Be Safe on the Internet!

The Internet has revolutionized the way we acquire information. At the touch of an icon we can have information on any topic in seconds. It is every user’s dream. The researching of a project, finding out football scores, looking up a favourite recipe and reading a book are all possible via the Internet. But as terrific as it is, the Internet can be a nightmare! There can be serious consequences if one does not pay attention to security while using it. It is a haven for criminal activity. Unsuspecting users can fall victim to bank account fraud, stolen identities, harassment or even kidnappings to name a few.


To be safe on the Internet one needs to be “web smart” it does not require any sophisticated skill just a few "golden rules" as outlined in Lewis (2009) will do. These are:

1. Do not give personal information online. This includes your name, address, telephone number and picture to name a few.
2. Protect your system with anti-virus software to guard against viruses of all types.
3. Create a firewall for your computer. This will prevent users you do not know from accessing your computer.
4. Never open e-mail attachments from unknown addresses. Again, this is to guard against viruses and online criminals.
5. Disconnect from the Internet when you are not using it. Another anti- virus practice.

6. Always back up your data on a CD or USB stick. This is important in case your computer crashes. All of your data will be saved.

So colleagues let’s remember to practice the “six golden rules” and be safe on the Internet!


Reference
Lewis, G. (2009). Bringing technology into the classroom. Oxford: Oxford University Press.

Rethinking technology in the classroom (2)

If you are still harboring any doubts concerning the use of technology in the classroom, the article “ Digital Natives, Digital Immigrants” by Marc Prensky is one that you must read.

In the article, Prensky gives a description of digital natives ( today’s learners) and digital immigrants ( today’s educators) and seeks to give a true picture of the teaching/ learning situation that now exists in today’s schools. The author relates the situation to the existence of a “language barrier” between educators and today’s learners. As a result the digital natives find themselves being bored in today’s classroom with many complaints from their digital immigrant educators.

Prensky’s answer to the problem is that today’s educators must acknowledge that the students of today learn differently and that they should adopt methodology and content that are pedagogically effective in teaching them “ digital native methodologies” as he so rightly coined it.

It is truly an interesting article, easy to read with a few laughs guaranteed. Enjoy!

References
Prensky, M. (2001). Digital immigrants, digital natives. On the Horizon, 9(5) p1-6. Retrieved from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Webspiration- concept mapping.

Of all the Web 2.0 tools we have explored thus far, concept mapping is the only one about which I had previous knowledge. (Permit me to clarify i.e. paper and pencil based concept mapping.) I first became aware of computer based concept mapping in our first semester. I thought my lecturer then was quite techno savvy when he presented the map to us. Now having been exposed to Webspiration I can do just what he did!

Jonassen (1996) in Plotnick (1997) stated that “ concept mapping tools belong to the rare category of computer tools that were designed specifically for learning.” (p. 3) And what great learning tools they are! I have come to realize that concept maps can be used to support learning in a variety of literacy activities. Imagine using concept maps in Vocabulary, Literature and Comprehension I had never thought of those before. Students can use such tools to take notes, review or even as a study guide for tests. Teachers can use it to assess students’ learning.

It is great to know that there are websites such as http://www.mywebspiration/ @ yahoo.com which allow Internet users to use Internet based concept mapping tools. It is like a “ one stop shop” where users can create, modify, collaborate, publish, link resources on the Internet, search websites on the Internet, and store concept maps quite easily (Plotnick, 1997) and it is all free. One of the main features of the concept mapping tool is its visual symbols. These can be easily identified and make the understanding of concepts a lot better than with words. A plus for visually and spatially inclined students.

Concept mapping is really an exciting and fun way to learn! Think about how engaged our learners can become once taught to use this tool. This is a practice we must use in the new term.


Reference
Plotnick, E. (1997). Concept mapping: a graphical system for understanding the
relationship between concepts. NY: ERIC Clearinghouse on Information and
Technology.

Web 2.0 tools. Spread the word!

When I started this course I immediately sought the help of my more technologically savvy colleagues at work. Of course, to my surprise they have been unable to help me. Why? They are not aware of Web 2.0 tools. One of them knew about blogging but never blogged or knew how to start blogging. This prompted me to start asking other teachers ( especially at the School of Education Library) about their knowledge of Web 2.o tools, again few knew about blogs but most had never heard of wikis, podcasts, webspiration, e-books and so on.

Web 2.0 tools are such valuable resources in and out of the classroom for teachers as well as pupils, I think that every teacher should know about them. Colleagues, let's start spreading the word to others in education, let this be a secret no more! I have already started showing one of my colleagues how to blog and set up the wiki.

You too can do your own survey and let me know what the response was like.

Web 2.0 tools. Blogs and wikis.

As I slowly work towards becoming an innovative user of technology in the classroom, I must say that I was glad to learn about Web 2.0 tools notably blogs and wikis. These two tools have opened up a wide range of possibilities for teaching and learning. As Web 2.0 tools, both are highly collaborative, require very little technological expertise to use and are easily accessible and free once there is Internet. Blogs allow users to share their ideas and opinions on topics of interests whereas wikis allow users to share and edit information on webpages.


In classrooms where these tools are embraced children are no longer seen in front of a textbook or photocopied material passively retrieving information, instead pupils are involved in working on web pages, sharing ideas in groups, editing each other’s work, commenting on topics of interests, reading each other’s work and writing for different reasons. The class becomes a community of learners! Blogs and wikis also cater to the different learning styles of students ( N.B. multiple intelligences). They also motivate pupils to read and write more as graphics, audio, and connection to other websites can be used. Students develop their own voice as they are given many opportunities to publish. They become confident and independent readers and writers.


Teachers too, because of the collaborative nature of blogs and wikis move away from the boring traditional ways of teaching such as with the use of rote, drills and the lecture method. Teachers now act as facilitators guiding and monitoring students’ learning. They can use blogs and wikis to help pupils to revise their work as well as improve in their work.


As I get more involved in the technology I am realizing more and more that this is truly the way to go! Let’s embrace it colleagues!

Enjoy the Holidays with ICT

Is it a coincidence that we are doing this course during the holidays and our colleagues are also pursuing an ICT mandatory course at selected sites all over the country? It seems like a technology drive of some sort!!!!!

A step in the right direction of course!

Re-thinking technology in the classroom (1)

• Until recently, I have been pretty unconcerned, indifferent towards the use of technology in the classroom. I basically taught in the traditional way. The more recent EDRL 6004 classes have caused me to really start thinking about actually trying to infuse technology into my future teaching. Much of the literature stress that it is a necessity to use technology to enhance teaching and learning. Tileston (2004) went so far as to say that children are placed at a disadvantage in today's world if they are not exposed to the use of technology in schools. Through my own training in the use of Web 2.0 tools I have realised that technology does indeed support learning that is active, collaborative, reflective and constructive (Norton & Sprague, 2001). Furthermore I can see that pupils would be motivated, engaged and develop higher order thinking skills.
  
  
  Of course, now that I have rethought the use of technology in the classrooms and as I am undergoing training to infuse technology into my teaching I do have a few concerns:
  
  *Why are some schools still without internet access?
  *Why are computer hardware resources at the schools so few, old and slow?
  *Where are the technological experts on staff to assist teachers and pupils at the schools?
  *Why haven't we placed more emphasis on making pupils computer literate? We cannot assume that all pupils at our schools are.
  *Why are we still in the computer lab phase when research has shown that it is more productive to have the computers in the classroom?
  *Are pre-service teachers being trained to infuse technology into teaching at the training colleges?
  
  
  As a country, if we are truly serious about preparing pupils to function effectively in a fast- paced technological society then we ought to really put the resources and personnel in place so that this goal can be realised.
  
  
  References
  Norton, P. & Sprague, S. (2001). Bringing technology into the classroom. Oxford:
  Oxford University Press.
  Tileston, D.W. (2004). What every teacher should know about media and technology. California:
  Corwin Press.