Assignment 2 - Item 1c
With this course being a beginning course for a masters program, I have on occasion felt somewhat disadvantaged in what I am able to contribute to the discussions. However, I will attempt to reflect on what I have read from the course readings and the little experience I do have from practicums in the schools.
Exploring software for educational use:
I believe a key factor in choosing a piece of software for educational purposes should be whether or not it is going to “enhance student thinking and performance” as stated by (McKenzie, 2000, para.16).
Schools can spend all the money they have in the budget on purchasing software that they think might be of use to the students. However if there is no link to learning then it is of no use other than learning how to use that particular piece of software. The purchase or implementation of software applications need to be driven by a desire to enhance and increase productivity of student learning. Where educators see a gap in resources or the need for a link to engage or provide students with opportunities to relevant tasks, is when a software application should be considered. Software programs that are interactive tend to stimulate learning and help the student engage with the content.
These programs often have the advantage over traditional methods of being able to cater for different learning areas such as kinaesthetic, visual, and auditory learners. These programs should also provide opportunities for scaffolding in other curriculum areas so that students are able to transfer that learning.
ICT integration:
ICT integration takes place at grass roots level, in the classroom. Whether or not that takes place depends on the individual teacher and their experience, or lack there of in the use of technology. “We need to fundamentally reorganize school classrooms. Instead of a centralized-control model (with a teacher delivering information to a roomful of students), we should take a more entrepreneurial approach to learning. Students can become more active and independent learners, with the teacher serving as consultant,” as stated by (Resnick, 2002, p. 36).
Teachers that do not have a lot of experience with ICT should perhaps let go of the reins a little and allow the students some freedom to use ICT as a tool for empowering learning. There are endless possibilities when technology is engaged successfully in the learning process. Resnick puts forward the concept of amalgamating the curriculum into themes or projects and through that drawing in all the curriculum areas. This would have many advantages for each year level as they could all be working on the same project with the same outcome at the end, but how they each get there would depend on the teacher and the class. The integration of ICT into a concept such as this is a natural progression as students research information, engage in simulations, draw up data spread sheets and plot graphic representation of that data, produce presentations and text documents and the list would continue.
The integration of ICT should not be mandated and forced onto unwilling teachers but should become a natural process and sometimes left up to the student’s initiative as to where that leads.
These are two key concepts that I have been reflecting on and think they form an important part of how the use of ICT should or can be implemented in the classroom setting. It would seem far too often that these decisions are taken away from the teacher and implemented at a higher level with the teacher expected to conform or get the students to conform to the new program as was the case with the ‘Blue Sky High School’ mentioned in ‘The Software Trap’
Reference:
McKenzie, J. (2000, March). The software trap. Retrieved June 4, 2007, from http://fno.org/mar2000/softwaretrap.html .Resnick, M. (2002). Rethinking learning in the digital age. Retrieved June 4, 2007, from http://www.cid.harvard.edu/cr/pdf/gitrr2002_ch03.pdf .
Thursday, 7 June 2007
Monday, 28 May 2007
Report on Blogs in Education
EDU5471
Assignment 1 – 2a
Dean Carelse
Report
Blogs in Education
· The use of blogs in Education
· Comparison of blogs to other forms of electronic communications
· Examples of the use of blogs to enhance teaching or learning
· Blogs integrated into the learning process
Introduction
This document will discuss the use of blogs in Education and how they are being used as a communication tool to manage the knowledge that members of the school community create. It will provide comparisons between blogs and other electronic forms used for communication. It will further provide examples of how blogs can be used to enhance teaching and learning in the Educational setting and finally how blogs form an integral part of the learning process with considerations for pedagogical practice.
Why use blogs in Education?
Since the beginning of weblogs in 1997, their purpose has been to provide an opportunity for people to communicate without boarders and a means to convey thoughts, either those of a personal nature or general commentary. With the result, communities of different genres have emerged providing for different areas of interest with an easy to use interface. “ … Blogger itself places no restrictions on the form of content being posted. Its web interface, accessible from any browser” (Blood, 2000, p. 3). This presents the ideal platform to be used as a means of communication within the education setting.
Blogs in Education
The use of blogs in Education is a tool that provides access and ease of use to both student and teacher. For the teacher these are some of the uses a blog provides a platform for: networking, personal knowledge sharing, delivering instructional tips for students, course announcements, readings and knowledge management. Some of the uses for the students include; reflective or journal writing, knowledge management, assignment submission and review, dialogue for groupwork, e-portfolios and the sharing of course related resources (“Blogs in Education,” n.d.).
Educators are using blogs to motivate students and build online collaboration which enhances learning opportunities. Comments recorded from educators raise the point that students who believed that they did not do much reading and writing outside of the school, realized that they did not associate the fact that sending e-mails and surfing the internet were actually reading and writing. The difference is that one is fun while the other is considered work. “… we need to make them connect what they do for fun with writing and reading and learning. Weblogs can do that” (“Kairosnews” n.d.)
By becoming active participants in blogging, students are developing both literary and academic attributes that allow them to “exercise critical thinking, take creative risks, make sophisticated use of language and design elements” (“Shefler” n.d., para. 1). This is a life long skill that students begin to develop and something that they will use both in school and later in life. Through engaging in this form of communication students are sharing meaning and understanding that is building on the knowledge that they already have. This knowledge increases as comments are evaluated and new perspectives formed until the concept has been thoroughly explored (“Cross”, n.d.).
Teachers are using blogs to assist in communication with students, parents and peers. Through one URL all participants can access, read and comment on any particular thread, anywhere anytime. This creates an online community where knowledge and information is shared and managed.
Comparing blogs and other forms
In comparing blogs to other forms of electronic communication such as e-mail, a distinct difference is noticed with the way in which information is shared.
Farmer (2005, Introduction, para. 3) states the following:
RSS has allowed for the introduction of an entirely new mode of communication and interaction with information artefacts. As, almost without exception in higher education, online asynchronous communication has taken place either through email or discussion boards, these aspects are best illustrated by comparison:
With e-mail the person posting the e-mail has control over the communication and exhibits a sense of ownership over the discussion. The information is not permanent and is usually not archived and therefore is of limited value with regards to communication that is meant to provide cognitive presence, Anderson (cited in Farmer 2005).
In order to access information on discussion boards the user must login on line to retrieve the information and interact with it. Discussion boards differ from e-mail in that information is now fixed and archived in one place, although, in order to interact with it the user must login to a specific area.
Figure 3 above illustrates the different attributes of blogs compared to e-mail and discussion boards. The user can select from where to receive the information. It is always displayed in one area and provides for easy access and response to postings. “As a result of these communicative attributes, blogs have been used in educational settings in a number of different roles which have both extended upon and in some instances replaced existing online communication tools” (Farmer, 2005, Introduction, para. 7).
Examples of blogs
Following are some examples of how teaching and learning in the school are being enhanced through the use of blogs. A middle school teacher from California explains that the use of blogs “… allow her to differentiate instruction. She can deliver the help that one student needs without it being obvious to anyone else…" (“How Educators,” 2005, para. 4). She has also found that students produce better quality writing because they know that what they post will be accessible to all to read.
This article is an example of how a blog provided the platform for a project from South Valley Jr High in Liberty, Missouri to come to fruition. An eighth grade history teacher wanted to do a unit on the American Civil War, incorporating all three hundred students in the eighth grade. The idea of a book club through which to do the project seemed an impossible task, so he decided to set up a blog for the project. This would provide access to all students 24/7 where they could engage in discussion, post comments and thoughts. The Author of the book, Pat Hughes, joined in the blog discussion answering questions each day. The project was a huge success with the result that the school plans on running the project again in 2007-2008.
The blog address is: http://www.guerrillaseason.blogspot.com/
There is a short three minute video file presented by the teacher of the project which can be found at: http://www.teachertube.com/view_video.php?viewkey=c4d7336496819a46a1b6
Duck Diaries http://duckdiaries.edublogs.org/ is an example where an event in a school had been recorded, in this case it’s about a duck that decided to build its nest in the playground of a K-8 school. The effort that was put into this blog won the 2006 Edublog Star Award. In the kindergarten class, where students study a letter of the alphabet each week, the teacher rewrites the lyrics of a song embedding the letter for that week around the duck. The blog inspired other classes to contribute to the blog, with a grade one class contributing the designs of a ducks nest. Contributions came from other classes in the form of hand drawn and computer generated art works. In a literary class a fictional or non fictional story is written about the duck. The new visitor also became the subject of a science life cycle class, where the science curriculum is based on the inquiry approach to teaching and this situation fitted in well with the requirements of the inquiry approach.
Pedagogical practice
“Surface learning is characterised by the approach of the learner to complete only the minimum content necessary to meet assessment requirements… Conversely, deep learning is how learners stand back from an experience, seek out connections between concepts, and contextualise meaning” Rosie (cited in Bartlett-Brag 2003, Blogs in education, para. 3). Using blogs develops these concepts.
Students are exposed to a real audience when they publish their writings on a blog and are involved in a collaborative environment where they give and receive feedback on their work. This provides authentic experiences for the student as this is a similar process to the professional writer’s workshop, Kennedy (cited in Bartlett-Brag 2003).
As a research journal tool the blog provides “… interconnectivity between sharing ideas and highlighting issues as the researcher develops their theses” (Bartlett-Brag 2003, “Research journal,” para. 1). Researches use the blog as a sounding board for ideas they are developing and sharing these with their colleagues for critique before publishing their paper. This form of reflective learning leads to deeper learning and understanding where the learner is able to stand back and form connections between concepts, Rosie (cited in Bartlett-Brag 2003). As emerging scholars across the curriculum blogs provide students with an arena for constructive, collaborative and reflective learning that increases the knowledge base of all participants.
Conclusion
This report has presented information relating to the use of blogs in education and their potential as a valuable learning and teaching tool that aids in the development of cognitive processes. Although blogs are reasonably new to the education setting, it is hoped that this report will give due credit to the value and potential that blogs have to offer students in contemporary classrooms. With the constant exposure to technology this concept is not restricted to upper primary or secondary schools only, but also to the lower grades who are discovering the many uses of the computer. The development of a knowledge community involves participants at all levels and includes all parties.
References:
Bartlett-Brag, A. (2004). Blogging to learn. Retrieved 23 April, 2007 http://resources.flexiblelearning.net.au/resources?14@204.7evtamDmceb.0@.ee818e0
Blogs in Education. (n.d.). Retrieved April 22, 2007 from http://awd.cl.uh.edu/blog/
Blood, R. (2000, September 7). weblogs: a history and perspective. Retrieved April 20, 2007, from http://www.rebeccablood.net/essays/weblog_history.html
Cross, J. (n.d.). Retrieved April 22, 2007 from http://weblogg-ed.com/why-weblogs/
Duck Diaries (2006). Retrieved April 24, 2007 from http://duckdiaries.edublogs.org/
Farmer, J. (2005). Incorporated subversion. Retrieved April 22, 2007 from http://incsub.org/blog/2005/blogs-anywhere-high-fidelity-online-communication
Guerrilla season book blog project (2006). Retrieved April 23, 2007 from http://www.teachertube.com/view_video.php?viewkey=c4d7336496819a46a1b6
How Educators are using blogs (2005). Retrieved April 22, 2007 from http://www.intel.com/education/projects/news/vol_05/elementary2.htm
Kairosnews. (n.d.). Retrieved April 22, 2007 from http://weblogg-ed.com/why-weblogs/
Shefler, L. (n.d.). Retrieved April 22, 2007 from http://weblogg-ed.com/why-weblogs/
Assignment 1 – 2a
Dean Carelse
Report
Blogs in Education
· The use of blogs in Education
· Comparison of blogs to other forms of electronic communications
· Examples of the use of blogs to enhance teaching or learning
· Blogs integrated into the learning process
Introduction
This document will discuss the use of blogs in Education and how they are being used as a communication tool to manage the knowledge that members of the school community create. It will provide comparisons between blogs and other electronic forms used for communication. It will further provide examples of how blogs can be used to enhance teaching and learning in the Educational setting and finally how blogs form an integral part of the learning process with considerations for pedagogical practice.
Why use blogs in Education?
Since the beginning of weblogs in 1997, their purpose has been to provide an opportunity for people to communicate without boarders and a means to convey thoughts, either those of a personal nature or general commentary. With the result, communities of different genres have emerged providing for different areas of interest with an easy to use interface. “ … Blogger itself places no restrictions on the form of content being posted. Its web interface, accessible from any browser” (Blood, 2000, p. 3). This presents the ideal platform to be used as a means of communication within the education setting.
Blogs in Education
The use of blogs in Education is a tool that provides access and ease of use to both student and teacher. For the teacher these are some of the uses a blog provides a platform for: networking, personal knowledge sharing, delivering instructional tips for students, course announcements, readings and knowledge management. Some of the uses for the students include; reflective or journal writing, knowledge management, assignment submission and review, dialogue for groupwork, e-portfolios and the sharing of course related resources (“Blogs in Education,” n.d.).
Educators are using blogs to motivate students and build online collaboration which enhances learning opportunities. Comments recorded from educators raise the point that students who believed that they did not do much reading and writing outside of the school, realized that they did not associate the fact that sending e-mails and surfing the internet were actually reading and writing. The difference is that one is fun while the other is considered work. “… we need to make them connect what they do for fun with writing and reading and learning. Weblogs can do that” (“Kairosnews” n.d.)
By becoming active participants in blogging, students are developing both literary and academic attributes that allow them to “exercise critical thinking, take creative risks, make sophisticated use of language and design elements” (“Shefler” n.d., para. 1). This is a life long skill that students begin to develop and something that they will use both in school and later in life. Through engaging in this form of communication students are sharing meaning and understanding that is building on the knowledge that they already have. This knowledge increases as comments are evaluated and new perspectives formed until the concept has been thoroughly explored (“Cross”, n.d.).
Teachers are using blogs to assist in communication with students, parents and peers. Through one URL all participants can access, read and comment on any particular thread, anywhere anytime. This creates an online community where knowledge and information is shared and managed.
Comparing blogs and other forms
In comparing blogs to other forms of electronic communication such as e-mail, a distinct difference is noticed with the way in which information is shared.
Farmer (2005, Introduction, para. 3) states the following:
RSS has allowed for the introduction of an entirely new mode of communication and interaction with information artefacts. As, almost without exception in higher education, online asynchronous communication has taken place either through email or discussion boards, these aspects are best illustrated by comparison:
With e-mail the person posting the e-mail has control over the communication and exhibits a sense of ownership over the discussion. The information is not permanent and is usually not archived and therefore is of limited value with regards to communication that is meant to provide cognitive presence, Anderson (cited in Farmer 2005).
In order to access information on discussion boards the user must login on line to retrieve the information and interact with it. Discussion boards differ from e-mail in that information is now fixed and archived in one place, although, in order to interact with it the user must login to a specific area.
Figure 3 above illustrates the different attributes of blogs compared to e-mail and discussion boards. The user can select from where to receive the information. It is always displayed in one area and provides for easy access and response to postings. “As a result of these communicative attributes, blogs have been used in educational settings in a number of different roles which have both extended upon and in some instances replaced existing online communication tools” (Farmer, 2005, Introduction, para. 7).
Examples of blogs
Following are some examples of how teaching and learning in the school are being enhanced through the use of blogs. A middle school teacher from California explains that the use of blogs “… allow her to differentiate instruction. She can deliver the help that one student needs without it being obvious to anyone else…" (“How Educators,” 2005, para. 4). She has also found that students produce better quality writing because they know that what they post will be accessible to all to read.
This article is an example of how a blog provided the platform for a project from South Valley Jr High in Liberty, Missouri to come to fruition. An eighth grade history teacher wanted to do a unit on the American Civil War, incorporating all three hundred students in the eighth grade. The idea of a book club through which to do the project seemed an impossible task, so he decided to set up a blog for the project. This would provide access to all students 24/7 where they could engage in discussion, post comments and thoughts. The Author of the book, Pat Hughes, joined in the blog discussion answering questions each day. The project was a huge success with the result that the school plans on running the project again in 2007-2008.
The blog address is: http://www.guerrillaseason.blogspot.com/
There is a short three minute video file presented by the teacher of the project which can be found at: http://www.teachertube.com/view_video.php?viewkey=c4d7336496819a46a1b6
Duck Diaries http://duckdiaries.edublogs.org/ is an example where an event in a school had been recorded, in this case it’s about a duck that decided to build its nest in the playground of a K-8 school. The effort that was put into this blog won the 2006 Edublog Star Award. In the kindergarten class, where students study a letter of the alphabet each week, the teacher rewrites the lyrics of a song embedding the letter for that week around the duck. The blog inspired other classes to contribute to the blog, with a grade one class contributing the designs of a ducks nest. Contributions came from other classes in the form of hand drawn and computer generated art works. In a literary class a fictional or non fictional story is written about the duck. The new visitor also became the subject of a science life cycle class, where the science curriculum is based on the inquiry approach to teaching and this situation fitted in well with the requirements of the inquiry approach.
Pedagogical practice
“Surface learning is characterised by the approach of the learner to complete only the minimum content necessary to meet assessment requirements… Conversely, deep learning is how learners stand back from an experience, seek out connections between concepts, and contextualise meaning” Rosie (cited in Bartlett-Brag 2003, Blogs in education, para. 3). Using blogs develops these concepts.
Students are exposed to a real audience when they publish their writings on a blog and are involved in a collaborative environment where they give and receive feedback on their work. This provides authentic experiences for the student as this is a similar process to the professional writer’s workshop, Kennedy (cited in Bartlett-Brag 2003).
As a research journal tool the blog provides “… interconnectivity between sharing ideas and highlighting issues as the researcher develops their theses” (Bartlett-Brag 2003, “Research journal,” para. 1). Researches use the blog as a sounding board for ideas they are developing and sharing these with their colleagues for critique before publishing their paper. This form of reflective learning leads to deeper learning and understanding where the learner is able to stand back and form connections between concepts, Rosie (cited in Bartlett-Brag 2003). As emerging scholars across the curriculum blogs provide students with an arena for constructive, collaborative and reflective learning that increases the knowledge base of all participants.
Conclusion
This report has presented information relating to the use of blogs in education and their potential as a valuable learning and teaching tool that aids in the development of cognitive processes. Although blogs are reasonably new to the education setting, it is hoped that this report will give due credit to the value and potential that blogs have to offer students in contemporary classrooms. With the constant exposure to technology this concept is not restricted to upper primary or secondary schools only, but also to the lower grades who are discovering the many uses of the computer. The development of a knowledge community involves participants at all levels and includes all parties.
References:
Bartlett-Brag, A. (2004). Blogging to learn. Retrieved 23 April, 2007 http://resources.flexiblelearning.net.au/resources?14@204.7evtamDmceb.0@.ee818e0
Blogs in Education. (n.d.). Retrieved April 22, 2007 from http://awd.cl.uh.edu/blog/
Blood, R. (2000, September 7). weblogs: a history and perspective. Retrieved April 20, 2007, from http://www.rebeccablood.net/essays/weblog_history.html
Cross, J. (n.d.). Retrieved April 22, 2007 from http://weblogg-ed.com/why-weblogs/
Duck Diaries (2006). Retrieved April 24, 2007 from http://duckdiaries.edublogs.org/
Farmer, J. (2005). Incorporated subversion. Retrieved April 22, 2007 from http://incsub.org/blog/2005/blogs-anywhere-high-fidelity-online-communication
Guerrilla season book blog project (2006). Retrieved April 23, 2007 from http://www.teachertube.com/view_video.php?viewkey=c4d7336496819a46a1b6
How Educators are using blogs (2005). Retrieved April 22, 2007 from http://www.intel.com/education/projects/news/vol_05/elementary2.htm
Kairosnews. (n.d.). Retrieved April 22, 2007 from http://weblogg-ed.com/why-weblogs/
Shefler, L. (n.d.). Retrieved April 22, 2007 from http://weblogg-ed.com/why-weblogs/
Thursday, 26 April 2007
Week 8
These are two other blogs that I responded too:
1) http://salwainuae.blogspot.com/
2) http://pundery.blogspot.com/
The links below, take you to the comments posted on the two blogs:
1) https://www2.blogger.com/comment.g?blogID=5869517323817389398&postID=4678633092914675749
2) https://www2.blogger.com/comment.g?blogID=5888976845195412566&postID=6638750928353126660
1) http://salwainuae.blogspot.com/
2) http://pundery.blogspot.com/
The links below, take you to the comments posted on the two blogs:
1) https://www2.blogger.com/comment.g?blogID=5869517323817389398&postID=4678633092914675749
2) https://www2.blogger.com/comment.g?blogID=5888976845195412566&postID=6638750928353126660
Thursday, 19 April 2007
Week 7
Last week of Easter break and still a whole lot of work to get through, I need another free week. The discussion forum has picked up pace a little and with new discussion areas being added and more contributions. If ‘time’ would allow there could be some ‘real value’ learning taking place. Looking at my calendar I see a whole lot of orange stickers very close together which is a scary reality, so on that note and with my blog updated its head down and back into the assignments.
Week 6
Start of the Easter break for two weeks, this will hopefully allow for time to catch up on assignments that are due in the next couple of weeks. There hasn’t been much time to sit back and reflect on the discussions that have taken place and draw out what might be useful elements for use in the classroom. Having said that I think the discussions on blogs has reinforced their value in the classroom context and has encouraged me to carry out further research to reaffirm that. Some of the M-learning points raised have demonstrated the potential for the use of technology in schools, although I have reservations about certain issues, such as cost of air time and whether or not this creates an inclusive learning tool.
Week 5
Trying to keep up with all the postings and contribute on the discussion forum. There have been some interesting postings with a lot of new learning for me and some helpful resources for the assignment. Once again ‘time’ seems to be the major factor for everyone, with so many postings daily especially on study desk. The online forum discussion has slowed down, no doubt due to a focus on the assignment.
Friday, 23 March 2007
Week 4
Another busy week trying to keep up with all the postings and making a start on the assignments. Some of the topics that were raised in the forum i was involved in were: M-Learning, an interesting look at what is currently taking place with mobile learning and what might be it's future. Virtual classrooms were another topic, which raised opinions from both positive and negative perspective, virtual classrooms have allowed access to education for those that otherwise might not have received that education due to locality or lack of resources. The flip side of the coin is are these students being disadvantaged because they are not receiving face to face quality effective teaching? The third topic was Blogs and why do we use them when we have discussion forums and other communication tools?, there were a number of interesting view points that answered some of these questions.
Week 3
The end of week three already. I am doing two ICT courses this semester EDU3473 and this one EDU5471 and a two credit point Literacy course.
Week 2
One of the activities for week 2 was to choose an historical figure that we identified with and why? and how they would have used the internet. I found this quite a challenge, but found someone who i admire for his sheer tenacity and courage to follow a dream. The man is Igor Sikorsky here are three links you might like to take a look at: http://www.sikorskyarchives.com/siksky2.html
http://www.sikorskyarchives.com/
http://www.allstar.fiu.edu/aero/sikorsky.htm
Week 1
From previous on-line courses these are my tips on survival:
1.Keep up to date with activities
2.Seek advice from others
3.Read the required and other readings
4.Don't be afraid to ask questions or for clarity
5.Work together with others on the course
Introduction
Hi my name is Dean; I am married with three children eight, five and three, which makes for a busy life juggling study and family commitments. I am originally from South Africa and am a diesel mechanic by trade. I had been doing this for eighteen years, until my commencement in the BPMU (bachelor of primary and middle school) program three years ago.
We have been living in Australia for just over seven years now and love it here. We started our adventure in Australia in a little country town called “Wee Waa” in NSW, which is the cotton capital of Australia. With a population of 2000 it is quite a small town, which also makes for a friendly town and spent just over three years there. It was a wonderful experience and we made some really good friends.
I believe teaching is a profession where one can make a difference in a child's life and with technological changes taking place almost daily, the use of computers are a valuable tool to enhance learning, which is why I am majoring in ICT.
Dean
Week 3
The end of week three already. I am doing two ICT courses this semester EDU3473 and this one EDU5471 and a two credit point Literacy course.
Week 2
One of the activities for week 2 was to choose an historical figure that we identified with and why? and how they would have used the internet. I found this quite a challenge, but found someone who i admire for his sheer tenacity and courage to follow a dream. The man is Igor Sikorsky here are three links you might like to take a look at: http://www.sikorskyarchives.com/siksky2.html
http://www.sikorskyarchives.com/
http://www.allstar.fiu.edu/aero/sikorsky.htm
Week 1
From previous on-line courses these are my tips on survival:
1.Keep up to date with activities
2.Seek advice from others
3.Read the required and other readings
4.Don't be afraid to ask questions or for clarity
5.Work together with others on the course
Introduction
Hi my name is Dean; I am married with three children eight, five and three, which makes for a busy life juggling study and family commitments. I am originally from South Africa and am a diesel mechanic by trade. I had been doing this for eighteen years, until my commencement in the BPMU (bachelor of primary and middle school) program three years ago.
We have been living in Australia for just over seven years now and love it here. We started our adventure in Australia in a little country town called “Wee Waa” in NSW, which is the cotton capital of Australia. With a population of 2000 it is quite a small town, which also makes for a friendly town and spent just over three years there. It was a wonderful experience and we made some really good friends.
I believe teaching is a profession where one can make a difference in a child's life and with technological changes taking place almost daily, the use of computers are a valuable tool to enhance learning, which is why I am majoring in ICT.
Dean
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