Last week I implemented a lesson at my school on Narrative Writing. I enjoyed the lesson and I think the students did too!
I created this PowerPoint to use during the lesson and it worked quite well. The information came from a great article by Figg, S. (2002), 'Understanding Narrative Writing: Practical Strategies to Support Teachers. Extracted from http://wwwfp.education.tas.gov.au/english/narrative.htm.
During my lesson it was really interesting to note that many students could not recall the information from the PowerPoint when it came time to design a graphic organiser about it! Goes to show that all this stuff we've been learning about is really important, i.e. In order to learn and retain new information students need to 'do something' with it!
To overcome this dilemma, I reviewed the PowerPoint presentation, discussed it as a group, incorporating some examples and then assisted students to create their graphic organisers. From here they used their graphic organiser as a tool to write a piece of narrative.
I also used a short You Tube video to stimulate the students' narrative writing. This video was suggested by a fellow student, Megan Sommerfield, in one of her forum postings. The students really enjoyed it and it was a great way to get the students imaginations working. Some of the writing that came out as a result was quite impressive. Thanks for the idea Megan.
Sunday, May 16, 2010
Saturday, May 8, 2010
Happy Mother's Day to my fellow students and Mums
On Friday morning I attended my daughter's Prep. Mother's Day Breakfast at her school. It started at 7.15am, and with my husband away attending a conference in Noosa (half his luck!), I had to take all four of my kiddies with me. I am not really a morning person, but I'm even less so when I've been up until 1.00am studying the night before!
I have to say however, that the effort was worthwhile. The breakfast was just lovely.
All of the mothers arrived to see tables beautifully set with red and white plates, cutlery and gifts. The menu included pancakes with maple syrup, toast, raisin bread, cereals, juice and coffee and it was clear that an enormous amount of work had gone into arranging this event for us.
My daughter gave me a lovely hand made card she had designed in art class, and it was just the boost I needed to end this week.
So ... to my fellow mums and student teachers out there - take some time out this Sunday away from the books and just stop and appreciate how lucky we all are to be mothers.
Happy Mother's Day 2010
I have to say however, that the effort was worthwhile. The breakfast was just lovely.
All of the mothers arrived to see tables beautifully set with red and white plates, cutlery and gifts. The menu included pancakes with maple syrup, toast, raisin bread, cereals, juice and coffee and it was clear that an enormous amount of work had gone into arranging this event for us.
My daughter gave me a lovely hand made card she had designed in art class, and it was just the boost I needed to end this week.
So ... to my fellow mums and student teachers out there - take some time out this Sunday away from the books and just stop and appreciate how lucky we all are to be mothers.
Happy Mother's Day 2010
Thursday, May 6, 2010
A very strange mixed up week..
This week has been full of both excitement and challenge, but unfortunately tinged with sadness.
My Embedded Professional Learning (EPL or Prac.) experience this week took place on the year 7 school camp at 'Action Challenge' in Hay Point - just south of Mackay. I was fortunate enough to be able to attend with my Mentor Teacher.
The first morning of camp was spent at school, and students were allocated their groups and began working on various activities including Orienteering, Rope Tying and Skit Preparation. I helped students with Orienteering, and after a quick refresher (it must be 20 years since I've used a compass!), I was able to confidently instruct the students on how to go about the exercise.
Just before lunch students boarded the bus for the drive to the Action/Challenge camp ground, along with three teachers. I drove separately (via MacDonalds for a coffee).
I arrived first, and soon found out the school bus had broken down!. As a result I was able to spend 40 minutes chatting to the owner and manager of the camp, Noel Cowan, and finding out about how the camp was started, the types of activities he offers and why his camp is so great for kids and adults alike. The new school bus finally arrived and the unpacking began.
Following lunch the students quickly settled in to listen to an introduction by camp owner Noel. I acted as scribe whilst Noel facilitated his session, making sure that all students contributed. During his introduction Noel worked with the students to outline the hopes, challenges, fears and expectations of the students for their camp.
All students participated well in this introduction, and I believe this exercise set the boundaries and responsibilities for the students in such a way that they had ownership of everthing written up.
Noel incorporated a strategy of ‘hands up to speak or 5 push-ups are required’. This strategy worked well to make the students realise how frequently they speak out of turn or call out. By the end of the session, after most students had done at least one set of push-ups, they had learned to put their hands-up!.
I left camp at 4.15pm on Day 1, just as the students were getting ready to set up their tents.
I arrived at camp on Day 2 and immediately heard about the overnight experience in the camp ground. Apparently a number of students were awake at 3.15am and woke up other students and teachers with their noise. As a result, one of the teachers (ex-army), decided to put ALL students through their paces at first light, in an army style PT session which included jogging, running, star jumps, burpies etc. All students were involved and were talking about it throughout the day.
I am interested to hear if this ‘consequence for waking up the teachers on night one’ had the desired effect on night two!
Day 2 activites got under way at 9am and included a) the Low Ropes Course, b) Rafting and c) Archery. I joined the Rafting team to begin.
I was impressed with the way the students were working, and the way Noel talked about King Arthur’s Knights of the Round Table and Excalibur (the sword).
"Whoever holds the sword is allowed to speak", explained Noel. (Note: the sword for this purpose was an old chalk duster!)
By gaining possession of the 'sword' the students took turns talking and were able to agree on the best strategy for getting all 16 team members safely across the dam, using two lengths of rope, a two-man raft, a four-man raft (located on the other side of the dam), and some life jackets.
Noel had set up the exercise as a top secret army mission in the jungle, crossing a piranha infested waterway. Absolute silence was necessary on the hike to the dam, so as not be heard by the enemy.
The 'utter silence' was quite an achievement, and made possible by the rules and expectations set up the previous day, and by clearly stating the consequence of talking, i.e. not participating in the rafting exercise. The students knew from the previous day and the ‘push-ups’ for calling out, that Noel stood by his word, and therefore knew that any talking would result in no participation in the activity.
During the rafting exercise all students worked well as a team and helped each other out. I was particularly impressed with a couple of male students who showed a great deal of courtesy toward myself and some female students when it came time to dismount from the raft, making sure we didn't get too wet.
The next activity for my group was the ‘Low-Ropes Course’. Once again, all students listened well to the instructions and helped each other out. They worked well with their buddies, called out praise and encouragement and offered support. Several students were very nervous, and I was personally concerned about the flying fox, however everyone had a go and all students were well behaved and courteous. The flying fox was fantastic!
Once again, I believe the rules and expectations set up on day 1, and the understanding of choice and consequence, largely contributed to the success of these two activities.
The camp continued for another 2 days, however I left the camp at 3pm, and this concluded my first camp experience as a 'teacher'.
This brings me to reflect upon Maslow's Hierarchy of Needs. At the camp I noticed that Maslow's lower order needs of food, air, water and shelter were met, along with needs for safety and security.
Camp owner Noel, along with the students, facilitated the first session in such a way that the students’ third level needs for social acceptance, belonging, friendship and involvement in community groups, were well on the way to being taken care of, (at least for the duration of the camp).
This then paved the way for all students to achieve Maslow's higher order needs. Through participation in the activites and challenges offered on the camp, students would have the opportunity for improved self-esteem, personal worth, social recognition and accomplishment, and ultimately self actualisation. All they had to do was participate.
Anyway... now I come to the sad part of my story. After a great camp experience, I returned home knowing I had to give my children the sad news that our beloved dog Pepper had died earlier that morning, after a very brief battle with cancer. He fortunately didn't have to suffer too long, and had been buried by my husband in our garden. He will be sadly missed by us all, especially by my husband and my 5 year old daughter.
After lots of tears we collected flowers and put them on his grave under the monkey puzzle tree.
So concluded my strange and mixed up week...
Bye Pepper - we loved you.
Pepper as a Puppy - Arthur Family photos.
My Embedded Professional Learning (EPL or Prac.) experience this week took place on the year 7 school camp at 'Action Challenge' in Hay Point - just south of Mackay. I was fortunate enough to be able to attend with my Mentor Teacher.
The first morning of camp was spent at school, and students were allocated their groups and began working on various activities including Orienteering, Rope Tying and Skit Preparation. I helped students with Orienteering, and after a quick refresher (it must be 20 years since I've used a compass!), I was able to confidently instruct the students on how to go about the exercise.
Just before lunch students boarded the bus for the drive to the Action/Challenge camp ground, along with three teachers. I drove separately (via MacDonalds for a coffee).
I arrived first, and soon found out the school bus had broken down!. As a result I was able to spend 40 minutes chatting to the owner and manager of the camp, Noel Cowan, and finding out about how the camp was started, the types of activities he offers and why his camp is so great for kids and adults alike. The new school bus finally arrived and the unpacking began.
Following lunch the students quickly settled in to listen to an introduction by camp owner Noel. I acted as scribe whilst Noel facilitated his session, making sure that all students contributed. During his introduction Noel worked with the students to outline the hopes, challenges, fears and expectations of the students for their camp.
All students participated well in this introduction, and I believe this exercise set the boundaries and responsibilities for the students in such a way that they had ownership of everthing written up.
Noel incorporated a strategy of ‘hands up to speak or 5 push-ups are required’. This strategy worked well to make the students realise how frequently they speak out of turn or call out. By the end of the session, after most students had done at least one set of push-ups, they had learned to put their hands-up!.
I left camp at 4.15pm on Day 1, just as the students were getting ready to set up their tents.
I arrived at camp on Day 2 and immediately heard about the overnight experience in the camp ground. Apparently a number of students were awake at 3.15am and woke up other students and teachers with their noise. As a result, one of the teachers (ex-army), decided to put ALL students through their paces at first light, in an army style PT session which included jogging, running, star jumps, burpies etc. All students were involved and were talking about it throughout the day.
I am interested to hear if this ‘consequence for waking up the teachers on night one’ had the desired effect on night two!
Day 2 activites got under way at 9am and included a) the Low Ropes Course, b) Rafting and c) Archery. I joined the Rafting team to begin.
I was impressed with the way the students were working, and the way Noel talked about King Arthur’s Knights of the Round Table and Excalibur (the sword).
"Whoever holds the sword is allowed to speak", explained Noel. (Note: the sword for this purpose was an old chalk duster!)
By gaining possession of the 'sword' the students took turns talking and were able to agree on the best strategy for getting all 16 team members safely across the dam, using two lengths of rope, a two-man raft, a four-man raft (located on the other side of the dam), and some life jackets.
Noel had set up the exercise as a top secret army mission in the jungle, crossing a piranha infested waterway. Absolute silence was necessary on the hike to the dam, so as not be heard by the enemy.
The 'utter silence' was quite an achievement, and made possible by the rules and expectations set up the previous day, and by clearly stating the consequence of talking, i.e. not participating in the rafting exercise. The students knew from the previous day and the ‘push-ups’ for calling out, that Noel stood by his word, and therefore knew that any talking would result in no participation in the activity.
During the rafting exercise all students worked well as a team and helped each other out. I was particularly impressed with a couple of male students who showed a great deal of courtesy toward myself and some female students when it came time to dismount from the raft, making sure we didn't get too wet.
The next activity for my group was the ‘Low-Ropes Course’. Once again, all students listened well to the instructions and helped each other out. They worked well with their buddies, called out praise and encouragement and offered support. Several students were very nervous, and I was personally concerned about the flying fox, however everyone had a go and all students were well behaved and courteous. The flying fox was fantastic!
Once again, I believe the rules and expectations set up on day 1, and the understanding of choice and consequence, largely contributed to the success of these two activities.
The camp continued for another 2 days, however I left the camp at 3pm, and this concluded my first camp experience as a 'teacher'.
This brings me to reflect upon Maslow's Hierarchy of Needs. At the camp I noticed that Maslow's lower order needs of food, air, water and shelter were met, along with needs for safety and security.
Camp owner Noel, along with the students, facilitated the first session in such a way that the students’ third level needs for social acceptance, belonging, friendship and involvement in community groups, were well on the way to being taken care of, (at least for the duration of the camp).
This then paved the way for all students to achieve Maslow's higher order needs. Through participation in the activites and challenges offered on the camp, students would have the opportunity for improved self-esteem, personal worth, social recognition and accomplishment, and ultimately self actualisation. All they had to do was participate.
Anyway... now I come to the sad part of my story. After a great camp experience, I returned home knowing I had to give my children the sad news that our beloved dog Pepper had died earlier that morning, after a very brief battle with cancer. He fortunately didn't have to suffer too long, and had been buried by my husband in our garden. He will be sadly missed by us all, especially by my husband and my 5 year old daughter.
After lots of tears we collected flowers and put them on his grave under the monkey puzzle tree.
So concluded my strange and mixed up week...
Bye Pepper - we loved you.
Pepper as a Puppy - Arthur Family photos.
Thursday, April 29, 2010
Reflective Synopsis - ICT's can make teaching more efficient and enhance student learning
There is nothing like enrolling in a university program to force yourself to learn new things!
Recently I have learned a lot about Information Communication Technologies (ICT's) and their potential uses in education. Many of these technologies are breaking new ground and truly cater to the needs of the 'Digital Natives' in our 21st Century Classrooms.
Interactive White Boards (IWB's) tick all the boxes in terms of student-centred learning and increased engagement. I was speaking to a Grade 3 teacher recently, and she told me that her IWB is used daily and is central to her teaching.
She gave the example of students asking questions about Japan, where she had recently been on holiday. Using the IWB she was able to pull up the world map and show the location of Japan in relation to Australia. When students showed an interest, she was quickly able to show them information about Japanese culture, food and customs.
This very simple example shows how IWB technology can make the art of teaching more student-centred by enabling the learning journey to follow the natural curiosity of the students. The teacher can answer the students' questions accurately, (see my post 'Constant Questions'), interactively and in an engaging way, whereby students direct their own learning.
IWB technology transforms the relationship between teacher and student to one where the teacher is more a facilitator or learning manager and prepared to be guided by the students in their learning. (i.e. Question 2, of Lynch's 8 Learning Management questions: Where does my learner need/want to be?).
Furthermore, the use of IWB's in the classroom shows students how to source information and determine its suitability. This is very much in line with Mode 2 learning and "The trend toward capability rather than competence". Smith & Mienszakowski (2003). In today's knowledge-rich environment students need to know how to source, identify and evaluate the quality of information to suit their purpose.
IWB's are environmentally friendly, save duplication of effort and make teaching more efficient. My post, 'Can't wait to get my hands on one of these', talks about an on-line community where teachers from around the globe share their resources.
According to Engagement Theory, Kearsley & Schneiderman (1999), "students [in order to learn effectively] must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks, and ... technology can facilitate engagement in ways which are difficult to achieve otherwise."
Interaction with others is easily achieved with the use of a Wiki in the classroom. A Wiki enables students to work collaboratively on projects, they are easily updated and can be accessed 24/7 so that students can interact, create and learn whenever they choose. Wikis are well aligned to Engagement Theory, in particular the aspects of Relate, Create and Donate. This blog post, talks about students who worked together to create a Wiki-based, online history book, which was then donated to the global audience via the Internet. Carolyne Thornton created a Wiki for an authentic purpose and here is my Cyclonic Wiki.
Another way to enhance student learning is through Blogging. Over the past 8 weeks I have grown to love my Blog and the freedom it gives me to express my ideas and share my thoughts in a public forum. This technology can do even more for the students in our classrooms, as detailed in my Blog post, 'Why let our students Blog?'
As a Primary teacher, a class Blog will be an effective pedagogical strategy as it offers an engaging way to motivate students and communicate classroom happenings with the outside world. Students can be creative, articulate their thoughts and practice their writing skills, then share them with an audience as small as the classroom or truly global in proportions. Furthermore, the audience can respond! How engaging is that!
I believe Blogs and Wikis could be Active Learning in it's finest form, as students are creating their own work, reflecting upon it, then posting it to a real world audience. Blogs and Wikis enable direct & purposeful experience and an opportunity to immediately use their knowledge, teach others and practice by doing - which according to Dale's Cone and the Learning Pyramid, are the most effective ways to retain new information.
As we all have preferred learning styles and strategies, it is important to use a diverse range of teaching strategies to engage as many learners as possible.
Powerpoint (PPT) is a great tool, as it can incorporate images, diagrams, charts, graphs and visual aids for the visual learners as well as written information and bullet points for the verbal learners. Animations, music and dialogue ensure that PPT presentations cater to a diverse range of learning styles. They can be easily up-dated, re-used and shared, once again making the art of teaching more efficient.
PPT presentations make an excellent introduction to a topic, an easy way to 'chunk' large volumes of information, (i.e. Dimension 2), or enable a succinct summary at the end of a lesson. Students can also learn the art of creating a PPT to communicate their message, keeping in mind some issues discussed in my post on PPT.
Other technologies that cater to a diverse range of learners are Glogs, Avatars and Claymation.
Carolyne Thornton has posted a Glog created by her 7 year old son, which shows just how creative a primary school student can be with technology. Imagine a primary school project presented in a Glog like this!
Avatars have many uses, including use as a quirky introduction or 'hook' for a lesson, as explored in my post 'Vokis are fun'.
I also love Claymation technology. A class of Grade 2 students at my son's school, so enjoyed using Claymation to create their own mini-beasts, that Claymation technology now forms part of the Grade 2 curriculum. Here is a great example of claymation used in a primary setting, created by students from Irving ISD in Texas.
Digital images (e.g. Flickr), and technologies like Picasa, Picnik and Photo Story add another dimension to learning, as students can learn to manipulate images creatively in their school work. Alicia Clarke and Sam Prior have some great ideas for using images from Flickr in the classroom. My post also has some ideas.
I am excited to be embarking on a career in the teaching profession at a time when a paradigm shift is taking place in classrooms of the 21st Century.
References:
Smith, R., Lynch, D. & Meinczakowski, . (2003). "The bachelor of learning management (BLM) in education capability", Change: Tranformations in Education, (6) (2): 23-37. Retrieved April 29, 2010 from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465
Prensky, M. (2001), Digital Natives, Digital Immigrants, From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001), retrieved on 29 April 2010 from http://www.hfmboces.org/HFMDistrictServices/TechYES/PrenskyDigitalNatives.pdf
Felder, R.M. and Brent, R. (2004) The Abc's of Engineering Education: Abet, Bloom's Taxonomy, Cooperative Learning, and so on. North Carolina State University/Education Designs, Inc.Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Quote by Randall Fielding, retrieved on 29 April 2010 from http://www.designshare,com/articles/1/133/fielding_light-learn-color.pdf
Kearsley, G. & Schneiderman, B. (1999) Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 29 April 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Heath, G. (2001) Teacher Education and the New Knowledge Environment, Paper presented to the Australian Association for Educational Research Conference, Fremantle December 2001, retrieved on 29 April 2010 from http://www.aare.edu.au/01pap/hea01582.htm
Marzano, R. and Pickering, D. et al, (1997), Dimensions of Learning Teachers Manual (2nd Edition), McREL.
Felder,R. & Solomon, B. () 'Learning Styles and Strategies', North Carolina State university, Retrieved on 29 April 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Sample of claymation technology, 'Wilson's World', Irving Independant School District, Irving, Texas, USA, retrieved on 29 April 2010 from http://www.irvingisd.net/claymation/june2007/Wilsons%20World_0001.htm
A sample of fellow students' blogs I have commented on:
http://learningjourneycaro.blogspot.com/2010/04/another-glog.html
http://samanthasjourney-gdlt.blogspot.com/2010/04/school-playground.html
http://talkintoleesha.blogspot.com/2010/04/flickr.html
http://changing-ideas.blogspot.com/2010/04/google-earth.html - comment made about Chloe's great idea for using Google Earth, however my comment is not visible on her blog.
Recently I have learned a lot about Information Communication Technologies (ICT's) and their potential uses in education. Many of these technologies are breaking new ground and truly cater to the needs of the 'Digital Natives' in our 21st Century Classrooms.
Interactive White Boards (IWB's) tick all the boxes in terms of student-centred learning and increased engagement. I was speaking to a Grade 3 teacher recently, and she told me that her IWB is used daily and is central to her teaching.
She gave the example of students asking questions about Japan, where she had recently been on holiday. Using the IWB she was able to pull up the world map and show the location of Japan in relation to Australia. When students showed an interest, she was quickly able to show them information about Japanese culture, food and customs.
This very simple example shows how IWB technology can make the art of teaching more student-centred by enabling the learning journey to follow the natural curiosity of the students. The teacher can answer the students' questions accurately, (see my post 'Constant Questions'), interactively and in an engaging way, whereby students direct their own learning.
IWB technology transforms the relationship between teacher and student to one where the teacher is more a facilitator or learning manager and prepared to be guided by the students in their learning. (i.e. Question 2, of Lynch's 8 Learning Management questions: Where does my learner need/want to be?).
Furthermore, the use of IWB's in the classroom shows students how to source information and determine its suitability. This is very much in line with Mode 2 learning and "The trend toward capability rather than competence". Smith & Mienszakowski (2003). In today's knowledge-rich environment students need to know how to source, identify and evaluate the quality of information to suit their purpose.
IWB's are environmentally friendly, save duplication of effort and make teaching more efficient. My post, 'Can't wait to get my hands on one of these', talks about an on-line community where teachers from around the globe share their resources.
According to Engagement Theory, Kearsley & Schneiderman (1999), "students [in order to learn effectively] must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks, and ... technology can facilitate engagement in ways which are difficult to achieve otherwise."
Interaction with others is easily achieved with the use of a Wiki in the classroom. A Wiki enables students to work collaboratively on projects, they are easily updated and can be accessed 24/7 so that students can interact, create and learn whenever they choose. Wikis are well aligned to Engagement Theory, in particular the aspects of Relate, Create and Donate. This blog post, talks about students who worked together to create a Wiki-based, online history book, which was then donated to the global audience via the Internet. Carolyne Thornton created a Wiki for an authentic purpose and here is my Cyclonic Wiki.
Another way to enhance student learning is through Blogging. Over the past 8 weeks I have grown to love my Blog and the freedom it gives me to express my ideas and share my thoughts in a public forum. This technology can do even more for the students in our classrooms, as detailed in my Blog post, 'Why let our students Blog?'
As a Primary teacher, a class Blog will be an effective pedagogical strategy as it offers an engaging way to motivate students and communicate classroom happenings with the outside world. Students can be creative, articulate their thoughts and practice their writing skills, then share them with an audience as small as the classroom or truly global in proportions. Furthermore, the audience can respond! How engaging is that!
I believe Blogs and Wikis could be Active Learning in it's finest form, as students are creating their own work, reflecting upon it, then posting it to a real world audience. Blogs and Wikis enable direct & purposeful experience and an opportunity to immediately use their knowledge, teach others and practice by doing - which according to Dale's Cone and the Learning Pyramid, are the most effective ways to retain new information.
As we all have preferred learning styles and strategies, it is important to use a diverse range of teaching strategies to engage as many learners as possible.
"We all learn differently, and we learn all of the time.
We learn in quiet reflections, in noisy leaps and in social interactions
that arouse our emotions. A wonderful characteristic of learning is that we learn when we feel secure and cosy and also when we feel challenged".
Randall Fielding - Architect
PPT presentations make an excellent introduction to a topic, an easy way to 'chunk' large volumes of information, (i.e. Dimension 2), or enable a succinct summary at the end of a lesson. Students can also learn the art of creating a PPT to communicate their message, keeping in mind some issues discussed in my post on PPT.
Other technologies that cater to a diverse range of learners are Glogs, Avatars and Claymation.
Carolyne Thornton has posted a Glog created by her 7 year old son, which shows just how creative a primary school student can be with technology. Imagine a primary school project presented in a Glog like this!
Avatars have many uses, including use as a quirky introduction or 'hook' for a lesson, as explored in my post 'Vokis are fun'.
I also love Claymation technology. A class of Grade 2 students at my son's school, so enjoyed using Claymation to create their own mini-beasts, that Claymation technology now forms part of the Grade 2 curriculum. Here is a great example of claymation used in a primary setting, created by students from Irving ISD in Texas.
Digital images (e.g. Flickr), and technologies like Picasa, Picnik and Photo Story add another dimension to learning, as students can learn to manipulate images creatively in their school work. Alicia Clarke and Sam Prior have some great ideas for using images from Flickr in the classroom. My post also has some ideas.
I am excited to be embarking on a career in the teaching profession at a time when a paradigm shift is taking place in classrooms of the 21st Century.
References:
Smith, R., Lynch, D. & Meinczakowski, . (2003). "The bachelor of learning management (BLM) in education capability", Change: Tranformations in Education, (6) (2): 23-37. Retrieved April 29, 2010 from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465
Prensky, M. (2001), Digital Natives, Digital Immigrants, From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001), retrieved on 29 April 2010 from http://www.hfmboces.org/HFMDistrictServices/TechYES/PrenskyDigitalNatives.pdf
Felder, R.M. and Brent, R. (2004) The Abc's of Engineering Education: Abet, Bloom's Taxonomy, Cooperative Learning, and so on. North Carolina State University/Education Designs, Inc.Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
Aldred, S. (2010) ICT's for Learning Design courseware(EDED20491), CQ University, Rockhampton, QLD Australia.
The Albiene Christian University Adams Centre for Teaching Excellence. (2000). Why use active learning? Retrieved on 29 april 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htmQuote by Randall Fielding, retrieved on 29 April 2010 from http://www.designshare,com/articles/1/133/fielding_light-learn-color.pdf
Kearsley, G. & Schneiderman, B. (1999) Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 29 April 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Heath, G. (2001) Teacher Education and the New Knowledge Environment, Paper presented to the Australian Association for Educational Research Conference, Fremantle December 2001, retrieved on 29 April 2010 from http://www.aare.edu.au/01pap/hea01582.htm
Marzano, R. and Pickering, D. et al, (1997), Dimensions of Learning Teachers Manual (2nd Edition), McREL.
Felder,R. & Solomon, B. () 'Learning Styles and Strategies', North Carolina State university, Retrieved on 29 April 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Sample of claymation technology, 'Wilson's World', Irving Independant School District, Irving, Texas, USA, retrieved on 29 April 2010 from http://www.irvingisd.net/claymation/june2007/Wilsons%20World_0001.htm
A sample of fellow students' blogs I have commented on:
http://learningjourneycaro.blogspot.com/2010/04/another-glog.html
http://samanthasjourney-gdlt.blogspot.com/2010/04/school-playground.html
http://talkintoleesha.blogspot.com/2010/04/flickr.html
http://changing-ideas.blogspot.com/2010/04/google-earth.html - comment made about Chloe's great idea for using Google Earth, however my comment is not visible on her blog.
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