Task 2 - Media

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 Reflection Task 2 


Task 2 here we go. My subject teaching areas are Health and Physical and Business education. This blog post is focusing on digital media tools and how as a teacher I can incorporate these aspects into my classroom effectively. 


Digital media tools are used everyday! These can be seen by watching a video on facebook, scrolling through instagram or making a tik tok. We are learning everyday through these platforms, even if we are unaware of it. 


Using images in the classroom can promote many different types of learning. Students use critical thinking to analyse a picture and form an opinion about what the key message of the picture may be. 


Opportunities by sharing content through digital media allows students and teachers to view work done, and give feedback where necessary. Furthermore, students can ask questions about assessment and work done class creating a collaborative work space from anywhere. This is a great tool and in a time of a pandemic a necessity. From this, students can keep on top of work and have questions answered quickly to help get their work done. 


Other technical considerations to think about when using digital media is having access to the internet, although in most schools this will not be an issue more so if working from home. I feel like technology these days is quite easy to use and honestly it’s not hard to use google or youtube to find out. Again, I don't think you need to be an expert to use digital technology. These days most applications have instructions or illustrations on how to use certain things. 


https://www.youtube.com/ (General link for Youtube)


https://www.youtube.com/watch?v=S-nHYzK-BVg (This link takes you to Youtube and shows you how to use word) 



Digital artefacts can be used to create videos, blogs, slideshows, websites and podcasts. These can then be shared online for other viewers to see.  Below is an example of a digital artefact. I created this poster in Microsoft word. 




Image Sourced by Author 

HPE Senior Task (image below) -  Use a camera in burst picture mode to capture a tennis serve. Once the serve is done students are to upload it to a computer device. Then, evaluate and identify strengths and weaknesses within the person's serve. Students are also to give feedback on how their peers technique.  This task covers the SAMR model and would also support the blooms taxonomy, as well as incorporating the Australian curriculum. 


SAMR Model


Substitution - Students to record each others tennis serve


Augmentation - Students are to upload video to I movie or another application that allows students to view their tennis serve.


Modification - From there, students are to slow the video down or take screen shots of the tennis serve and identify and evaluate strengths and weekness within the serve.


Redefinition - To re record a new serve following peer feed back from the pervious video. then contrast and compare assessing where improvements have been made and where work is still needed.


Upon reflection of this task, students use digital technology including camera equipment, computers and software equipment. The camera allows you to capture a moment of the tennis serve. Students then use a computer to upload the content allowing them to assess the images. Feedback is then given through online applications such as google classroom, students can interact with others content and give feedback where necessary.  


Example of tennis serve for students. 

https://blog.playo.co/here-are-few-tips-to-improve-your-tennis-serve/



Cyber safety around digital media is important. It's easy to end up on the wrong sites. As a teacher we must ensure students are using devices correctly and for the right things. Students should be made aware of the dangers around surfing the web and complete a short course, which may bring awareness about being cyber safe. The main safety ethical practices students must exercise is making sure they reference their work correctly ensuring they give credit to the correct sources.Furthermore, a safety precaution should be followed because students are recording themselves and uploading to technology, making sure this is deleted after use is essential.






Reference List 


Australian Curriculum ICT 8.4 

​​https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability



Bloom, B. (1956). Blooms Taxonomy :: Resource for Educators.    Bloomstaxonomy.net. Retrieved from https://bloomstaxonomy.net/. 


AITSL. Teacher Standards. (2022). Retrieved from https://www.aitsl.edu.au/teach/standards.


Queensland Government. (2020). Online Safety in Queensland State Schools [Ebook]. Retrieved from https://www.qld.gov.au/__data/assets/pdf_file/0028/145756/online-safety-in-qld-ss.pdf.

Comments

  1. Amanda21 April 2022 at 23:47

    Hi Paddy,

    I really loved you ruse of the SAMR model here - and in particular the redefinition of your lesson to compare, contrast and refine practice. I can see the effort you have put into this post in explaining how well you can incorporate tech at different levels in your class.

    Well done!

    ReplyDelete

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