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Tag: resources

  • Digital Curriculum: Destiny or Disaster?

    From the first day of full time employment at a school, I was put in charge of “Technology”, not for my design process skills, but for my knowledge of ICT and computers. I became the go to guy in fixing problems with teacher laptops, sound systems and projectors. That soon became student Chromebooks and student iPads. Of course, the school had external support as well, but having someone onsite is incredibly convenient, especially when ICT can be problematic at the drop of a hat, and is becoming more and more relied upon by teachers to bring learning to today’s learners.

    You’d think I’d be incredibly excited and enthusiastic about the announcement of the new ‘digital curriculum’ being implemented around the country in 2020. What an opportunity to share my passion and knowledge of ICT with the next generation and prepare them for the world of tomorrow as we delve deeper into the digital age.

    However, I’m not.

    You see; I’m also a self-taught programmer myself. I design and code websites. This site was built by me, though largely a theme, it has been modified to suit my own tastes and coded to reflect that. I have built my own personal website from the ground up on the back of WordPress. I dabble in CSS (with SASS / LESS), PHP, HTML, and Javascript.

    There’s not many teachers (especially primary school) who can say that!

    I know that behind every code, there is a whole bunch of trial and error, refreshing, and testing. Programming is largely just problem solving.

    My issue is that in my current job, that we are having trouble enough teaching students to read, write, and do math, let alone be able to create a simple script that includes tags, if/else statements, or simple calculations.

    In 2015, I taught a class with one-to-one Chromebooks, and we spent the first term learning how to spell our last names, because the school email address for students is firstname.lastname@schoolname.ac.nz.
    Then it was time to remember our passwords.

    Sure, the curriculum itself isn’t going to be getting students to create complex code or learn any particular language, just like Year 1 students won’t be learning their 8 times tables. However, it would seem to me that certain priorities need to be addressed first – such as basic literacy and numeracy skills. Something tells me that for many students, it will become a matter of running before they can walk.

    My other gripe is that the Ministry can announce a digital curriculum and implement it within a few years, and yet there still isn’t an actual Māori / Te Reo Māori curriculum. I guess it shows where the priorities are.

    Fun and Games?

    So then, what will they be doing? And will it be at all relevant to what they need in the future? Or is it all just a little bit of fun and games and doing something “cool”?

    The curriculum document says:”

    In years 1–8, these two areas are usually implemented within other curriculum learning areas, integrating technology outcomes with the learning area outcomes. These two areas also significantly contribute to students developing the knowledge and skills they need as digital citizens and as users of digital technologies across the curriculum. They also provide opportunities to further develop their key competencies.

    – NZC Online, TKI. 

    It goes on to outline exactly what “Computational thinking for digital technologies” and “Designing and developing digital outcomes” mean for the students, and a lot of it is around raising awareness of what computers are capable, what their limitations are, what problems can be solved with them, and what possibilities there are. It ranges from programming to digital media and safety online.

    So it might not all be so doom and gloom – especially considering that for the most part, I already try to integrate digital technology throughout all other areas of learning.

    Those of you who have ever been around children and technology, you’ll know at how quickly they pick things up and run with them. I remember my 2 year old nephew taking photos on my phone and then flicking through them all after he’d taken some!

    Are you Ready?

    I have to give the Ministry some credit here too. Unlike National Standards where they were inflicted upon us without any kind of preparation or support, they have gone above and beyond to provide schools with resources and support through their Kia Takatū ā-Matihiko – Digital Readiness programme. Schools wanting to up-skill and get on board with the new digital curriculum should head over there now and check out the resources on hand to support you and your staff in getting up to speed with the new curriculum area.

     

  • Māori Language Resources for Teachers | SchoolNews

    Original article: https://www.schoolnews.co.nz/2017/08/maori-language-resources-for-teachers/

    Resources to help teachers prepare for Māori Language Week and to normalise use of Te Reo in the classroom.

    He uri nō Koterana e mihi nei. Ko Benechie te maunga. Ko Dee te awa. Ko North te moana. Engari, he Māori āku tamariki, nō Ngāti Awa. Aku taura here ki te kaupapa o te reo Māori me te mātauranga Māori ko rātou ko āku mokopuna.

    Background 
    It is 16 years since the paucity of Māori language resources was highlighted by educator Ian Christensen in his PhD dissertation (2001) on Māori language revitalisation. At the same time, an audit by Te Puni Kōkiri reached a similar conclusion. In 2007, the Education Review Office (ERO) reviewed curriculum materials that support the teaching and learning of te reo in the English medium sector. They acknowledged that resources were limited – a situation that was both disempowering for teachers and limiting for learners. ERO recommended that future resources should:

    1. support the range of English medium students’ proficiency levels;
    2. be informed by the Māori language curriculum guidelines (Te Aho Arataki Marau); and reflect current second language teaching and learning theories.

    The audit by TPK and the review by ERO also drew attention to a lack of professional development to help teachers use the ministry’s Māori language resources.

    More recently, the Waitangi Tribunal expressed concern about the lack of Māori language resources. And, in an unpublished thesis, Jackman discussed the reality of student disengagement due to the lack of suitable Māori language materials. Jackman found that children were hōhā having to do the same worksheets each year during Māori Language Week.

    Professional development to support the teaching and learning of Māori  
    There are two core MoE resources for the teaching and learning of Māori language in English medium primary schools (years one to six); namely:

    • – Te Aho Arataki Marau mō te Ako i te reo Māori – Kura Auraki (2009), the Māori language curriculum guidelines for years one to 13; and
    • – He Reo Tupu He Reo Ora (2011), the multimedia resource for the teaching of te reo Māori in years one to six.

    There is a (relatively new) process for schools who want to access centrally-funded PD around these resources – and indeed any associated kaupapa e.g. upskilling teachers’ Māori language proficiency; teaching in a culturally responsive way; unpacking the principles in Ka Hikitia; exploring the cultural competencies in Tātaiako.

    Firstly, having identified a need for the PD, schools must submit a proposal, to express interest in accessing such training. Then, if successful, schools will choose from a list of preferred PD providers – currently published on the Ministry of Education (MoE) website, with a two-page summary of their relevant knowledge and experience.

    Thereafter, the provider and the school will co-construct a delivery plan – setting out the desired outcomes of the PD, with progress measures. For example, one of the outcomes could be for staff to use Māori language resources in the classroom in a meaningful way – to enhance students’ learning of te reo Māori.

    Hitherto, this funding process has been handled by the MoE. However, the new education minister has recently announced that teachers’ access to PD will now be managed by the Education Council, a body that is independent from the Ministry.

    Te reo Māori – a core curriculum subject or not? 
    Also topical at the moment is the fact that NZCER has just published a report (commissioned by the Māori Language Commission) recommending that te reo Māori should be a core curriculum subject – beginning with Year 1 students in 2020, until it is being taught at all levels by 2037.

    NZEI has responded to this proposal with caution, even though the professional body recognises wholeheartedly the importance of valuing the indigenous language of this country and acknowledges the positive impact for Māori students. Teachers’ reservations emanate from their feelings of inadequacy and lack of confidence. Hence their plea to the Ministry for increased support and resources.

    Read more here.

    Original Source: https://www.schoolnews.co.nz/2017/08/maori-language-resources-for-teachers/

  • Introducing Daily 5 – Prezi Presentation

    It’s the start of the year, and one of the most important things is to begin how you mean to go on.

    From day one, I begin my classroom routine, especially for Daily 5.

    The last few years I’ve been relying on a Powerpoint found on Pinterest to introduce and explain Daily 5 to my new class.

    This year I decided to make my own, taking aspects from this powerpoint, but also adding my own things, and truncating some of the information to keep up with the declining attention span of my students.

    Feel free to use this as you begin your journey into Daily 5.

    http://prezi.com/vztrhn1kvjsh/?utm_campaign=share&utm_medium=copy[su_lightbox src=”http://prezi.com/vztrhn1kvjsh/?utm_campaign=share&utm_medium=copy”][su_button] Welcome to Daily 5 – Prezi.com [/su_button][/su_lightbox]

    [su_qrcode data=”http://prezi.com/vztrhn1kvjsh/?utm_campaign=share&utm_medium=copy” title=”Welcome to Daily 5″ align=”right” link=”http://prezi.com/vztrhn1kvjsh/?utm_campaign=share&utm_medium=copy”]

  • C02 – Back Up and Re-read

    https://www.youtube.com/watch?v=LvRD8czcf6g

  • Copyright for New Zealand Teachers – The Creative Commons solution.

    Back in June I was made aware of an issue surrounding Copyright and teaching. Essentially, any resources created for teaching, by teachers, are actually the rightful property of the Board of Trustees of that school. For any teacher to share or use those resources outside of that school is breach of the copyright, and permission needs to be sought.

    You can read the whole article here:
    Copyright for New Zealand Teachers > Unleash Education

    The Creative Commons solution

    Now; being a creative with my own views on copyright, and my own works that hold copyrights, I am very interested in the whole process. To me, as I move through my teaching career, I often see ideas, or think of ideas, and then go about doing my best to make my own resources that are better; whether through advancing functionality or simply putting my own aesthetic improvements on existing ideas.

    I also would want to be able to share these, and use these in any future teacher positions I might hold at other schools.

    So I quickly went about searching for solutions. In the process, it also surprised me how many teachers have no idea that this was the law.

    The solution as it turns out is actually relatively simple, but requires the board to make a deliberate policy change or addition. Creative Commons have made a ‘in schools’ page which outlines the issues quite well, but on top of that, they have developed a policy template for schools to use. I recommend using the ‘annotated’ version first, to get your head around the language of copyright, which can be relatively technical if you’re not used to it.

    Our board is currently in the process of adopting this policy for our school. I hope that this makes the situation around copyright for teachers clear for you, and that you can encourage your school to check its policy around this.

     

     

    The Policy

    This is a copy of the policy template that Creative Commons has provided. It includes the annotations, which I have tried to make a little clearer using fuller sentences than those provided by Creative Commons.

    Preamble

    SCHOOL wishes to encourage the open and free exchange of information, knowledge and resources, and support the collaborative production of copyright works that are freely available to all. SCHOOL encourages both staff and students to support free and open access to copyright works.

    The preamble gives the general purpose for the policy.  It also states the school’s position that it will be using Creative Commons licences to share copyright works.

    Policy

    The Board of Trustees of SCHOOL:

    1. Recognises that the Board of Trustees holds first ownership of copyright of works produced by the Board’s employees in the course of their employment.

    This states that the default ownership settings for copyright works produced by teachers and employees of the school under section 21(2) of the Copyright Act 1994 (NZ) belongs to the school/Board of Trustees.

    2. Applies by default a Creative Commons Attribution Licence to all teaching materials and policies in which the Board of Trustees of the school owns copyright.

    This is the key part of the policy, as it is referred to throughout the rest of the document below.
    It limits the default application of Creative Commons licensing to teaching materials and policies. While these are broad categories, the clause is intended to refer to those teaching or policy resources that would be of use to other schools, and is not intended to apply to every copyright work produced in the school.
    Note also that ‘default’ means that the school can make exceptions to the policy at its discretion.

    3. May apply a Creative Commons Attribution licence to other copyright works, aside from those described in (2), with the express agreement of the Principal. 

    This gives the school flexibility, should it decide to openly release works other than those outlined in the second (2) clause.

    4. May make exceptions to 2) at the discretion of the Principal. Any such exceptions should be limited by a specific time period and should consider the application of other, more restrictive Creative Commons licences, as opposed to simply reserving all rights in a copyright work.

    This will give the school some more flexibility, should it decide to be more restrictive than as outlined in the second (2) clause.

    5. Will transfer to the original creator the copyright in created works licensed by the school under a Creative Commons Attribution or Creative Commons Share-Alike .licence

    The Board of Trustees recognises the benefits of using the most open Creative Commons licences, and provides an incentive to employees to embrace the use of such licences.

    6. Does not make any claim over the ownership of copyright works produced by students. The copyright to these works remains with the creator.

    This simply clarifies that the school has no rights over copyright works produced by students, since they are not employed by the school.

    7. Recognises that this policy only applies to copyright works, and not to any other forms of intellectual property.

    This simply clarifies that Creative Commons licensing only applies to copyright works.

    8. Recognises that the copyright in works produced by an employee other than in the course of their employment by the Board of Trustees of the school remains the property of that employee. Where this is unclear, the process for dispute resolution, outlined below, shall apply.

    This is key for me and other creative type people. It recognises that there may be some uncertainty as to what constitutes a work produced in the course of one’s employment. It is intended to assure teachers that the policy only applies to works that are owned by the school, and to point to the dispute resolution process, below.
    For example; a teacher who creates a drawing or artwork at school, but hasn’t been “employed” or asked to do this by the school, the teacher owns the copyright. This applies to creative works outside of school; such as works created at home as a hobby or secondary employment, such as musical pieces or photography works.
    This also applies to written articles, such as those found on this website; which while are inspired and influenced by my teaching position, are not part of my employment, and so I retain the copyright.

    Definitions

    Creative Commons: An international non-profit that provides free open licences that copyright holders can use to share their work.

    Teaching Materials: Copyright works produced by employees of the school for the purposes of teaching.

    Policies and Procedures: Copyright works that determine, and provide guidance around, a course of action adopted by the school.

    The definitions around what is and is not covered by the policy should be adjusted by the school, as required.

    Disputes

    Where the first ownership of copyright in a given work is disputed or unclear, the following process will apply:

    1. In the first instance the dispute should be documented and presented to the school Principal. 
    2. If the dispute is still not resolved then the documentation should be presented to the chairman of the Board of Trustees. 
    3. If the dispute is still not resolved following 1) and 2), mediation with an appropriate authority will be undertaken.

    This should be replaced with the school’s dispute resolution process, where appropriate.

  • Copyright for New Zealand Teachers

    So this week I was introduced to a concept that I was completely unaware of as a teacher.

    And by concept, I mean law.

    As a creative, I have different fingers in different creative exploits including art, photography, web design, and music. Needless to say I thought I was rather familiar with the rules around copyright. Especially in it’s purpose to protect the creator of the work in question. I’m very familiar with the understanding that anything created for a company or corporate, being paid for by the company or corporate, then the company or corporate hold the copyright for that work, unless otherwise agreed upon. However as a teacher, I feel it’s slightly different, especially since so much “personal” time is invested in creating resources, planning lessons, or creating avenues of learning.

    However, I was completely unaware that under the 1994 New Zealand Copyright Act, schools fall into the same sort of category as a company or corporate; meaning that the copyright to works that teachers create is owned by the Board of Trustees. This means that, when teachers share, collaborate, and take resources they’ve made from one job to another without the Board’s express permission, they’re breaking the law.

    This is slightly concerning. I know of many teachers who have moved around to different teaching positions. It happens all the time. I know of at least 7 teachers who have moved in and/or out of at my current school during my 6 years there. It is also concerning given the nature of teaching, and teacher willingness to share, collaborate, and work together to have a greater impact on the world around them, by influencing and helping other colleagues, whether they be at the same school, the school down the road, or the school at the other end of the country.

    In different conversations around this, I received an email from Carolyn Stewart, who has been a principal for many years, and is now involved with Network 4 Learning. In it she explains the law very clearly and concisely in a way that if most laws were written like, the majority of us would have some chance of actually understanding them!

    She says:

    “The copyright for any teaching and learning resources, that is clearly linked to the daily employment of the resource creator, whether in school time or not belongs to the Board of Trustees who are their employer…  A teacher should only share resources outside their school boundary with the permission of their Board of Trustees – this includes taking resources when they move from school to school. Practically this is quite difficult to manage as we all know that deep within NZ teachers’ DNA is the propensity to share with others to improve learning for all NZ children.”

    Many schools and teachers do not realise this. I was one of them.

    TKI outlines it very clearly for teachers – but obviously we are incredibly busy and don’t like to use our time trawling through every webpage on TKI. In the page about Teachers and contractors copyright, it says

    As I did a little more investigating, it raised more and more questions.

    • How does this work for the Registered Teacher Criteria, that requires teachers to gather evidence of meeting the requirements of an effective teacher? Am I able to take this portfolio of my work with me and use it in another teacher role?
    • How does this work with templates or reports we have developed and shared with other schools, and vice versa?
    I do find it all very interesting and I believe many teachers will need to know this, especially when they come to the job or leave the job. Essentially the BOT could ask for all materials, resources, templates, planning from a teacher when they leave.
    I’m not saying they would.
    But I am saying they could, by law.
    I guess as a teacher, I don’t want to leave my current school and have to start from complete scratch again because I developed my own planning templates, lessons, resources, printables and others under my current school’s banner.
    As I see it, the school pays for my time as a teacher; not necessarily for the things I make for myself to help me teach.
    Beyond this, we already know the lines between being paid as a teacher and personal time are blurred beyond anything Robin Thicke can come up with. So where does the Board of Trustees ownership begin and end? Is a lesson I create at home automatically property of the school? What about something else, say, an artwork? Obviously we would say it has to be teaching related.
    Okay – so what about this article? Or any of the countless other articles I’ve written about teaching? Are they owned by the school, even though I’ve written them all in my own time? There seems to be more questions than answers!
    This is different to things resources like equipment that the school buys. The topic of resources leads to another interesting conundrum.
    If I purchase equipment, resources, or even software personally, I’m allowed to take those with me. They belong to me.
    If the school purchases equipment and resources etc., obviously they stay with the school.
    If I created a resource (because I’ve seen something and reckon I could do a better job making it instead of buying it) surely that’s me saving my own and/or the schools money. Because let’s face it, if the case is any resources I need I can’t take with me, then I’m going to be charging the school for. Why would I bother making it myself? If it’s staying at the school because of copyright, then I may as well purchase an existing (albeit inferior) one.

    The Solution?

    To me there is a very obvious solution to this conundrum the copyright law have left teachers in. Rather than having to ask permission of each and every Board of Trustees I work with in my career as a teacher, my suggestion would be for each school Board of Trustees to make permission to take ‘Teacher made’ resources a policy of the school. This would be a relatively simple statement waiving the right to withhold teachers taking their own resources, materials, planning, units, with them. As copyright holders, they can make the rules of who is allowed to use the copyrighted material or not. By making it open and allowing teachers to do so would be a very welcome policy in most schools, I would suggest.

    What others are saying

    So, the usual process when something like this comes up, is I hit Google and do a bit of a search to see what others are saying about this issue I previously knew nothing about.

    Most interestingly, only a year ago, this article slipped through the news. In it, Matt McGreggor of Creative Commons in New Zealand says

    “There’s a real absurdity in most schools at the moment where teachers don’t hold the copyright to their resources,” he said. “What that means is that teachers who share all the time are breaching the copyright of their board of trustees.

    “Every school in New Zealand should fix that problem by passing a Creative Commons policy.”

    So even those who work in the copyright industry say that the rule is stupid, but there is a very simple solution, similar – if not better – to the one I suggested earlier.

    Covering all the aspects of this is a webpage created by Creative Commons that outlines all that I discovered in the course of this article. It outlines the issues, as well as advocates on behalf of teachers for all boards to make a policy change so that Teachers are able to legally share their resources or take them with them as they move to another school. They have even created a template, making it easy for boards to implement a new policy.

    With it, they have made a couple of videos as well.

    I know for me, I will have to add another item to the next Board of Trustees meeting agenda.

    Related Reading:

  • The Success (and failure) of Social Media in Education

    Let’s face it. With the advent of Facebook, the world got smaller. We made connections with anyone and everyone. This was then increased with Twitter, where 95% of the people I now follow I have never met in person. As humans, we crave interaction, but for many of us, prefer to do this in the comfort of our own homes.

    With the ‘Social Media’ organising and integrating itself with our social lives, it is no wonder that people have begun to form personal and professional relationships with others.

    Earlier this year I began to separate my personal and professional face online. There were a number of reasons for this, least of all in an attempt to not let my work and home life become too unbalanced. As teachers, we are well aware of the fact that it is almost impossible to ‘switch off’ thinking about our class, our students, or our profession, and anything to help me to do this is a good thing. Having the education world infiltrating my personal twitter account, or clogging up my Facebook feed was hindering such progress.

    In all of this, I am a firm believer in using the right tool for the job. Don’t get me wrong – I am also a New Zealander, and so built into my DNA is the innate desire to be creative with the use of certain tools and materials that lends more to a creative mindset. But at the end of the day, while you could play golf with a hammer (you should try it!), the hammer is still going to be best used to knock in nails.

    I was reminded of this when viewing a post asking what people thought of Pond, and why people flocked to a Facebook group to share resources and ideas, rather than use this new initiative by Network 4 Learning.

    The reasons were neither here nor there, with some being the annoyance of having to log in to yet another website (oh the hardship), but more concerningly, was the fact that they saw it as sterile and empty, with little interaction or use.

    Unfortunately, these people have missed the point of Pond. They’ve assumed that it is another social media, and thought ‘Why would I need another social media when Twitter and Facebook suit my needs?’. Well, put simply; Pond is not a social media. It is a database of resources in a central location. Think of it a bit like Pinterest.

    The social aspect of Pinterest is no way near as prevalent as Facebook or Twitter. But Pinterest definitely serves a purpose, and many, many teachers use it daily to gather ideas, inspiration, and resources.

    So why do I need Pond? Why not just use Pinterest? Well, it comes back to using a tool for its purpose. It also comes back to the sense of ‘New Zealandness’. Pond has been developed by New Zealanders. The resources are supplied by New Zealand teachers, for New Zealand teachers. While the log-in provided a turn off for some users, the reason behind using the Education Sector Login was so that this resource remains only for teachers (you have to admit, there is some comfort in knowing that). In addition, Pinterest includes EVERYTHING, and anything, whereas Pond will be providing teacher and education specific resources that have been tried and tested in the New Zealand classroom. Don’t get me wrong; Pinterest has its place. People can become creative and adapt and change it and use it for different aspects, build Boards for just Education or Teaching resources and more. But I believe that Pond has more to offer the New Zealand teacher in the long run, purely because that’s its core function and focus. That’s what it has been designed for.twitter-292994_1280
    I kind of think of it as shopping. At the Warehouse, they have a lot of stock, and a wide variety of every product you probably want. It certainly has its place and is a one stop shop for most people. But if we’re honest, we probably wouldn’t purchase a wedding ring from there. You’d go to a specialist jeweller. Likewise, while Pinterest has everything under the sun and works on the same principles, if its Teacher resources from New Zealand teachers, I believe you’ll get better results (even if you have to pay a bit more for it!)

    Making them Separate

    So, although the lines are constantly blurred between work and home, especially with teaching, there are a series of steps that you can follow to help keep aspects of it separate.

    • Create a different Twitter account for your work. This helps with a range of situations – including having parents or students following you. It limits your feed to other Teaching Professionals, and focuses your tweets on education related things. Managing multiple accounts is the hardest part of it, but with Hootsuite, and Tweetdeck, one can overcome this with relative ease.
      Mention your new account to your current education based followers, and then eventually get around to following them all back on your new account. Then gradually remove them so you can keep your personal and work related accounts separate.
    • Make a separate category or WordPress Multisite for your teaching posts. I used to include all my posts and thoughts and ideas in my own personal website. But my profession is somewhat unrelated to who I am as a person, and it begins to separate them out. As with twitter, it also helps focus the energy of my posts to a specific topic.
    • Facebook has always been for people I actually know, or have met. The only teachers I have on there are those I work with each day, those I trained with, or those that are friends who also happen to be teachers. One way I could see that you could keep things slightly separate would be to either create a separate account, or create a Page for yourself as a Teacher.

    Whilst it can seem like a bit of a mission to separate them out, especially if you’ve already started building your online following base, I have found it really refreshing to begin to build a void between these accounts in attempt to leave work and work before I come home. Likewise I don’t have Education and Teaching infiltrating my personal feeds when I’m browsing in my down time.

     

    Twitter vs Facebook

    social-iconsI for one am not going to get involved in a Twitter vs Facebook vs Pinterest vs Instagram vs anything. All have their value, and you can decide for yourself which you like and which you don’t. But for mine, I have a number of reasons I prefer to use (and refer to) Twitter for teaching and education.

    Firstly, Facebook was designed to connect people with people. Comments, posts, replies, and likes, all come from people, and go to people. While ideas and resources can get published here, and you can get inspiration from them, it seems to me to be a bit forced. Especially annoying are the notifications which constantly come up from groups that you belong to.Like using a hammer to chisel a notch out of a piece of wood. You can do it, but it’s easier to get a chisel.
    Twitter however shares the net with people. You can easily enter links straight away and put it out to EVERYONE, not just your friends or people who are part of a group. Those that wish to follow you (for the most part) can. And you can follow them back. This allows you to connect with people with a common interest. You can seamlessly pass on content, and by mentioning their handle, quickly reply or message them in an open conversation. Its a lot less formal and a lot more open and free to use it for all your purposes.

    Following a #hashtag also helps, and there are several “chats” that happen weekly which are open to everyone. All you have to do is search for the hash, and join in!

    So that’s my guide to Social Media and Teaching. No doubt, others will have their views, and will use what you use. This is merely my own observations as to what works for me.