Module 4

I have enjoyed listening to podcasts and watching vodcasts for quite a while.  I especially love listening to podcast from the ABC.

Listening to 'experts' on topics of interest can be engaging for an individual or a group of people.

Podcasts and vodcasts can be used in the classroom in many different ways:
*  Listening
*  Watching
*  Producing your own podcast - used to present information to others.
*  Producing your own vodcast - used to collaborate and present with other class members.

Producing a podcast or vodcast will allow students to become more confident with their ability to 'perform' in front of an audience.  They can listen to their own voice and reflect on whether they need to add more tone, volume and emphasis on words.  They can reflect upon whether their actions are engaging for an audience.  They will (hopefully) also learn to edit any of their work before publishing.

Module 3

Module 3 has been like a refresher course on google docs for me.  I have been using google docs for a while with other staff members, students and my own primary school children at home.

Google docs is a great tool for staff.  The sharing and collaborating of programs, resources, assessment tasks and ideas allows educators to work on the same document, at the same time from different places.  This allows instant feedback which can be acted upon immediately, rather than having to wait to get together the next day.

Google docs is a great tool for students.  Group work can be accessed from home by the students.  Students can chat about the task at hand and discuss what to do and how to do it.  Collaboration for the timid student is easier using google docs.  The timid student can make changes and add ideas without feeling intimidated by other students.

It is important for the teacher to have access to the document to be aware of what is happening.  The use of the view history button, allows the teacher to monitor who is doing or has done the work.  It is also important to remember that not all students have access to the internet at home, so ensuring that class time is available to students to work on a task is vital.

I have not used google forms as much as google docs.  I have used it a few times for surveys with both staff and students.  Feedback is instantaneous, well presented and easily understood.

Module 2

The world is moving so fast.  Blogging and the use of twitter can give us direct access to news and current information from absolutley anywhere, well almost anywhere!

The use of blogs can provide instant feedback to students. Students no longer need to wait for a piece of work to be marked by the teacher, before making recommended changes.  Blogging also allows the student and the teacher (and peers) to observe a 'work in progress'.  As teachers, we often ask, how did this student get to the endpoint?  The use of blogging will allow the teacher to 'direct' the student to an end product, with feedback and instruction.

The use of twitter with students, will encourage them to be precise and to think before writing a response and/or answer.  With Twitter only allowing 140 characters in a post, students will need to ensure that their questions and/or responses are specific and well structured.

Blogging will also allow students who generally don't like to respond in a classroom, because of fear of ridicule or getting the answer incorrect, to express themselves in a comfortable environment. Being able to express their ideas without fear, will allow these students to grow in  confidence.

All of this may mean that teachers are 'on call' 24/7.  It is recommended that as teachers we all develop a 'switch-off button'.  Yes, it's great that we can assist students from home, but we all need that work/life balance.

Module 1

Hi
My name is Daiana and this is my first attempt at blogging.  I thought that I would start the Web 2.0 online course, because I would like to use more sophisticated IT in the classroom with my students.  I am already familiar with a fair bit of IT, but many students always seem to bit that one (or two or three) steps ahead of me.

I'm really looking forward to the sharing of ideas and putting what I experience and learn to good use in the classroom.  I hope that my students enjoy being my 'guinea pigs'.