WEEK 4- Dreamtime stories & M&M Task

Reflections on the Workshop

Dreamtime Stories

In the first part of the workshop we watched two Aboriginal cultural based videos; “Spear” and “Mermaid Stories” (one Greg showed us and one we selected ourselves) from the ABC website (http://www.abc.net.au/dustechoes). After watching the short videos, we revisited the Inspiration software we used in week 1 and we created a story retell concept map (as pictured) using images from the video we selected. We then wrote a sentence under each picture describing what was happening in the story. Once we finished, we exported the Inspiration file into a jpeg file to upload to our blog (a process we have used in earlier weeks).

I liked this task and I think the overall concept of what we were required to do during the workshop had strong educational merit. The educational value for students completing this task gives an integrated approach to story retell, order and sequence of events. Greg mentioned in today’s workshop that students become board with the “black line teaching approach”, that is handing out a worksheet and asking students to simply number the events from 1-10 in chronological order. By using online videos and computer software such as Inspiration adds another element into my teaching pedagogy such as ICT into what can sometimes be a mundane English classroom. Also, the incorporation of videos, allows for further English lessons such as analysis and discussion of song/music choice (i.e. what instruments did they use? Why do you think they used that particular instrument? How did it make you feel? etc). It also incorporates other disciplinary areas such as visual arts and drama etc. Videos also appeal to Multiple learning intelligences catering to many of Howard Gardiner’s learning Intelligences; linguistic, musical and interpersonal learners just to name a few (http://www.infed.org/thinkers/gardner.htm).

My concern however is not the process we used in the workshop but the choice of Aboriginal Dreamtime stories we had to select from to complete the task. Our task was to retell the story but due to time constraints, we looked at the teacher study guides. Ideally, students would not have access to this and would therefore need to retell the story as they viewed it. Personally, I don’t know whether it is because I am an adult and have lost my sense of childlike qualities in my University years but I struggled to understand the two Dreamtime stories I viewed. In Mermaid Stories for example, I just saw a man (that looked like his beard was made out of a bush) swim around with some creatures that I presumed were evil mermaids, turtles and fish! I did not pick up on the story of an unhappy man leaving his family to swim and explore under the sea with mermaids to only return home to an unhappy son who son forgives him! I can also say that seven classmates in a 2 metre radius of where I was sitting in the computer lab also struggled! Therefore, I would be curious to implement this activity on my teaching rounds or future career and see how the students respond to the videos. Overall, I loved the concept of the workshop but I think the choice of videos is perhaps questionable.


M&M Task

I really enjoyed this task also but I found myself a little hungry after the first task that I ate some of my mini M&Ms : ) while Greg was in the middle of explaining the task so perhaps my excel spreadsheet may not be as accurate as everyone else’s? In the pictures on my blog you will see a picture of the Mini M&Ms on the M&Ms Candy Colour Chart (which I took with my iPhone and uploaded to face book and then saved to my computer to upload to my blog!) as well as two graphs I created in excel (one before I ate some M&Ms and one after). In both pictures, yellow and orange were mainly the predominant colours. This is an interesting starting point for children as it introduces young children to the concept of probability in mathematics. Asking them such questions as to what colours they think will be predominant and why do they think there was more orange and yellow M&Ms then any other colour. Also, why is there pink mini M&Ms but not any pink in normal M&Ms? Generally, I really like this activity because it has so many mathematical elements to it. Not only can students use Excel to graph their data but they can use this activity for probability, fractions, addition and subtraction and it’s a fun way to link learning to everyday life and chocolate. Unfortunately, due to severe allergies in children the activity may have to be altered so chocolate is substituted with a non-food item.


In sum, today I definitely felt very confident using the Inspiration software. Although at first I had forgotten how to insert images into an Inspiration file, once shown by another classmate I quickly picked up on the skills I had learnt in the past lessons and breezed through the task. I also found I was extremely proficient using the paint application to help cut, paste and edit video images from “Mermaid Stories”. I am impressed because my ICT skills have dramatically improved so much so that I was helping other classmates with the process that only two weeks ago I was struggling to comprehend the steps and constantly asking Greg to help because I had forgotten! Again, the lesson learnt here is you need to try and keep using your skills otherwise you forget and they become wasted skills. Also, once you retain a certain skill, even if you don’t practice it, once shown the steps again you soon remember.


Heidi Smith 18/08/2010 ©

WEEK 3- Online Games Development and Technology Design Process

Reflections on the Workshop

How to Jump a Frog!!!

In the first part of the workshop, Greg introduced the class to the old Technology CSF design brief. He also mentioned how the old design brief had been updated since CSF had changed to VELS. Using this brief Greg set forth a challenge for the class to work in pairs to make a paper frog “jump”. As part of the process we had to use the design brief to Investigate/Design what we were going to do, then we had to ‘Produce’ our design and finally Analyse and Evaluate our design. Greg provided us with the following equipment; paper frog, rubber band, sticky tape and a piece of cardboard (about the size of two matchboxes) stating that ALL equipment must be used in the design and implementation of the frog jump.




I worked with Emily and we decided to create our design based on the scientific notion of energy transference. We created a diving board out of the cardboard letting half of it overhang the table and sticking the other end onto the table with the sticky tape (see photos). We used the rubber band to pull back on the cardboard (in a catapult motion) and released it to let the motion created by the pressure of the rubber band on the cardboard allow the frog to jump! I was impressed at other class mate’s solutions such as sticking the frog onto the cardboard and making it into a slingshot!

I particularly liked the exercise and I believe primary school students would enjoy it and the design brief, as Greg mentioned can be applied no matter the activity taught. I think it is a good way for students to order their thinking. The exercise also allows for students to be creative as there is more then one possible solution to reach the destined outcome. It also requires them to use their higher thinking and listening skills, build on their relationship with their peers and help them establish negotiating skills as well as the ability to work as part of a team.


The hardest part of this activity was documenting what we did trying to use modern technology! Emily and I took video footage and still images of the materials we used and the design and implementation of the design using my new iPhone. From there, I was able to upload the images and video to facebook and save the pictures to my hard drive. I then edited the images in paint, using the skills I have acquired over the last two weeks and I was able to upload them into the blog. However, I was unable to save my video using the same process. I therefore uploaded my video from my iPhone to YouTube but I encountered further problems. Greg taught me how to embed a video and save it to a website called http://keepvid.com/ At the point of writing this blog, I was still unable to add the video to my blog (but let me assure you- it was quite reverting stuff and is still available on facebook! :) ) However, I will definitely try to use that website at a later time.

Video Dramas Revisited
Week 3, Greg and I discovered if you copy the embedded html (video) code from YouTube and then paste the html code into a word document and then copy again and paste the html code into the blog, the video will finally upload to the blog!!!

Creating online Games and Activities using www.quia.com

In the second part of today’s workshop we used the website http://www.quia.com/ to create online games such as trivia, hangman, jumbled words, word search, flash cards and rags to riches (similar to Who Wants to Be a Millionaire?). Firstly, I created a North Melbourne Trivia game (which can be found online at: http://www.quia.com/quiz/2514023.html for anyone who would like to try it!). I then attempted to create a very basic hangman on zoo animals (see pictures). I found this website particularly easy to use and useful for the classroom. I think it works well as a great tool for teachers to help assess student knowledge on contents taught as well provide a creative tool for students to explore what they have learnt.

There are however a couple of concerns I do have about using this website. Firstly, as Greg pointed out, you can use the 30 day trial period for as long as you wish (i.e. you can keep renewing it) however after the initial 30 day trial period elapses, all online games will disappear unless you pay for a subscription (approximately US$40) and this will continue to happen after every 30 days. I also find it disappointing that valuable student work will disappear if a school is using the website by trial and does not subscribe. The other negative factor I found was it appears that games and activities created can not be downloaded or printed??? This means if work is created for assessment purposes it is strictly viewed via the PC and neither the student nor teacher has access to the activities and games unless connected to the Internet and PC. My question here is, if you choose to incorporate a lot of ICT in the classroom by using quia.com how do you show parents how well or how poorly their students are travelling if you cannot produce written or printed evidence? Personally, I would like to be able to say, “This is what I have asked them to do… and this is what Jeremy has produced.”


Heidi Smith 11/08/2010 ©

WEEK 2- ePortfolios

Reflections on the Workshop

Applying for Jobs in Victorian Schools and the Interview Process

Today, we spent the first half of the workshop discussing ways we can successfully prepare for applying for teaching jobs and how to thoroughly prepare for the teaching interview process. Some of the key issues Greg discussed were:

· Do your homework on the school (read school policies, newsletters and website)

· Avoid a generic application by ensuring to answer criteria according to the school’s beliefs and philosophy etc

· Make your application standout by ensuring that it is grammatically correct and the font type and size is legible and most importantly do not go over the page limit!

· Write about something about yourself when addressing the criteria (for example if the school has a sports program, it would be to my benefit to include that I have participated, watched and coached many types of sporting teams including cricket, football, volleyball, athletics and hockey)

· Include referees who like you and any referees who can prove your links to the community such as Church Leaders, sporting coaches etc.

Greg also, gave some general “hygiene” hints that I found were basically common sense no matter the type of interview you were to attend. Finally, to quote Greg, one of the major keys to a successful interview (other than content knowledge and articulation of verbal communication) is to “dress well and play the game”.

Generally, I found Greg’s ideas very informative and helpful. I only wish that I had known this information earlier, when I completed my Graduate Diploma in Secondary Education in 2004. Unfortunately, I learnt a lot of what Greg had to say by actually going through the interview process myself. Although, I have heard most of this information from past mentors and learnt through my own experience I think it was a beneficial discussion to have with the class.



Brochure using Microsoft Publisher

In the second part of the workshop, we were introduced to more technology!!! Although, we were rushed, we managed to slap together a “brochure” using Microsoft Publisher (see picture). Personally, I struggled a little to use the software correctly because I kept accidentally deleting things but after the workshop I had a little more of a play and experimented with different images and designs. I am rather fond of this software and I think it provides a great tool for students to be creative. For example, in my webQuest I am creating, I have asked students to design a menu for Africa and I think that using Microsoft Publisher for this activity would work very well. With the use of this software, students will be able to combine their ICT skills (cut, paste and design) with their English skills (ability to read informative texts and summarize information into their own words).



ePortfolio using Microsoft Publisher

Again, we were briefly introduced how to use Microsoft Publisher to create our ePortfolio which is not only needed for assessment but will hopefully is a winning asset to have in a job interview! We did not work much with aspect of the program today but I can see similarities between Microsoft Publisher and Dreamweaver (software program I have used previously). More to follow!



Heidi Smith 04/08/2010 ©