Education student-Todd
Just another Edublogs.org weblog
uni-ict-portfolio-assessment-2.docuni-ict-portfolio-assessment-2.docThis tutorial provided me with the opportunity to start some of the work due for this assessment. It was great that Mark was able to re-cover the expectations of the second assessment, as I was unable to attend the lesson. I feel with my learning style (auditory), that Mark gave me a greater idea on how this assessment was to be presented. This week, I feel I have locked into the University life in terms of the amount of work that needs to be done with a certain amount of time. Tjis will be continuous until the break in the middle of the year- which will be great.
I felt the second part of Mark’s lesson this week was good on the WebQuests. I had never heard of them before, and fouund it interesting that students (or children) were not encouraged to not use the search engines as much unless they were looking for information and then evaluatiing. The use of WebQuest allows students to have that interactive tool, as well as analyse, synthesise and evaluate information. This is far greater and more high order thinking I feel for students in a learning environment. I shall remember this tool when teaching in a professional role.. I would like to have more information on the types of Webquests available so that when I am in the professional environment, I’ll know exactly where to go inorder to show the students. I look forward to next lesson.
This week, I was unable to make the tutorial as I was attedning a private matter. However, I have read the tutorial notes, and will be up with speed for the next lesson. I feel with the notes that it is common knowledge that is being given to us. However, what I am liking about this common ground is that the information is being extended, and being put into the context of the classroom- making it relevant to the chosen career of teaching. I feel that this is great, and challenges my way of thinking in the technological world. An example of what I am explaining is looking up the word on the internet (with the students) in regards to a chosen topic. This, according to the notes has to be innovative, rather than common fact. Eg. designing a rollercoaster, as opposed to finding out the name of the countries in the world (as interesting as that is!). These notes I thought were good, and gave us some resources to use, especially when on work placement and in the work environment.
This week has been an ok week. I feel as though the work load has built up quite considerably, and that the long weekend had served its purpose by giving me some time to complete tasks ahead of me, which were due in this week. I hope next week will be a little easier.
In Thursday’s lesson, we were revisiting the task due in this week. This entaled an entry to this blog, as well as setting up the blog, completing the competency test, and then filling in an official entry about what was learnt in class, and how this can be related to the Education/teaching world. The lesson entaled us learning about the internet and its network. I found out in today’s lesson that the word ‘internet’ means ‘interconnected network”.
Another section which was covered was the help and support command. This allows individuals to see how many networks a computer has to go through to get to a particular website. This is achieved by typing the addresss into the command server, and then pressing enter. The computer shows the results.
This information taught to us relates to education as teachers in these current days should have at least a sound knowledge on computers. By typing in addresses, one is able to identify if the networks are working, and which computers are communicating in order to download a website. This lesson was the beginning of the ICT theory, and will follow on next week.
This week, I had re-applied for another blog, as my previous one was unsuccessful. I am still trying to work out how this system works! I suppose that it will be a gradual process, just like it is with Myspace or Facebook.
In regards to my competency test, I felt that all went well. I felt that there were alot of areas which involved teaching children HOW to use particular programs in technology, which mainly had a score of 4+. I suppose that I will be teaching children how to use this technology in future years. This therefore means that my scores will develop over time. Some areas however that I lacked in were spreadsheets, and other table like criteria. This may because word processed documents USUALLY don’t require a spreadsheet document. If there were a greater percentage of spreadsheets needed, this would also increase my score.
I feel that over time, the edublog system will hopefully become familiar to me, and that it will give me an insight into the teaching world (which involves reflection).
This is a second post with the competency test underneath it as my computer wouldn’t accept the file. My score is found at the bottom of the test. This is added up.
ICT Competencies (version 01-05-07) Date used __________12-3-2007____________Please assess yourself against the following statements about your skills in and use of information and communications technology (ICT).Choose the cell under the level which best reflects your current level of skill attainment and type an X. If working on paper, shade in the cell. Part A
| 1. Basic Computer Use | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use a computer. | I use the computer to run at least one programme. | I run two programmes simultaneously, and have several windows open at the same time. | I trouble-shoot successfully when I have problems with my computer. | I successfully help others solve problems with their computer. |
| X | ||||
| 2. File Management | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not save any documents I create using the computer. | I select, open and save documents. | I create my own folders to keep files organized and understand the importance of back-ups. | I move files between folders and drives. I save, organize and back up files. | I assist others to manage, share and back up files on computers, networks and the Internet. |
| X | ||||
| 3. Word Processing | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use a word processing programme. | I occasionally use a word processing programme for simple documents. | I use a word processing programme for nearly all my written work. I include tables. Charts, drawings and graphics. | I integrate word processing programmes into student tasks when teaching. | I help others with advanced features in word processors (e.g. mail merge, tracking, layers). |
| X | ||||
| 4. E-mail | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not have an e-mail account or have one but rarely use it. | I send messages using e-mail – mostly to colleagues, friends, and family. | I use e-mail regularly, attach files, maintain an address book and organize my mail folders. | I am a member of one or more email lists and collaborate on documents via e-mail | I successfully mentor others via e-mail lists. I can establish and manage an e-mail list or group. |
| X | ||||
| 5. Internet Use | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use the Internet. I am unlikely to seek information when it is in electronic formats. | I access websites to retrieve information. | I use a range of search techniques to find quality Internet resources. | I teach students how to effectively find and use resources available on the Internet. | I help others with critical analysis and evaluation of Internet resources. |
| X | ||||
Part B
| 6. Spreadsheet | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use a spreadsheet. | I understand the use of a spreadsheet and can create simple spreadsheets and charts. | I use spreadsheets for a variety of record-keeping tasks. I use formulas and charts. | I teach students to use spreadsheets to improve their data keeping and calculation skills. | I assist others with analysis and problem solving using complex spreadsheets (e.g. lookup tables, advanced formulas). |
| X | ||||
| 7. Technology Presentation | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use computer presentation programmes such as Powerpoint. | I use templates or wizards to create a presentation. | I produce original presentations incorporating multimedia elements such as graphics, sound and video. | I integrate presentation skills into classroom tasks. I understand the importance of using original artwork and media elements. | I assist others to create original and effective presentations that model good design. |
| X | ||||
| 8. Graphics and Photography | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use graphics in documents, presentations or email. | I open, create, and place simple graphics or photos into documents using a programme or clipart. | I create, scan, edit and incorporate graphics and photos using a variety of tools and programmes. | I have students create and use graphics in a range of situations. I understand the importance of file types and compression. | I assist others to develop critical graphic techniques (e.g. creativity, file compression, colour, composition). |
| X | ||||
| 9. Desktop Publishing (to produce paper based publications) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use a publishing programme. | I use templates or wizards to create a published document. | I create original publications from a blank page combining design elements such as columns, clip art, tables. | I design completely original and professional looking publications. | I assist others to create quality publications in a variety of formats to incorporate into lessons and use for other purposes |
| X | ||||
| 10. Digital Video (including animation) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I have never tried to make any kind of video. | I have used a video camera but never edited the film. | I have used a digital video camera and done some editing of video on computer. | I have completed digital video projects with my students. | I produce educationally valid video resources that are used by others. |
| X | ||||
Part C
| 11. Constructivist Learning | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I don’t know what a constructivist view of learning means. | I have read about constructivism and understand what it means. | I am trying out constructivist ideas with my students. | I use constructivist methods in a significant part of my teaching. | I help others to incorporate constructivist strategies into their everyday teaching. |
| X | ||||
| 12. Graphic Organisers (eg Inspiration, Kidspiration) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I don’t use graphic organisers at all. | I use graphic organisers with paper and pencil. | I use graphic organiser software such as Inspiration or Kidspiration. | I use graphic organiser software regularly with my students. | I advocate the use of graphic organiser tools and assist others to use them. |
| X | ||||
| 13. Problem based Learning (WebQuests, Enquiry and other Rich Tasks) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not know what a WebQuest or rich task is. | I have looked at some Webquests or other rich tasks but never used them with my students. | I have reviewed a lot of WebQuests or other rich tasks and used at least one with my students. | I have written my own WebQuest or similar learning material and used it with my students. | I know what to look for in reviewing a WebQuest or rich task and help others in developing them. |
| X | ||||
| 14. Web Publishing on the Internet or an intranet (including web pages, blogs and wikis) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I have not created any kind of hyperlinked document. | I have created a few simple pages with text, graphics and hyperlinks. | I have created a multi page website and used it on a local area network or the Internet | I create, maintain and upload my own website with regular updates and extensive links. | I assist others in creating web pages. Other educators use my web site. |
| X | ||||
| 15. Multi-media projects (including podcasts) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I have never worked on multi media projects | I have worked on projects involving media such as sound, photographs or video. | I have worked on projects involving more than one media such as sound, photographs or video. | I use multi media projects in a significant part of my teaching. | I help others in creating multi media projects. |
| X | ||||
Score: 39
This is my competency test that I completed for this task. This is due for Week 3 tutorial workshop (13-3-2008). Please find attached.
ICT Competencies (version 01-05-07) Date used __________12-3-2007____________Please assess yourself against the following statements about your skills in and use of information and communications technology (ICT).Choose the cell under the level which best reflects your current level of skill attainment and type an X. If working on paper, shade in the cell. Part A
| 1. Basic Computer Use | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use a computer. | I use the computer to run at least one programme. | I run two programmes simultaneously, and have several windows open at the same time. | I trouble-shoot successfully when I have problems with my computer. | I successfully help others solve problems with their computer. |
| X | ||||
| 2. File Management | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not save any documents I create using the computer. | I select, open and save documents. | I create my own folders to keep files organized and understand the importance of back-ups. | I move files between folders and drives. I save, organize and back up files. | I assist others to manage, share and back up files on computers, networks and the Internet. |
| X | ||||
| 3. Word Processing | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use a word processing programme. | I occasionally use a word processing programme for simple documents. | I use a word processing programme for nearly all my written work. I include tables. Charts, drawings and graphics. | I integrate word processing programmes into student tasks when teaching. | I help others with advanced features in word processors (e.g. mail merge, tracking, layers). |
| X | ||||
| 4. E-mail | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not have an e-mail account or have one but rarely use it. | I send messages using e-mail – mostly to colleagues, friends, and family. | I use e-mail regularly, attach files, maintain an address book and organize my mail folders. | I am a member of one or more email lists and collaborate on documents via e-mail | I successfully mentor others via e-mail lists. I can establish and manage an e-mail list or group. |
| X | ||||
| 5. Internet Use | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use the Internet. I am unlikely to seek information when it is in electronic formats. | I access websites to retrieve information. | I use a range of search techniques to find quality Internet resources. | I teach students how to effectively find and use resources available on the Internet. | I help others with critical analysis and evaluation of Internet resources. |
| X | ||||
Part B
| 6. Spreadsheet | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use a spreadsheet. | I understand the use of a spreadsheet and can create simple spreadsheets and charts. | I use spreadsheets for a variety of record-keeping tasks. I use formulas and charts. | I teach students to use spreadsheets to improve their data keeping and calculation skills. | I assist others with analysis and problem solving using complex spreadsheets (e.g. lookup tables, advanced formulas). |
| X | ||||
| 7. Technology Presentation | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use computer presentation programmes such as Powerpoint. | I use templates or wizards to create a presentation. | I produce original presentations incorporating multimedia elements such as graphics, sound and video. | I integrate presentation skills into classroom tasks. I understand the importance of using original artwork and media elements. | I assist others to create original and effective presentations that model good design. |
| X | ||||
| 8. Graphics and Photography | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use graphics in documents, presentations or email. | I open, create, and place simple graphics or photos into documents using a programme or clipart. | I create, scan, edit and incorporate graphics and photos using a variety of tools and programmes. | I have students create and use graphics in a range of situations. I understand the importance of file types and compression. | I assist others to develop critical graphic techniques (e.g. creativity, file compression, colour, composition). |
| X | ||||
| 9. Desktop Publishing (to produce paper based publications) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not use a publishing programme. | I use templates or wizards to create a published document. | I create original publications from a blank page combining design elements such as columns, clip art, tables. | I design completely original and professional looking publications. | I assist others to create quality publications in a variety of formats to incorporate into lessons and use for other purposes |
| X | ||||
| 10. Digital Video (including animation) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I have never tried to make any kind of video. | I have used a video camera but never edited the film. | I have used a digital video camera and done some editing of video on computer. | I have completed digital video projects with my students. | I produce educationally valid video resources that are used by others. |
| X | ||||
Part C
| 11. Constructivist Learning | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I don’t know what a constructivist view of learning means. | I have read about constructivism and understand what it means. | I am trying out constructivist ideas with my students. | I use constructivist methods in a significant part of my teaching. | I help others to incorporate constructivist strategies into their everyday teaching. |
| X | ||||
| 12. Graphic Organisers (eg Inspiration, Kidspiration) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I don’t use graphic organisers at all. | I use graphic organisers with paper and pencil. | I use graphic organiser software such as Inspiration or Kidspiration. | I use graphic organiser software regularly with my students. | I advocate the use of graphic organiser tools and assist others to use them. |
| X | ||||
| 13. Problem based Learning (WebQuests, Enquiry and other Rich Tasks) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I do not know what a WebQuest or rich task is. | I have looked at some Webquests or other rich tasks but never used them with my students. | I have reviewed a lot of WebQuests or other rich tasks and used at least one with my students. | I have written my own WebQuest or similar learning material and used it with my students. | I know what to look for in reviewing a WebQuest or rich task and help others in developing them. |
| X | ||||
| 14. Web Publishing on the Internet or an intranet (including web pages, blogs and wikis) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I have not created any kind of hyperlinked document. | I have created a few simple pages with text, graphics and hyperlinks. | I have created a multi page website and used it on a local area network or the Internet | I create, maintain and upload my own website with regular updates and extensive links. | I assist others in creating web pages. Other educators use my web site. |
| X | ||||
| 15. Multi-media projects (including podcasts) | ||||
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| I have never worked on multi media projects | I have worked on projects involving media such as sound, photographs or video. | I have worked on projects involving more than one media such as sound, photographs or video. | I use multi media projects in a significant part of my teaching. | I help others in creating multi media projects. |
| X | ||||
Score: 39
Today’s class was inquisitive. I now have a blog! I am now able to send blogs to myself, and be a ble to reflect on the classes before me! I shall be able to send my achievements soon!
Todays class was inquisitive! I learnt more about the unit outline and how to set up a blog, which now works! I found this system a learning experience, like how to write a blog, and then send it. I suppose this is what education is- a learning expereince and environment for indidviduals to explore!
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