Google Earth

Forget atlases and maps - they are old school! Google Earth is the new, improved and digital version to boot. Plus, I cannot believe how many features there are and all the things you can do. With Street View you can see the world without leaving your chair! It is really cool. I got a kick out of not only seeing my house, but also my own car in the driveway, so I'm sure that learners will get pretty excited too.

Google Earth makes geography so much more real and tangible. I am doing my prac in a year 4 classroom this year, and even at that age maps, countries, continents, distance, places... they are all very tricky concepts for children to grasp. Having the technology to ba able to zoom in and out and see actual photographs of the places as they zoom in, and even as if they are standing on the street, somehow makes me think it make make it 'click' for students alot easier.

This, of course is the most obvious use of this technology in the classroom, however it is certainly not limited to it. If we go with Maths, for example, Google Earth could well be a nominated Learning Resource when creating a maths Measurement and Space Investigation using the ICT Learning Design Framework (Oliver, 1999). The Learning Task, being problem-based, would require learners to plan a trip, including the route to take and the timetable or itinerary. It is possible for this to be a solely ICT driven Investigation, with Google Earth as the main tool used by children. Google Earth could even allow learners to give directions to an unfamiliar destination, including the use of street names and land marks thanks to the technology. The Task could be as broad (worldwide even!) or as specific and local as needed to suit the learner.

Pretty cool technology. I just hope they keep it more up to date than the GPS in my car!
(The car it showed out front of my house - I sold it in February!)

Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education, 20(2), 240-254.

Mahara Madness

Ok, so I'm totally confused. After using blogs and WIKIs, which are about an 8/10 in how simple they are to use, my Mahara account is about a 2/10. I will need to watch a few more clips on how to use it before I go ahead. There are just so many parts to it, it is actually difficult to get your head around! I understand how useful it can and will be, especially when the time comes to start our interviews and applying for jobs, it's just that it is one of those 'dreaded' technologies that takes alot of time and 'playing around' with to use effectively.

I might have to get back to you on how Mahara can be used in a classroom and the learning opportunities it provides for both learners and learning managers once I have had more time on it myself. For now though, wish me luck!

To Young to be an Immigrant?

After reading Prensky's article about Digital Natives and Immigrants, I feel that the two categories have been grossly over generalised. I am 20 years old, which automatically makes me a 'digital native'. However, I found myself not being able to identify with many of the characteristics described. Don't get me wrong, my family purchased its first computer when I was about 5 years old so it was not a 'new' thing when we started using them at school. Unlike my 3 siblings, I just find that I have had little interest in technology and intereacting with technologies other than out of necessity - researching for assignments, correspondence etc. rather than downloading music, searching YouTube, creating numerous accounts, playing games etc. as many my age tend to do.
I am continuously discovering that supposed Digital Immigrants have alot more knowledge and skills than I, and I seem to be the one with the 'accent'. One of my peers at Uni, who has just turned 40, can answer nearly any ICT question I have and continues to astound me with her knowledge and comfort in the use if ICTs - and she hasn't been working with them out of necessitiy as she has been a Nurse for the last 20 years!

I would like to pose this question - 'Are all our students going to be Digital Natives?'
I feel that in a sense they will be, in that, like myself, they have grown up surrounded by technologies and ever increasing updates in technologies. They will know about them, possibly know how they work and what they do, but will they be interested? Will they want to use them?

The future of education will no doubt be very dependent on ITCs for engagement and delivery. We as educators, like with all Curriculum areas, need to try and stay 'one step ahead', so I know that I will have to come to terms with my own attitudes about technology. I just really feel that it shouldn't be the only way of 'reaching' our children. I guess it all comes back to knowing our learners and how they best learn. That will be the most important part of creating successful learning as we embark on technology-rich curriculum in a technology-rich world.

Never forget your learners are individuals - and never assume!

Prensky, M. (2001). 'Digital Natives and Immigrants.' On the Horizon, Vol. 9 No. 5. MCB University Press.