After receiving my peer feedback rubrics, I enjoyed reading the feedback from my peers comparing my blog to theirs and also the marking criteria. Some really helpful feedback was provided acknowledging my efforts to create a visual page. The constructive criticism assisted me to achieve the best mark possible for this assessment.
The only flaw I found with one of my reviews was a comment that there was no evidence of my digital poster, however it is clearly stated in the entry that the picture above is my devised poster. This reflected a lack of reading whilst viewing my blog by one of my peers; however it allowed me to make sure I did not make the same mistake when marking theirs!
I had decided to make a few changes after reading my feedback, I made sure that the programs and objectives required of the weekly modules were more visible for blog readers to see.
Peer feedback is a positive contribution to this assignment as it allowed me to be aware of my strengths and weaknesses before submission.
Blog_Rubric_Peer Marking – Thomas Hatton
Here is the link for Thomas Hatton’s rubric evaluated by me.
Blog_Rubric_Peer Marking – Tessa Johnson
Here is the link to Tessa Johnson’s rubric evaluated by me.
Here is my teaching episode that has incorporated the use of SCRATCH animations into a learning task.
UNICEF (2013) defines a global citizen as “someone who understand interconnectedness, respects and values diversity, has the ability to challenge injustice, and takes action in personally and meaningful ways”.
So why is this important within education and for our students?
Life-long learning is the ability to teach that which has meaning and relevance to life, inside and outside the classroom for students.
The information learnt should continue to be relevant and can be applied daily throughout the future. As educators we have to broaden the spectrum of knowledge and teaching to increase awareness about global citizenship and convey its appeal and benefit to all ages. Global citizenship addresses the understandings of rights and values held by the positive influences of the world. Examples of these are human rights, acceptance of diversity, the need for a community and communication, traditional virtues for each other, and applying independent initiative to make gradual progress in creating a better world.
In the context of the school environment, an emphasis on global citizenship within the classroom creates a community that can influence their small neighborhood for real and positive changes (Crawford, 2013).
Here is an inpiring document written by Elizabeth Crawford which discusses the application of global citizenship as part of a teaching lesson for lower schools.
Secondly here is my Prezi presentation on the organisation Earth Day Network about their activities and what they strive to achieve.
- Crawford, E. (2013). Exploring Our Roles As Global Citizens: An Educators Guide (Grades 3-5). UNICEF United states fund. Teach UNICEF. Retrieved from: http://teachunicef.org/sites/default/files/units/global_citizenship_gr_3-5_final_7-13.pdf
As a teacher in this new digital world, it is extremely important that we include all types of technologies that appeal to and are utilised by this generation. The conflict between gaming and it’s advantages and disadvantages for children has continued through the decades and is now becoming of increasing concern for parents and teachers in the amount of time spent by students playing online games, computer games, PS4 and Xbox.
However, does the gaming world really have such a negative influence upon our students? In my opinion it doesn’t.
Familiar and popular games can be incorporated into the curriculum as an engaging and ‘eye opening’ concept that enables students to begin critical thinking, and explores ideas that continue to stimulate students thinking inside and outside their classroom as they engage with the game on a daily basis.
The online game World of Warcraft (WoW) has been analysed by academics for many years, to consider its use as an educational tool to present narrative structures and quest motives. Katrina Schwartz (2013) in her online article “World of Warcraft finds it’s way into the classroom” asserts that students are benefiting from alternate resources to engage learners outside that seen in a traditional classroom.
I have included a link below to the article by Schwartz that discusses further appreciation of gaming in education.
Here is my own SPLODER game I managed to create!
This is the scratch clip I have created.
The experience was extremely easy and entertaining! I would certainly use this as an assignment tool for students if they were able to access to the necessary resources.
It would be essential that the process was fully explained to students before allowing them to go ahead themselves. With a clean and structured outline for students to create a script and animation this is an excellent use of technology to engage learners. Some students may also uncover a passion for these types of mediums. It is extremely important to provide our students with diverse opportunities to assist them discover more about their talents within the classroom.
This YouTube video link by Bob AmpliVox is an excellent summary of how exciting programs like this are for students. They present an exciting opportunity of exploration for the students. Shelly, Gunter and Gunter (2012) assert that we as educators of the new generation of online based learning, as daunting as it can be incorporating so many new web resources; it is crucial that we familiarize ourselves with the technology before handing it over to our students (pp.299). As with any subject, you must become the expert in order to teach it simply.
- Bob AmpliVox. (2011, October 31). Top 10 Reasons to Use Technology in Education: Ipad, Tablet…[Video File]. Retrieved from: http://www.youtube.com/watch?v=mzi2RIt8_nk
- Shelly, G., Gunter, G., Gunter, R. (2012). Teachers Discovering Computers Intergrating Technology in a Connected World. (7th ed.). Boston, USA: Course Technology, Cengage Learning.