qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq EDIT124 ICT ACROSS THE CURRICULUM JULIE PAPPS – STUDENT NUMBER 220076557wertyuiopasdfghjklzxcvbnmqwertyui ASSIGNMENT 1opasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopas
ASSIGNMENT 1. PART A. MARKED RUBRICSTUDENT NAME: JASON BIGGS CRITERIA EXCEEDS MEETS EXPECTATIONS DOES NOT MEET MARK EXPECTATIONS EXPECTATIONS / 30 TITLE Catchy title used – Title evident but does not No title included. appropriate for the story have appropriate size, style 0/2 appropriate font and style and / or font. included. IDEAS The story has included The story contained some Limited original ideas were original ideas and / or original ideas and / or used or changed from changed ideas from another changed an original story another source in the story. 2/4 piece of writing to make a slightly. new and interesting story. VOCABULARY The story uses a range of The story demonstrated No new and / or interesting new and interesting ideas to some new and / or ideas were presented in the 2/4 present the story. interesting ideas in the story. story. SPELLING AND Excellent spelling and There was a mixture of There were numerous GRAMMAR grammar used. correct spelling and / or spelling and / or grammar 1/5 grammar. errors. PUNCTUATION Correct punctuation used There was a mixture of Punctuation needs work as throughout the story. excellent punctuation and there were many errors. 2/4 incorrect punctuation. PRESENTATION Good use of presentation Adequate use of paragraphs, Displays no paragraphs, skills, include fonts, colour. sentence structure and sentence structure, Several different tools are headings, reasonable use of headings, uses limited 1/3 used to make the story like fonts, colour and tools to presentation skills. more pleasing including enhance the presentation of insertion of an image, the story. borders and word art. STORY CONTENT A very good and engaging A reasonable story that was The story needs work to story. Good use of enjoyable to read. engage the reader. The story 2.5 / 4 beginning, middle and Reasonable use of did not have a beginning, ending to the story. beginning, middle and / or middle and / or ending. ending to the story.COMMUNICATION The story has an effective The story flows most of the The story does not follow a narrative with clear, time but on occasions goes narrative structure. It has no 3/4 meaningful and well off task. clear or effective meaning. organised text.COMMENTS: TOTAL: 13.5 / 30Jason, the ending to your story was excellent. It is a very original thought and gave the story an entertaining ending.The main things you need to work on are spelling, grammar, use of capital letters and presentation. You also need to bemore descriptive in your writing, for example, explain what house work Cinderella was made to do and what she woreto the ball.Make sure you take your time and read over your work before handing in the final copy. I have given you a few links andsome comments to assist with your computer skills. Please look at the links provided and read the comments to learnmore about presenting your story.TEACHERS NAME: MRS PAPPS DATE: 12 MARCH 2012
ASSIGNMENT 1. PART B. SPREADSHEETSTAGE 3 CLASS RESULTS SPREADSHEET - MRS PAPPS SURNAME GIVEN NAME ASSIGNMENT MARK /30 PERCENTAGE (%)ADAMS Retta 28 93.33%CARTER Adam 27 90.00%PAULL Alice 26 86.67%ZOLL Zita 25.5 85.00% CLASS MARKS FORDIXON Ella 25 83.33%SMITH Simon 23 76.67% WRITTENKNOWLES Kitty 22 73.33% ASSIGNMENTPETERS Guy 22 73.33%SIMS Katherine 20.5 68.33%JACKSON Amanda 20 66.67%RENATA Emily 18 60.00%PAINTER Michael 16 53.33%McMASTER Henry 15 50.00%BIGGS Jason 13.5 45.00%GRIEG Matthew 13 43.33% Average Mark: 21.0 Highest Mark: 28 Lowest Mark: 13 Median Mark: 22 Jasons Mark 13.5 Jasons Rank: 14STAGE 3 CLASS RESULTS SPREADSHEET - MRS PAPPS SURNAME GIVEN NAME ASSIGNMENT MARK /30 PERCENTAGE (%)ADAMS Retta 28 =C4/30CARTER Adam 27 =C5/30PAULL Alice 26 =C6/30ZOLL Zita 25.5 =C7/30DIXON Ella 25 =C8/30SMITH Simon 23 =C9/30KNOWLES Kitty 22 =C10/30PETERS Guy 22 =C11/30SIMS Katherine 20.5 =C12/30JACKSON Amanda 20 =C13/30RENATA Emily 18 =C14/30PAINTER Michael 16 =C15/30McMASTER Henry 15 =C16/30BIGGS Jason 13.5 =C17/30GRIEG Matthew 13 =C18/30 Average Mark: =AVERAGE(C4:C18) Highest Mark: =MAX(C4:C18) Lowest Mark: =MIN(C4:C18) Median Mark: =MEDIAN(C4:C18) Jasons Mark =C17 Jasons Rank: =RANK(C17,C4:C18) COPY OF FORMULAS IN THE SPREADSHEET
GRAPH 1 FROM SPREADSHEETSGRAPH 2 FROM SPREADSHEETS
ASSIGNMENT 1. PART D. REFLECTIONSeClassroom Reflections (Part A)Aim: Complete the reflective section belowAssessment Criteria: Marks will be given for demonstrated technical skills, aesthetics, concepts, innovation andacademic skills.Complete the sections of the report by providing as much evidence as possible to demonstrate your skills, knowledge andunderstanding. YOU MUST WRITE COMPLETE SENTENCES AND USE CORRECT PUNCTUATION, SPELLING AND GRAMMAR.Your Name: JULIE PAPPSExplain how you would use a Word Processor in your teaching, with at least two examples (not the same as yourassessment task). [200 words]One way I would use a Word Processor for teaching would be for lesson planning. A basic lesson plan can be designedin Microsoft Word and saved as a template. This template can be altered to adapt to different units and lessons. Tools,such as, websites and video links can be pasted within the lesson plan for easy access when required for a lesson. Byusing electronic lesson plans I can keep an electronic record of all lessons I have taught and have them readily availablefor future reference.Fig 1. Lesson plan template (Microsoft Corporation. 2012. n.p.)Second of all I would use a Word Processor as a tool when teaching English units. One lesson, for example, wouldinvolve students writing a class story, with the story being typed into a Word Processor. Teaching Ideas (2011) explainthat the teacher would type the introduction to the story, read it out loud and display it on the IWB for all students tosee. Each child would then take turns to come to the front and type their contributing one or two sentences to thestory and read their contribution to the class. At the end of the day the story would have an introduction, middle andconclusion. This exercise would assist students to work towards the English Syllabus Outcomes WS1.9, WS 1.10 and part
of WS1.12 (Board of Studies NSW. (2007). pp. 19).Explain how you would use a spreadsheet in your teaching, with at least two examples (not the same as yourassessment task). [100 words]Teachers can use spreadsheets to keep class attendance roles. As Barros-Torning (2012) indicated, the attendance roleis a legally binding record of students who attended the class on any particular day. This is an easy way to mark the roleand can be saved on a computer for future reference if needed.Students can also use spreadsheets in the classroom in maths units for example. Students can record statistics on suchthings as, what colour cars drive past the school in one hour. If they record these statistics in a spreadsheet, studentscan then turn the results into tables and graphs to make the information more exciting, visually pleasing and easilyreadable.Explain how you would Mind Mapping in your teaching, with at least one example (not the same as your assessmenttask). [100 words]Students can use mind mapping as a tool for producing group assignments. The teacher could initiate the mindmapping by giving student groups an example subject to discuss and have the students write down single word ideas ona large sheet of paper. Once students have all their thoughts written down each group could read out their ideas andthe teacher put them up on the IWB in the form of a mind map to show the students how it is done.The group of students could then be given a new subject to brain storm. Students then add their thoughts to the mindmap software and create their own group mind map.Through your Experience Completing the Assignment explain the benefits of operating an eClassroom.[100 words]The main benefit of an eClassroom is that it gives the teacher a whole new collection of tools to use within theclassroom, keeping students interested and engaged. Every student learns differently and some find it difficult to learnusing the standard, mainstream styles of learning. Wegerif & Dawes (2004) illustrate that blending computer-basedactivities with conventional learning can support the development of literacy and help bridge the transition from oracyto literacy.Operating an eClassroom is also beneficial for teachers as it gives them the opportunity to develop tools to assist withkeeping accurate student records, tracking student progress and developing a range of lesson plans.
How would you use the skills you learnt in the Assignment in your classroom teaching? [100 words]I would use the skills I learnt in the assignment in the following ways: I would use spreadsheets to keep accurate, long standing student attendance records. I would also use spreadsheets to record student marks, keep track of and identify students that are excelling and those that need extra help. I would use Microsoft Word to develop a range of easy to read, easy to understand lesson plans. This also enables me to keep previous plans to refer to for future lessons. I would use mind mapping with students to provide them with a valuable tool to use when brain storming for individual and group assignments. I would use virtual worlds / classrooms as an alternative way of teaching students and taking students on excursions to places they will possible never get to see in real life.Additional Comments:Please include any extra comments you would like to add of things that you have done or learnt. [100 words]The only further comment I would like to make is that I found it difficult when marking Jason’s assignment, as I knewnothing about Jason. I had no connection with Jason and knew nothing about him in regards to his ability / disabilities,background / culture, strengths or weaknesses which could help me understand why Jason’s assignment was not up tothe same standard as what you would expect from a Stage 3 student. This is the first time I have had the opportunity tounderstand how important this connection can be.What? So What? Now What?Please describe:• What you have learnt about integrating ICT into your classroom routine.• The significance of what you have learnt?• What else you would like to learn about using ICT in your classroom.[200 words]
What you have learnt about integrating ICT into your classroom routine: I have learnt that ICT is an excellent tool to use as part of teaching. ICT in the classroom can be used to assist students learning and enables teachers to prepare interesting and stimulating tasks to help increase student interest and motivation in subjects (Leask & Pachler. 2005. pp. 41). The significance of what you have learnt? The significance of what I have learnt so far in this unit is that it has opened up to me so many new tools and resources that I am able to use once teaching students in my own classroom. I have learnt many new skills that never occurred to me, could be used in the classroom. ICT tools also give teachers another effective teaching strategy to use with students that do not fit the conventional model learning. What else you would like to learn about using ICT in your classroom? I feel that I have only scratched the surface when it comes to ICT so far in this unit. I would like to learn more about incorporating the IWB with ICT. The main thing I would like to learn about ICT in the classroom is to see firsthand how a teacher incorporates ICT in a classroom. I think ICT is an amazing tool and I cannot wait to see this tool implemented.Assignment 1, Part B – Individual Social Networking tool – research reflectionsPlease describe:• How do you think the social networking tool you have chosen could be used as a tool in primary education.[200 words]The social networking tool I have chosen is Virtual Worlds.Virtual worlds make learning fun through an informal learning environment. I feel that Virtual Worlds could be used asa tool in primary education across all areas of the primary curriculum.Virtual worlds can be used in the classroom to engage students in constructive educational activities that offersstudents learner centred, hands on, inquiry based learning (Numedeon, Inc. 1999. para. 1). Through the use of virtualworlds, students learn rules and regulations that need to be followed when being a member of society. They quicklylearn what is and is not acceptable in a community, both in the virtual world and the real world. Virtual worlds can also
assist in teaching students about budgeting money, in order to purchase the necessities of life, such as, clothing, foodand luxuries.Virtual worlds also give teachers an exciting resource to use when teaching students about other countries or cultures.Teachers can use virtual worlds to take students on virtual excursions almost anywhere in the world (including otherplanets) to assist with student understanding.Teachers can also use IWB with virtual worlds in the classroom. For example, teachers can control the Avatar while it isconnected to the IWB so that students can concentrate on the content they are expected to learn, which helps tofurther engage students. In addition, the IWB allows classrooms to connect for joint learning sessions within the virtualworld. (Greenbush Education Centre, 2007, para. 1).
ASSIGNMENT 1-PART B GROUP ASSIGNMENTSocial Networking Tool Chosen: Virtual WorldsVirtual World Group 3 Members: Kylie Armson, Michelle Bartolo, Sharyn Keating, Julie Papps.Link to foliospaces: http://www.foliospaces.com/view/view.php?t=zhySK0T52qgXOsEHptYe
REFERENCE LISTBoard of Studies NSW. (2007). English K-6 Syllabus. Sydney, Australia: Board of Studies NSW.Barros-Torning, M. (Producer). (2012, February 27). EDIT124: Lecture 2 [Audio podcast]. Armidale, Australia: University of New England. Retrieved from http://moodle.une.edu.au/mod/page/view.php?id=236431Greenbush Education Service Centre. (2007). Edusim. Retrieved from http://edusim3d.com/Leask, M. & Pachler, N. (2005). Learning to Teach Using ICT in the Secondary School – A Companion to School Experience (2nd ed). Retrieved from http://books.google.com.au/books?id=nvStXQZKgHQC&pg=PA48&dq=integrating+ICT+into+classroom+routine &hl=en&sa=X&ei=N1BsT6W4OuXqmAXm_42UBg&ved=0CD8Q6AEwAjgU#v=onepage&q=integrating%20ICT%20 into%20classroom%20routine&f=falseNumedeon. Inc. (1999). Whyville for Teachers. Retrieved from http://b.whyville.net/smmk/top/gatesInfo?topic=whyville_for_teachersMicrosoft Corporation. (2012). Lesson Plan. Retrieved from http://office.microsoft.com/en-us/templates/lesson-plan- TC001018400.aspx.Wegerif, R. & Dawes, L. (2004). Thinking and learning in ICT – Raising achievement in Primary classrooms. Retrieved fromhttp://books.google.com.au/books?hl=en&lr=&id=KKYFxzKT- QgC&oi=fnd&pg=PP1&dq=benefits+of+ICT+in+primary+classrooms&ots=2JufCfoatB&sig=3jZOlbh3uJ12bwSb9Hf 3ismw3lM#v=onepage&q&f=false