The Sum of Module One


Connecting w Tech Digital Face

Image Credit: Frits Ahlefeldt-Laurvig

So we come to the end of Module One and I feel that I really do need to connect more with the technology and online tools that are available out there, particularly for teachers.

The last few weeks have opened my eyes to the fact that, despite my prowess with using technology (or being really good at figuring it out eventually, anyway), my knowledge base for the online resources that are available leaves a lot to be desired.

For example, I did a quick Google search for ‘teaching technology’ and one of the many results was this one, which is titled ‘50 Education Technology Tools Every Teacher Should Know About’, dated 22 July, 2014.  However, I have to wonder, come 3 years down the track (all going to plan) when I am teaching in a classroom, how relevant will these sites be?

And let’s not forget the whole copyright minefield … arrgghh!  Not so much an ‘Ah ha’ moment, than a series of ‘Oops’ moments, particularly when I think about what I have used in the past, but for legal reasons, I will claim the 5th.

So, here’s to no more ‘Oops’ moments and more ‘Ok, that’s not as overwhelming as I thought it would be’ moments 🙂

The R.A.T. Pack.



I am “borrowing” the same image that David used in the learning paths as it has a Creative Commons license and it’s a good summary of the whole R.A.T. Model.

Before, I got to the ‘I smell a RAT’ learning path, I was a little worried there seemed to be a few blog posts on how confusing it was.  For example Renee Linke’s post about how confused she was on the whole thing.

However, after reading through the information, I find that it’s not as confusing as it may initially seem.  In fact, it’s rather straight forward really.

Then …

Like many of you, who thought they had a grasp on this model, I came to it in Assignment 1 and do you think I could do it … nope, not yet anyway!

Now this could have just been because I needed a mental break after completing the rest of the Excel spreadsheet in one night (turns out it was easier than I thought).  So, tonight after this blog post is finished I am going to attempt it … wish me luck!

Bloomin’ SLIC Work!


Blooms Digital Taxonomy

Image Credit: Fractus Learning

Firstly, I completely agree with Courtney Howlett and Beth Tyson when they mention in their blog posts what a great resource Bloom’s Digital Taxonomy is.  I three will be saving this for future reference.

Secondly, today I took a small leap in ICT and actually completed the SLIC concluding activity … and surprisingly it really wasn’t that hard at all.  I did this by sharing an activity resource to the ICT & Pedagogy group in Diigo.  Whoot! Whoot! (Doing a little jig!)  I will share it again here and also wanted to share some other helpful links that I found along the way;

  1. Sploder! is the resource I shared in Diigo and it is a free game making website.  I thought this would be great in a unit on ICT design and can be easily presented as a piece of assessment.
  2. Speaking of assessment, I found this website edtechteacher that not only provides but allows you to design your own rubric for assessing different digital or multimedia projects.  Love it!
  3. Finally, I came across this website ICT by Teachers that includes a handy list of activities that students can do with online tools.

Now, onward to chase a RAT…

True or False … the fear is real!


einstein tech quote

Image Credit:

So like many of you, I did the quiz that begins this weeks learning path.  I answered the single question “True”.

And like many of you, no matter what you answered, when you were marked incorrect, my first thought was What!?  Then I read through the justification of why neither answer was right, but for me, personally, I still believe that some technology is making us anti-social … to some degree.  Probably not to the degree that Albert Einstein predicted, but then if you take a look at the picture below, you have to question his premise …

Kids on ph

Picture Credit:

This type of scene is becoming all too familiar.  But the argument seems to be that they may still be conducting some kind of “social” activity, just not on a face to face or real world level that you (or should I just say “I”) would normally expect when ‘being social’ is mentioned.   I guess for any generations where the digital age is the norm, they wouldn’t think of anything else other than social media in relation to ‘being social’.

For me, another sad realisation indicated in the above image is that the students are missing out on appreciating a wonderful example of (traditional) art.  I felt I had to add ‘traditional’ in there because, as per my next point, art could now include anything that is of digital origin.

I guess that’s one of the things that has become part and parcel with living in a digital age … definitions are becoming broader and encompassing more so that ICT can be accommodated.

Hopefully, face to face social activity won’t become obsolete, like so many other things have.

Matrix … I resist your temptation!

How to Copy Right!?


How to Blog Legally

Picture Credit: BudgetGirl

Before I begin .. let me just start by saying this blog is not a definitive answer to the title statement/question … sorry, I too wish it were, but like many of you, it just does my head in.

I did read the Copyright Guide for Students by the University of Sydney in the learning path books and I think ellen@usq sums it all up pretty well in her blog.

Through the haze, I also managed to find the following helpful links;

©     I and many of you have attached YouTube video’s to your post and when I was looking for the copyright information, I found many of the videos simply stated that they had a “Standard YouTube License”.  The Terms of Service of which can be found here.  Section 6C of these terms seems to cover the copyright for video’s with this license.

©     I also found this blog about citing images in your blog posts.  The image below is from this site and sums it up in a pretty poster;


So just when I seem to get a grasp on concept maps, this course throws out a new challenge; that of copyright!  Challenge accepted!  (Well, maybe not right now, I think this is going to take a little longer with some trial and error to boot, hopefully no legal action though).

Stay tuned and fingers crossed my next blog is not coming to you via your friendly correctional center!


A Picture Says a Thousand Words …


Young Businesswoman depressed looking at laptop

Image Credit: HubPages

This image was me … literally, the other night when I had a (what seemed at the time, major) ICT failure!

In brief, I copied something to my clipboard ie. a whole blog post and before pasting it somewhere, I copied something else and as soon as I did it, the above image was my life and all I could say was “OMG. OMG!”  Then I frantically tried to find a way to recover the previously copied text, mainly via the following Google search … but, you guessed it … to no avail.  Now, this has happened to me before, but not to this extent, it has always been smaller stuff.  Anyway … after a considerable amount of time trying to see if I could recover it … I came to the conclusion that it was lost and had to rewrite the blog post from memory.  This ended up being one of those ‘not in bed till 1:45am nights!’ Love those … not!  Then in hindsight, I realised this was a human error, not so much ICT.

I then read a few blogs about technology failing and in particular, the one by laramcaulay.  Although her blog was about an extreme ‘What if?’ situation, we do find that technology does fail on a regular basis on smaller scales and this seems to be the root of many peoples frustration with it.  I just hope that with the leaps and bounds in advances in technology, this issue can be addressed and whatever time we waste on fixing problems can be spent outside enjoying the real world.

Go on …

Why (not) use ICT? … that is the question! Part 2


Continued from previous post

At the start of the learning path for this week, I started to think about the focus question of Why (not) use ICT?  And before getting to the concept mapping stage, I came up with the following gems (ok … maybe not gems, but ideas) based on The Big Three framework;

  • Preparing the next generation for the workforce – so we all know that technology is here to stay and as we have seen, it does and will evolve (hopefully not to the point of the ‘Terminator’ movies though :-p ).  It is an integral part of just about every aspect of our lives, including the workforce.  So, yes, students do need to know how to use ICT and must be able to develop the knowledge and skills that will help them to confidently take on any evolutions in ICT.
  • Making schools more efficient and productive – so it should!  Otherwise, what good is it really?  However, any technology is only as good as its users.  So teachers and other educational staff must have ongoing access to training.
  • Enhancing and transforming learning and teaching – again, if it didn’t do this, what would be the point of it!?  Another however, however, is that I have to agree with saunders2017’s blog post  that concrete materials play an integral part in student learning and can not be replaced.  Overuse of or misuse of ICT can also lead to students becoming disinterested in it and teacher laziness, causing it to lose all its enhancing and transforming powers.

There’s obviously so much more that could be discussed here, but these are just brief thoughts on the focus question.

Side note:  Some of you may have noticed that there is no visual stimulation in this blog, that is because I have to review my copyright and referencing for the previous posts, as I may or may not be in violation of copyright laws.  Yikes!  I’ve added some text colour in to make up fot it 🙂 , hope this will suffice.