EMT-501 David Youl

Welcome to my E-Portfolio of learning, as prepared for assessment item 2 in EMT-501. You will find links
below to various sections of this presentation. I have chosen to use a pre-installed slide design. I very
strongly believe that powerpoint is a great tool, but unfortunately many people over use colours and
transitions to the detriment of the presentation.

The nature of this document means it is a work in progress. Many of the items for my learning contract are
still under development. Where possible, I’ve attached examples of the progress that has been made, and
some of my thoughts and ideas for future improvement. I trust you will find it informative.

Learning Contract Forum Posts

Personal Powerpoint Presentation TIP Integration Unit

 Learning Contract – Assessment Item 1

Here is my learning contract. (Click on contract right to Learner: David Youl

Course: EMT501

view.) Below are links to evidence of completion and Situation Analysis

explanation. Circumstances have prevented the Current Position: Computing Studies Coordinator – Covenant Christian School

completion of all items in the contract. However real Roles/Responsibility:

(of relevance)
Teach various Computing courses as required
Plan for future computing (hardware and software) needs of the school
Mentor and encourage staff in the computing studies department
practical progress has been made with a number of items, Train all staff in the use of Technology
Assist staff to integrate ICT in all (K-12) subject areas

particularly those involving helping colleagues to prepare In my current professional environment, I wear a number of hats. Each of these hats carries with it different requirements concerning the

integrated units of work. See attachments below: use/integration of Information and Communication Technologies (ICTs). While I may be a confident and competent user of ICTs, the challenge for
me is twofold. Firstly I need to be able to effectively integrate ICTs into a number of different subject areas as a classroom teaching in order to enrich
the learning of my own students. Secondly, I have a responsibility in my current position to assist my colleagues to do similarly. It is from within this
context I approach this learning contract.

My skill deficiency is in the area of integrating the technology, rather than the use of such. Therefore my learning goals for this subject are:

I hope to learn…

1. Techniques and strategies to allow me to effectively integrate ICTs into any given subject area across the whole school in a manner that will
optimize the learning opportunities for students. Being able to select technologies that are suited to meeting the objectives of individual
lessons.
2. How to assess the effectiveness of the integration of technology in a given instance, and to be able to give constructive feedback with regard
to both teaching methodology and the choice of hardware/software.
3. Methods to assist colleagues to plan units of work where the use of technology is integrated, not plugged in as an afterthought.

Business Studies Webquest

Drama Video Unit

The Big, Bad Internet Lecture Comments

Cartoon Comments
This is my personal powerpoint
presentation. I enjoyed getting a little bit
creative when putting it together.
In order to keep the size to a New Zealand
reasonable level, I have resized and 2005
compressed each of the photos used, Dave Youl
and linked the videos to a ‘youtube’
host. My Personal Powerpoint Presentation Wedding
January 2006
Click anywhere on the presentation to
launch.

MY Racing Gallery
MY Racing
Murray Captain

This is my integrated unit of work using the TIP Model. I’ve
chosen to work with a unit in year 9 IST. While on the
surface it might seem as though a computing specific unit
like this is not a logical choice, I’ve come to the conclusion
that this technique is just as applicable to these types of
units.
My reasoning behind this is that IST teachers should be the
ones who are leading the way towards integration, and not
just teaching the basic information, and how to use specific
software packages etc. Rather, they should be modeling to
the students how they can use the technology to solve a
given problem.
If students are taught this way in an IST class, then this
ability to synthesise and integrate should be more easily
transferred to other learning experiences.
I hope this will become clear in the unit itself. Please click
on it to open and view.
TIP Model – Technology Integrated Unit
Year 9 IST – Digital Media Topic
I have decided to apply the TIP model to a unit of work I’ve been developing for the last
few months in Year 9 Information and Software Technology (IST). While it may seem a
strange choice to use this model in a subject where ICT is explicitly taught, I actually
consider it to be just as important (perhaps even more so) to integrate the technology
effectively here, as it is in any other subject.
It is important in a subject such as IST that the students understand that the technologies
that they are learning about are not the ends in themselves. Rather, that they are gaining
skills to enable them to become more effective problem solvers in all areas of life / study.
By modeling the use of technology in this way I believe my students will be better able to
integrate ICT into their studies of other subjects.
Below you will find the unit outline / program for this topic, following which I will
explain how I have tried to use the TIP model to develop this unit.
Digital Media Unit – Year 9 IST
Project description: Richard Grandstand, the eccentric international entrepreneur and billionaire
has asked you to come up with a new company and product to rival Apple’s ipod. You are going
into direct competition with Apple computers and will be promoting a brand new MP3 player that
rivals their ipod shuffle. This is a highly competitive and lucrative niche market so you will need
to develop Business stationery such as a Company Logo, a Business card, a Letterhead, and a
Newsletter announcing the launch of your product.
You will also need to produce advertisements that can be used on the Internet such as 2D
graphics using Fireworks, a banner advertisement using Flash and a short TV commercial using
Windows Moviemaker.
You will need to present your work to Richard Grandstand (alias your teacher) using PowerPoint
in a pitch to win his financial backing, (you may not really get any money, but you will get some
great marks).
The project is broken down into a number of challenges as described below:
Challenge 1 – Business Stationery
Students are to hand draw several prototypes of a company logo on paper, and then in pairs
discuss the most relevant design to be used for the computer company.
Collect 10 company logos from newspapers, magazines or the Internet to get ideas on an effective
logo for your company.
This webquest was developed with the
Year 11 Business studies teacher, for
the first year 12 topic, Employment
Relations. The students are currently
working through this topic. When they
have completed it, I’m hoping to do an
evaluation session with them and the
class teacher.
I’m really happy with how the students
are required to synthesise the
information and create something
completely new from it.
Click on the powerpoint image to open
the webquest.
Workchoices??
Choice for Who? A Webquest
“The Howard Government’
Government’s radical WorkChoices industrial relations agenda will hurt the quality
of life of millions of Australians. Time with family will be slashed
slashed as workers are forced to trade
off take home pay, and conditions like public holidays, simply to to maintain their jobs.”
jobs.” ACTU
As you are aware, the Federal Government has recently introduced its new
“Workchoices”
Workchoices” legislation. The Government claims this will be of great benefit
benefit
to both employers, and employees.
Many employee associations and unions, on the other hand, believe
believe this spells
the end for workers’
workers’ rights in this country. Navigation
Home / Outline
Rarely has a more controversial piece of legislation been passed through
parliament. Detailed Task
Description
There are many rumours circulating regarding the impact of this legislation on
the workplace, and particularly on the employee. But how do we know
know what of Websites
these are true, and what has been blown out of proportion?
More Websites
Your task as a Union Representative, is to put together a presentation
presentation detailing
the impact of the workchoice legislation upon your members in a format that Assessment
can be easily distributed and understood.
 YEAR 10
UNIT: Small Screen Drama

I have recently been working with the school RATIONALE:

In this unit, students will study TV, film and video drama. Students will be expected to collaborate to create dramatic meaning using
screen production technology. Students should investigate skills and techniques for devising, structuring and performing their own
drama teacher to develop this unit. Currently it is screen works. They should use appropriate technologies to shoot, edit and present their works. For their assessment, students will be
asked to select a bible verse and construct a short movie around this.

very straight forward – with relatively poor OBJECTIVES:

1. Students will learn how to use a variety of technologies to create dramatic meaning

integration strategies (i.e. “Make a video of this”). 2. Students will learn to collaborate with others to create a short film
3. Students will be familiar with a variety of shots used to create dramatic meaning
4. Students will learn how to manipulate the elements of drama and production to create an interesting film
5. Students will learn how to direct

I would like to work on this further with the teacher 6. Students will learn about sound and editing

These will be learned through:

to develop the unit so that the students need to Making drama that explores a range of imagined and created situations in a collaborative drama and theatre environment

solve a problem, and part of the solution will be to Performing devised and scripted drama using a variety of performance techniques, dramatic forms and theatrical conventions to
engage an audience

use the video camera. Appreciating the meaning and function of drama and theatre in reflecting the personal, social, cultural, aesthetic and political aspects
of the human experience.

OUTCOMES:
Having said this though, the fact that this teacher 5.1.1
5.1.2

has been so keen to develop this unit with me is a 5.1.3

5.1.4

major breakthrough as they have relatively poor

overall IT skills. They are very excited, as am I,
about developing this unit further.
I think if we look at the four possible approaches:

1) Open for all

2) Open, with blacklisted or restricted/filtered content
3) Closed, with whitelisted or permitted content
4) Completely blocked internet

... then I don't think that any single one of these is the answer. I might even go as far as to say that the appropriate response will be
different for various different institutions, or even different applications within the same institution.

In my situation, we use option 2 predominantly - an open internet policy, with particular sites filtered. At present the filtering is
probably a little too strict for my personal preferences, however it is certainly far from unworkable.

However there are times where you want more control than this. Perhaps you want to guide the students to one website only, or
perhaps 3 or 4. In this instance I've found products like "NetSupport School Tutor" to be fantastic. For those that aren't familiar with
it, you can view/control quite closely what the students are doing. You can allow only particular websites for a given lesson. You
can also block internet access completely for parts of the lesson.

One feature that I've found particularly useful has been being able to view all student screens at once. As the students know that I
can do (and regularly do) this, the likelihood of them getting off task during the lesson is greatly reduced. You can also share or
take complete control of their computer which is fantastic for explaining concepts or giving instruction.

There are even 'chat' facilities and messaging facilities which can also be really useful.

Obviously something like this doesn't replace a sound internet use policy (AUP), however it can bring an added level of flexibility to
the control you need.
Well term four has finally arrived and I'm able to catch up on some things I've been
neglecting!

I really appreciated the father/son cartoon where the son asks why we have five fingers
when there are only 2 mouse buttons. It really highlighted to me the different attitudes
towards computers (technology). On the one hand the son obviously feels as though
computers have been as prolific throughout all time as they are now.

Father, on the other hand, being a digital immigrant, seems to not understand the
perspective of his son. Perhaps a quick witted father would reply "Because you need to
use all 5 fingers on each hand to type quickly."

However, perhaps I'm showing my own inertia with that comment. He may be using voice
recognition software or the like that has totally removed the requirement for a keyboard...
I found this lecture to be both thought provoking, and extremely difficult to sit through!

As has been previously stated, I don't think there was anything particularly new there for
me, but there were a few good reminders. Diana's comments were interesting, stating that
kids (even very young ones) have been learning through technology for a number of
years. Its incredible the knowledge and skills that they have, and that we just expect them
to have at this stage.

Last year i was fortunate enough to teach some refugees from NESB in New Zealand.
Two girls from Ethiopia come to mind. I began with them in the same manner I had with
the rest of the class, using some very basic word processing tasks. The other girls had
handled this relatively well. These new girls though were really struggling. It took me a
little while to step back and realise that these girls had never seen a computer before, so I
had to dump all of my assumed knowledge, and start from the VERY basics.

If we compare this to the students that most of us will be teaching, we can see clearly the
level of competence that even most 3 or 4 year olds have in our society.

I think the challenge for us is not necessarily to teach students how to use technology -
most of them generally work that much out for themselves. (As digital natives). Our
challenge is to show them how to best utilise this technology in every part of their lives,
and to model this effectively in our classrooms.

The other thought that occurred to me while listening to the lecture, is how difficult I found
it to stay focused. In a course where we are challenged to find the best way to integrate
technology as a teaching tool, I found this "death by powerpoint" to be a vivid example of
"how not to use technology".