Blog Post 1 - Assessment

I have probably spent more time than was necessary this week messing around with my blog and webpage, changing themes, constructing an 'About Me' section and exploring the different settings that are available within these spaces. I was pleasantly surprised that with the limited experience I have with blogs and websites, I found it quite easy to not only set up both the Blogger page and website but to find my way around and figure out how to use them.  

Blogger allows you to set up a standard blog page and customize to your hearts content. I have been able to add in some images to support my thought process and change the page to suit me. Other people are able to give feedback and assist in cementing or expanding on the thoughts that have been added to posts through the commenting option. Below is a screen shot of my blog, showing the blog page setup on the web and from a mobile device.

As someone who is partial to taking notes on paper, I was a little skeptical when first setting up the blog however; in using it I have found that I have been able to cement my learning by reflecting in this format. I have also used the option to reflect in the blog and not publish my thoughts, therefore being able to add in bits and pieces before I publish. I really like this feature as I find it gives the opportunity for me to put my thoughts down, then take some time, reflect, and alter if need be before publishing. 

I also took some time to explore some other blogs throughout the week and I have quickly figured out that there are so many blogs out there for every subject and this could be a great learning tool for the classroom. In saying this, privacy settings are important in education and the screenshot below shows the privacy setting options in blogger, these can be set as the author wishes. 

It is not uncommon for students and young people to 'overshare' when using online platforms giving information such as full names, the school they attend and the town that they live in.  It is important before introducing these platforms to students that there has been some time spent on what is safe, ethical and legal when using technology in the classroom and beyond. Then following this, students can set up their blog and their first post could consist of a reflection on the protocols discussed and they can evidence this through a web exploration and link to websites and information they may have found. The beauty of blogs, in my opinion, is the ability for the teacher to monitor them and modify if need be. There is an option on blogger whereby students are able to add other authors and adjust who can view the blogs. The teacher can request to be added as an author and this can allow for the modification of content if need be. One of the most important things to monitor is copyright, the website below contains great information about copyright and can be used in the initial teaching of safe, legal and ethical protocols to students, they can also access this site in their exploration (National Copyright Unit, 2019).  

  http://www.smartcopying.edu.au/information-sheets/schools/copyright-in-the-digital-teaching-environment-a-manual-for-schools

As a pre-service biology and geography teacher, literacy and writing is an extremely important aspect of learning for students. Using the SAMR model to alter a simple task of definitions, it is possible for students to engage in deep thinking and learning along with learning to work more independently through the use of technology. Below is an example of this:

Substitution: students would be given a list of definitions, add each of the words to a blog post and search the web for their definition, writing in their own words and referencing so as not to breach copyright. The commenting function would not be active at this level.  

Augmentation: students alter the presentation of a few of the definitions, adding images or creating a concept map to show their understanding. The teacher would use the commenting option to give feedback. 

Modification:  students use links to connect their thinking and definitions to outside sources, write in their own words and hyperlink to outside sources which corroborate their understanding. They would engage with their peers and give feedback to assist in their understanding and retention of the information. 

Redefinition: the blog would become a commonly used tool within the classroom, the students would consistently use this tool to engage with their peers and their teacher to present their thinking and reflections on content covered in the classroom. The blog would become a tool for students to reflect on outside of the classroom and is monitored by the teacher to ensure engagement with the learning activities set to be completed in the blog. Students would regularly comment on their peers work and extend their knowledge through the learning and reflections of their peers. 

An example of blogs being used in a science classroom. 

The website is also another tool that has been explored over the past week and I have also found this quite easy to navigate and set up. And while I can see the merit in this tool, I don’t think this would be as easily used in the classroom as it doesn’t allow for the same interaction through commenting. A website could be used in the classroom as an 'announcement and notice' site where the teacher could post important information for the students and this would be accessible to them both in the classroom and beyond. This could include assessment dates, important learning to take from lessons along with homework and tasks to be completed by the students. 

Bibliography

National Copyright Unit, 2019. Smartcopying: The official Guide to Copyright Issues for Australian Schools and TAFE. [Online]
Available at: http://www.smartcopying.edu.au/information-sheets/schools/copyright-in-the-digital-teaching-environment-a-manual-for-schools
[Accessed 27 March 2019].

Forbes, A., 2015. The Extraordinary Teaching Project: Blogging Science in the University Classroom, Iowa: Youtube.