cfindlaydigitalliteracies - Tumblr blog

[cfindlaydigitalliteracies]

This resource is a poster that outlines the classroom expectations for online learning, during the COVID-19 Pandemic lockdown rules. I am instructing for a Grade 6 class, where I teach all the core subjects (English, Maths, History, etc.) The intended learning outcome is to guide students on online class etiquette. Students at this age may not have ever been in an online class, so it is important to properly show them what to do and what not to do.

Upon reflection, I did this task keeping in mind my own experience in online education. I was in Year 12 during 2020, the first year of the pandemic, so my teachers and fellow students were a little unsure of how to properly teach and learn. Eventually, we found out what works and what doesn't, so I chose to include what my teachers would have wanted from us during that period.

[cfindlaydigitalliteracies]

This resource is a video which outlines how teachers can use social media in the classroom, however it aims itself towards parents, informing them of how their children are being educated AND how teachers are keeping up with the changing trends. The learning intention of this video is to inform and educate parents of the ever-changing environments around students. That they need to be informed, and the best way to do it is by educating the educators.

[cfindlaydigitalliteracies]

Here is a Kahoot quiz on an assignment that I completed earlier in the year. This quiz asked questions about educators using social media, as well as drawing upon two research articles used in this assignment: “The challenge to professionals of using social media: teachers in England negotiating personal-professional identities” (Fox and Bird, 2017) and titled “Professional development opportunities for early years teachers using social media: the case of England and Turkey” (Mart & Campbell-Barr, 2020). Unfortunately, despite many attempts to share it onto this Tumblr page, the link would not work, because I needed to upgrade to the "premium version", so instead, I posted the images of the questions and answers for revision This may be used among teachers or students in a tertiary setting who are studying education, as it allows them to understand the texts, and the benefits of social media in a classroom. It also makes them consider their own teaching strategies, and if they can include social media in their own lessons too The learning outcome is to inform teachers and tertiary students that there are ways that they can include their usage of social media in a class, or even to connect with other teachers around the world, gaining and sharing knowledge and experiences to use.

As a reflection, this Kahoot has reminded me of the benefits of using social media professionally as teachers. It shows that teachers can use their own knowledge of social media and share it with younger students, and other teachers too

[cfindlaydigitalliteracies]

This resource is a poster, outlining the ideals of sharing lessons over social media, where a teacher can spread their classes online, and potentially across the world. On a blog, website, form of social media, students will subscribe and tune into what the teacher is talking about, and may hold interviews, podcasts, assessments, quizzes and other activities to collaborate on. This poster is best suited to any teachers or even anyone who wants to teach online. Those who aren't qualified to be teachers may still use this as a resource to teach a craft or hobby, such as drawing, knitting or graphic design. Though teachers can use this to plan out their lessons and format lessons to appear online. This allows teachers to be able to share their lessons and learning across the world on different platforms. For example, if a student missed a class containing vital information, that lesson may be recorded and uploaded for the student, as well as others, to review and learn from. This poster also talks about the danger of misinformation, as it can be commonly found online

Upon reflection, this poster effectively shows the aspects of teaching lessons online, but also opens up more questions for the viewer to explore. Such as "Which websites are best for my kind of lessons?" and "How will I attract students to using this platform?", allowing the teacher to further educate themselves in online learning platforms

[cfindlaydigitalliteracies]

STEM and STEAM Pedagogies

3/5/23 I had an interesting question come up in one of my Digital Literacies classes the other week, about STEM and STEAM education. In our class, we talked about the rise of this type of education, and how it can be utilised in lessons.

But there was still a bit of confusion about differing between the two. Basically, STEM stands for Science, Technology, Engineering and Maths, and the A in STEAM stands for Arts. From what I can tell, as a student, STEM focuses more on scientific concepts and formats, whereas STEAM is more inquiry-based, allowing for creative processes. We also learnt that STEAM has been used for centuries, as Leonardo Da Vinci is an example of someone who combined both arts and science to make discoveries (pictured). Drawings of human anatomy combined creativity and scientific knowledge to create this, adding notes of great detail and theories (The Conversation, 2018). Even Indigenous Australians have passed down their scientific knowledge and observations through songs and paintings.

But why is it important? STEAM allows easier engagement in learning. At any age, many students gain an interest in either maths and sciences or humanities and arts. STEAM takes both of these directions, and helps the students conceptualise both and combine them to one. Our planet is also constantly changing too, with humanity having to face different and more complex challenges. In order to tackle these issues, we need to have creative and innovative thinkers who will make the solutions. Some examples include battery technology which can be used to store renewable energy , high-tech hydroponic greenhouses which can grow foods in urban areas, or harnessing hydrogen gas to create clean energy for transport, industrial and residential use. "STEAM education is critical to ensure future generations through songs and paintings.

I personally believe that STEAM is taught best under the "5 E Model of Learning", listed as such:

Engage:    Students are engaged with a challenging situation, activating prior knowledge and provoking questions

Explore:   Students investigate the scenario, challenging prior knowledge and creating ideas

Explain:   Students explain this situation, gaining and applying new knowledge

Elaborate: Students apply their knowledge to new situations. This deepens and extends knowledge even further

Evaluate:  Students reflect on this knowledge and learning process, allowing the teacher to assess the student(s) (Primary Connections, 2023)

This model allows educators to create a unique learning experience for students. Teachers can create a strong foundation of information for their students through active participation.

As a teacher in training, who hopes to teach in the science fields, I would love to find out more about STEAM implications, as well as how I can use this in my own classes. With the rise of technology, I'll be able to also use better technology in the classroom, such as AI, 3D printers and VR

[cfindlaydigitalliteracies]

About Me

Connor Findlay 21574797@students.ltu.edu.au School of Education, Latrobe University Bendigo, Victoria

Education: 2015-2020: Student at Catherine McAuley College, Bendigo • 2018: Mercy Day Award (Year 10) • 2019: Frayne Speech Festival State Finalist (Public Speaking) • 2019-2020: VCE Unit 1/2 General Maths VCE Unit 3/4 English Language, History Revolutions, Biology, French and Drama 2022: Student at Federation University, Mount Helen, Ballarat • Foundation Access Studies Program student • Distinction in ‘Academic Writing’ and ‘Mathematics and Introductory Statistics’ • GPA of 5.25 (B Equivalent) 2023: Student at Latrobe University, Bendigo • Associate Degree of Teacher Education

Experience: October 2014-February 2022, October 2022-present: Casual Employee at the Bendigo Original Pie Shop (Hargreaves Street) • Serving customers, cleaning the work area, delivering products, cash handling, coffee-making, problem solving, maintaining a clean and hygienic workplace and teamwork skills, admin worker (office skills, banking, various computer tasks) • Work throughout weekdays and weekends, as well as public holidays 2018-present: Volunteer Work at the Ambedo Magazine, partnered with YO!Bendigo. • Researching, writing articles, scouting and introducing new members, interviewing local identities. • May 2019: Promoted to Assistant Editor, reviewing pending articles, artwork and photography. • Nominated and highly commended for a “Regional Achiever’s Award” in the 2019 Victorian Young Achievers Awards, for voluntary work. • December 2019: Commissioned for a small paying job, interviewing members at the City Council Offices about the new GovHub Building. • October 2022: Promoted to Editor-in-Chief.

June 2021-October 2021; June 2022-October 2022: Ski Hire Attendant at Bright Chalet Ski Hire • Assisting customers and guests with ski and snowboard hire, as well as ski clothing, snow gear and tire chains. • Proficient knowledge and expertise with waxing, servicing and base repair (P-Tex) of skis and snowboards • Knowledge of a computerised rental system (EasyRent) • Knowledge of snow gear, such as skis, snowboards, helmets, and goggle brands • Testing Alpine Gear for sales and high-performance clienteles

Hello, My name is Connor Findlay, and I am a first-year students at LaTrobe University Bendigo in Victoria, Australia. I have lived in Bendigo for most of my life, travelling around the state for work and education, but now, hopefully, I will stay put here, to focus on my studies.

Ever since I was very little, I was always intrigued by teachers, and how they controlled a classroom. From the lesson planning to the activities done in class, it seemed like a very fulfilling, intriguing profession to have. My interest in Science and Humanities has also inspired me to enter the field of teaching those subjects in a secondary school setting. I remember when I was in primary school, I enjoyed helping out fellow classmates with any work they needed, and always knew not to give the answer, but instead a way for them to figure it out for themselves. I also believe that I am a good role-model for all students, aged 6 to 18. Once I graduate, I intend to go on and seek work as a Science Teacher at a local secondary school. I would love to share on my own knowledge of the world's wonders, and inspire students the same way I was inspired, through the world of science and education.