Saturday, September 4, 2010

Learning Activity: Wikipedia

Wikipedia
Wikipedia is a free on-line encyclopedia using wiki software. Wikipedia can be edited by anyone at anytime, therefore although it is not a true reference for University and research purposes, it does provide information on a large range of topics that are interesting and informative.  The information is quite comprehensive, and suitable for students from middle primary to use as a starting point for research of information.  The name wikipedia comes from the two names wiki (shared collaborative website) and pedia (from encyclopedia - a reference work or summary of information).

PLUS
  1. Easy for students to use.
  2. Starting point for research or initial information.
  3. Vast range of information with hyperlinks to relating information.
  4. Also contains images which makes it engaging for students.
MINUS
  1. Majority is unreferencable as it can change due to its nature (the wiki aspect allows changes and contributions).
INTERESTING IMPROVE IMPLEMENT

I like wikipedia because it is quick and easy to use for simple definitions.  I think I have used it almost entirely for this blog to check exactly the definitions for digital tools, and used some links for further explanations if I needed them.
I would encourage students to use this as part of their initial investigations for research purposes.  The links allow students to access further information across the internet which otherwise they may not have found, or may have disregarded.  Students should be taught though that wikipedia entries can be changed (as discussed above) and therefore not all the information may be exactly right.  However the vastness of information, and the continued contribution of information from around the world only helps to build this data bank and add to its resources for students.

WHAT I THINK.
As stated I have used wiki a lot for this course.  I typed in the words Australian Money, as that is what my WebQuest will be on.  I was immediately re-directed from that to 'Australian Dollar' and this had a listing of information and graphics of Australian Notes along with information on Hisroty; Coins; Bank Notes (first series and polymer series); value of the dollar; and the exchange rate.  All of this information would be relevant to my WebQuest.   It also linked to other websites and pages that were of interest and helped me with research on the topic.  See the previous blog entry on moneytracker.

Wikipedia Find: Moneytracker

The Money Tracker

I am doing my WebQuest on Australian Money.  I found this website when I was checking the entries and information in Wikipedia.  I am thinking of using the information that I have put into this website and link it through Google Earth to help students track money as it travels around Australia.  They could do a timeline of the money; a journal entry of the different locations and research the towns where it turns up; there are endless possibilities.
If you have notes in your wallet at the moment, please add them to this data base to make it statistically larger, and you never know where your money will turn up.  Also pass this onto friends and family.  This website has links to other websites in different countries around the world, which just leads to more learning opportunities. 
http://www.moneytracker.com.au/

Friday, September 3, 2010

Digital Tool 13: Google Earth and Digital Tool 14: Google Maps

Google Earth & Google Maps

Google Earth!!! Who would ever have thought that such a tool would ever be made.  Google Earth is a digital tool that allows you to travel across the world without leaving your chair.  This tool uses a form of satellite navigation and video imagery to locate a place or space anywhere in the world.  It can be used to locate a specific address or just a location name (e.g. Eiffel Tower).  The visual graphic zooms out to a world view then rotates around the globe until the country location is reached, then zooms in to the specific address location that was requested.  It has enhancement tools that can also be used to enhance the graphics of the chosen location, for example the time of day can be changed, as well as the time of year, and the year.  All of these features could be of interest if the location is one that is related to changes in history or climatic change.
With Google Earth there is a program that is required to be downloaded to be able to access the website features. (http://earth.google.com/)


Google Maps.  To access Google Maps it is simply a matter of pulling up the search engine Google and locating the word "Maps' in the top left hand corner (google.com.au/maps).  As with Google Earth, an address or location anywhere is the world can be used and the search engine locates first a map address of the area, with a pin that pinpoints the address that was requested.  Google Maps does not have the global features of Google Earth, but it is similar features in its locating either a place or space anywhere in the world.

PLUS
  1. Both programs are visually engaging.  Particularly Google Earth which gives the visual impact of travelling around the world. (This would fit in well with youtube clip Blue Beauty )
  2. Easy to use by either address or name location.
  3. Can be used across the Key Learning Areas of the curriculum.  It would only be dependent on the content topic of unit plan.
  4. Engaging for students (and adults) of all ages.
  5. Excellent planning, research and reference tool.
  6. Compared to other digital tools, there is not a lot of time required for setting up, or downloading information.  It is fairly instant, which adds to its appeal.
  7. Could be used as a spur of the moment if students are engaging in substantive conversations about geographical locations or countries.
MINUS
  1. Should only be used for good and not 'evil'.
  2. Students should consider privacy issues prior to locating addresses of particular people.
INTERESTING IMPROVE IMPLEMENT

Both digital tools are truly incredible, particularly Google Earth.  The ease of use and adaptability is quick and easy to use.  The information that it offers is accurate.  It's use in the classroom is unlimited and would only be dependant on the topic content as to where and what was looked up.  From the rice fields of Asia to the beaches of Gallipoli, and the Great Barrier Reef to the Volcano explosion in Iceland.  In the classroom I would us this tool when discussing world events or places that were daily topics of news/interest to the students.
It could be used to compare and classify countries or regions or cities.  For example compare the canals of Venice Italy to the Highways of Los Angeles California, or the Rainforest's of P.N.G. to the Simpson Dessert of Australia.  
Across the KLA a unit could rest on the use of Google Earth and Google Maps to engage the students.  They could be required to plan a holiday to anywhere making sure they land in each continent; use the correct currency; visit a historical place of interest; eat a local delicacy; find a hotel near a monument; use the local language; research climate for the time of year that they want to travel; consider global climate issues eg volcanos in Iceland, war in Afghanistan.  This sounds like a great idea for a Web Quest....What do you think?

WHAT I THINK?
I love both of these tools.  I used them last year when we were planning a trip to Disneyland Anaheim USA.  We researched the hotel addresses through wotif.com  then looked up the maps to locate how far the hotels were from restaurants and the places we wanted to go.  Our children enjoyed doing this with us, and were part of the planning.  The interesting thing was that when we got there we actually got to see what it was like for real, and the pre-planning made things a lot easier for the kids to understand just how big everything was and where it all was located because they could relate it back to what they had seen through Google.  As previously stated, the use of these tools is unlimited and only dependent on the topic-content of the unit or lessons plans to which it is to be used.

Thursday, September 2, 2010

Digital Tool 12 Animations & Simulations

Animations & Simulations

Animation and simulations are an interactive resource where students take part in an interactive game or activity, and in this case, for a learning purpose.

The interaction between students and the activity can be done as a wholeclass on the IWB, in a group, pairs or an individual activity.  How the learning object or interactive resource is integrated into the unit or lesson plan (eg research activity; hook; rotational activity for higher order thinking; investigation model) depends on the pedagogy, the topic or content and access to the use of the computers/internet.  This is determined by the teacher.  Although there is no specific definition for this learning tool, the name animation suggests cartoon style graphics and simulations suggests activities that simulate particular experiences.  In this instance I have looked at learning objects which are a web-based digital learning resource which can be re-used by students.  Examples of these can be found on explorelearning website where anyone can sign up for a free 30 day trial of simulation experiences (you do not need special access for this site).  However the simulation introduction goes through an explanation of what is available on the site.   Other sites include the learning federation and a website called edna which has links to other web based activities for students.

PLUS
  1. Provides opportunities for students to explore and understand the world.
  2. There are different levels for all students.
  3. Allows students to work independently or in groups.
  4. Learning objects are available across the KLA's.
  5. Fantastic for Distance Education students who because of distance may not have access to 'normal' class room activities or investigations.
  6. The range available is so diverse they can be used for different purposes across a curriculum or unit plan.  Suitable for use as a modelling activity or as a group or individual activity to promote higher order thinking using new knowledge.
  7. They 'engage' students in real life simulations or activities.
  8. The activity is one that some students may never experience in real life but may aspire to.  For example helping fix the windscreen of the space shuttle.
  9. They offer visually stimulating experiences.
MINUS
  1. To get the full benefit the learning objects and activities should form part of a unit and be embedded into the lessons, not just an extra timefiller.
  2. Can be time consuming searching for specific activities relating to unit plan.
  3. Dial-up connections may slow down loading of activities and cause frustration amongst students.
INTERESTING IMPROVE IMPLEMENT

I have used learning objects from The Learning Federation in class with students and also as a higher order thinking in the analysing and comparing tool for students is SOSE and Science unit plans for assignments (compare different types of plastics;  how much water do you use).  The learning objects and most simulations are addictive if you are engaged in a topic of personal interest, so this would be stimulating for students as well.  There is a vast majority of simulations available on the internet, it just takes time to look for, find and trial what you specifically want.   I downloaded and joined explore learning for their 30 day free trial, and used the 'growing plants' activity to model what was required for my SWD students.  We did the activity on  the IWB and used it as a 'hook' and resource to list what was required to actually replicate the experiment, and it also showed how to record the data and information from the experiment.  The students took ownership of the experiment activity then because they were aware of expectations and what was required to undertake the task.  

WHAT I THINK
Animations and simulations are a new vital digital tool that allows students to bring the world into their classroom.  Even if students are not engaged by digital means of games and other activities, the use of these tools incorporated into effective teaching is invaluable for students.  I think as long as the students can link it to their personal interests and can see its relevance to the rest of the lesson or to what they are learning, then it is a tool that most students will embrace.  Because the tools are re-useable students can keep repeating them until they are satisfied with their personal results. 

Let me know what you think.

Friday, August 27, 2010

Reflective Synopsis

Synopsis


Information Technology or e-learning are words that define individuals knowledge and how they use technology in their everyday life. Knowledge of computers, computer software, programs and networking by knowing where to find information are becoming increasingly valuable in a knowledge-based economy (OECD 1996). As effective Learning Managers we are required to scaffold experiences, investigations and inquires so that students can engage in developing knowledge that gives them the ‘techniques’ to search for the information and develop higher order thinking skills and deeper understanding of content topic. It is in the scaffolding that the learner’s skills are developed and the techniques for ‘acquiring’ lifelong learning skills are developed.

George Siemens (2004) in his article ‘Connectivism: A Learning Theory for the Digital Age’ argues the impact of technology on learning has required a re-think on the foundational tools of which the theories of learning are based. “Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes should be reflective of underlying social environments (Siemens 2004).” He goes on to explain that once knowledge was measured in decades, it is measured in months and years, and it is not the actual ‘knowledge’ that is valuable “Know-how and know-what is being supplemented with the know-where (the understanding of where to find knowledge needed.) (Siemens 2004).” Teaching of the knowledge of ‘digital tools’ is one third of the teaching triangulation which also includes pedagogy and topic content. So, as effective teachers we need to incorporate ‘digital tools’ into our scaffolding as part of our curriculum and planning.

On-line collaboration with peers via the Learning Management System (LMS) (Refer Blog: LMS ) Moodle, discussion has developed of a reluctance of some current teachers to introduce or expand on the use of ‘digital technologies’ in the classroom. Whether the reluctance is through lack of personal knowledge, competence or resources depends on the individuals. However, the fact that current teachers are not using ‘digital technology’ in their curriculum identifies their lack of ‘knowledge know-where’ (Siemens 2004) and students who are ‘digital natives’ will develop, through social networks, their own knowledge of ‘digital tools’ and may become ‘disengaged’ (Prensky 2005) with what the teacher is offering in the classroom, which then has ramifications across the curriculum for the student and the teacher.

Students who are currently in school and those who are yet to come are growing up in a world where knowledge and information is available at the click of a mouse. Where once the teacher was the ‘wise counsel’ and ‘fountain of information’ this has changed and today’s students recognise teachers as part of the ‘pipeline of information’ (Siemens 2004). If a teacher fails as part of that pipeline, the student simply looks to another source of knowledge and re-routes his pipeline.

In his article, Siemens (2004) acknowledges “The field of education has been slow to recognise both the impact of new learning tools and the environmental changes in what it means to learn.” He further identifies that it is not the actual knowledge (know-how) that is needed but the ability to find the knowledge (know-where) is the valuable skill. Thus “the pipe is more important than the content within the pipe (Siemens 2004).” So how do we construct the aforementioned triangulation of teaching that students are ‘engaged’ in learning?

Kearsley and Shneiderman (1999) have developed an “Engagement Theory: A framework for technology-based teaching and learning” which is a conceptual framework for technology-based learning and teaching. Their theory is based on three principles, Relate, Create and Donate (Refer Blog: concept-map-engagement-theoryl ). Although there are similar technology based frameworks namely “The Big Six” as discussed on Eva’s blog (big6-learning-design-framework ) it is dependent on the individual Learning Manger which framework suits the pedagogy and content of the unit plan. Utilising the Engagement Theory framework as the ‘pedagogy’, the topic or content dictates the type of ‘digital tools’ to be used as part of the overall scaffolding. To encourage students to develop deep understanding and knowledge through higher order thinking skills (Marzano & Pickering 1997) students must be engaged in activities that occur in a group or collaborative context (relate); the activities should be problem based, in the form of an inquiry or investigation (create); and thirdly the learner identifies the link between them as an individual and the authentic use of their knowledge as a valuable contribution to a community problem (donate).

It is with this diversity in mind that the author has analysed the use of different ‘digital tools’ (Refer Blog: wendys blog) using Plus Minus Interesting/Improve/Implement a ‘Critical Thinking Tool’ developed by Eric Frangenheim (1995) (Refer Blog: thinking-strategy ).

FOCUSSING ON DIGITAL TOOLS

For the purposes of accessing or gaining information students can use emails (Refer Blog: digital-tool-e-mail.) to ask questions, transfer information or be involved in a two-way conversation for investigation purposes. This may include sending an email to the local fire station making inquiries about the bush fire season, or sending an email to a marketing company to request information about the recyclability of their plastic products. The use of web conferencing may also be used if students want to interview someone specific for their investigation. In accessing the internet the students can obtain and contribute to information on blogs and wiki’s (Refer Blog: blogs v wikis. ) they can download podcasts (Refer Blog: digital-tool-3-podcasting.) and view digital media (Refer Blog: youtube in school) and can also access information websites that contain information for their inquiry. When using blogs and wiki’s student can contribute through comment to discussions already posted, or in the case of wiki’s start their own post.

Extending and refining knowledge (Marzano & Pickering 1997) into a procedure helps the students develop complex reasoning processes. The use of concept maps (Refer Blog: concept map) where knowledge can be set out visually can be used as a planning tool to set out an investigation, or a flow chart of procedures to be followed in an investigation (Refer Blog: conceptmap etheory. ) Digital video can be used to record observations of a particular experiment, and later used for reflection or as a basis for data comparison or evaluations. This would suit a science experiment or measurement activity. The use of excel as a data base to organise, compare and analyse results of an investigation.

The transformation of information is when the students apply their higher order thinking skills to use their new knowledge meaningfully (Marzano & Pickering 1997). This is done through problem solving (in the form of an investigation or inquiry), invention or analysis of the knowledge and what is required to apply the new knowledge. Students apply this knowledge and can use ‘digital tools’ to demonstrate their understanding. This can be done through the research and development of information for a PowerPoint (Refer Blog: powerpoints-) or Prezi ( Refer Blog: prezi-) presentation by using texts and including digital pictures and videos and hyperlinks to active web pages to enhance and expand their information. Blogs and wiki’s. (Refer Blog: blogs-vs-wikis) can be used to compare and collaborate research information when designing an invention or analysing information in a problem solving task. Also by collaborating with peers through e-mail the students are developing substantive conversations around the knowledge. An example of this is a wiki where students are developing a prototype for a solar powered cook top oven. They each access the wiki to read what others have written and then add to the pool of information their personal knowledge and work collaboratively on the task until the invention is made.

Presentation of the information to an audience is perhaps the pinnacle of the use of ‘digital tools’. It not only allows the student to demonstrate their new knowledge, but also demonstrate their new skills in the use of ‘digital tools’. In presenting to an audience the students must determine who their audience is, and what information they want to get across, and what format (digital tool) they will use. Using moviemaker, the author has made a visual and auditory presentation using a series of digital photos (Refer Blog: cavoodle movie ). This movie was made for an audience of students in a year one to three level. It could be used as a focus for a cross curricular unit which could investigate: What do dogs eat? What ingredients are in foods? Can dogs cook? What are healthy foods? How do we weigh and measure foods? By using the dog as the teacher, it not only engages the students, but removes the ‘adult’ aspect from the activity. It also links to the individual students interests in the popular television series “Master Chef”. Other forms of digital presentation include PowerPoint; Digital Videos for broadcast on youtube (Refer Blog: digital video ) Podcasts; Animations like Marvin or Voki (Refer Blog: my-voki.) .

As technology evolves and new ‘digital tools’ are developed and incorporated into learning and teaching, the students and their requirements for learning must still remain the focus for the planning. Effective teaching where the learner (student) is the focus and the scaffolding supports the development of deeper knowledge and understanding will not change. The tools and consequently the scaffolding of these experiences will change, and so will the requirement for teachers (Learning Managers) to keep up to date with how to use, and teach the use of this technology. Through this exercise where ‘digital tools’ have had to be created and (Managing E-Learning) students have had to use habits of mind like Perseverance and Maintain An Open Mind (Marzano & Pickering 1997) to develop a deeper understanding of ‘digital tools’, it is perhaps timely to remember that our personal development of know-where (Siemens 2004) requires us to build our own ‘pipelines’ of knowledge through collaboration with peers, mentors and fellow students.


References

Frangenheim, E. (1995) Reflections on classroom thinking strategies: Practical strategies to encouragethinking in your classroom. Loganholme QLD, Australia: Rodin Educational Publishing.

Kearsley & Schneiderman (1999) Engagement Theory: A framework for technology based teaching and  learning. (Retrieved on 01/08/2010 from http://home.sprynet.com/~gkearsley/engage.htm)

Marzano, R.J., Pickering, D.J., Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., et al.
(1997). Dimensions of Learning teacher’s manual (2nd ed.). Alexandria, VA: Association
 for Supervision and Curriculum Development.

Ogranisation for Economic Co-operation and Development (1996). The knowledge-based economy(Retrieved on 01/08/2010 from: http://www.oecd.org/dataoecd/51/8/1913021.pdf)

Prensky, M. (2005). Engage Me or Enrage Me: What today’s learners demand. (Retrieved 01/08/2010
 from http://net.educause.edu/ir/library/pdf/erm0553.pdf )

Siemens, G. (2004) Connectivism: A Learning Theory for the Digital Age. (Retrieved 01/08/2010 from
http://www.elearnspace.org/Articles/connectivism.htm)


Comments from Others – On My Blog and my responses

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My Comments on other Peoples Blogs.


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Wednesday, August 25, 2010

Digital Tool: e-mail

Email @
I have unfortunately overlooked the digital tool of email. In my research and review for my synopsis of collaboration between peers, I received an email from a colleague which had hyperlinks to a website that I found interesting and relevant to the work I am doing with students at the moment within the school. I also realised that on a daily basis my inbox is filled with emails from other people in my life who either have information for me, or are asking me for information that I have knowledge of or may be able to locate for them. Thus I am part of the information flow within an organisation. As Siemens (2004) states in his article on Connectivism "Information flow within an organisation is an important element in organisational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy." (http://www.elearnspace.org/Articles/connectivism.htm )
Email or electronic mail is a method of exchanging digital messages through either the internet or intranet (of an organisation). Emails were originally a text only form of message, however with the advancement of technology emails can contain pictures, photos, digital enhancement, hyperlinks, and they are not only used for work related purposes but sit alongside a residential address and phone number as a location to contact someone. Email has quickly developed from a work or business digital tool into a social networking tool that supports and feeds the 'cycle of knowledge development' (Siemens 2004). Just as business letters and personal letters of correspondence once (and still do) have different forms of etiquette, the use of emails for both business and social correspondence has developed 'netiquette' (http://en.wikipedia.org/wiki/Netiquette) which are the core rules of sending and receiving emails. The netiquette also relates to other digital areas including blogs, wikis, and forums, where people are interacting with each other using information technology.
PLUS
  1. Emails are now an accepted form of correspondence in work and social life.
  2. Emails are a quick and easy way to send receive information via the internet.
  3. Emails are a collaborative tool and work as a communication backbone for activities within a school, or business (knowledge economy).
  4. Emails as a form of communication have their own rule which should be taught to students as part of their 'digital' learning.
  5. Emails open up information from around the world.
  6. Emails are an integral part of social development of the students, and will form the basis for collaboration skills within the school and beyond into lifelong learning.

MINUS

  1. There is limited control over who sends what information to whom.
  2. Just because it was sent in an email - does not mean that the information is correct. Sources still need to be checked and verified.
  3. Caution is required when defining business or social emails to others or colleagues. These skills will form part of the 'netiquette' learning with students.

INTERESTING IMPROVE IMPLEMENT

The techniques of sending and receiving emails should form part of the curriculum in the early years of schooling. Once a student has developed their 'how to' knowledge in this area emailing can then move on from a declarative knowledge to a procedural knowledge skill with students using email as a collaborative tool. As with all knowledge development though, prior knowledge of email as a digital tool should not be assumed as Thrupp (2009) (http://moodle.cqu.edu.au/file.php/4033/ThruppAcec.pdf) identified, not all students are "digitally active", and for whatever reason social, cultural, religious, do not have access or use digital technology at all (including televisions) in their home or social environment.

To establish 'prior knowledge' of email, I would use it as an introduction tool for a new class at the beginning of a year. I would randomly choose students names (linking them to non-peers), they would have to emails to at least two people (with a cc to the teacher) in the class and relate how and when they have emailed previously and do a PMI style analysis of emailing. For younger students, I would encourage the modelling of a (one) class email to other teachers or people within the school to ask a question or gain information. (eg class email to teacher librarian if the have a series of books available for lending).

WHAT I THINK

I am still disappointed in myself for not recognising email as an essential 'digital tool'. In realising this though, it has made me aware of the need to ascertain students 'prior knowledge' of digital skills, and not assume their understanding or knowledge. I love email. I use it at work (school), at home, and for on-line study purposes. Because I am a 'time poor' person, I use email to connect with colleagues, family and friends at any time of the day or night, or when it suits me. Whilst some of the 'social' emails that I receive are merely text, some include interesting information or humour which someone somewhere has thought to send to me. To help our students develop social skills through collaboration, emails and emailing are an essential skill for future work prospects and definitely a required procedural skill for further study beyond high school.

Monday, August 23, 2010

Digital Images: flickr - mobaphoto - picasa

Storing Saving Sending Editing Digital Images
The beauty of digital images (as stated in a previous blog) is that it allows the students to construct knowledge using visions of photos in context with learning. The images open up the world outside the classroom and invite them into the learning environment. Although photographs have been around for decades, digital images for everyday use have only recently become popular in the last ten years. In that ten years, the options of what can be done with those images has changed considerably. Taking a digital photo, printing it out and putting it in a photo album is just plain boring today. With all the other options of digital enhancement, storing, saving, editing, downloading to facebook, twitter, blogs, emailing to friends and family, escrapbooking pages not to mention saving to i-pods or phones, the old days were simpler. Systems like flickr (http://www.flickr.com/ ); mobaphoto (http://mobaphoto.mobatek.net/en/ ) and picasa ( https://www.google.com/accounts/ServiceLogin? ) where you can download your digital images into files and then broadcast them through the internet to the world through various on-line communities is astounding. It is interesting to note however, that this technology is only as useful as the person to whom you are sending the images. There is no point in sending photos of your travels through Europe by email through picasa, if your grandmother thinks picasa is a spam email and deletes it, or can not access the file. So again the technology is only as useful as the user and the recipients ICT skills allow.
Although this technology is available world wide, and would be invaluable for sharing images with family and friends around the world, I would hesitate to store or retrieve images of children on the internet outside of a restricted area like a school database. As it happens now, most cameras come with a storage and editing package to download for home use, and most computer systems have a picture editing facility.
PLUS
  1. Excellent tools for sharing images around the world.
  2. Excellent tools for storing, editing photos.
  3. Allows students to modify or edit photographs or digital enhancement for projects or inclusion in blogs, powerpoints or wiki's etc.

MINUS

  1. Photos are only as safe as a password.
  2. Would not store or retrieve photos of students or children on these websites due to security concerns.
  3. Any images of children on the internet are open to abuse or re-use no matter how 'secure' the websites proport themselves to be.
  4. These options are available on software already on school computers through microsoft and can be stored on a school database. Why re-invent the wheel?

INTERESTING IMPROVE IMPLEMENT

I have seen Year Seven students take photos of themselves then edit and crop them and place onto backgrounds to make a 'fake' magazine cover for an assessment. The students loved doing this. I think the idea of teaching students to edit and crop and manipulate photos is excellent, however I would do this, as stated, within the confines of the school database and with the systems already available through microsoft or whatever software comes with the cameras. Education Queensland now has to have signed permission to reproduce a students image onto a website (including a school webpage). As most photos taken at a school are of students or include students, a teacher must be very careful where and when these images are stored and retrieved.

WHAT I THINK

Mobaphoto, picasa, flickr all have a place in the community and it is up to individuals how they choose to use their personal photos. I, myself, and my family are very against using our images on the internet including facebook or blogs, and I do not like other people putting images of my children on their facebook page. My concerns are justified in that I will do whatever it takes to protect my children in todays world from the criminal element. I take photos of my children, I however choose not to share them via the internet with the world. I would take this same philosophy into teaching, and teach students to be aware of what images they are taking and where they are putting them on the internet for all to see. This is basic 'child safety' rules, and as teachers we need to encourage our student to protect themselves. I may be off the mark here, however once an image is sent out over the internet, it can be deleted but it can never be retrieved. This is simply my opinion, feel free to comment.