Web Spaces - Blogs

Technology and online web spaces provide teachers and students with the tools to collaborate, encourage, engage, interact, and share on a deeper level. This blog entry explores the use of blogs and the benefits of using them within the classroom and ways they can enhance learning and assessment.

A blog is an online website that is regularly updated with journal-style entries. Blogs allow you to share news, ideas, thoughts, images, and videos about a particular topic and are commonly written in an informal or conversational format. Typically, blog entries or ‘posts’ are displayed in reverse chronological order so that the latest post is seen first. Due to their more casual format, people are more likely to engage and interact with the content whilst also being entertained. 

Gen Z students value inclusiveness and want to collaborate with each other, and this is why blogs are the perfect ICT tool to use within the classroom (Ratinecas, 2014). Whilst most blogs are usually designed to have a single author, you can adjust the setting to allow for a multiauthor when used in a group setting. Depending on the security settings selected, blogs have the ability to allow for comments by the general public, invited viewers or comments can be disabled completely.

As I have had prior experience in creating a blog through Blogger, for another unit of this course, I was confident in setting up an additional blog using the same Google account. Blogger is a free program and is incredibly user-friendly and simple to use. I was keen to explore some new features and wanted to make sure that this blog was in a different format and style theme than my previous blog.

Blogger offers a range of layouts and style themes, all of which can then be altered to suit your specific needs and topics.

 

Image: Blogger format showing various themes and layout options.

Adding links, images and videos is simply done using the toolbar. Videos from YouTube can be embedded and viewed within the blog post which is a useful feature, rather than sending your readers to an external page or site. 

 

Image: Blogger toolbar showing icons to include links, images, and videos to a blog entry.

One thing I have found a little frustrating is trying to keep the text style and line format the same in each blog post. I believe that keeping the format consistent throughout is important so it’s something that I have spent time making sure is correct, however, I also understand this may not bother others. I feel that it would be useful if the chosen text size and format were carried over to each blog entry, particularly when copying and pasting. It is also always important to 'Preview' your blog entries before publishing as sometimes the text format looks correct on the edit page but not on the published page. 

 

Image: Blogger toolbar showing the location of text size options.

A great feature that is worth noting: if you use Grammarly, the browser extension feature is compatible with Blogger and therefore you can pick up any spelling or grammatical errors before posting to the world!

Online spaces in a teaching context

Within my chosen discipline area of Home Economics, web spaces and blogs can be widely used. The SAMR model, Substitution, Augmentation, Modification, and Redefinition, is a framework that demonstrates the role and use of technology within the classroom (Terada, 2020). With each stage of the model, educational technology becomes more sophisticated (Terada, 2020). By applying this model, here are some examples of how I can implement blogs and other web spaces within my classroom.

Substitution – uploading information to a blog or web space for my students to view rather than using photocopied handouts or textbook readings.  

This substitution does not change the learning process or outcome (Terada, 2020).

Augmentation – students can use blogs and web spaces to research and explore new ideas or watch demonstrations on YouTube rather than depend on teacher-led input. YouTube videos demonstrating a particular skill are a useful tool, particularly in a busy textile classroom.

Here is an example of a video that teachers can provide to students as a reference on how to thread their sewing machines. By providing this video to students, they are able to refer back to it for assistance rather than rely on teacher instruction. 

 

Modification – students can produce their own podcast or blog to summarise a particular topic, or a type of journal, which can then be used as a revision tool.

Redefinition – students can publish their assessment within a blog or e-portfolio so it can be shared and viewed by their peers and marked by the teacher.  

 

Image: An example of the SAMR model integrated with Bloom's Taxonomy objectives.

Schrock, K. (2013, November). Bloom’s and SAMR: My thoughts based on the work of R. Puentedura, A. Churches and L. Nelson. https://www.schrockguide.net/samr.html

Legal, safe and ethical protocols

Like with most learning activities, it's important to be explicit in addressing boundaries and rules to your students when using online tools. Guidelines on how teachers can best instruct and follow these guidelines are outlined by Australian Curriculum Assessment and Reporting Authority [ACARA], (ACARA, 2022).

Image: ACARA: Practising digital safety and wellbeing.

Australian Curriculum Assessment and Reporting Authority. (2022). Digital Literacy. https://v9.australiancurriculum.edu.au/f-10-curriculum.html/general-capabilities/digital-literacy?element=0&sub-element=0

Addressing students the importance of not sharing personal information and details is essential when using blogs and web spaces. Allowing students to use a nickname or code name when online is a great way to keep their identity safe. The security and accessibility settings of their blogs can be altered to ensure only the targeted audience has access to their work.

Students are to respect and protect the intellectual property of others and be mindful of copyright laws. This is important when including images, music, and videos in blogs.

Cyberbullying and harassment is an important issue that needs to be discussed with students before using online tools (Queensland Government, 2020). Students are required to act responsibly and be respectful when engaging with others online.

 

References

Australian Curriculum Assessment and Reporting Authority. (2022). Digital Literacy. https://v9.australiancurriculum.edu.au/f-10-curriculum.html/general-capabilities/digital-literacy?element=0&sub-element=0

Queensland Government. (2020, November 24). Cybersafety in Queensland Schools. https://www.qld.gov.au/education/schools/health/cybersafety/cybersafety-qss

Ratinecas, P. (2014, August 9). Meet Generation Z. Forget everything you learned about Millennials. Sparks Honey. https://www.slideshare.net/ratinecas/meet-generation-z-forget-everything-you-learned-about-millennials-produced-by-sparks-honeyusa-new-york

Terada, Y. (2020, May 4). A powerful model for understanding good tech integration. Edutopia. https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

The contemporary learner...

This second blog entry explores the contemporary learner and the importance of creativity.

How will the characteristics of our Gen Z learners depicted in the Meet GenZ video define their engagement in the traditional classroom snippet?

Gen Z learners are unique. They are diverse, self-directed, future-focused, realists who want to challenge all aspects of life. Within the traditional classroom snippet, the teacher is speaking in a monotone voice, uses no visual aids, and asks questions but responds himself due to lack of engagement.

Today, lessons need to be engaging for Gen Z learners to excel. Teachers need to be aware of their limited attention span and make “snackable content”. The use of images within the classroom is essential and can be in the form of videos and pictures.  

Referring to the ideas presented by Willis and Robinson, is this level of creativity in evidence in the schools you have attended, both as a student and as a preservice teacher? Furthermore, is this level of creativity in evidence in your University units? As secondary pre-service teaching students, you will experience a variety of approaches to teaching, learning and course design in your discipline studies. Why were your previous studies presented in that particular way? How could they have been presented?

Ken Robinson discusses how todays students are “educated out of creativity”. This is due to a hierarchy within the education system. An emphasis is put on maths, science, and languages, whilst creative arts are perceived as less important.  Only students who excel in maths, science and English are seen as intelligent, rather than acknowledging that there are differences in intelligence. I can relate to this being present when I was at school 18 years ago and saw glimpses of this during my Professional Placement, however, I do believe there has been a shift away from this.

During my Professional Placement, I was lucky enough to be given the opportunity to teach and observe the same subject but with two different supervising teachers. I was amazed to see the differences between the two and the effect it had on class interactions. The subject was Year 9, Food Studies and the unit focused on unique flavour combinations. One teacher approached the subject by following closely to the lesson plan and only exploring the flavour combinations that were listed. The other teacher let the students explore and come up with their own flavour combinations which we then experimented with in class. When it came time for the students to complete their assessment cook, showcasing their chosen unique flavour combination, the students in the second class were a lot more creative and understanding of the endless number of possibilities. This was because curiosity was created within the classroom.

As a preservice teacher, I believe that my studies have given me a good understanding of student potential and ways to get the best learning outcomes for all my students. I have been exposed to many ICTs and creative mediums to assist with this.

What do you think the implications are of a curriculum that is linear, progressive and aimed at a single learning outcome for the development of both individuals and the society we live in?

Students need to be encouraged to be creative as creativity leads to original ideas. Without creativity, individuals and society are unable to advance. Students should be given the opportunity to explore their creativity to enable them to succeed in a range of areas throughout life.

How can ICTs help you in the development of a professional learning network? How are you feeling about this?

Technology and ICTs enable you to connect more easily with those around you. This is essential to professional learning as it allows for collaboration and support networks.

The advancement of ICTs within universities enables students to study more freely and easily. This allows for a better work/study/life balance, which is something I am grateful for!  

A challenge to your beliefs..

This blog entry explores contemporary teaching practices and challenging traditional teaching pedagogies. 
To what extent is it reasonable to conclude that if you are not experiencing positive or negative emotions about the materials and activities in any learning experience, that you are potentially disinterested or not motivated? Discuss in relation to your first emotional response to the nature of this unit.
Whilst first reviewing this unit work and assessment I was excited to see that some of the skills I had learnt in another subject would be expanded on. I recently created a blog for Textile Technology - “A side of BLING!” so I was comfortable with some elements of what was being asked of me. I do understand the time it takes to complete these tasks is substantial so it's important I remain motivated and manage my time effectively to stay up to date with the unit’s content.
 
Elaborate on your emotions on engaging further with this unit? Positive, negative. Indifferent?
I am starting this unit of work feeling positive as using technology within classrooms is something I am keen to explore. Being creative and thinking outside the box is something I value. To have the opportunity to explore different ways of expressing my creativity and sharing it within the classroom is exciting.
 
To what extent do you have the commitment to actively interrogate your emotions, and your beliefs about creative pedagogy (that extends beyond the mere delivery of information to your learners)? How might you be challenged to engage as you enter this unit?
As I am a relatively private person, the thought of sharing my assessment items with the unit cohort did concern me, particularly the aspect of receiving feedback. It is important that I see any negatives as an opportunity to grow and not as criticism. Reflecting on experiences is an effective way to expand my own understanding and knowledge. Alternatively, positive feedback is a great tool to encourage and remain motivated.
 
Identify your present values and beliefs about ICT in the classroom. Keep it brief and focused.
Technology plays such a big and important role within society. Youth have grown up using various forms of technology from a young age, so it is essential that teachers have the skills and knowledge to be able to incorporate it within their teachings. I do, however, also believe that there is a time and place for it and it should be relied upon or overused within the classroom.
 
Your approach to teaching and learning
Learning is something I believe you need to be open to and not just within a school setting but throughout life. Teaching and learning should be seen as an opportunity for growth.
 
Identify any challenges to your current values and beliefs as you enter this unit?
I believe my biggest challenge with using ICTs currently is time. As I don’t have a lot of exposure to the range of different technologies available I find that it takes me a while to explore and set them up. I’m hoping that this subject will give me the opportunity to be able to use technology more so I can become more confident with the different applications whilst creating my ICT teacher tool kit.
 
What experience do you have with ICT in the classroom?
I have very limited experience in using ICTs within the classroom. During Professional Placement 1 last year, my supervising teachers showed YouTube videos, and PowerPoint presentations and played games such as Kahoot online. However, being practical subjects, I do acknowledge that there is limited opportunity to use ICTs within the classroom on a daily basis. Each student was required to have their own laptop to use and connect to the school's communication network.