The ability to:
Teaching and Learning
> Use general software an d the University’s learning management system to advance personal learning;
> Use discipline-specific software (independently) to explore / interpret information;
> Apply appropriate discipline-specific software to provide solutions to questions.
(QCT Standards 1, 2,3,4,5)
My professional strengths related to these areas include the following QCT Indicators:
• identify and use teaching, learning and assessment
strategies and resources in which ICT is embedded
• Knows how ICT supports, enhances, enables and transforms
language, literacy and numeracy expectations and
development
• apply ICT to empower students with diverse
backgrounds, characteristics and abilities and enable
their learning
• Knows teaching and learning strategies that incorporate the
purposeful use of ICT by teacher and student
• Know how to use ICT to increase opportunities for learning
and address the individual learning needs of students
Technology was strongly embedded in all components of the CQ university
BLM program. I have created many PowerPoints, Blogs, a website and web
quests. I received a High Distinction for individual assignments with a focus on using ICT, including a High Distinction for
an assignment which had students create a blog about the different technologies
available for classroom use. I had quite a few positive comments made on
my blog, including comments made by Sarah Cargill from Inspiration Software:
“I enjoyed your blog post! You had a lot of great
suggestions for e-learning and quotes from Marzono. Thanks for sharing!”, “…..Let me know if I can supply you with any
additional ideas or examples. I'd love to see some examples of your work on the
programs once you get started”.
(Sarah Cargill, 2010, Inspiration Software, comment made on my e-learning blog).
(Sarah Cargill, 2010, Inspiration Software, comment made on my e-learning blog).
My confidence with using ICT enabled me to incorporate ICT in the classroom in order to engage a range of different learners.
"She has incorporated ICT 's very effectively in her teaching and learning experiences". (Paula Siddans, supervising teacher, 2011, Referee Statement).
"She embedded ICT across the KLA's , in her teaching and creation of resources, thus enhancing the students' learning experiences......Sadi was very generous with sharing her resources. As I am not confident with my use of ICT, she would often send me links to websites that were pertinent to my lessons and render any help that I needed in this area, in particular" (Ann Birch, Supervising Teacher, 2009, Referee Statement)
Many ICT skills were used in the creation of the above movie. The process of making this Digital Text Innovation (Children created collage pictures in the style seen in Where the Forest meets the Sea by Jeannie Baker and used the language pattern heard in the brown bear series of books by Bill Martin jr and Eric Carle to tell their own story- discussed further in Information Literacy), had me use skills in the following areas:
>take photos of children's art with a digital camera
>use photo editing software to enhance, crop and brighten photos
>record children's voices on an easi-speak microphone
>create a power point using the photos of children's art
>convert between various audio file formats
>attach voice files to powerpoint
>research and perservere in order to overcome ICT complications (such as trying to figure out why the narration was not working in some areas of the powerpoint slideshow. It became apparent that larger sound files were unable to be embedded into powerpoint. The voice files and the powerpoint need to be placed in the same folder in order to play the slideshow successfully)
>convert power point slides into JPEG files and attach narration to make the movie using Windows Movie Maker (The children viewed the movie as a power point slideshow, but I wanted a better way to share what they had helped to create and also be able to give them a copy)
>in order to overcome the problem of not being able to include background music as well as narration on the version of Windows Movie Maker being used, I added a the completed movie with just the voices into Windows Movie Maker a second time round and was then able to add the background music
The complicated process was worth it, as children were thrilled with the process and the end result.
"She embedded ICT across the KLA's , in her teaching and creation of resources, thus enhancing the students' learning experiences......Sadi was very generous with sharing her resources. As I am not confident with my use of ICT, she would often send me links to websites that were pertinent to my lessons and render any help that I needed in this area, in particular" (Ann Birch, Supervising Teacher, 2009, Referee Statement)
Many ICT skills were used in the creation of the above movie. The process of making this Digital Text Innovation (Children created collage pictures in the style seen in Where the Forest meets the Sea by Jeannie Baker and used the language pattern heard in the brown bear series of books by Bill Martin jr and Eric Carle to tell their own story- discussed further in Information Literacy), had me use skills in the following areas:
>take photos of children's art with a digital camera
>use photo editing software to enhance, crop and brighten photos
>record children's voices on an easi-speak microphone
>create a power point using the photos of children's art
>convert between various audio file formats
>attach voice files to powerpoint
>research and perservere in order to overcome ICT complications (such as trying to figure out why the narration was not working in some areas of the powerpoint slideshow. It became apparent that larger sound files were unable to be embedded into powerpoint. The voice files and the powerpoint need to be placed in the same folder in order to play the slideshow successfully)
>convert power point slides into JPEG files and attach narration to make the movie using Windows Movie Maker (The children viewed the movie as a power point slideshow, but I wanted a better way to share what they had helped to create and also be able to give them a copy)
>in order to overcome the problem of not being able to include background music as well as narration on the version of Windows Movie Maker being used, I added a the completed movie with just the voices into Windows Movie Maker a second time round and was then able to add the background music
The complicated process was worth it, as children were thrilled with the process and the end result.
