TECHNOLOGY

I have generated two resources for the subject EDP 4130 Technology Curriculum and Pedagogy.

Resource One (a Slideshow) is from the Design and Technologies Knowledge and Understanding for Year 5 and 6 band: Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020). (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016)

It can be used as a teaching tool to supplement a Unit on Energy to allow students to investigate the role of electrical energy in everyday life. The students not only identify sources of energy but come to understand how electrical energy is used in circuits and batteries to provide society with power to control light, movement and sound. Students will explore different circuits, how they work and why they work to understand what electricity is – the flow of electrons. They will be introduced to Series and Parallel Circuits and construct simple circuits or batteries of choice as part of their learning and assessment.

The teacher will demonstrate a few circuits and students will watch YouTube clips on how to construct a range of circuits using a variety of objects. Students will research, design and construct a circuit of their choice to share with the rest of the class. To ensure students understand the process a report is to be completed along with the circuit. Students will be given a circuit checklist outlining the tasks and timeline to follow.

 Resource One

POWER ON!     CIRCUIT REPORT     CIRCUIT CHECKLIST

Resource Two (Data Display Unit Plan) for Digital Technologies Processes and Production Skills for Years 3 and 4 band is: Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009). (ACARA, 2016)

Students will be introduced to a variety of methods of visually representing information and ideas. Mind maps will be just one of the methods students can use to create information and problem solve. The unit plan outlines a sequence of lessons and the formative and assessment tasks. The resource uses both online and offline material in the format of a booklet for students to complete, and a rubric has been generated.

Resource Two

DATA DISPLAY UNIT PLAN  DATA DISPLAY RUBRIC  DATA DISPLAY BOOKLET

 

 

 

 

I THINK GAS STINKS WHEN YOU LET IT OUT

Stark reality for some residents

To give my opinion about the development of CSG in Queensland, I had to do a fair amount of research as I knew very little. My opinion is NOT YET! I can see the benefits but I am concerned about the probable and possible impacts on the environment and that there is too little information on the risks and how to reduce or remove them. We have a beautiful country that is being ruined by man’s insatiable greed and desire for power – pun intended. The areas of concern involve the impact on water and ecosystems, chemicals released or used in the process, and the effects on communities.

A problem exists in whether this co-produced water, a product of extraction or the hydraulic fracturing process, is processed as a waste product or approved for a beneficial use other than disposal. (Department of Environment and Heritage Protection, 2013b; Independent Expert Scientific Committee on Coal Seam Gas and Large Coal Mining Development (IESC), 2014) My question is, how effective is the monitoring or treatment of the water, and how much water is lost in the process considering it is not limitless?

See spill story here.

CSG Spill on farm
CSG water spill on a farmers land

As an Environmentalist, similar to Farmers and Indigenous persons, the health of the environment is paramount. Any mining ravages the land, but it is the contamination of it that is more destructive and difficult to repair, if possible.

Stark reality

Stark reality for some residents

 It is not feasible to stop drilling at existing locations but I think there is too little investigative research undertaken on proposed sites before development starts. I would like to see more time given to research proposed areas, create and implement safe, adequate technology and practices, and ensure effective monitoring of these sites for the sites’ duration.

 

References

Cartoon image. Retrieved April 8, 2016, from http://davidshoebridge.org.au/2011/08/30/government-keeps-sydney-residents-in-dark-about-coal-seam-gas/

Department of Environment and Heritage Protection. (2013a). About coal seam gas. Retrieved March 14, 2016, from http://www.ehp.qld.gov.au/management/coal-seam-gas/

Department of Environment and Heritage Protection. (2013b). Regulating fraccing. Retrieved April 4, 2016, from http://www.ehp.qld.gov.au/management/non-mining/regulating-fraccing.html

Farmer image. Retrieved April 8, 2016, from  http://www.queenslandcountrylife.com.au/story/3604762/qgc-should-spill-details-not-just-gas/#!

Independent Expert Scientific Committee on Coal Seam Gas and Large Coal Mining Development (IESC). (2014). Coal seam gas extraction and co-produced water. Retrieved April 4, 2016 from http://www.iesc.environment.gov.au/publications/csg-extraction-and-co-produced-water

It is a Challenge

Professional Experience, not unlike any other training ground, can be stressful and challenging. It is crunch time where we put into practice what we have been learning. Some challenges I have experienced in the past have been to establish a presence, be flexible, be prepared for anything, time management and organisational skills.

Establishing a presence in the class in a short amount of time is difficult but achievable. It is, I believe, more than just behaviour management. As well as the hard core aspects of teaching, teaching involves being relational to the students and other staff. Another challenge is being flexible and prepared for whatever may be thrown at you. When preparing and planning I am constantly getting thrown off course to follow a link to a resource or getting bogged down in gathering resources and preparing activities rather than following the plan. Time management and organisational skills is a necessary life skill to be used and honed constantly before, during and after studying.

I am grateful to the Mentor Teachers who give their time to train and support Preservice Teachers such as myself.

BACK UP!

I made a rookie mistake this week while completing an assignment. I had finished my assignment and submitted with 15 minutes to spare. I did not check my submission  to see if I had entered the correct file (mistake no. 1). I then printed out the submission evidence and decided not to print out the assignment then because I was tired and decided to do it the next day (mistake no. 2). The next day I opened the folder where the assignment was supposed to be and it is not there! What I have is the draft from 2 days earlier!! Panic stations!! Mistake no. 3 I did not back up the file on anything else. The outcome is another 2 days work to redo it. This time I checked and saved numerous times before, during and after submitting. Word of warning to other students – do not get blase about saving or backing up your work.

The Perfect School

I came across a site called ‘The school I’d like’ where children wrote about their ideas of a perfect school. A couple of the ideas involved using dogs at school – one idea is for children to read aloud to a dog and the other is for them to be there as a friend. The school I am currently working in has begun using what they call a ‘therapy dog’ who goes to classes and provides a calming effect on the children who are maybe anxious or agitated about something. The dog provides companionship and tactile therapy.

I initially went to the site to explore a method of engaging students in multi-modal projects in the classroom by having students blog or respond in an online medium which could be accessed by a global audience.

No, I Wasn’t Right!

In response to Christine Peterson’s blog titled “Were you right?” I picked the correct answer to the question (red) but the wrong answer to what the student would answer. My initial thoughts were around which one looked bigger, the green, but settled for what I know about area after spending too much time thinking about it. It did not even occur to me to think great, greater, greatest at all! I would like to ask, why would young people think along that line of thought?

Phones – Plus or Minus?

Mobile phones are everywhere. Are they a plus or a minus? It seems anyone young and old either have their own or are given one to use or play with. When considering its use with young people, it can create real problems. There is keeping up with the Jones’ – IPhone 5 > 6 > ?, there is the abusing of the ‘plan’ running up huge bills (if you aren’t smart enough to be on a prepaid plan), and let’s not forget the prevalence of misuse during class time!!

Yes my school, a High School, has a veto on using electronic devices in class, but every lesson sees students communicating via Facebook and texting with so and so or taking selfies. There is the constant response, “Put it away!” What about giving up on trying to get students to bring a calculator to maths? Just bring your phones everybody. I think they will be in trouble when it comes to doing algebra or any other higher maths though.

I wonder how it would work if the use of phones was incorporated into lessons more, such as photographic evidence for a task which could be emailed to the teacher for their assessment?? Ipods or playing music on phones and surreptitiously listening to it with those dangling growths (earphones) is another one of  those persistent annoyances. I have, however, had a rethink about music playing during class in particular circumstances. I work with students on the Autistic Spectrum and it is quite common for these students to need something to filter out distractions to allow them to focus better, or, as a way of calming themselves when they are stressed. So I have pulled back a bit with these students to see if they will work better, and not make their own (very loud) noise instead!

I suppose it will always be a bit of both – plus and minus. But maybe we could encourage students to use their phones in more useful ways, and trust them to do it. And remember, you tell a teenager NOT to do something, and they hear DO IT! Sorry for the stereotyping teenagers.

 

Learning Experience

While developing my list of resources to use for Assignment 2’s unit plan I found a mind map that was easier than the last one I did. The original mind map I created was with Bubbl.us which I did not find very user friendly. Tonight I thought I would try a different one – Text2MindMap. It was a lot easier.

My unit plan is for a Year 4 class who will be creating a multi-modal text based on the events of the class, a type of newsletter. I would like to use Text2MindMap as a brainstorming and planning tool. Another resource I am considering is Storyboard That; also a planning tool to assist with the layout of the proposed text.

The benefits of using these and other ICTs will be seen in how the students’ interest will be engaged due to the topic being personally related to them, that is, their class, their projects, their special events. Their learning, and mine, will be enhanced as they are introduced to new mediums of planning, creating and publishing texts.

What Kind of Leader Are You?

I have just participated in a leadership webinar presented by Ben Ingram, a Student Relationship Officer with USQ. Zoom room, another new technology which I thought would work similar to blackboard collaborate, but didn’t, was used. I was frustrated because I did not seem to be able to see the other participant’s responses, but then again I wasn’t sure I was supposed to see more! The content was interesting and a reminder to revisit and use some strategies for personal and professional development.

We looked at what kind of leader we thought we were and listened to a TED talk by Drew Dudley on how a small act can impact so profoundly on another. Understanding ourselves better and knowing what motivates or drives us as well as what irritates us, can assist us in being better leaders not only in our personal lives but in our profession as well.

We were encouraged to reflect (there’s that word again) using whatever medium we felt comfortable with such as journals, blogs, or discussions with others; what we are being encouraged to do in EDC 3100. He also encouraged us to generate a “Personal Leadership Plan” where we start with a goal. Ben shared about a SMART goal. I had been introduced to SMART goals when doing a Dyslexia and Significant Reading Difficulties course last year. SMART is an anagram for Specific, Measurable, Attainable, Relevant and Time-bound. In generating goals, for whatever purpose, using this anagram will more likely result in success. I am thankful to Ben for reminding me about setting goals as it is something I struggle with and certainly something I can develop and strengthen to help students.