My Google 20% Story

I have begun reflecting upon the books that I have been reading and this book is a great inspiration to my teaching practices; “The Google Story” by David A. Vise. You can read my reflections about this book here.

The Google Story

I have proven when education embraces some of the lessons learnt by Brin and Page into the life lessons being taught across the world that there is greater success and innovation. Every teacher can start this by simply asking the students about their creative ideas and providing the Google innovation “20% time” to develop and incubate these ideas.

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Minecraft-ing the Curriculum

With more and more focus on standardised testing and data collection in education teachers are looking for solutions that satisfy the curriculum and the governing education department’s requirements of assessment data.

The timeless question for many teachers in the classroom today is: How can I keep my students motivated to learn and participate? And there are a vast number of resources to answer this timeless question, but my answer is always to make it feel like it isn’t learning and the students are engaged and demonstrate a whole lot more than the curriculum outcomes that you have set for the lesson.



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Workflow is Everything

Since moving to Google Apps For Education I have found myself continually satisfied with how the tools interact and the collaborative nature of them to comment and support students whilst they are working on their task. The tools I use and how I effectively use them to manage my work flow are:

Google Apps for Education

Google Apps for Education

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Keeping It Short and Simple.

As the beginning of the final term of the South Australian  school year begins this week I am preparing myself for the inevitible finalizing of the years learning and wrapping up projects for the year.

Over the last few weeks of our break I have again been reflecting on how little I blog. In a attempt to make this valluable form of professional sharing and reflection I am changing tact. After reading a very clear and simple blog post by Tom2Teach Game Based Learning – Angry Birds. In this post Tom successfull conveys the ideas of using the mechanics of Angry Birds to develop simple, curriculum aligned, learning investigations in a variety of Learning areas.

My new paln is to record at the end of the week one way I used technology to provide individualised learning.  To begin with I will be reflecting directly on small events and how curriculum was delivered. I hope to expand this to include information about the tools I am using and how it helps my teaching productivity.

cc licensed ( BY NC SA ) flickr photo shared by Amanda Westmont

As an ICT teacher I know the experiences won’t be a problem it will be my time managment and support to sit and write the posts. This is where YOU, my readers can help me. I have begun a Twitter hashtag #BlogBud where your simple reminders and encouragement will help to keep me on track and much appreciated. I am sure once I get this into my routine and I get to a point of regular blogging I will provide sound support to all teachers in technology tools an practical examples for use in the classroom.

Thank you in advance for your support.


Games for Education

The title games can include console, the add-ons at the side of our Facebook or Google+ pages, Apps; and if we think really hard we might even remember outdoor games and board-games. I think it is safe to say we all enjoy playing games in one or more of these formats.

Why do we love games?

The love of games comes from the mechanics that draw us in to play them to start with. If we look at any game and it’s features we will always find they have engaging activities, we feel safe and motivated even if we don’t succeed initially, scaffolded levels encourage us to achieve goals. We are rewarded and continually challenged. You may notice that all the highlighted word used to describe games are also those that as educators we try to incorporate and embrace in our classroom. So why don’t we include more games into our curriculum? Don’t get me wrong, I recognise the fact that many junior primary classes include and incorporate games into their daily activity. I am questioning them being used as an in-depth learning or revision tool for students in the upper primary and secondary classes. Why is it that once we hit a certain age all games stop and we have to start “real” learning? I know the number of educational games increased daily. The platforms they can be played on are becoming more portable and accessible. We need to analise what games can teach us and how this can be integrated in to the curriculum. ACMA released a report titled “Media and Communications in Australian Families 2007 On page 33 of this report, the author indicates:

The main benefit of video/computer games identified by parents is their capacity to help children develop hand-eye coordination. Other benefits include learning through education games, development of cognitive and computer skills, and entertainment.

This perception, I believe, is not just isolated to parent’s. The community in general would make the same assumptions, and for teacher to actively and openly promote the fact that they use computer games to teach could be frowned upon. As with any innovative curriculum there is sure to be push-back. This is the opportunity to inform and educate others on the benefits of games beyond those stated in this research.

I have a simple analysis tool to help look at games and analyze their educational value and ways to incorporate them into the classroom curriculum. In this I am particularly focussing on electronic games.

Analyzing games model

Click for a larger image

This give a complete overview of all games and their educational value and application. If you wish to find out more about how I am implementing games into the primary curriculum please feel free to contact me on twitter at @rachbath.