The world is rapidly changing, as technologies continue to evolve. New technologies available in contemporary society are significantly influencing how we communicate with others and interact with ideas, to increase our knowledge base. As technology is transforming our world, our education systems too are changing dramatically. This is a positive change which aligns teaching and learning with the ‘digital natives’ of today (Prensky, 2001). As Prensky (2001) says, ‘the technology age has resulted in a different style of student learning and a new methodology is required in teaching and learning processes”. According to the Queensland Government (Department of Education Training and the Arts) (2011), to live, learn, and work successfully in an increasingly complex, information-rich and knowledge-based society, children and teachers must utilize technology in there day to day practice.
Consequently, learners require a range of information literacy skills in order to effectively access, evaluate and use information (Siemens, 2004). Education Queensland (2004) suggests that ‘we need to equip our students with the ability to combine and recombine existing and new literacy skills in different ways, for new purposes and with new technologies’. This suggestion not only aligns with information literacy but the qualities of a lifelong learner. According to Queensland Studies Authority (2004), lifelong learners are creative thinkers who have the knowledge to apply to unfamiliar situations or problems. UNESCO (2010) suggests that every individual in today’s technological savvy society needs to master various kinds of critical 21st century skills and competencies, that being lifelong learning and information literacy (UNESCO, 2010). Therefore fluency in both literacy and lifelong learning will enable children to succeed in a constantly changing and challenging world.
As noted, students require information literacy and lifelong learning skills for the 21st century. Therefore, pedagogy must be informed by current and consistent frameworks. As such, the productive pedagogies is an effective framework which incorporates an array of teaching strategies that support classroom environments, and are implemented across all key learning areas and year levels (Department of Education, 2002). Productive pedagogies is used to assist teachers with reflecting on current classroom practices, designing relevant curriculum and learning experiences as well as making decisions about individual students’ needs. According to The State of Queensland (Department of Education) (2002), there are four domains being; intellectual quality, supportive classroom environment, recognition of difference and connectedness. These pedagogies as said by Arthur et al. (2005) focus on knowledge as constantly changing whilst ensuring that students have opportunities to use information and ideas in ways that transform meanings. This framework is appropriate for planning instruction involving ICT to meet the goal of information literacy skills and lifelong learning
Many of today’s students have grown up surrounded by and have had ready access to a wide range of digital technologies. In particular, many students will have had experiences with popular culture through film and video texts, CD’s, computer programs, interactive games, children’s websites, mobile phones as well as the internet. Prensky (2001) identifies these as ‘Digital Natives’ as they experience a range of technologies. As these technologies continue to play an increasingly significant role in children’s production of knowledge (Anderson & Cavallaro, 2002; Kenway & Bullen, 2001), teaching and learning practices should be transformed through digital pedagogy to facilitate quality learning experiences. As the Queensland Government (2011) suggests, digital pedagogy is a new way of working and learning with ICT’s to facilitate quality learning experiences for 21st century learners. Digital pedagogy can be seen as the combination of technical skills, pedagogical practices and understandings of curriculum design to support lifelong learning and information literacy skills effectively.
While ICT’s have the potential to foster lifelong learning and information literacy skills, using it successfully in the classroom requires critical judgements about the educational possibilities. This practice aligns with the productive pedagogies as; teachers identify the repertoires of practice and operational fields to be targeted when using this framework. In other words, teachers must decide on the way technology can be used to stimulate learning in the classroom. Traditional roles in the classroom need to be renegotiated as students and teachers learn from one another and as Prensky (2001) states, ‘…immigrants accept that they don’t know about their new world and take advantage of their kids to help them learn and integrate’. Therefore, teachers need to look at ways in which the emerging technologies can blend with traditional methods to influence and enhance the learning of students.
Throughout my e-Learning journey, I have explored many technologies which I will endeavour to use in my future classroom. However, I also explored a number of technologies which I would not feel comfortable using without further exploration and understanding. The first online technologies which I explored were Online-Spaces. I explored Blogs, Wikis and Websites. Secondly, I looked at multimedia technologies including images, video and audio which are considered to be one of the most important affordances of online learning (CQU, 2011). I explored the audio tool of Podcasting and Vokis, Flickr as a digital imagery tool as well as the video tool of Voicethread. Also through my e-Learning journey, I explored PowerPoint as a presentation tool as well as Google Earth as an animations and simulations tool.
The following technologies are e-tools which I would most definitely consider for use in my future classroom. Whilst I have explored these tools through my learning blog, as a lifelong learning I will continue to explore these tools throughout my profession to ensure that I am up to date and able to give students what they require. The tools which I have explored enable students to search and locate information, share and sort ideas and experiences as well as create multi-media presentations.
According to Winch, Johnston, March, Ljungdahl and Holliday (2001), blogs are an online journal for students or teachers to write down their creative thoughts, post images, and share their reflections and experiences with a worldwide audience. Blogs provide a communication space that teachers can utilise with students whenever there is a curriculum need.This tool could be used to encourage student’s communication and reflective skills. As blogs store information in an archived layout, this allows for teachers to also use this tool for posting reflections of students’ progress and learning’s. When reflecting upon the productive pedagogies (Queensland Department of Education and Training, 2004), substantive conversation as intellectual quality is demonstrated as students interact about the ideas of a topic to learn and understand in the classroom. When contributing to blogs, students are involved in substantive conversation in terms of intellectual substance and dialogue as they talk about subject matter when critically reasoning and sharing ideas. Blogs also encourage connectedness to the world as their posts are accessed and commented on by the world wide audience.
Group wiki spaces are also great spaces for groups or individuals to share ideas about different understandings and experiences. Both blogs and wikis are a great tool for collaborative learning with others and building relationships as well as building knowledge based on the ideas of others. Personally, I would use a blog or wiki space to support and encourage communication and partnerships not only between students and teachers but also parents and the wider community. However, it is important when using these online tools, to be considerate of safety and ethical procedures as they are open to the world wide audience. By engaging students in relevant and reflective practices through a blog or wiki, students can extend and refine their knowledge and understanding of an experience (Marzano & Pickering, 1997). Through the creation of my Webquest however, I came to the realisation that this e-tool would not be suited to all learning needs. As can be seen on a fellow bloggers post, I noted knowing how to use a website can be key to its success or failure. In saying that, not all students are familiar with a computer and therefore both traditional ways of learning and information technologies should be conidered when planning.
Google Earth is another ICT that has the potential to enhance learning for all year levels particularly upper primary. This tool is one that I have already considered for use in the classroom and have implemented effectively. In my experience, this is a tool which can be used in many different strands. In my blog I have reflected on the usefulness of Google Earth in a classroom context by considering how some of its features can be utilised. Another practical application for this tool which I have not mentioned on my Blog but can be seen on my Webquest is the opportunity for students to locate their own homes using Google Earth and compare old images to new images. The State of Queensland (Department of Education) (2002) suggests that, through its connectedness to the real world, this task would enhance student’s understanding and meaning making process. This task shows how old methods of teaching and learning can be used alongside technology. This pedagogical strategy has reinforced my idea that technology should be used alongside old teaching practices as well as new.
PowerPoint’s as discussed on my blog, is considered to be one of the most widely available and used program’s in the 21st century. I found PowerPoint’s to be simple to use however, as Larkin (2001) suggests, teachers should scaffold instruction for students to become more independent and capable learners. If scaffolding is provided to students, undoubtedly students would be able to create a successful PowerPoint that is relevant to their learning in the classroom. If teachers fail to scaffold students understandings and knowledge about usefulness, PowerPoint’s can impede attention and its success if not used correctly.
A learning tool which I found interesting was the Podcasting tool. This would be a valuable tool for implementation in the classroom for a number of purposes. As this tool provides an option for both audio and visual, this tool would be suitable for both auditory and visual learners. This tool would also be appropriate for those who are tactile/kinaesthetic learners as they create their own podcasts. Therefore, this e-tool would be a suitable tool for all learning styles. Podcasts can also be a useful tool for the classroom as there is a wide range which is available online, and can be accessed and followed at any time. While there are a number of benefits for the use of podcasts in the classroom on my personal blog, podcasts could also be used as an extension for those who are more advanced or could be used to support complex ideas and concepts. These could also be used to keep parents updated of student learning and even uploaded to a class blog or wiki space. You can see an example of my podcast on my blog and gain a further understanding of how I felt when exploring and creating a tool such as podcasting.
As I have explored a number of information communication technologies through the evaluation and reflection process, I have shown how technology has the potential to adopt information literacy skills and lifelong learning. While I understand that technology plays an important role in the 21st century, it is just as important to recognize that ICT’s should be used as a productive and creative resource to support the curriculum. Before embarking on this journey, I was unaware of the large number of e-tools available on the World Wide Web, let alone their potential for educational purpose. As there are a vast range of e-tools available, the pedagogical practicality of each tool must be considered to ensure it is being used in a meaningful context to suit intended outcomes.
Through my active involvement in a collaborative space, I have enhanced my knowledge and understandings through online communication about the usefulness of ICT’s in the classroom. Being involved in a space such as this has not only enabled me to reflect upon my own learning but the learning of others which I feel has enriched my learning. I have come to see that there is so much more to learn and I am looking forward to exploring many other tools and their uses in the classroom. I am also aware that there are many challenges that come with unfamiliar technology and as seen within my blog, I have used many strategies in this instance. These include problem solving, confidence, persistence and open communication which I feel, will contribute to my lifelong learning. As Lucas et al. (2005) says, lifelong learners are those who are open to communication that promotes confidence rather than crisis in the face of challenge, and demonstrates flexible problem-solving approaches in response to new experiences. My collaborative learning can be seen through the following links.
Websites and Wikis - The Online Data Hubs for Learners
Dipity Timelines
Glogster
References
Anderson, K., & Cavallaro, D. (2002). Parents or pop culture? Children’s heroes and role models. Childhood Education, Spring, 161-168.
Central Queensland University. (2011). Digital technologies resources. Retrieved August 2, 2011 from http://moodle.cqu.edu.au/mod/resource/view.php?id=186317
Education Queensland. (2004). New times, new literacies: Literate futures. Retrieved August 1, 2011 from http://education.qld.gov.au/curriculum/learning/literate-futures/pdfs/reading-part2.pdf
Kenway, J., & Bullen, E. (2001). Consuming children: Education, entertainment, advertising. Buckingham, UK: Open University Press.
Larkin, M. J. (2001). Providing support for student independence through scaffolded instruction. TEACHING Exceptional Children, 34(1), 30-34.
Lucas, B., Greany, T., Rodd, J., & Wicks, R. (2002). Teaching pupils how to learn. Stafford: Network Educational Press.
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved August 4, 2011 from http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
Queensland Government (Department of Education Training and the Arts). (2011). P-12 curriculum framework. Retrieved August 2, 2011 from http://education.qld.gov.au/curriculum/framework/p-12/docs/p-12-policy.pdf
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved August 2, 2011 from http://www.elearnspace.org/Articles/connectivism.htm
The State of Queensland (Department of Education). (2002). A guide to productive pedagogies: Classroom reflection manual. Brisbane, QLD, Australia: Queensland Government.
UNESCO (Institute for Information Technologies in Education). (2010). Medium term strategy. Retrieved August 22, 2011 from http://unesdoc.unesco.org/images/0019/001904/190434e.pdf
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading, writing and children’s literature. (3rd edition). Melbourne, Victoria: Oxford University Press.
Saturday, 13 August 2011
Wednesday, 3 August 2011
Google Earth
Google Earth is an incredible tool which can be used to explore language, arts, maths, science, and social studies across a wide range of year levels, particularly upper primary. According to Google Earth (2011), it allows you to travel the world through a virtual globe and view satellite imagery, maps, terrain, 3D buildings and much more. As such, you can click on any location/landmark on the virtual globe and view images and information related to that location. Additionally, you can get directions from one place on the world to another where the route is shown on the map as well as written instructions. This can be seen in the image below.
As I continue to explore this tool, I have found that there are many endless possibilities for its use in the classroom. Whilst exploring this tool, I found it very easy to navigate and trial the different features available thus, making this an appropriate tool for all year levels, particularly upper primary.
For example, the 3D buildings feature on Google Earth could be used in the classroom to analyse the effects of a tsunami on a city before designing a safer city. Students could either work in small groups or individually to make decisions about hazards and building locations. Using Google Earth, students could locate existing hospitals and consider the impacts of it relocating such as population, access to roads and transportation. They could then create a new place mark for the new hospital and describe their reasoning.
While exploring this tool I also found the ‘ruler’ feature where two locations can be selected and the distance between each is provided. Once the distance is provided students could work out how long it would take to get to certain locations going certain kilometres per hour. This provides children with meaningful and real life contexts.
Google Earth Classroom Resources (2011) offers a number of possibilities for use in the classroom by both teachers and students.
The State of Queensland (Department of Education) (2002) believes that this tool can effectively promote higher order thinking and a problem based curriculum by providing learners wit the resources they need to independently solve problems and locate information of a geographical nature. As this is a tool which I have previously used within learning experiences, it will most definitely be a tool which I will endeavour to use in future teaching and learning practices.
References
The State of Queensland (Department of Education). (2002). A guide to productive pedagogies: Classroom reflection manual. Brisbane, QLD, Australia: Queensland Government.
For example, the 3D buildings feature on Google Earth could be used in the classroom to analyse the effects of a tsunami on a city before designing a safer city. Students could either work in small groups or individually to make decisions about hazards and building locations. Using Google Earth, students could locate existing hospitals and consider the impacts of it relocating such as population, access to roads and transportation. They could then create a new place mark for the new hospital and describe their reasoning.
Google Earth Classroom Resources (2011) offers a number of possibilities for use in the classroom by both teachers and students.
The State of Queensland (Department of Education) (2002) believes that this tool can effectively promote higher order thinking and a problem based curriculum by providing learners wit the resources they need to independently solve problems and locate information of a geographical nature. As this is a tool which I have previously used within learning experiences, it will most definitely be a tool which I will endeavour to use in future teaching and learning practices.
References
The State of Queensland (Department of Education). (2002). A guide to productive pedagogies: Classroom reflection manual. Brisbane, QLD, Australia: Queensland Government.
PowerPoints
While there are many interactive multimedia software programs available, PowerPoint is considered to be one of the most widely available and used program in the 21st century (Educauase Quarterly, 2011). According to Central Queensland University (2011), PowerPoint is a presentation tool that is used to support oral presentations. PowerPoints are also considered as a platform that supports the embedding of text, linking and interactivity, audio, video, charts and images.
As I am quite familiar with PowerPoint and have used it considerably, I find that it is an effective tool as key information can be displayed on screen while speaking about content. I also find this useful as visuall displays can be created that are appealing to the audience with images and audio. Therefore, I feel as though PowerPoints are a great tool for supporting both visual and auditory learners as auditory learners can process the spoken side and visual learners can process the presentation.
Below is a PowerPoint which I created for this blog. I thought that this powerpoint would be an appropriate introduction to decoding advertisements. It has a combination of images, text and audio and alerts children to quiestion their ideas about the purpose of the use of pictures in advertising. This PowerPoint would not only allow for fun and interactivity but would also connect to children's real life as real advertisements are used. It would encourage them to look at different advertisements and make meaning of them, outside of school.
From experience,I would consider this tool to be extremely easy to navigate and use. However, as I wanted to upload the presentation to my Blog page, I realised that uploading this presentation was not going to be easy. As this is something that I have not previously had to do and after a number of attempts, I resorted to screen shotting a slide from my powerpoint and uploading it as an image.
PowerPoint presentations can be a useful tool for learning in both a student or teacher directed situation.
Teachers for example could use this tool in the classroom to:
• Explain abstract concepts
• Motivate children when used in moderation
• Print out what they did in class for those absent students
• Create tutorials, assessment or quizzes
• Present information, procedures or instructions
• Display students work
• Document a field trip or event for parents, students and other staff
Students can also make use of PowerPoint’s when:
• Reporting on findings
• Creating interactive text or photo stories
• Demonstrate technological understandings
PowerPoint’s also come with a number of weaknesses such as:
• Computers sometimes crash and networks go down or viruses can plague computers
• Overuse can bore learners and diminish the effectiveness of PowerPoint’s
• Can be time consuming if the operator is not familiar with PowerPoint or because of it easiness, some may get carried away in making slides
• Can make an ugly and confusing presentation if the user is trying to use many of the effects available
• The presenter can become dependent on the PowerPoint and loose the audiences or students attention
References
Central Queensland University. (2011). Group 3 technologies: Creative ways to use PowerPoint. Retrieved July 2, 2011 from http://moodle.cqu.edu.au/mod/resource/view.php?id=186324
Educause Quarterly. (2011). Creating animations in PowerPoint to support student learning and engagement. Retrived July 2, 2011 from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/CreatingAnimationsinPowerPoint/192966
As I am quite familiar with PowerPoint and have used it considerably, I find that it is an effective tool as key information can be displayed on screen while speaking about content. I also find this useful as visuall displays can be created that are appealing to the audience with images and audio. Therefore, I feel as though PowerPoints are a great tool for supporting both visual and auditory learners as auditory learners can process the spoken side and visual learners can process the presentation.
Below is a PowerPoint which I created for this blog. I thought that this powerpoint would be an appropriate introduction to decoding advertisements. It has a combination of images, text and audio and alerts children to quiestion their ideas about the purpose of the use of pictures in advertising. This PowerPoint would not only allow for fun and interactivity but would also connect to children's real life as real advertisements are used. It would encourage them to look at different advertisements and make meaning of them, outside of school.
From experience,I would consider this tool to be extremely easy to navigate and use. However, as I wanted to upload the presentation to my Blog page, I realised that uploading this presentation was not going to be easy. As this is something that I have not previously had to do and after a number of attempts, I resorted to screen shotting a slide from my powerpoint and uploading it as an image.
PowerPoint presentations can be a useful tool for learning in both a student or teacher directed situation.
Teachers for example could use this tool in the classroom to:
• Explain abstract concepts
• Motivate children when used in moderation
• Print out what they did in class for those absent students
• Create tutorials, assessment or quizzes
• Present information, procedures or instructions
• Display students work
• Document a field trip or event for parents, students and other staff
Students can also make use of PowerPoint’s when:
• Reporting on findings
• Creating interactive text or photo stories
• Demonstrate technological understandings
PowerPoint’s also come with a number of weaknesses such as:
• Computers sometimes crash and networks go down or viruses can plague computers
• Overuse can bore learners and diminish the effectiveness of PowerPoint’s
• Can be time consuming if the operator is not familiar with PowerPoint or because of it easiness, some may get carried away in making slides
• Can make an ugly and confusing presentation if the user is trying to use many of the effects available
• The presenter can become dependent on the PowerPoint and loose the audiences or students attention
References
Central Queensland University. (2011). Group 3 technologies: Creative ways to use PowerPoint. Retrieved July 2, 2011 from http://moodle.cqu.edu.au/mod/resource/view.php?id=186324
Educause Quarterly. (2011). Creating animations in PowerPoint to support student learning and engagement. Retrived July 2, 2011 from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/CreatingAnimationsinPowerPoint/192966
Wednesday, 27 July 2011
My Voki
As you can see, I have uploaded my Voki onto the side panel of my blog. Like many other tools which I have explored through this course so far, Voki's are another new ICT that I have not yet experienced. However, I have heard from others who have completed this course, how exciting and interesting they are. I created my Voki using www.voki.com. Whilst creating my Voki, I noticed a variety of selections to choose from. These included, hair colour, skin type, clothing and even lips and accessories. After experiencing this tool for myself, I feel as though it offers many possibilities for use and, will definitely be a tool which I will use in my own classroom in the future.
This tool could be used in the classroom as a way for students to explore, communicate and project themselves. When communicating through this tool, users have the choice of either using their own voice recording or the voice of a character by typing text in the comment box. I loved how this tool has been designed so that students can keep their identities confidential.
I can say that, I am one who does not enjoy the sound of my own voice being playing through media, and no doubt others may feel this too. Therefore when creating my Voki I decided to have another voice record my message. From a classroom perspective, this option would provide those students who may not be so confident in speaking or in operating videos, an opportunity to experience this type of ICT.
I also feel as though young children would love this device and would be motivated to participate in learning experiences. Students could also use this as a tool for developing language skills in both early and upper primary
This tool could be used in the classroom as a way for students to explore, communicate and project themselves. When communicating through this tool, users have the choice of either using their own voice recording or the voice of a character by typing text in the comment box. I loved how this tool has been designed so that students can keep their identities confidential.
I can say that, I am one who does not enjoy the sound of my own voice being playing through media, and no doubt others may feel this too. Therefore when creating my Voki I decided to have another voice record my message. From a classroom perspective, this option would provide those students who may not be so confident in speaking or in operating videos, an opportunity to experience this type of ICT.
I also feel as though young children would love this device and would be motivated to participate in learning experiences. Students could also use this as a tool for developing language skills in both early and upper primary
Podcasting
In the past I have heard much about podcasts but have never really understood what they were, and why there were used. This week's topic suggested we take a look at the podcasts available in ITunes. As I am familiar with ITunes and have been using it for some time, I found it quite easy to navigate and locate and listen to the different podcasts available.
As I explored ITunes, I came across two forms of podcasts, being audio and video as well as a variety of categories to search. When looking through these categories, I came across a Pirates of the Caribbean Podcast on movie locations from London to Hawaii. As I love to travel and am interested in the locations of movie sets, you can image my delight when discovering this. On many occasions, I have spent hours searching google for information about movie locations and to be able to find it all on one podcast was amazing. I can only image the benefits that this would bring to the classroom for children.
I now understand that podcasts are a multimedia digital file made available on the internet, and can be downloaded to a portable media player such as a computer or iPod at any time for viewing.
According to the Department of Education and Training (2011), podcasts in the classroom can be effective in that students and teachers can create their own from original material or existing audio and video files can be downloaded. Creating podcasts can allow students to share learning experiences. Podcasts also provides students with a world-wide audience that makes learning meaningful and assessment authentic.
Please feel free to view my podcasting below, which identifies possiblities of using podcasts by students and teachers in the classroom.
After creating my own podcast, I consider the process of finding a program and creating a podcasts to be an easy process. I did however, stumble across the program 'MyPodcast' which was no longer taking new members therefore, I continued my search for another program. Once I had decided on using Podomatic, I clicked the publish drop-down at the top of the page and selected 'podcasts' then 'create'. As I updates and uploaded my profile after publishing my podcast, I noticed that there were instructions on how to use the program. However, the instructions on the main page were clear and easy to use. After I had published my podcast I clicked on the link to view the podcast and at the bottom of the page it had a code which I was directed to copy for a direct link. I was quite pleased to discover that I could copy and paste the code into my blog without having to go to the link itself.
Here is the link to my Podomatic Page.
References
Deparment of Education and Training. (2011). Podcasting in the classroom. Retrieved July 28, 2011 from click here.
As I explored ITunes, I came across two forms of podcasts, being audio and video as well as a variety of categories to search. When looking through these categories, I came across a Pirates of the Caribbean Podcast on movie locations from London to Hawaii. As I love to travel and am interested in the locations of movie sets, you can image my delight when discovering this. On many occasions, I have spent hours searching google for information about movie locations and to be able to find it all on one podcast was amazing. I can only image the benefits that this would bring to the classroom for children.
I now understand that podcasts are a multimedia digital file made available on the internet, and can be downloaded to a portable media player such as a computer or iPod at any time for viewing.
According to the Department of Education and Training (2011), podcasts in the classroom can be effective in that students and teachers can create their own from original material or existing audio and video files can be downloaded. Creating podcasts can allow students to share learning experiences. Podcasts also provides students with a world-wide audience that makes learning meaningful and assessment authentic.
Please feel free to view my podcasting below, which identifies possiblities of using podcasts by students and teachers in the classroom.
After creating my own podcast, I consider the process of finding a program and creating a podcasts to be an easy process. I did however, stumble across the program 'MyPodcast' which was no longer taking new members therefore, I continued my search for another program. Once I had decided on using Podomatic, I clicked the publish drop-down at the top of the page and selected 'podcasts' then 'create'. As I updates and uploaded my profile after publishing my podcast, I noticed that there were instructions on how to use the program. However, the instructions on the main page were clear and easy to use. After I had published my podcast I clicked on the link to view the podcast and at the bottom of the page it had a code which I was directed to copy for a direct link. I was quite pleased to discover that I could copy and paste the code into my blog without having to go to the link itself.
Here is the link to my Podomatic Page.
References
Deparment of Education and Training. (2011). Podcasting in the classroom. Retrieved July 28, 2011 from click here.
Flickr
Flickr is a free online photo management and sharing tool that allows users to upload and store photos in different files. As part of the Disaster Management Team (project set by Gladstone City Council), a Flickr account was created for the group as a point where everyone could upload their collection of photos so all members could access the variety of pictures and download if required.
Once all group members were given the account details, I was able to explore Flickr and the variety of images it had to offer. However, I did spend much of my time uploading and saving images uploaded from others.
When using Flickr I was able to contribute storylines in the comment area of individual photos which is a process known as Flicktion. I also noticed in Flickr that, photographs can be geotagged which links Flickr imagery with the geographical location of the source of the photo. Also, when clicking on photos privacy setting can be set individually. If there is a particular photo which you would like to share with others that are not members of the account this could be selected.
As this tool has a capacity to connect with and share a variety of resources, I feel as tho this tool has potential for use in the classroom. Students can:
• Develop online stories about images using the comment area
• Study a particular location or place after locating the source of a photo such as discovering that an African tiger is located in Africa and then studying this location/place
• Create virtual field trips using Flickr to improve the digital imagery
• Look at different images and analyse them
• Use Flicktion to analyse pictures with a single words
• Create slideshows within Flickr
• Use Flickr as a visual documentation of project or school event
• Create magazine covers, movie posters or mosaic
Once all group members were given the account details, I was able to explore Flickr and the variety of images it had to offer. However, I did spend much of my time uploading and saving images uploaded from others.
When using Flickr I was able to contribute storylines in the comment area of individual photos which is a process known as Flicktion. I also noticed in Flickr that, photographs can be geotagged which links Flickr imagery with the geographical location of the source of the photo. Also, when clicking on photos privacy setting can be set individually. If there is a particular photo which you would like to share with others that are not members of the account this could be selected.
As this tool has a capacity to connect with and share a variety of resources, I feel as tho this tool has potential for use in the classroom. Students can:
• Develop online stories about images using the comment area
• Study a particular location or place after locating the source of a photo such as discovering that an African tiger is located in Africa and then studying this location/place
• Create virtual field trips using Flickr to improve the digital imagery
• Look at different images and analyse them
• Use Flicktion to analyse pictures with a single words
• Create slideshows within Flickr
• Use Flickr as a visual documentation of project or school event
• Create magazine covers, movie posters or mosaic
Tuesday, 26 July 2011
Websites and Wikis
Today I created a wiki using www.wikispaces.com and early this year I created a webquest which is a process of building and linking other webpages to form a website. I created my webquest using www.sites.google.com. After being involved in both the creation of a website and contributions made towards a wiki, I would have to say that both websites and wikis have very different functions and therefore would be used for different purposes in the classroom. Both of which, I consider to be e-tools which could facilitate and extend children's learning in the classroom.
You can view my webquest by clicking on the following link: my webquest.
Whilst designing my webquest, I found it very easy to organise the content in a way that children could easy follow. I was able to set up a number of pages within the webquest which led me to think that this e-tool is easy to navigate around for children which is an advantage over wikis. For example, my webquest has a home page, task page, process page, resources page, evaluation page, conclusion page and a teacher’s page. Having these different pages allows the information on the website to be easily organised and accessible for children.
Website's are an effective tool that can be used in the classroom to:
-Connect with people from all over the world to enrich their thinking and learning
-Provide creative and hands-on experiences for students to engage in
-Report progress and learning for parents and the school community to view
-Keep up to date with upcoming events
Another advantage of using websites compared to wikis is that sites can be protected from outside viewers, where options are available to secure the site. This therefore, is considerate of anonymity and respects the ethical and professional protocols that educators must follow. However, when using the web, teachers need to be considerate of inappropriate uses. Websites can also be a time consuming tool for those 'Digital Immigrants', however, if knowledge is built on this tool and used regularly, it can be a quick and effective tool.
Not only have I been using a wiki space for this course but also 'Global Science'. We use a shared wiki space to contribute our developing ideas about science concepts. This tool is currently being used as a point of call for all students to record important information and facts to guide our understandings before our final exam. This is a great way of looking back and reflecting upon experiences explored and content covered.
I would consider a wiki space to be an effective tool for both teachers and students as they can be viewed by anyone. Teachers can have access to students thinking and progress to support further planning while; students can use it as a means of reflecting upon learning and keeping ideas in one place.
You can view our Global Science Wiki by clicking here. You will see that I have made a number of contributions to this wiki space.
You can view my webquest by clicking on the following link: my webquest.
Whilst designing my webquest, I found it very easy to organise the content in a way that children could easy follow. I was able to set up a number of pages within the webquest which led me to think that this e-tool is easy to navigate around for children which is an advantage over wikis. For example, my webquest has a home page, task page, process page, resources page, evaluation page, conclusion page and a teacher’s page. Having these different pages allows the information on the website to be easily organised and accessible for children.
Website's are an effective tool that can be used in the classroom to:
-Connect with people from all over the world to enrich their thinking and learning
-Provide creative and hands-on experiences for students to engage in
-Report progress and learning for parents and the school community to view
-Keep up to date with upcoming events
Another advantage of using websites compared to wikis is that sites can be protected from outside viewers, where options are available to secure the site. This therefore, is considerate of anonymity and respects the ethical and professional protocols that educators must follow. However, when using the web, teachers need to be considerate of inappropriate uses. Websites can also be a time consuming tool for those 'Digital Immigrants', however, if knowledge is built on this tool and used regularly, it can be a quick and effective tool.
Not only have I been using a wiki space for this course but also 'Global Science'. We use a shared wiki space to contribute our developing ideas about science concepts. This tool is currently being used as a point of call for all students to record important information and facts to guide our understandings before our final exam. This is a great way of looking back and reflecting upon experiences explored and content covered.
I would consider a wiki space to be an effective tool for both teachers and students as they can be viewed by anyone. Teachers can have access to students thinking and progress to support further planning while; students can use it as a means of reflecting upon learning and keeping ideas in one place.
You can view our Global Science Wiki by clicking here. You will see that I have made a number of contributions to this wiki space.
Sunday, 24 July 2011
Blogging
An online tool such as a blog can bring many pedagogical advantages to the classroom. As blogging is a process of contributing and listening to the thoughts, views and experiences of others, many skills can be enhanced. Skills such as sharing (thoughts, concepts, experience or knowledge), analyzing others contributions by reflecting (critiquing, writing, questioning or reacting) upon or using processes to make sense of the information, reading, communication and even collaboration with peers, people, experts and students all around the world.
Since creating my own blog I have opened a new door to sharing and accessing information from different students in different campuses. I have been able to listen to the many different thoughts, views and experiences about the use of mobile phones in the classroom and readings from students in Mackay, Noosa and Rockhampton without even knowing them. I feel as though the 'not knowing students' part to be an advantage of online blogs. Being one who is quite hesitant to share thoughts in class myself, blogging can be a great way to put across ideas without feeling hesitant.
Since creating my own blog I have opened a new door to sharing and accessing information from different students in different campuses. I have been able to listen to the many different thoughts, views and experiences about the use of mobile phones in the classroom and readings from students in Mackay, Noosa and Rockhampton without even knowing them. I feel as though the 'not knowing students' part to be an advantage of online blogs. Being one who is quite hesitant to share thoughts in class myself, blogging can be a great way to put across ideas without feeling hesitant.
Monday, 18 July 2011
Mobile Phones Wiki Reflection
This week's task was to add to the mobile phones wiki which was related to De Bonos six thinking hats. By using De bono's six thinking hats scaffolding process, we, as a group, were able to critically analyse the topic of the use of mobile phones in the classroom from multiple perspectives. I found it interesting to look at all the different perspectives and creative ideas that students came up with for each perspective. Especially, as there were fewer positive points rather than negative, students still contributed ideas to the positive hat. I found this to encourage creativity in their thoughts and higher-order thinking when providing evidence for their thought.
I feel that the, mobile phones wiki which I participated in this week was linked to, and reflected upon all of the learning theories being, behaviourism, constructivism, cognitivism as well as connectivism.
My understanding of behaviourism is that it is not only about the rewards and punishments that effect learners behaviour but, also the breaking down of learning material into smaller instructional steps to encourage students feelings and behaviour towards a task. The breaking down of information was a process which was required to complete the wiki task.
Constructivism however was evident when students collated their ideas and experiences of the use of mobile phones in the classroom within the wiki. My understanding of constructivism is that we as learners are creators of our own knowledge and try to understand this knowledge by applying our own experiences. However, Mergel (1998) says, collaborative learning is where students interact and build on each other’s ideas which is constructivist in nature. Therefore constructivism is when individuals contribute their own ideas and experiences and build their knowledge by the collation of ideas from others and their own.
Cognitivism theory was also linked to the wiki activity as it is theory which is based on the processing of information into short-term memory and long term memory coding.
I can honestly say that at first I struggled with the learning theory "Connectivism". My understanding of this theory is that of the connecting of ideas from differing sources to our own ideas. I feel as though connectivism was used with the mobile phones wiki as we connected with other people and others sources to build on our ideas.
After taking part in the mobile phones activity which questions the use of such technologies in the classroom, I have come to see the many disadvantages that this would attract. It is clear that the use of digital technologies is only suitable when there are clear learning benefits for learners. So what is it that mobile phones could bring to the classroom that no other digital tool can? How would it achieve learning advantages? As mobile phones are a communication tool which is used to socialise between individuals, I see no beneficial use for it in the classroom. After taking part in this activity and being involved in the different methods of learning, I see the importance of their uses in the classroom. However, these methods of learning should be used in partnership with many other theories to provide a learning environment which is supportive of diversity.
I feel that the, mobile phones wiki which I participated in this week was linked to, and reflected upon all of the learning theories being, behaviourism, constructivism, cognitivism as well as connectivism.
My understanding of behaviourism is that it is not only about the rewards and punishments that effect learners behaviour but, also the breaking down of learning material into smaller instructional steps to encourage students feelings and behaviour towards a task. The breaking down of information was a process which was required to complete the wiki task.
Constructivism however was evident when students collated their ideas and experiences of the use of mobile phones in the classroom within the wiki. My understanding of constructivism is that we as learners are creators of our own knowledge and try to understand this knowledge by applying our own experiences. However, Mergel (1998) says, collaborative learning is where students interact and build on each other’s ideas which is constructivist in nature. Therefore constructivism is when individuals contribute their own ideas and experiences and build their knowledge by the collation of ideas from others and their own.
Cognitivism theory was also linked to the wiki activity as it is theory which is based on the processing of information into short-term memory and long term memory coding.
I can honestly say that at first I struggled with the learning theory "Connectivism". My understanding of this theory is that of the connecting of ideas from differing sources to our own ideas. I feel as though connectivism was used with the mobile phones wiki as we connected with other people and others sources to build on our ideas.
After taking part in the mobile phones activity which questions the use of such technologies in the classroom, I have come to see the many disadvantages that this would attract. It is clear that the use of digital technologies is only suitable when there are clear learning benefits for learners. So what is it that mobile phones could bring to the classroom that no other digital tool can? How would it achieve learning advantages? As mobile phones are a communication tool which is used to socialise between individuals, I see no beneficial use for it in the classroom. After taking part in this activity and being involved in the different methods of learning, I see the importance of their uses in the classroom. However, these methods of learning should be used in partnership with many other theories to provide a learning environment which is supportive of diversity.
Sunday, 17 July 2011
Reflection on E-Learning
From my involvement with the course so far, I have come to see the importance of using digital technologies to improve both teaching and learning in the 21st century. Whilst taking part in this course, I have also come to realise the effects of the increased push for utilizing technology in the classroom has on those "Digital Immigrants". As technology is constantly evolving, digital immigrants will be required to spend loads of time trying to understand this new way of doing to be able to effectively support experiences. I have seen a great example of this during my prac visits at a local day care centre. I observed most of the digital immigrants struggle with this new technology and have to spend more time navigating and understanding different programs rather than thinking about how they would use it to support learning.
However, being a 'Digital Native', I have gained a further understanding of technology and e-tools that could be used to improve teaching and learning in the classroom. The skills and resources I have explored during the first two weeks has given me the opportunity to think more creatively and has also opened new possibilities for using technology that I was previously unaware of. As such, the group wiki space that I have been contributing to has allowed the group to share ideas about different concepts and understandings. This is a great resource for collaborating with others and building relationships as well as building knowledge based on the ideas of others. All of which I feel are key skills in being successful educators of the future.
However, being a 'Digital Native', I have gained a further understanding of technology and e-tools that could be used to improve teaching and learning in the classroom. The skills and resources I have explored during the first two weeks has given me the opportunity to think more creatively and has also opened new possibilities for using technology that I was previously unaware of. As such, the group wiki space that I have been contributing to has allowed the group to share ideas about different concepts and understandings. This is a great resource for collaborating with others and building relationships as well as building knowledge based on the ideas of others. All of which I feel are key skills in being successful educators of the future.
Thursday, 14 July 2011
Wordle
This was my first time ever exploring the wordle tool. I discovered, that it allows users to create word clouds by inputting a range of text which then creates a display. This display can be modified in a number of ways including, the change of colour, layout and font to make it more appealing to the user.
I found wordle to be an easy tool to use however, once the display had been created I had trouble trying to save and input it into my blog. After several tries at saving and even having to re-do my wordle as it had been lost, I decided to take a screenshot and input the image.
Wordle is also a tool which can be used in the classroom. Here are a few ways that I believe wordle can be used:
• Spelling lists – students can create a creative way of viewing their spelling words
• Reflecting – students can reflect on the key points of an experience
• Introducing new vocabulary – student can predict the meaning of words
• General display – to capture student interest
• Beginning of unit – student can brainstorm and contribute ideas about what they think they know about the topic and again create one at the end of the unit to compare their new knowledge
I found wordle to be an easy tool to use however, once the display had been created I had trouble trying to save and input it into my blog. After several tries at saving and even having to re-do my wordle as it had been lost, I decided to take a screenshot and input the image.
Wordle is also a tool which can be used in the classroom. Here are a few ways that I believe wordle can be used:
• Spelling lists – students can create a creative way of viewing their spelling words
• Reflecting – students can reflect on the key points of an experience
• Introducing new vocabulary – student can predict the meaning of words
• General display – to capture student interest
• Beginning of unit – student can brainstorm and contribute ideas about what they think they know about the topic and again create one at the end of the unit to compare their new knowledge
Wednesday, 6 July 2011
Learning Theories Wiki Reflection
After analysing Mark Prensky's 'Digital Natives and Immigrants' theory, as well as looking at a number of other theories analysed by my peers, I was able to build my knowledge and understanding of a range of theories without having to apply my higher-order thinking skills to analyse them myself.
I thoroughly enjoyed this activity, as I got to work alongside my peers to develop a PMI chart on our ideas of a theory. I thought this was a great way of building an improved understanding of a number of learning theories, in a short amount of time.
The scaffold of the PMI was an effective means of analysing theories as we were required to apply higher order thinking to interpret information and critically analyse it in terms of its advantages and disadvantages before re-stating the information. As all group members were required to use a PMI to analyse learning theories, we were able to compare our thinking and responses to theories as they were structured much the same.
Overall, I feel as though this was a great activity for building relationships and experiencing a number of e-learning tools such as wikis through collaboration. Using the PMI was an effective strategy for analysing the theory as it looked at the theory from a number of viewpoints
I thoroughly enjoyed this activity, as I got to work alongside my peers to develop a PMI chart on our ideas of a theory. I thought this was a great way of building an improved understanding of a number of learning theories, in a short amount of time.
The scaffold of the PMI was an effective means of analysing theories as we were required to apply higher order thinking to interpret information and critically analyse it in terms of its advantages and disadvantages before re-stating the information. As all group members were required to use a PMI to analyse learning theories, we were able to compare our thinking and responses to theories as they were structured much the same.
Overall, I feel as though this was a great activity for building relationships and experiencing a number of e-learning tools such as wikis through collaboration. Using the PMI was an effective strategy for analysing the theory as it looked at the theory from a number of viewpoints
Tuesday, 5 July 2011
Felder and Solomon - Learning Styles Questionnaire
Whilst my preferred learning style has always been something that I have been mindful of during the course of my learning so far, I have been reassured and am confident to say that I have a firm idea of my style of learning and preferences. After taking the online questionnaire by Felder and Solomon that allows you to further understand your own learning style, the results below were shown.
Prior to taking this questionnaire, I considered myself to be a visual learner who learns best through sequential steps that continues on from another. After looking over the results, it is clear to me that I am a learner who prefers sensory learning over intuitive learning and am a visual learner in more situations than verbal. It has also been confirmed that I am a learner who gains understanding through linear steps with each following on from the other. As an individual, I feel as tho I would benefit most and be a more effective learner if I were to be involved in a range of learning styles.
Students also have a range of learning styles and preferences within the classroom. I feel that it would be important as a teacher to thoroughly understand these differences to better plan for learning experiences. To support the range of learning styles within the classroom, as a teacher I would use a range of instructional methods opposed to attempting to teach each student exclusively to their preferred style. Where possible I would adopt an appropriate array of activities designed to support different learning styles.
Results for: Haylee Samuels
Prior to taking this questionnaire, I considered myself to be a visual learner who learns best through sequential steps that continues on from another. After looking over the results, it is clear to me that I am a learner who prefers sensory learning over intuitive learning and am a visual learner in more situations than verbal. It has also been confirmed that I am a learner who gains understanding through linear steps with each following on from the other. As an individual, I feel as tho I would benefit most and be a more effective learner if I were to be involved in a range of learning styles.
Students also have a range of learning styles and preferences within the classroom. I feel that it would be important as a teacher to thoroughly understand these differences to better plan for learning experiences. To support the range of learning styles within the classroom, as a teacher I would use a range of instructional methods opposed to attempting to teach each student exclusively to their preferred style. Where possible I would adopt an appropriate array of activities designed to support different learning styles.
Results for: Haylee Samuels
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
Sunday, 3 July 2011
Concept Mapping
This week I read about 'Concept Mapping' and was suggested to explore https://bubbl.us/ and http://www.text2mindmap.com/. It can be said that concept mapping helps in the organising of information, and recognising and using patterns to link information. As said by Marzano & Pickering (1997), this process facilitates students in understanding, using and retaining information. As concept mapping can be used within the classroom either in written form or digitally on the computer, this process is an important tool that should be considered within the classroom.
As suggested, I explored both programs by summarising and presenting the information which I came to understand within topic one into a visual map on Bubbl.us as well as my current understandings of digital tools on Text2Mindmap. Whilst exploring these programs, I found both to be user friendly and easy to follow however that may be because I am considered as Prensky (2001) labels a Digital Native. While these digital programs can be highly effective and useful within the classroom, I found them to be quite dull and time consuming and would prefer to record my understandings more quickly and colourfully using images and words in written form on a large piece of paper.
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Whilst exploring these programs I considered the laws of mind mapping that Buzan (2007) understands including the use of colours, connecting main ideas by branching to central topic and one key word per branch.
Concept mapping could be used to brainstorm ideas about a new topic (What students know or want to know about a topic) or knowledge gained from previous lesson. This tool could also be used to plan an assignment having each section (intro, body, conclusion titles) branching off from the main topic with information coming from each of the sections.
References:
Marzano, R. J., & Pickering, D. J. (1997). Dimensions of Learning (2nd Edition ed.). Aurora, Colorado: McRel.
Prensky, M 2001, On the horizon, Digital natives digital immigrants, University press.
As suggested, I explored both programs by summarising and presenting the information which I came to understand within topic one into a visual map on Bubbl.us as well as my current understandings of digital tools on Text2Mindmap. Whilst exploring these programs, I found both to be user friendly and easy to follow however that may be because I am considered as Prensky (2001) labels a Digital Native. While these digital programs can be highly effective and useful within the classroom, I found them to be quite dull and time consuming and would prefer to record my understandings more quickly and colourfully using images and words in written form on a large piece of paper.
Whilst exploring these programs I considered the laws of mind mapping that Buzan (2007) understands including the use of colours, connecting main ideas by branching to central topic and one key word per branch.
Concept mapping could be used to brainstorm ideas about a new topic (What students know or want to know about a topic) or knowledge gained from previous lesson. This tool could also be used to plan an assignment having each section (intro, body, conclusion titles) branching off from the main topic with information coming from each of the sections.
References:
Marzano, R. J., & Pickering, D. J. (1997). Dimensions of Learning (2nd Edition ed.). Aurora, Colorado: McRel.
Prensky, M 2001, On the horizon, Digital natives digital immigrants, University press.
Saturday, 2 July 2011
My Blog
Hi everyone, and welcome to my blog!
From my readings so far, my understanding of blogs is that they are a valuable e-learning tool because they allow a range of users to share information all around the world.
As you continue to follow my blog you will see that I will endevour to use this blogging tool as a means of reflecting upon my developing understanding of e-learning. I will also reflect upon a number of diffent ICT tools in relation to their effectiveness in facilitating and extending children's learning in the classroom.
An important consideration that I would like to make note of is the ethical and professional protocols of children when using such online tools found within this blog in an education context. According to Children's Rights and Responsibilities (1991) all children have a right to privacy to protect their name and family.
From my readings so far, my understanding of blogs is that they are a valuable e-learning tool because they allow a range of users to share information all around the world.
As you continue to follow my blog you will see that I will endevour to use this blogging tool as a means of reflecting upon my developing understanding of e-learning. I will also reflect upon a number of diffent ICT tools in relation to their effectiveness in facilitating and extending children's learning in the classroom.
An important consideration that I would like to make note of is the ethical and professional protocols of children when using such online tools found within this blog in an education context. According to Children's Rights and Responsibilities (1991) all children have a right to privacy to protect their name and family.
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