25 March 2022 - Teaching and Learning in the Digital World A1 - Caroline Reed 21067840
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School
Curtin University *
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Course
101
Subject
Mathematics
Date
Apr 3, 2024
Type
Pages
5
Uploaded by SargentFreedomSeal65
Seesaw is an interactive learning platform for teachers, students and families. With
Seesaw, teachers can create online learning activities for any subject they wish to
teach. With the many multimodal tools provided by Seesaw, a teacher can build an
engaging, fun and educational activity for students that also promotes creative
thinking.
Students can then complete these activities on Seesaw. Teachers are able to gain
insight to the different stages of their students' thinking and learning. With the
wide variety of Seesaw’s online, built in response delivery options, such as
recording, drawing, videoing etc., students have the opportunity to use what best
learning style suits them. (Seesaw, 2014).
Families can also view the content, progress and focus areas their children are
working on. They can also interact with other families to celebrate student
progress and achievements through the Seesaw app or website (Seesaw, 2014).
Seesaw can be easily accessed through their website https://web.seesaw.me/ or
through their app, offering both free and paid packages. (Seesaw, 2014.)
(alamy, n.d.)
Using Seesaw in an education setting
allows teachers to target specific learning
goals and meet individual needs of
students. This will allow for teacher
insights into the current understandings
of their students. For example when teaching year 4
mathematics, a teacher can create
multiple in-class and at-home Seesaw
activities for students. Taking into account
the proficiency strands outlined in the
Mathematics curriculum and using the
content strand of ‘Measurement and
Geometry’. A teacher is easily able to
create an interactive activity for the
student using Seesaw to ‘compare areas
using grid paper’ (using units of
measurement) (Mathematics (Version 8.4),
n.d.). For example, an activity could be an
interactive grid containing the outline of
various shapes for the student to shade,
in order to measure and compare shape
sizes.
DESCRIBE HOW SEESAW MAY BE
USED EFFECTIVELY IN AN EDUCATIONAL
SETTING, LINKING IT TO THE AUSTRALIAN
CURRICULUM.
WHAT IS SEESAW AND HOW DOES
IT WORK?
(Seesaw, 2014.)
(Seesaw, 2014.)
INDICATE THE PROS AND CONS FOR USING SEESAW IN AN EDUCATIONAL SETTING.
PROS
CONS
Seesaw offers multiple educational tools
for teachers to create their activities such
as the use of recording, games and
videos. Making the activity more
interactive and ‘hands on’ for the student
compared with something they would find
in a text book.
Seesaw promotes creative thinkers and
self-reflection, encouraging students to be
proud of the content they have made and
enabling them to share with others.
Seesaw is flexible and allows teachers to
build and create any content they like.
There is no limit with Seesaw.
For teachers and students who are not
confident with technology, Seesaw is
difficult to set up. Watching Seesaw’s ‘how
to’ video’s would assist with this aspect.
Seesaw, like many other online learning
tools, is all virtual. Students who have a
preferred learning style of pen and paper
may not experience the benefits of Seesaw. Some students may prefer having a teacher
sit down next to them and explain a task
rather than listen to a recording which
Seesaw cannot accommodate. A SHORT REVIEW ABOUT WHAT AREAS OF THE ICT
GENERAL CAPABILITIES SEESAW SUPPORTS FOR
STUDENTS Element - Applying social and ethical protocols and practices when using ICT
Element - Creating with ICT
Element - communicating with ICT
Information and Communication Technology is being implemented more now than ever in the classroom. It is important for students to understand the capabilities of ICT as it will be used in all learning areas throughout their education and beyond their schooling too (Australian Curriculum, n.d.). Seesaw could support many components of the ICT general capabilities such as:
Sub element - Apply digital information security practices
Level 1 - follow class rules about using digital information. (Australian Curriculum, n.d)
When using Seesaw, students are active on their devices. It is important that they stay
focused on the Seesaw tasks/activities they are instructed to complete instead of using
this time inefficiently by browsing the internet for example. In this case it is important
for the teachers to educate their students on applying personal security protocols
(Australian Curriculum, n.d.) when completing online activities such as Seesaw in class.
Sub element - Generate solutions to challenges and learning area tasks Level 1 - use ICT as a creative tool to generate simple solutions, modifications or data
representations for personal or school purposes (Australian Curriculum, n.d).
Students are easily able to solve problems and prove their understandings via targeted
learning tasks set and made by their teachers. Creativity can be fostered by offering
students the opportunity to use a variety of the in-built options Seesaw provides such
as video, drawing, photos etc.
Sub element - Collaborate, share and exchange
Level 1 - use purposefully selected ICT tools safely to view information shared by
trusted adults (Australian Curriculum, n.d).
Teachers are able to share information such as a YouTube video, a written text, photos
etc easily via Seesaw that students are able to view safely. Students are then not
browsing the internet unsupervised.Seesaw gives children a safe, supported way to
practise how to collaborate, share and exchange (Australian Curriculum, n.d.)
appropriately with ICT.
Teaching and Learning in the Digital World Caroline Reed 21067840 PART B - REFLECTION In undertaking this task, I focused on reviewing the Australian curriculum. What I found interesting was the evolution of the curriculum and the development of digital education programs, which wasn’t available when I was a student. AITSL highlights the importance for teachers to select and use resources (Australian Institute for Teaching and School Leadership (AITSL), 2017) to engage students’ learning. The curriculum offers an expansive framework for teachers so I chose to review the Seesaw tool because of the flexibility it provides to tailor the curriculum to each student’s individual needs. Before researching Seesaw and looking at other educational digital tools, I incorrectly assumed that living in Australia, all students and teachers have the same accessibility to technology. However, I discovered that only 62 per cent of Australian households access broadband (Howell, 2012). In my teaching career I will no doubt encounter less digitally advanced students. As a future teacher, I would need to implement strategies to accommodate these students when planning my lessons. With the results of hopefully expanding these students' digital learning, giving them greater opportunities for the future. (Australian Institute for Teaching and School Leadership (AITSL), 2017). One of the reasons I chose Seesaw is it allows students the opportunity to comment on work shared by fellow students. As Mary Ann Campbell describes in her journal article, technology has both a positive and negative impact on human behaviour (Campbell, 2005). One positive impact which Campbell highlights is that it encourages quieter students the opportunity to involve themselves in online discussions (Campbell, 2005). One obvious negative component of technology use is cyberbullying. Cyberbullying is very relevant for a teacher to consider when using tools such as Seesaw. As a teacher I would need to establish “safe, responsible and ethical use of ICT in student learning” (Australian Institute for Teaching and School Leadership (AITSL), 2017). I am happy I chose Seesaw to review. I could imagine it allowing me to easily incorporate and narrow down the specifics of the curriculum in order to create activities to suit students’ needs. It was hard to reflect and question why I did something. I overcame this by speaking with household members which enabled me to understand my thought progress.
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