I do love my iPhone. It’s changed the way I interact with the Web. I like the fact that I can easily check my work email and personal gmail accounts easily, and I can check in with Twitter via either the Tweetdeck or Twitter app. I can do a quick web search easily via my Google app (I prefer that to Safari) and I can check into this blog via the WordPress app. The Google Maps app has proved invaluable as I try and find my way around locations. Even though it’s slightly disconcerting knowing the satellites are tracking my every move, knowing that the blue circle has me heading in the right direction has given me peace of mind on many occasions. I can even check the developments happening with the Australian Curriculum via the new app released from ACARA. Sometimes I read downloads from Amazon using the Kindle app, and the other night I was watching the latest TED Talks when I was having trouble sleeping.
What I’m loving at the moment is an app called Words with Friends, which is a game of scrabble that can be played by people who’ve signed up to the site. It was introduced to me the other week by my friend Melanie who lives in New York. We had known each other online through our association with the international PLP cohort, and met when I was in New York in January this year. We shared some very fun times together and have remained in contact via Twitter and email. Melanie suggested that I download the Words with Friends app so that we could engage in a game of scrabble. Simple idea, but a lovely one. Because of our time zone difference, it’s not played at a frenetic pace, just once a day, but we can send messages to one another and know that we are doing something together, despite the physical distance that separates us.
I’m happy to let you know that Melanie is trouncing me right now, but I’m enjoying trying to figure out how to play my letters in the most strategic way possible. My competitive spirit and sheer desperation led to me search on Google for ‘scrabble help’. I discovered ‘Win every game‘, and it’s helped me score 40 points for my last move! Pssst… don’t tell Melanie!!
You know that feeling when you think things aren’t happening, but then all of a sudden you realise that your efforts are starting to pay dividends? Well, that’s what’s happening at my school (Toorak College) now. I feel like we are making inroads. Kids are using Nings and Wikis and it’s becoming the norm. There isn’t the questioning that used to come with the introduction of new ideas. Teachers are starting to take on board what I’ve been rabbiting on about and they are seeing how effective the learning can be using collaborative tools.
Liana Gooch teaches at my school and was part of our PLP group. Here is her guest post. Take it away Liana!
Coming from a country in which bush fires do not feature as a significant hazard as they do in Australia, the events of February 7th 2009 have left an indelible mark on the memories of myself and my students. It was extremely heart breaking to view the images of destruction and loss experienced by those people involved in the Victorian Bushfires. As well as the human cost, it is also essential to consider the havoc wrecked upon nature. A lot of creatures were helpless to escape the fury of the flames and many that did manage to survive have suffered immense injury.
When it came to consider a unit of study related to endangered species with my year 7 Humanities class, I was determined to create a research unit that was not only compelling but also relevant. Students would usually choose to explore overseas endangered species but coverage of the Victorian Bushfires’ impact upon many already endangered species alerted me to taking a more local focus. In the back of my mind I also was concerned about the potential lack of knowledge regarding their own state’s endangered species. My suspicions were confirmed when I surveyed the class about identifying the state’s animal symbol, the highly endangered Leadbeater Possum – only one student was able to identify it. Thus, the inquiry ‘ How can we protect our backyard?’ emerged.
Another focus of this inquiry project would be to expose students to a range of technological tools that would be easily transferrable across their range of subjects. Working with Jenny Luca and Megan Davies, we decided that a wikispace would be an ideal medium for students to post and convey their research to the rest of the world. While the students knew I would be assessing their page, they knew that this inquiry was going to have to be authentic due to the wikispace being open to the public. Students were taught how to manipulate many of the tools available on the wikispace and a lot was learnt through the process by trial and error. As students were working collaboratively it made sense to use Google Docs which allowed students to simultaneously work and edit a written piece together on different computers. It also eliminated the age old problem of when students are absent and have the written piece with them thus hindering a group’s progress. This tool proved invaluable and it has been exciting to observe students use this tool for other projects since this inquiry. Jenny also taught the students about a range of websites where students would be able to use copyright free images for their pages. Another skill gained was the ability to write comments using the pins of Google Maps. One student produced her own clip of a journey through the affected Kingslake area and used voice thread to create her own commentary. Students found the application of technology to be an effective tool which made the learning process a lot more interesting. ‘It is a lot of fun and instead of being boring the work was challenging and interesting so it made it a lot easier to work. It is a great way to become more familiar with internet tools and skills.’ (Hayley)
I wanted students to actively engage with concepts we had explored earlier in the unit related to sustainability. Students were initially exposed to Dr Seuss tale of ‘The Lorax’ which made many of the complex components of sustainability easily attainable. A reflective component of their inquiry which would test their understanding of some of the big ideas would require them to reflect upon how the Lorax would perceive and comment upon the causes and effects of the Bushfires as well as the ensuing actions to reduce their impact. Following through the list of aspects to be explored students would be able to explore a range of both primary and secondary resources ranging from newspaper clips, you tube videos, podcasts from experts and contact with applicable organisations. Students constructed questions to inquire about the actions taken by their selected organisation’s actions to assist with affected animals. Many students were extremely excited about receiving information directly from organisations especially when a lot of the information could not be directly found in the range of resources available online or otherwise.
The inquiry took about three weeks in total during which time students were completed engaged and engrossed in their research. There were several occasions when it was actually difficult to get the students to stop working! It took considerable time to do my initial research and creation of the inquiry assignment. I also had to learn some of the new technological tools before I could launch the project, however the benefits of undertaking a project with which many of the students were so connected were immense. Their understanding of endangered species in their own backyard and the critical role that humans play has been significant. ‘it shows that we have to be aware of sustainable development and reducing our resources for the future. The Victorian Bushfires has decreased the amount of trees, land, homes and animals, and that reduces many resources for the future.’ ‘This project has made me think about animals in a completely different way then I had before.’ Rather than just producing an assignment which would only be viewed by the teacher, themselves and family, Students were courageous as they gallantly rose to the challenge of creating commentary which was up to scrutiny by the public. It was also extremely encouraging to hear students comment about taking social action as a result of this project. One student has become involved in adopting a koala and to date, our class are considering fund raising to either help adopt an endangered animal or contribute to a wildlife fund. Another student is starting to consider a career path related to the care of injured animals. To me, this is what learning that is inspiring should be all about – making authentic, meaningful and relevant links to the world around us.
Well done Liana and well done Year 7. You’ve created a rich resource for others to use and you’ve learnt some new skills in the process. Make sure you visit their wiki.
Was watching World News on SBS when I saw a report about Google Street View. I’d never heard of it, but the reporter was saying that your house’s street view could be visible in a Google Maps search if you selected street view. Just had to check that out! Typed in my address, clicked on street view and next thing you know I’m looking at my front fence and driveway -the image you see above! Freaked me out a bit I have to admit. It seems a little intrusive somehow.
Andrew Ramadge, from News.com.au wrote an article about Street View explaining what it is and how the images are collected;
Google Street View is an online tool that lets users take a virtual tour of landscapes from their computer by perusing an interactive database of millions of 360-degree snapshots.
The snapshots are taken by a fleet of cars fitted with special cameras that drive across the country, capturing images on every street corner and along every highway.
He goes on to address security concerns that have been expressed and how Google hopes to overcome them;
In response to security concerns raised in the US, Google said last year its Street View service would not identify faces or license plates in Australia.
The company has recently introduced an automatic face-blurring technology designed to obscure the identities of people caught in the lens of Street View. Mr Shilkin said that the low resolution of images would prevent vehicle number plates from being identifiable.
Users can also report any Street View images they believe to be inappropriate through a link on the website. Mr Foster said it would take anywhere between a few minutes to “a day or so” to remove to offending images once they were reported.
Google have created a video explaining Street View for Australian audiences. I have to admit that after viewing this I warmed to the Street View concept. Good marketing Google! I like the fact that I and my students are now going to be able to visit places of interest and ‘walk’ our way around them. Imagine a class where you’re explaining the construction of the Sydney Harbour Bridge or Opera House- you can take your students there to navigate your way around its surrounds. If you have to find your way from one place to another you type in your start address and your finish address and the program will step out for you the course you need to take. Geography classes just got a whole lot more interesting I think! Watch the video and make your own mind up about Street View.
(If you want to see how the camera works that took the street view pictures take a look at this popular mechanics article. Thanks to Simon Brown for tweeting about this)