core domains of ICT</a>, unappreciated at least by people who have never used them. But, once you get a glimpse into the sheer mathematical beauty of the way these sheets of interconnecting cells, rows and grids can empower mere mortals to manipulate screeds of data like magnificent mathematical machines, well, you won't look back. The ways that modern spreadsheets help people organise data from the miniscule to the massive, and free us to focus on the <i>meaning</i> of the numbers as opposed to the mere <i>mechanics</i>, is nothing short of transformational. </div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/--S597GRpqGI/UeJyOtMc0AI/AAAAAAAAGCU/KnoWFfahPhs/s1600/5+ICT+Domains.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="164" src="https://2.bp.blogspot.com/--S597GRpqGI/UeJyOtMc0AI/AAAAAAAAGCU/KnoWFfahPhs/s640/5+ICT+Domains.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">5 core domains: Text, Image, Audio, Video and Data - which ones are you weakest in?</td></tr>
</tbody></table>
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<br /></div>
And yet many, if not <i>most</i> educators languish in lethargic reticence; whether it's apathy or antipathy, who can say? What I do know is that the with the developments in terms of sheer processing power and refinement of control interfaces, the information and data management tools that <i>used</i> to be extremely complex operations, the purview of financial professionals only, are now suitable for <i>anyone</i> with or without a mathematical background. Spreadsheet applications like Numbers and Google Sheets have made it easier for the ordinary user, even kids as young as Grade 2 (Year 3) and below to manipulate, edit, and share the data stored in spreadsheets, using different functions and computations.<br />
<div>
<br /></div>
<div>
And no, it's not just about graphing. You can do that in a Word Processor or a Presentation tool. No. Spreadsheets are all about <b>manipulating and managing data</b>.<br />
<br />
For examples of how I've used spreadsheets with kids as young as Grade 2, <a href="http://doverdlc.blogspot.sg/2014/05/calculators-in-21st-century.html" target="_blank">see this post</a>. If you are a total spreadsheet noob and need to start from zero... read on.</div>
<div>
<br /></div>
<div>
So you feel like a novice when it comes to spreadsheets? Well it only takes 10 minutes to fix. Here is a labsite lesson I ran for our Grade 4 teachers, to get them from spreadsheet zeroes to spreadsheet heroes in one lesson. The whole thing is available below, in it's entirety (40 minutes) or in convenient bite sized attention deficit sized morsels below. You only need to know about 'Functions & Formulae' to get started.<br />
<br />
<br />
The entire lesson took 40 minutes, here it is in sections:<br />
<div class="column">
<div style="font-family: 'Trebuchet MS', sans-serif;">
<br /></div>
<div class="description_wrapper" style="margin: 0px; padding: 0px; position: relative;">
<div class="description " data-expand-tooltip="Click to expand description" style="-webkit-transition: all 1s ease-in-out 0ms; margin: 0px; max-height: 9999px; padding: 0px; transition: all 1s ease-in-out 0ms;">
<h2>
<span style="font-size: x-large;">Spreadsheet skill review:</span></h2>
Review cell address, and ranges of cells, eg: A1:B6<br />
<br />
<div style="text-align: center;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/aN3KWIWWFmw?rel=0" width="560"></iframe>
</div>
<div style="margin-top: 10px; padding: 0px;">
<span style="font-family: "helvetica" , "arial" , sans-serif;"><span style="line-height: 21px;"><br /></span></span></div>
<div style="margin-top: 10px; padding: 0px;">
<h3>
Functions & Formulae </h3>
Review adding the contents of cells, by by using the SUM function and by writing a formula, eg A2+B3.<br />
<br />
<div style="text-align: center;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/Q3YJbUzkFrk?rel=0" width="560"></iframe>
</div>
<div>
<span style="background-color: #f4f5f7;"><br /></span></div>
<div style="color: #71767a; font-family: helvetica, arial, sans-serif; font-size: 16px; line-height: 21px;">
<br /></div>
Critical to the 21st Century classroom model, is ensuring that you as the teacher are NOT a prerequisite for success. Students need to be empowered to resolve their own challenges. The sooner you establish this as 'normal' practice, the easier it will be.<br />
<br />
The students should not 'need' you to learn.<br />
<br /></div>
</div>
<div style="text-align: center;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/8E5Trbwl5S4?rel=0" width="560"></iframe>
</div>
</div>
<div style="font-family: 'Trebuchet MS', sans-serif;">
</div>
</div>
<br />
<br />
This section is purely concerned with the appearance of the spreadsheet. No Maths required, resizing columns and rows, adding text,. and outlines.<br />
<br />
Students build a framework within with they can insert relevant data.<br />
<br />
<div style="text-align: center;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/BLgu4SfxTqk?rel=0" width="560"></iframe>
</div>
<br />
Now that the framework is ready, this section guides students through 'telling' the spreadsheet what kind of data will be entered into certain cells.<br />
<br />
IMPORTANT: In a spreadsheet you cannot just add a $ sign to indicate currency, symbols like these actually contain 'functionality' in a spreadsheet, so in short, nothing will work.<br />
<br />
Instead if you writing dollar signs, let the spreadsheet do that FOR you, by telling it to format certain cells as currency.<br />
<br />
This feature as other uses as well, for example making certain cells display percentages. You cannot do this by just adding a % sign.<br />
<br />
<div style="text-align: center;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/NWHaPqRVqxA?rel=0" width="560"></iframe>
</div>
<br />
Students enter specific data that need to be totalled using the SUM function.<br />
<br />
<br />
As more information is entered, the total at the bottom of the sheet should automatically update, this allows students to begin 'modelling' 'What if?' scenarios:<br />
<br />
What if we buy 15 of those?<br />
<br />
Then students can write a subtraction formula to subtract the $20 that they were initially loaned from their overall total.<br />
<br />
Student's that finish early, should be used as 'quality control' ie checking on their peers to make sure that they are finished properly, and that their sheets are working properly.<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span><br />
<h2 style="text-align: center;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/1D1lBzZQcxU?rel=0" width="560"></iframe> </h2>
<h2 style="text-align: left;">
<span style="font-size: x-large;">Challenger</span></h2>
This section is an 'extension' section.<br />
<br />
This means that the spreadsheet will do what they need, but these features will make it even better... IN particular enabling more effective 'modelling'.<br />
<br />
<div style="text-align: center;">
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/or4Dy2Z-TsE?rel=0" width="560"></iframe>
</div>
<ul>
<li>Inserting additional columns to allow better management of multiple quantities.</li>
<li>Refining the use of formulae to add and subtract</li>
<li>Creating a 'ripple' effect whereby cells reference other cells</li>
<li>Using conditional formatting to change the colour of a cell when the value changes.</li>
</ul>
<br />
Students will need time to 'play' with these interrelated features, in order to get to a point where the logical sequencing of calculations makes sense.<br />
<br />
They may also use ways to get it working which are not the same as yours... it may even be better...<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span><br />
<br />
<h2>
Google's Applied Digital Skills </h2>
</div>
<div>
Google have created an <a href="https://applieddigitalskills.withgoogle.com/en/apps" target="_blank">entire curriculum devoted to skills acquisition</a>, totally supported with video tutorials, that can lead you thorough lessons, step by step. The skills span the entire Google Apps Suite, but the Sheets focused lessons are particularly well designed. </div>
<div>
<br /></div>
<div>
A great example is <a href="https://applieddigitalskills.withgoogle.com/en/apps" target="_blank">this lesson</a> on budgeting to make better financial decisions: </div>
<div>
<br /></div>
<div>
<a href="https://applieddigitalskills.withgoogle.com/c/middle-and-high-school/en/plan-and-budget/make-a-long-term-spending-decision/research-costs.html" imageanchor="1"><img border="0" height="510" src="https://2.bp.blogspot.com/-qPUzLSRFCPw/Wxs6EadbDOI/AAAAAAAAyVI/hL1UhBjLoG4BojooTkJw5JbTKm5B5dkjACK4BGAYYCw/s640/Screen%2BShot%2B2018-06-09%2Bat%2B10.22.51%2BAM.png" width="640" /></a><br />
<br />
<br />
<h2>
Junior School Sheet Activities</h2>
</div>
<div>
Our Maths Coach has created <a href="https://sites.google.com/gapps.uwcsea.edu.sg/rtn-spreadsheets/home" target="_blank">the following website</a> to collate some of the core activities we use to integrate the effective use of spreadsheets into Junior School Maths lessons: </div>
<div>
<br /></div>
<div>
<a href="https://sites.google.com/gapps.uwcsea.edu.sg/rtn-spreadsheets/home" imageanchor="1"><img border="0" height="564" src="https://2.bp.blogspot.com/-P9Jfd4yfmh4/Wxs7Wr_2N9I/AAAAAAAAyVU/joKz15vc_0AbycSgNG5Alf-ISdX9OXQHgCK4BGAYYCw/s640/Screen%2BShot%2B2018-06-09%2Bat%2B10.28.18%2BAM.png" width="640" /></a></div>
<div>
<br /></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-16487319318423798602018-04-14T17:43:00.001+08:002018-11-10T11:06:42.574+08:00PDFs, Pragmatism & WWPP<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-qKt9v-sebi4/WtGXLyOQr0I/AAAAAAAAxhk/LNB2mnuUeCU1HtooOuPP90QcZq8FZ4bhwCLcBGAs/s1600/WWPP.001.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="279" data-original-width="867" height="204" src="https://3.bp.blogspot.com/-qKt9v-sebi4/WtGXLyOQr0I/AAAAAAAAxhk/LNB2mnuUeCU1HtooOuPP90QcZq8FZ4bhwCLcBGAs/s640/WWPP.001.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">WWPP, a pragmatic compromise: WP, WWW, PPT & PDFs</td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
If there is one thing I've learned in my now almost a decade as a digital literacy coach (DLC), and from now over 20 years working with 'edtech' or the technology enhanced learning (TEL) in the classroom from K-12, it's that there is a fundamental shift, in terms of how opportunities to learn and to create with digital tools are experienced as students move though their school lives. There is a gradual progression. During their primary/elementary years, students at UWCSEA regularly (ie, at least once a year) work across all five of the domains that span what I what I would describe as true digital literacy, or perhaps a better word is <i>competency;</i> video, image, text, audio, data—or <a href="http://doverdlc.blogspot.sg/2018/04/digital-illiteracy-vitamin-d.html">VITAD</a>. Then as they progress through middle and then high school, there is a narrowing of focus as students become more specialised in their learning, and their range of learning experiences narrows, from VITAD, to something I call WWPP:<br />
<div>
<br /></div>
<div>
<ul>
<li>Word Processing</li>
<li>Websites & Web Search</li>
<li>PowerPoint Slideshows (or similar)</li>
<li>Printing, PDFs, Posters (yes I realise that's more than one P)</li>
</ul>
</div>
<div>
<br /></div>
<div>
WWPP describes the fundamental domains that are the norm for most teachers in most subjects in terms of the tools they rely on to do their <i>own</i> work, and so, not surprisingly, represent the kinds of digital technology they are comfortable using with their students, and in (hopefully, but not necessarily) expecting their students to use. This means, whether you like it or not, this represents the actual reality in most secondary school classrooms, especially those that are organised around the premise of preparing students for high stakes examinations.<br />
<br />
This doesn't mean that VITAD is non existent in secondary schools, it just means that it will be more isolated and consigned to certain subject areas, eg data handling in the Sciences, image in the Arts, audio in Music, video in Film et cetera. This doesn't mean these experiences aren't beneficial in other subject areas, the work they do in primary school clearly demonstrates that it is, it's just that, having worked on trying to facilitate this, I've had to concede that it just doesn't happen much, if at all, once students are taught by subject specialists. This observation is one I have observed both as a teacher and a parent for many years, and it is one that is borne out by the literature. <a href="http://pr0tean.blogspot.sg/2016/06/laptops-and-lowest-common-denominators.html" target="_blank">I've already written a post about this phenomenon</a>, that can be summed up by these quotes from two recent studies into the dominant use of digital technologies in secondary schools is in terms of their assumed and actual use: </div>
<div>
<br /></div>
<blockquote class="tr_bq">
Laptops are typically purchased by schools and sometimes by parents, and they are largely used to write and revise papers, conduct Internet searches, and engage in personalized instruction and assessment using educational software or online tools. (Zheng et al, 2016, p2)</blockquote>
<div>
<br /></div>
<div>
<blockquote class="tr_bq">
... schools revealed moderate use of many well-established digital technologies, such as word processing, presentation software, and quiz games. (Hughes et al, 2018, p1)</blockquote>
<br />
<blockquote class="tr_bq">
... students reported using word processing, spreadsheets, presentation tools, and web searches most frequently in class. (ibid, p2)</blockquote>
<br />
So the fact is that, like it or not, what studies repeatedly show as 'effective' use, is use that can be translated into evidence that is measured using a standardised test score. And if that is the only metric we are prepared (or able) to consider, then WWPP is the model that works, and WWPP is a model that works for preparing students for high stakes examinations; until those examinations change in terms of their expectations, then WWPP is here to stay. </div>
<div>
<br /></div>
<div>
Now I'm not ecstatic about this, but I am <i>pragmatic</i>; by this I mean if we're going to accept that this narrowing of expectation exists, that the least we can do is teach these skills <i>properly</i>. The danger at the moment, is that in the same way that these skills reflect their teachers ICT skills, they also reflect their teachers competency, or as is more often the case in my experience, their teachers' gradually increasing competency. Now—don't get me wrong—I don't blame teachers for this, it's very powerful when a teacher can model for their students that they are also 'lifelong learners' and anyway, if they are anywhere near my age, they didn't actually own a computer until they were in their 20s, and even then they were never taught how to use them, they were just expected to figure it out themselves by trial and tribulation. <a href="http://doverdlc.blogspot.sg/2013/04/to-skill-or-not-to-skill.html" target="_blank">I've written more on this skills issue in another post</a>, but suffice it to say here, that at the very least, if we're going to narrow our focus, can we at least expect these skills to be taught properly? To be used in a skilful, or especially at high school level, a <i>competent</i> way? I think we can, and I think we should. The benefits to both teachers in terms of their ability to do their jobs more effectively, and to their students are clear. </div>
<div>
<br /></div>
<h2>
What does <i>skilled</i> WWPP look like?</h2>
<div>
It looks like the expectations for any adult who would be deemed to be digitally literate, any adult who wants, no, <i>needs</i> to function effectively in the vast majority of workplaces in the 21st century. Some suggestions below: </div>
<div>
<br /></div>
<h3>
Skilful <a href="http://doverdlc.blogspot.sg/2014/01/the-10-commandments-of-word-processing.html" target="_blank">Word Processing</a> </h3>
<div>
<div>
<ul>
<li>Use and format tables: insert & delete rows, columns, & merge cells</li>
<li>Use the tab key (also add new row to a table/indented bullets)</li>
<li>Use commenting tools to give, receive & respond to feedback</li>
<li>Paste text without formatting, or to match destination formatting</li>
<li>Insert/format/manage page numbers</li>
<li>Add/use headers/footers </li>
<li>Use, modify, and create templates</li>
<li>Use document page breaks, section breaks & <b>styles</b></li>
<li>Use automatic features like table of contents (TOC), references, citations</li>
<li>Reference source materials, ie MLA, APA et cetera</li>
<li>Extend these same skills to the building of web resources/sites</li>
</ul>
</div>
</div>
<div>
<br /></div>
<h3>
Skilful Web Browsing/Searching</h3>
<div>
<div>
<ul>
<li>Use History and bookmarks effectively instead of relying on excessive tabs</li>
<li>Use multiple accounts with web browsers to manage private/professional practice</li>
<li>Access and find information in an online database not just Google/Bing et al.</li>
<li>Identify key words, names, & phrases for a search</li>
<li>Appreciate the advantages & disadvantages of a variety of sources</li>
<li>Use the find command to locate specific words on a page</li>
<li>Upload & download files as appropriate, understand the associated file sizes. </li>
<li>Understand & carry out an (advanced) multiple field search</li>
<li>Search using Boolean terms (site:, intitle:, —)</li>
</ul>
</div>
<div>
<br /></div>
</div>
<h3>
Skilful PowerPoints/Slide Shows</h3>
<div>
<div>
<ul>
<li>Create <a href="https://paper-leaf.com/blog/2012/10/principles-of-design-quick-reference-poster/" target="_blank">well designed</a> slideshows that rely on image, not text </li>
<li>Format & customise <a href="https://www.slidescarnival.com/" target="_blank">well designed</a> themes </li>
<li>Create presentations that use multimedia effectively, eg video, sound &/or animation</li>
<li>Format & edit master slides to manage the formatting of a presentation</li>
<li>Use appropriate images, eg pixel width, proportion, illustration not just decoration</li>
<li>Crop & enhance images to complement your slides </li>
<li>Select, trim and incorporate video clips/animations</li>
<li>Visualise data effectively using charts and graphs </li>
<li>Understand the affordances of different tools, eg PowerPoint, Keynote, Google Slides... </li>
<li>Use slide aspect ratio intentionally (wide screen v 4:3)</li>
<li>Use the slide sorter view to manage/organise your presentation </li>
</ul>
</div>
</div>
<div>
<br /></div>
<h3>
Skilful use of PDFs & Posters</h3>
<div>
<ul>
<li>Organised and synchronised online for ease of access/sharing</li>
<li>Edit to isolate certain pages, extract specific content, reorder content</li>
<li>Annotate, comment, and highlight </li>
<li>Convert (hard or soft) documents to/from PDF </li>
</ul>
</div>
<div>
<ul>
<li>Create <a href="https://paper-leaf.com/blog/2012/10/principles-of-design-quick-reference-poster/" target="_blank">well designed</a> posters that balance the use of image with text </li>
<li>Format & customise <a href="https://www.creativebloq.com/infographic/6-best-tools-creating-infographics-21619252" target="_blank">pre-designed themes</a> </li>
<li>Understand the <a href="http://doverdlc.blogspot.sg/2015/12/transforming-postersinfographics.html" target="_blank">differences</a> between an infographic (screen) and a poster (print)</li>
</ul>
</div>
<div>
<br />
<h2>
Pragmatism</h2>
<div>
<div>
I've been hesitant to concede these facts, but I console myself with the knowledge that if the students have been given the appropriate foundations and experiences what span VITAD in Primary and some extent, Middle School, their ongoing development in terms of digital literacy is now something they should be able to pursue independently throughout High School, and for the rest of their lives. This means that High School teachers have one focus, and one focus only, that is to enable their students to succeed in their examinations, in the same way they have for the past 50 years. Until the examinations change, there little point expecting teachers to change, Especially as the efficacy of their teaching practice is often based, either explicitly or implicitly, on their students’ grades. </div>
<div>
<br /></div>
<div>
It’s obvious internationally that many if not most schools don’t understand this, or don’t care. This is why Google Chromebooks and similar budget computers are thriving in comparison with iPads and MacBooks in schools. The former is fine all you want students to experience is WWPP, but if you want them to demonstrate true digital literacy with VITAD and all of the wonderful combinations and permutations between those domains, budget computers can’t and don’t deliver this. </div>
</div>
<br />
<span style="font-size: x-small;"><br /></span>
<br />
<h3>
<span style="font-size: small;">References</span></h3>
<span style="font-size: x-small;">Hughes, Joan E. and Read, Michelle F. (2018) "Student experiences of technology integration in school subjects: A comparison across four middle schools," Middle Grades Review: Vol. 4 : Iss. 1 , Article 6.</span><br />
<span style="font-size: x-small;">Available at: https://scholarworks.uvm.edu/mgreview/vol4/iss1</span>/6<br />
<br /></div>
<div>
<span style="font-size: x-small;">Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in One-to-One Laptop Environments A Meta-Analysis and Research Synthesis. Review of Educational Research, 0034654316628645.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2812248537841791020.post-2293581360485434702018-04-14T16:52:00.001+08:002018-04-14T17:34:15.485+08:00Digital Illiteracy & Vitamin D<h2>
Vitamin D (VITAD)</h2>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/--S597GRpqGI/UeJyOtMc0AI/AAAAAAAAGCQ/fG3pv_JUYXE/s1600/5+ICT+Domains.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="163" src="https://1.bp.blogspot.com/--S597GRpqGI/UeJyOtMc0AI/AAAAAAAAGCQ/fG3pv_JUYXE/s640/5+ICT+Domains.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px;">Five Essential Domains: <span style="font-size: 12.8px;">VITAD: video, image, text, audio, data - 'Vitamin D'</span><span style="font-size: 12.8px;"> </span></td></tr>
</tbody></table>
<br />
Just like all subject domains, tech has its own overarching domains or strands that are an efficient way to organise<a href="http://doverdlc.blogspot.sg/2013/04/to-skill-or-not-to-skill.html"> the essential skill sets</a> needed for true <i>digital</i> literacy. We should not neglect opportunities to read and write, for example, realistic fiction, or physics or shape and space in Mathematics, I believe the same applies to what could be called the 'digital domains' or modes of digital technologies: text, image, video, audio, and data handling.<br />
<br />
<h2>
Digital Illiteracy... </h2>
An easy easy way to recall these essential areas is with the acronym 'VITAD', 'vitamin digital', now when you're considering whether not you can consider yourself, your students or any 21st century citizen to be <i>truly</i> digitally literate, how do they measure up to VITAD?<br />
<ol>
<li>Can they view, edit, create, compose with <b>video</b>?</li>
<li>Can they organise, edit, resize, manipulate, incorporate <b>image</b>?</li>
<li>Can they browse/read/search <b>text</b>? Are they proficient at word processing, commenting, curating texts?</li>
<li>Can the manage <b>audio files,</b> organise, edit, create, compose audio using multiple audio tracks/sound effects?</li>
<li>Do they know their way around a <b>spreadsheet</b>? Can they organise data efficiently, perform basic calculations, use functions and formulae, analyse, synthesise, and model data? Can they think computationally? </li>
</ol>
When, and only when you can confidently answer a confident <b>yes</b> to all the above, then, and only then can you call yourself digitally literate!<br />
<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-GFKCSnm7ciE/UXYfjtJ0_OI/AAAAAAAAFXM/ossc7VUaHOs/s1600/integration.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="174" src="https://3.bp.blogspot.com/-GFKCSnm7ciE/UXYfjtJ0_OI/AAAAAAAAFXM/ossc7VUaHOs/s320/integration.jpg" width="320" /></a></div>
<br />
<br />
To put it another way - we're talking about students becoming <i>holistically</i> literate, that literacy has to incorporate '<span class="GINGER_SOFATWARE_noSuggestion GINGER_SOFATWARE_correct" ginger_sofatware_markguid="ed1c9349-e611-42bc-ba82-3bae59b1e3a5" ginger_sofatware_uiphraseguid="77f4f572-f262-4319-b2c7-dca1347a89fb" grcontextid="multiliteracies':0">multiliteracies'</span> including language, scientific/methodological ways of thinking, mathematical literacy and of course digital literacy. ALL of these can be defined as 'subjects', all of these could also be (and arguably should/could be) taught in an integrated way. Just because we've chosen to integrate a subject, does not mean it should be treated less rigorously - integration should not mean invisibility - at least not for teachers. (I'd argue invisibility would be great from a student's perspective, but so would it be for maths and science et al - they don't see it as a 'subject' it's just another natural (for them) way of thinking and working)<br />
<br />
<br />
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<tr><td class="tr-caption" style="font-size: 12.8px;">WWPP, a pragmatic compromise: WP, WWW, PPT & PDFs</td></tr>
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WWPP</h2>
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However... if there is one thing I've learned in my now 8 years as a DLC, and from now over 20 years working with 'edtech' or the integration of digital technologies in the classroom from K-12, it's that there is a fundamental shift, in terms of how these domains are experienced as students move though the school lives. A shift from VITAD to WWPP, what is WWPP? stakes examinations. </div>
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<li>Word Processing</li>
<li>Websites/Web Search</li>
<li>PowerPoint Slideshows (or similar)</li>
<li>PDFs & Posters </li>
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WWPP describes the fundamental domains that are the norm for most teachers, and represent the actual reality in most secondary school classrooms, especially those that are organised around the premise of preparing students for high stakes examinations. The fact is that, like it or not, what studies repeatedly show as 'effective' use, is use that can be translated into evidence that is represented by a standardised test score, and if that is the only metric we are prepared (or able) to consider, then WWPP is the model that works, for more on the practical ramifications of this in high school classrooms, read my post: PDFs, Pragmatism & WWPP. </div>
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