Through a futures orientated lens, it can be relevant to say that in a society like todays, technology is only going to become more advanced as time goes on. We live in a world overflowing with information communication technologies (ICTs), access to the World Wide Web and digital tools I never thought would exist this time five years ago. Prensky (2001) urges that “today’s teachers have to learn to communicate in the language and style of their students” (pp.4) on all levels and across the curriculum. This means that educators need to maintain a constant mindset that is focused on providing their students with the necessary skills to understand and control technology, whilst encouraging them to embrace the advanced world they live in.
In saying this, I have recently been investigating and analysing the endless amount of digital tools that are available for my use in the classroom, and reflecting upon how each tool can be used to facilitate, support and enhance student learning. Each tool that I have chosen to explore during this synopsis will be discussed in relation to numerous theories and frameworks including the engagement theory framework, Bloom’s higher levels of thinking, dimensions of learning and productive pedagogies (Kearsley and Shneiderman, 1998; Bloom, 1956; Marzano and Pickering, 2006; The State of Queensland, 2002).
Kearsley and Shneiderman’s (1998) engagement theory was a framework that really appealed to me, as I could easily comprehend the underlying concepts of the theory in relation to technology based teaching and learning. The aspect that was amplified to me the most was the emphasis Kearsley and Shneiderman (1998) put on the “positive role that can technology can play in human interaction and evolution (pp. 6). In my blog posting about the framework ( view my blog and concept map), I emphasised how impressed I was with the realistic approach of the theory, believing that the framework would be somewhat of a necessity in my classroom.
Digital Tool 1 – Learning Management Systems (LMS):
A learning management system is used for the learning purpose of accessing and gaining information, as it allows its users to access resources and assessment requirements whilst allowing them to become involved with online collaboration with other users of the system. Having been exposed to LMSs through university, I found myself reflecting upon how useful I have found this digital tool ( view my blog) and how enthused I am to utilise such system in the classroom. Siemens (2005) implies that networked learning, much like the learning that would occur through the use of a learning management system, is the way of the 21st century. With this in mind, a learning management system would largely suit a cohort of ‘digital natives’ as, according to Prensky (2001) they have become accustomed to receiving information fast and function better when networked. I have found that all learning management systems are very much collaborative based, which is such an important factor for today’s learners, who thrive on constant engagement with their peers. After reflecting on a discussion with a fellow peer in relation to learning management systems ( view Sarah’s comment) I began to ponder the vast amount of opportunities and benefits that learning management systems can offer to myself and the students, such as the creation of a virtual classroom.
A learning management system relates quite specifically to the dimensions of learning framework, particularly dimension two – acquiring and integrating knowledge (Marzano & Pickering, 2006, pp.43-111), as the students can discover and figure out information for themselves, whilst gaining a sense of independence, which is ultimately what today’s students crave. Kearsley & Shneiderman’s engagement theory outlines that the fundamental idea of the framework is for students to be “meaningfully engaged in learning activities through interaction with others and worthwhile tasks” (pp.1), which is essentially what a learning management system provides the students. Being so collaborative based, a learning management system can be related to Kearsley and Shneiderman’s views on collaboration. They believe that through a learning management system such as a virtual classroom, the extent and ease of interaction amongst all participants significantly increases, as well as access to new information (pp. 6). This notion of collaboration through a learning management system will amplify the importance of classroom relationships, which in turn, would enhance the motivation, level of engagement and involvement the students and their parents have with the content, and the teacher.
Digital Tool 2 – Online Concept Maps:
Concept maps are an effective digital resource used to extend and refine new and old knowledge in the classroom. Through using a program called Bubbl.us, the different features of a topic or idea can be sorted and organised into relative sections to create an overview or ‘bigger picture’ of the concept. Having explored the tool for myself, I discovered just how beneficial such tool can be for all learners. ( view my blog)
An online concept map relates directly to the theory of cognitivism, which focuses on learning through a mental processing lens. Cognitive theorists believe that online concept maps are a valuable tool to use in the classroom as they assist information organisation and linking, which will essentially allow the students to easily extend and refine this knowledge. According to McInerney and McInerney (2006) concept maps are “beneficial in facilitating learning and recall” and aim to help the with the learners ability “to make clear to themselves what similarities there are between concepts, thereby improving generalisations of learning” (pp.113). This engaging tool relates to dimension two in the dimensions of learning framework, having a specific focus on organising declarative knowledge. Marzano and Pickering (2006) state that tools, like online concept maps, “frequently help students construct meaning and store, or remember, the information they are learning” (pp.61). The creation of an online concept map links directly to the first phases of higher order thinking (Bloom, 1956) including ‘knowledge’, ‘comprehension’ and ‘application’ which teaches the students to locate, distinguish and show the relationship between the key ideas of a topic being discussed during a lesson (Dalton & Smith, 1986). This can also relate to the deep understanding process outlined in the productive pedagogies framework. It is through this deep understanding that students “grasp the relatively complex relationships between the central concepts of a topic” (State of Queensland, 2002, pp.3) which, in essence, is the main aim of an online concept map.
Digital Tool 3 – Wikis:
A WIKI is primarily a collaboration tool that would allow students to transform information to develop new understandings through first accessing, gaining, extending and refining the information. Upon reflecting about this digital tool in my blog ( view my blog) three key factors appealed to me regarding what makes a wiki such an effective learning device. They were - fun, sharing and collaboration. However, after experimenting and exploring the world of WIKI, I soon discovered that my initial preconceived ideas about the tool were soon shattered, along with the expectations I had. When further focusing on the benefits of incorporating WIKI into the classroom, a discussion with a fellow peer ( view Jess’s comment) altered the way I viewed WIKI, and my disappointment was soon amended.
Due to being so collaborative, the use of a WIKI supports Kearsley and Shneiderman’s (1998) engagement framework. They imply that ongoing collaboration “increases the motivation of students to learn” (pp.1). The use of a WIKI in a classroom environment, and beyond, can be directly related to Vygotsky’s (1962) constructivism theory, which suggests that “knowledge is often applied in an e-learning context through real-world simulations and collaborations with other students.” (Lein, 2010). In addition to this, a WIKI can be related to the productive pedagogies framework, particularly social support. This pedagogy states that “all members of the class can learn important knowledge and skills” in a climate that embraces “mutual respect amongst all members of the class” which will in turn, contribute to overall achievement (State of Queensland, 2002, pp. 10). Also linking to WIKIs is the productive pedagogy of academic engagement which observes students “showing enthusiasm for their work by raising questions, contributing to group activities and helping peers” (pp.11), which is essentially the underlying actions that a WIKI encourages.
Digital Tool 4 – Digital Video:
The use of digital videos in a classroom environment encourages an engaged atmosphere in which there is an obvious purpose to present knowledge to an audience. Having investigating the various uses of digital videos for the classroom and reflecting upon the instances in which I have used and been exposed to digital videos in the learning environment, I have come to the realisation that this particular digital tool is one that comes with many benefits for both the technologically savvy students and the learning manager ( view my blog).
From a pedagogical perspective, digital videos can have an immense impact on the student’s from academic, social and emotional angles. According to Kearney and Schuck (2004) the creation of digital video’s as a learning experience can place a strong emphasis on discovery learning and provide the students with authentic learning opportunities (pp. 9). This directly relates to the emphasis that is placed on authenticity in Kearsley and Shneiderman’s engagement framework. They imply that it is necessary for students to engage in projects that have a realistic focus (pp. 4). The creation of a learning experience that is based around the use of digital video gives students the opportunity to direct their own learning, whilst developing a full understanding and appreciation of a topic in the particular key learning area (pp. 61). Relating specifically to dimension four of Marzano and Pickering’s (2006) dimensions of learning framework, digital video’s, and its associated activities, encourages students to use knowledge meaningfully. The learning manager can do this through helping them perceive the task as meaningful and relevant, which will result in the students feeling motivated to acquire the knowledge they need to successfully complete the task (pp. 189).
Therefore, after experimenting and exploring a wide variety of digital tools, I have now begun to understand, embrace and appreciate the place each of these learning devices has in the classroom. I have gone on a technological journey that has not only highlighted the importance of integrating technology into the classroom, but has made me revaluate my mindset about these digital tools and just how positive they can be for myself, and the students. In saying this however, the pedagogy behind the tools is just, if not more, important than the actual implementation as it ensure that the students are scaffolded and guided around the learning device in a creative and engaging way, that will make them well informed members of the 21st century society we live in today.
To view my reference list please click the below link:
Reference List
Friday, August 27, 2010
Thursday, August 26, 2010
Digital Video
Having explored the endless video's in YouTube, I discovered the above video about Sea Creatures. I thought that it would be quite a useful video to integreate into an Under the Sea unit, as the learners would be learning about the types of animals that live in the sea. It would be quite engaging for them, as the animals featured in the video are colourful and cartoon like, and express themselves on a level that would appeal to the learners.
In saying this, I can easily see the positives relating to digital video and its place in the classroom - from both an engagement and learning perspective. I believe that the learners can utilise digtial video to communicate, create, present, summarise and evaluate.
Digital video from each perspective:
- To communicate; the teacher could create a digital video of a collection of photos from a class excursion, or create an end of year gift to the parents featuring all of the exciting things that were experienced in that certain year level.
- To create; the learners could create their own digital videos in small groups, depending on age, on a certain topic which could then in turn be used as an assessment piece for the teacher.
- To present; from the creation of their digital videos, the learners could present their discoveries and data to the class, or a digital video could be used to amplify key points in a presentation being made by the teacher or the learners.
- To summarise and evaluate; digital video would be a very useful tool to communicate to the learners the key messages, ideas and information.
Here is my SWOT analysis of the effectiveness of digtial videos in the classroom:
Podcasts
Having listened to many of my peers podcasts, I became quite intrigued in exactly what made podcasts so interesting...
Unfortunately, I was unable to create my own podcast on MyPodcast.com but have included a link (below) to Natalie's podcast as I thought her podcast was a great idea!
I can easily identify how useful and engaging podcasts would be in the classroom environment, particularly from behavioural and academic perspectives. Firstly, a podcast could be used to engage and appeal to those learners who have a tendency to become easily distracted or disruptive. Academically, Langwitches (2010) believes that through podcasting in the classroom basic literacy skills are being addressed and developed, whilst the students are becoming further engaged and motivated to learn through one simple podcast.
I agree with the ideas that Langwitches outlines in his blog. Podcasting is an interesting, engaging and fun tool to use, in the classroom, and beyond!
Reference:
Langwitches. (2010, January 9). It's Not About the Tools. It's About the Skills. Retrieved August 8, 2010, from Langwitches Blog: The Magic of Learning: http://langwitches.org/blog/2010/01/09/its-not-about-the-tools-its-about-the-skills/
Wednesday, August 25, 2010
An Insight Into Images
Above is one of my images that I took. It can be seen that the original photograph has been edited - something that I have a tendancy to do with most of my photos. I usually change the contrast settings and brightness, as well as resizing if necessary.
I attempted to engage with the MobaPhoto software, but after a few attempts to resize and edit images I soon got bored with what it had to offer me, so I decided to use Paint instead to create the above image. I had to resize the photos to fit on the canvas, which resulted in the pixels being automatically altered.
Images can definitely be used in the classroom. However, in saying this, I believe that much like PowerPoint and Voki, images too, have the potential to become a distraction as the learners get sidetracked by what is directly in front of them, rather than the 'bigger picture'; the overall purpose.
Images can evoke emotions and feelings amongst the learners in relation to a certain topic that may challenge the learners to think outside the box. They can be a useful engagement tool that gives the learners endless opportunites to understand, analysise and evaluate to further develop skills to using knowledge meaningfully, perhaps through the underlying use of the Dimensions of Learning.
Below is an image that could be utilised as a learning resource in the classroom....
http://bestdesignoptions.com/?p=6191
- image could be used as a 'hook' to introduce and engage the students in a new unit about whether, whether cylces etc
- A KWL chart in an initial learning experience could be completed to ensure that the learners are discovering new concepts, ideas.
- A simple brainstorming activity hosted by the teacher to emphasis key words for a particular unit
- A prompt for a story writiing activity
- Used in an assessment piece in which the learners are asked to explain what type of cloud is featured in the image and why etc.
How Cool are Vokis!
Exploring Voki's was definitely one of the more time consuming tools to engage with as I found the inner child in me wanting to escape and take over! I really enjoyed discovering how a voki is created and how it functions, testing out all the different looks, backgrounds and of course the text.
I can really see how effective the use of Voki avatar would be in the classroom, as voki.com outlines that the use of Voki's in the classroom context motivates the students to participate, nourish's students creativity, improves message comprehension, effective language learning and personalises the teacher's relationship with the students. Ultimately, this digital tool improves and encourages learning on both an academic and social level.
I created a PMI chart that outlines the good, bad and interesting points about this learning device.
I can really see how effective the use of Voki avatar would be in the classroom, as voki.com outlines that the use of Voki's in the classroom context motivates the students to participate, nourish's students creativity, improves message comprehension, effective language learning and personalises the teacher's relationship with the students. Ultimately, this digital tool improves and encourages learning on both an academic and social level.
I created a PMI chart that outlines the good, bad and interesting points about this learning device.
Learning Management Systems
I have been able to engage in two learning management systems throughout my time at universtiy, including Blackboard and Moodle. I know that without Blackboard and Moodle, particularly during my first year, I would have been a mess. I loved the comfort of knowing that everything I needed for each course was right there in one place, ready for me to access whenever I needed it. Both these learning management systems are presented in an organised, easy to operate system and suit my visual learning style perfectly.
To utilise such learning managment systems in a classroom would be quite beneficial, not only for the students, but also for the parents and the teacher. Within the learning management system the teacher can upload:
- content
- interactive activities
- blogs
- discussion forums
- assessment requirements
A learning management system is content driven tool that allows it users to access resources, assessment requirements, and engage in online collaboartion with other users. It would allow the teacher to communicate with the parents on a technological level, making it more convienient for some parents to become involved with their child's learning.
To utilise such learning managment systems in a classroom would be quite beneficial, not only for the students, but also for the parents and the teacher. Within the learning management system the teacher can upload:
- content
- interactive activities
- blogs
- discussion forums
- assessment requirements
A learning management system is content driven tool that allows it users to access resources, assessment requirements, and engage in online collaboartion with other users. It would allow the teacher to communicate with the parents on a technological level, making it more convienient for some parents to become involved with their child's learning.
Have a peek at Prezi
I must admit, exploring Prezi was actually quite fun, after I got the hang of it that is...
It took me a while to figure out what each function did, but after failing a few times and becoming frustrated (as we do!!) I eventually understood just how effective this digital tool is.
From a classroom perspective, this learning device could be so beneficial for both the teacher and the students. Just like PowerPoint, it enables the audience (i.e the learners) to become stimulated and engaged through the use of the interactive functions both tools have.
It would be a great tool to use in the classroom as it would allow the learners to build on their prior knowledge of a certain topic, concept and/or idea. A prezi presentation will also assist in how the learners, particularly the visual learners in the class, view the relationship between two elements through just simply editing the direction, zooming in and out etc.
Like all digital tools in the classroom, many students will become quite distracted with the 'awesomeness' of such an exciting program... I know I did!
Here is the link to my very first Prezi:
http://prezi.com/yhiwulpgnewf/have-a-peek-at-prezi/
It took me a while to figure out what each function did, but after failing a few times and becoming frustrated (as we do!!) I eventually understood just how effective this digital tool is.
From a classroom perspective, this learning device could be so beneficial for both the teacher and the students. Just like PowerPoint, it enables the audience (i.e the learners) to become stimulated and engaged through the use of the interactive functions both tools have.
It would be a great tool to use in the classroom as it would allow the learners to build on their prior knowledge of a certain topic, concept and/or idea. A prezi presentation will also assist in how the learners, particularly the visual learners in the class, view the relationship between two elements through just simply editing the direction, zooming in and out etc.
Like all digital tools in the classroom, many students will become quite distracted with the 'awesomeness' of such an exciting program... I know I did!
Here is the link to my very first Prezi:
http://prezi.com/yhiwulpgnewf/have-a-peek-at-prezi/
Powerful PowerPoint
Above is an example of a PowerPoint presentation created my group and I in a course last year....I have been exposed to Powerpoint for years now. Having done the business subjects throughout highschool, I was taught to became a so called 'expert' with this particular tool. I loved learning the basic steps, then exploring what else could be done to further enhance my presentation.
Engaging with PowerPoint once more in this course reminded me of how much I enjoyed the engaging with this tool when I was a student, which leads me to believe that it is such a powerful digital learning device to be utilised in the classroom...
PowerPoint can be used in the classroom in the following ways:
- In an introductory lesson as the 'hook' to engage the students in information about a new topic.
- Having recently completed an assignment in SOSE, I used a powerpoint presentation as the hook for my first learning experience. The powerpoint was just images and music, there was no text. I then encouraged the learnings to say how they felt viewing these images - it was emotive.
- Can be used as an assessment tool in which the students create their own powerpoint presentations and present them to their peers. This will allow the students to experience, first hand, the purpose of PowerPoint and why it is used to stimulate its audience.
- To inform students of a set of instructions for a certain activity, homework tasks etc
Below is my PMI chart that outlines the effectiveness of PowerPoints in the classroom:
Thursday, August 5, 2010
The Weird and Wonderful World of Wiki
When creating my WIKI using Wikispaces I had my doubts.. doubts about many things such as: the overall purpose of my wiki, my creativity and its uses in education...
Dont get me wrong, I love the intent of a wiki but honestly I am struggling with trying to see the benefits. I am the type of person that likes to focus on a clear, set and easy to understand layout. That is why I love my blog so much because I feel that I have a sense of ownership to a certain extent. Where as, with my wiki I feel that with limited themes, fonts and openess to anyone editing what I write etc, I can't seem to make it 'feel' like my own.
However, in saying all of this, from an educational perspective I can definitely see the positives. When reading about wiki's in the course content on Moodle the key features stood out to me, particularly these three -
Fun; everyone can contribute - but nobody has to,
Sharing; of informaton, knowledge, experience, ideas and views, and
Collaboration; a good collaboration tool.
Then I had a light bulb moment...
Isn't our aim in the classroom to make each learning experience a fun task in which the students can share and collaborate with eachother. So, whether it be a wiki or a blog or hey, why not both, they each provide such interesting and insightful opportunities for children to learn from an academic and social perspective. In essence, a wiki and a blog are quite similar and genearlly in regards to which one I may choose to utilise in the future will largely depend on the students I have in my class, as well as what works best at the time. For example, because a wiki is very communcations based, I could have the students communicate with eachother - through a wiki - about a certain topic or issue which will result in each of them increasing their confidence with techonology and with eachother, as some students will be very confident and motivated, particularly if they aren't in normal classroom interactions..
As a lifelong learner, overcoming this obstacle about my feelings towards wiki is just a minor hiccup in my technological journey but I am sure I will get there eventually..
How does everyone else feel about wiki?
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