Hi Alexander, I found your blog to be such an incredible insight into how a stereotypical game has the potential to add such scope for creativity for it’s users! As someone who dabbled with Minecraft as a child seeing the advancements in its technology to help students of all ages to understand a vast array of subjects makes me excited to see what this will progress into in the future.
I like that you’ve also mentioned the downsides to using such a technology in the classroom, with distractedness being an issue for younger students. However, I agree with proper behaviour management and effective planning this technology could have an extremely solid place in the future education of our students. Thank you for such an insightful blog!
https://patriciabovard.wordpress.com/2018/03/10/the-journey-begins/
Hi Patricia,
Thankyou so much for creating a blog about a technology that I wasn’t even aware existed until now despite being an avid user of Microsoft’s other applications! This technology would be so useful in a classroom helping students put together information without having to switch between various pages on their screen to do so. I can’t wait to see what this technology expands into in the future and will definitely be finding ways to incorporate this in my future classrooms!
https://yemensblog624663293.wordpress.com/2018/03/12/the-journey-begins/comment-page-1/#comment-1
Hi Yemen,
I really like the way you’ve presented this blog with a great introduction into digital creativity and then moving onto the technology itself. A technology such as quiver has incredible potential for younger students or potentially even senior students allowing them to visualise a concept more extensively than what is written on a piece of paper. There is definitely a place for augmented reality in education and I can’t wait to see what can be done with it in the future. Well done 🙂
https://missdugganblog.wordpress.com/2018/03/08/technology-and-cardboard/
As a means of introducing Virtual Reality to classrooms using a cheaper method than VR headsets, this cardboard device can be a great tool to use on a mass scale within the classroom so all students get the opportunity to experience VR. The fact that it can be used within so many different subject areas shows the versatility of VR and how it has the potential to change the way students learn. I also like that you mentioned how VR can promote divergent thinking because of the potential to find so many solutions to problems when they can be visualised rather than just written on paper. Really well written blog 🙂
Hi Francesco,
I found your view on 3D printing quite similar to my own in the sense that it has many uses and opportunities to be used in the classroom, however it would have been good to also consider some issues or constraints with using 3D printing in classrooms such as time and budget constraints. 3D printing has such a huge potential in education when utilised properly and it is good to see the link to educational theory in this blog post too 🙂
https://chanlinalam.wordpress.com/2018/03/17/week-3-3d-printing/comment-page-1/#comment-22
This is a really interesting view of 3D printing! From the outside it seems like a technology which may not be appropriate for a Japanese class but by tying the outcomes to creativity in particular you’ve somehow made it work which is a great way of incorporating 3D printing in unconventional ways. I also like the visual aids with videos to extend our knowledge and curiosity. I also very much agree with the necessity of scaffolding which is critical when incorporating any technology in particular physical technology such as 3D printing. A very well thought out blog post!
https://laurasblog876925395.wordpress.com/2018/03/25/blog-post-3-scratch/comment-page-1/#comment-14
Hi Laura,
I found this blog post to be really well structured in terms of content, but in particular the limitations to using such a technology in the classroom, as it is important to remember that technology cannot replace teaching and therefore we need to scaffold the technology in a way that doesn’t distract students.
I also like the examples you used in implementing Scratch in classrooms especially in junior years. Well done!
https://contempoarycreativetechnology.wordpress.com/2018/03/26/80/comment-page-1/#comment-10
Hi Sarah Jane,
I like that in this blog you went and researched a bit further on Scratch and found Scratch Junior which was not discussed in my tutorial for that week. It’s great to know that they are broadening the access for both students and teachers across all stages and subjects.
I also found it interesting that you found a use for Scratch in PDHPE, a seemingly physical subject, yet still has the potential for technology such as this to be used. It gives me hope that technology such as this can be incorporated into all subjects by addressing specific outcomes and not just the content!
Hi Sonia,
I like that you’ve talked about younger students becoming the consumers to the technologies we provide for them and I also agree that selecting the most appropriate technology to be used as an aid to learning rather than being a fancy new technology that students essentially just ‘play with’. In my research throughout the semester, its been clear that a lot of teachers cannot effectively implement these kinds of technologies in the class because they are caught up in the technological component rather than achieving the learning outcomes. Such considerations are important especially in a primary classroom where their learning is critical for future learning and development. Very interesting post!
https://alexanderadams903161795.wordpress.com/2018/03/28/week-5-kahoot/#comment-33
Hi Alexander,
I found this blog to be a refreshing difference to the content we covered in tutorials that week on games based learning. Having used Kahoot a multitude of times on prac as a way of engaging students when they’ve just had enough theory thrown at them, I had not considered it to be games-based learning in any way until now! The use of games such as this and even more generic games such as minecraft, can allow students to almost forget that they are learning about something (but in a good way) as they immerse themselves in the game. I’ve seen this also used in a classroom where students have created their own questions and they really get into the experience of being the ‘teacher’ for that activity. Thank you for taking a different spin on games-based learning!
https://yeesancreativetechnologyeduc362.wordpress.com/2018/06/04/week-7/comment-page-1/#comment-16
Hi Yeesan,
I like that you’ve mentioned the way creativity can be fostered even in STEM subjects. As there is a push for more STEM education in our system, I doubt they have considered ways to make it creative and engaging for students undertaking it. The use of robotics in education definitely has a place for many subject areas and those that can utilise it effectively should do so in order to heighten the learning experience for the student, but also the teaching experience for the teachers as well. I think robotics is an interesting technology to be adding into classrooms because of its complexity, but as you’ve shown with Dash and Dot it can be catered to younger students as well in a more simplistic context. Very interesting post!
Hi Aimee,
I agree with what you’ve said about the maker movement and its relevance to creativity and design but I also like that you’ve talked about the issues surrounding using technologies such as 3D printing pens. I think its important to understand that while these technologies are incredibly useful to the learning experience, some schools do not have the kind of budget that will allow for these to be used. The issue then becomes, how do we foster creativity without relying on these technologies? I do agree that the maker movement does have a lot of credibility in education but it is important to remember that not all technology is reliable or sufficient enough to be utilised in every classroom. It’s a very well written post though!
Hi Francesco,
I like that you’ve compared and contrasted both augmented reality and virtual reality as well. They both have a place in education, depending on the subject suitability and resources available, but differ in their techniques to achieving learning outcomes. I also enjoyed that you had a subject specific example of where augmented reality could be utilised. As teachers, we are always looking for specific ways these technologies can be incorporated into our classrooms, through the sharing of ideas and resources. The amazing thing about both of these technologies is how they can be incorporated into most, if not all subject areas when used appropriately. This means we are in an exciting time in the technology age where finally we are moving on from technologies only being utilised in design and technology subjects, and extending far beyond what we as teachers could have ever imagined. Very interesting post!
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