Understanding 'Effect Size'

SYNOPSIS

Introduction

Contemporary children are being raised in a world which constantly exposes them to technologies responsible for significant increases in available information and rapid societal or economic changes (MCEETYA, 2005). Advancements in digital technology have placed a higher demand on educational institutions to produce individuals with higher levels of information and communication technology (ICT) specific skills necessary to satisfy employment requirements in roles increasingly becoming more dependent on ICT for successful outcomes (MCEETYA, 2005).

Moreover, increased global integration and international mobility resulting from such technological advances has created an environment which is becoming more socially, culturally and religiously diverse emphasising the need for students to be nurtured in an inclusive education setting to give all students, despite their background, an equal opportunity to be successful global citizens (MCEETYA, 2009). ICT is considered a major factor in fostering learning relevant for future generations (MCEETYA, 2009). Achieving such outcomes requires transformational change to pedagogical approaches by modernising the practice of integrating ICT in learning to making ICT integral to learning (Prestridge, 2007). 

Therefore educators need to ensure they not only possess the necessary technological content knowledge to successfully teach in an e-learning environment featuring the utilisation of web based, web distributed or web capable technological tools for educational purposes, but should also acquire an understanding of the principles of e-learning theory to guarantee a learning environment exists with the capability of adequately supporting the learning styles, needs and identified curriculum learning outcomes appropriate for contemporary children (Nichols, 2003). The principles of e-learning identified by Nichols (2003), proposed e-learning as being a “means” of education characterised by e-learning tools reflective of various subject pedagogies which are capable of being applied in various educational models or educational philosophies such as behaviourism, cognitivism or constructivism, thus allowing the provision of unique forms of education within existing paradigms that are enhanced primarily by pedagogical modernisation without diverting the overall aim of predetermined curriculum or learning objectives.

In consideration of the identified e-learning principles mentioned, the purpose of this paper is to reflect on learning experiences gained from using a number of e-learning tools to form an understanding of how ICT can be used to support different pedagogical approaches designed to engage various learning styles necessary for effective learning. Further discussion and academic references are available for 21^st century learners (appendix A), reflections on learning styles (appendix B and C) and information regarding learning theories such as behaviourism, cognitivism and constructivism (appendix D). 

Learning Experiences

E-learning environments that are not pedagogically based will prove to be inefficient regardless of how technically advanced the ICT tools utilised are, thus making it extremely important for e-learning lessons to be developed around pedagogical principles and practices relevant to learning theories such as behaviourism, cognitivism, constructivism or active learning (Pange & Pange, 2011). Pange and Pange (2011) suggest learning theory principles are aligned to ensure behaviourism is utilised to teach facts, procedures or principles are taught using cognitivist, constructivist approaches provide opportunities to teach relationships or more complex thinking, and active learning theory experiences maintain the attention of learners. Scaffolding featured in an example of a classroom wiki activity (appendix D) reciprocates the thoughts of Pange and Pange (2011).

The Wiki activity created an environment that supported effective e-learning as a result of the teachers ability to use different pedagogical/learning approaches capable of increasing the skills and knowledge of learners by providing students with opportunities to discover, collect, analyse, apply, evaluate, synthesise, comprehend and create during learning activities to ensure higher order thinking skills were developed applicable to the characteristics of Bloom’s taxonomy. Utilising De Bono’s six thinking hats to scaffold the Wiki demonstrated a step by step learning process identified by the Department of Education, Training and Employment Queensland (2008) whereby essential learning’s relevant to the key learning area (KLA) specific for ICT such as ethical, issues with ICTs, operating ICTs, inquiring with ICTs, creating with ICTs and communicating with ICTs were able to be structured depending on different pedagogical/learning approaches and the level of skill, knowledge or higher order thinking required in each essential learning area. To elaborate further, fostering higher order thinking skills applicable to essential learning’s of ICT requires the evolution of learning theory approaches. Student learning outcomes are enhanced as learning theories move along a continuum initially featuring behaviourist (instructivist) approaches, advancing to constructivist approaches and finally the “pedagogical view” of connectivism provides students with the opportunity to further enhance their learning in the digital age (Department of Education, Training and Employment Queensland, 2008).

Furthermore, the Wiki experience allowed learners to experience theoretical and practical learning styles which Pange and Pange (2011) identified as providing opportunities to enhance learning through information collection, memorisation of certain facts or figures and learning in real-life situations with the application of new knowledge. Pedagogical frameworks bring learning theories, pedagogy and essential learning outcomes together to enable teachers to focus on instruction to improve student outcomes. The pedagogical framework applicable to the ICT subject area is TPACK. Further information and academic references to support the discussion of this synopsis are available by accessing blog postings on Bloom’s taxonomy, De Bono’s six thinking hats, TPACK or connectivism in appendices D, E and F.

Digital technologies tool 1 (Blogs)

After analysing then reflecting on the relevant information regarding  websites, blogs and wikis with regard to teaching grade 2 primary school children, it was determined that blogs would be a more appropriate tool to use in this teaching context. Blogs are a social networking tool in the form of an online diary or journal focusing on topics of personal interest making it a great resource to encourage reflective thinking and providing opportunities for collaborative group work among learners. Teaching pedagogy focused on enhancing critical thinking and problem solving skills, recognised as being a primary goal of technology education, is more effective using collaborative rather than individual approaches (Gokhale, 1995). Moreover collaboration which engages the learner in teacher scaffolded problem solving enhances metacognitive thinking resulting in children developing the ability to reflect, examine and revise their understanding of learning (Colcott, Russell and Skouteris, 2009).

Collaboration or knowledge transfer is simplified by the much more user friendly and less time consuming blog in comparison to websites or wikis. Based on these facts the author concluded blogs as being more appropriate for the purpose of collaboration or construction of texts featuring print, visual and audio (ACELY 1674) in grade 2 contexts.

However, after pondering the position of gifted students, students with disabilities, students from culturally diverse backgrounds or students with prior digital experience, it should be acknowledged that the technologies under consideration (blogs, wikis and websites) can all be identified as resources which have the ability to enhance student learning outcomes in different contexts. Such technologies can be used to adapt or modify pedagogy and educational settings so every student despite their diversity can engage in higher order thinking skills. Therefore teachers should ensure differentiated instruction is part of their planning with ICT. Supporting readings and academic references for blogs, wikis or websites can be located in appendices G, H and I.

Digital technologies tool 2 (Digital Videos)

Digital video can be used to creatively integrate video, images and audio thus presenting teachers with a tool capable of motivating or empowering learners even though usage is typically for broadcast rather than interactive mediums (Girod, Bell and Mishra, 2007). Despite this teachers should understand creative work guides human progress either theoretically or in practice thus making it a necessity for students to create with the tool to develop truly creative learning and enhanced learning outcomes (Casangui, 2010).

Moreover the characteristics of digital video allow simultaneous display of pictures and words as well as varying amounts of audio and video presentation. According to Swisher (2007) modes of communication being utilised in such a way enhance learning, expand working memory and reduce cognitive overload.  Consequently this explains the author’s selection of digital video combined with visual thinking routines to transform learning in grade 2 classrooms with further information relating to this pedagogical approach and possible uses available in appendices J, K, L and M.

Digital technologies tool 3 (Glogster)

Glogster is an interactive easy to use electronic poster with features such as colour, movies, animation and sound which is fun to use. Creative presentations on particular subjects of interest can be constructed with much less difficulty than what was encountered by the author when using Prezi’s or powerpoints. Embracing creative learning environments is extremely important as such environments result in enhancements to student achievement, confidence, resilience, motivation, engagement, creative thinking, problem solving skills, school attendance and interpersonal or intrapersonal skills (Jindal-Snape et al, 2013). Based on the authors reflections in appendixes N, O and P an opinion was formed suggesting powerpoints or Prezi’s would be less effective in a grade 2 class than glogs for developing creative learning environments.

Digital technologies tool 4 (Google Earth)

Google Earth is a web 2.0 application focusing on video-audio for knowledge transfer. The difference between Google earth and other video-audio applications such as YouTube and Flickr is the increased level of interactivity the device allows (Hanewald and White, 2008). While high levels of interactivity stimulate increases in motivation and attention, learning is not guaranteed unless teachers overcome deficiencies in pedagogical beliefs, subject knowledge, values, teaching approaches, confidence and organisation (Beauchamp and Kennewell, 2008). Reflections on the effectiveness and use for this tool can be viewed in appendix Q.

Safety, ethical and legal concerns

Teachers have an obligation to ensure they understand all policy relating to ICT to ensure the safety of their students and any legal ramifications that could eventuate in the course of their work. However the importance of policies, values and standards goes deeper than protection and legal implications. Teachers should be aware that their conduct, values and beliefs toward policies can affect dispositions of ‘Habits of the mind’ that they are attempting to instil in their students thus threatening the foundation of trusting, interactive school environments (Costa and Kallick, n.d). Refer to appendix R for further reading.        

Conclusion

This synopsis evaluated a number of ICT tools to determine their appropriate use in educational settings. It is apparent successfully using ICT in educational settings requires transformed pedagogies developed from reflective teaching practice, professional teacher development and trusting interactive school based relationships.

REFERENCES

Beauchamp, G., & Kennewell, S. (2008). The influence of ICT on the interactivity of teaching. Education & Information Technologies, 13(4), 305-315. doi:10.1007/s10639-008-9071-y

Casangiu, L. (2010). Techniques that stimulates creativity in primary school, during the activities of communication. Journal Plus Education / Educatia Plus, 6(1), 148-156. Retrieved from http://ehis.ebscohost.com.ezproxy.cqu.edu.au/eds/pdfviewer/pdfviewer?sid=7abe8c9a-098c-4263-a485-95dd615e03c8%40sessionmgr110&vid=13&hid=107

Colcott, D., Russell, B., & Skouteris, H. (2009). Thinking about thinking: innovative pedagogy designed to foster thinking skills in junior primary classrooms. Teacher Development, 13(1), 17-27. doi:10.1080/13664530902858477

Costa, A.L., & Kallick, B. (n.d). Habits of the mind in the curriculum. Retrieved from http://www.habitsofmind.org/content/where-do-habits-mind-fit-curriculum

Department of Education, Training and Employment (DETE). (2008). E-learning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf/

Girod, M., Bell, J., & Mishra, P. (2007). Using digital video to re-think teaching practices. Journal of Computing In Teacher Education, 24(1), 23-29. Retrieved from http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTETeacherEducators/JCTE/PastIssues/Volume24/Number1Fall2007/Fall_2007.htm

Gokhale, A. (2005). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30. Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html?ref=Sawos.Org

Hanewald, R., White, P. (2008). What, how and why web 2.0? Australia Council for Computers in Education. Retrieved from http://www.deakin.edu.au/dro/eserv/DU:30024056/hanewald-whathowandwhy-2008.pdf

Jindal-Snape, D., Davies, D., Collier, C., Howe, A., Digby, R., & Hay, P. (2013). The impact of creative learning environments on learners: A systematic literature review. Improving Schools, 16(1), 21. doi:10.1177/1365480213478461

Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEETYA). (2005). Contemporary learning in an online world. Retrieved from http://www.mceecdya.edu.au/mceecdya/publications,11582.html#Teachers and teaching

Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEETYA). (2009). Melbourne declaration on educational goals for young Australian’s. Retrieved from http://www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html

Nichols, M. (2003). A theory for e-learning. Educational Technology & Society, 6(2), 1-10. Retrieved from http://www.ifets.info/journals/6_2/1.html

Pange, A., & Pange, J. (2011). Is e-learning based on learning theories? A literature review. World Academy Of Science, Engineering & Technology, 8062-66.Retrieved from http://www.waset.org/

Prestridge, S. (2007). Engaging with the transforming possibilities of ICT: A discussion paper. Australian Educational Computing, 22(2), 3-9. Retrieved from http://acce.edu.au/sites/acce.edu.au/files/pj/journal/AEC%20Vol%2022%20No%202%202007%20Engaging%20with%20the%20transforming%20possibil.pdf

Swisher, D. (2007). Does multimedia truly enhance learning? Moving beyond the visual bandwagon toward instructional effectiveness. Academia. Retrieved from http://www.academia.edu/1046356/Does_Multimedia_Truly_Enhance_Learning_Moving_Beyond_The_Visual_Media_Bandwagon_Toward_Instructional_Effectiveness

 

APPENDICES

Appendix A                        21^st Century Learners

Appendix B                         Learning Styles

Appendix C                         Multiple Intelligences

Appendix D                        Learning theories, Wiki Activity, Bloom’s Taxonomy, De Bono’s thinking hats

Appendix E                         TPACK

Appendix F                         Connectivism    

Appendix G                        Blogs    

Appendix H                        Wikis

Appendix I                          Websites

Appendix J                          Podcasts

Appendix K                         Images

Appendix L                         Digital Audio

Appendix M                       Digital video

Appendix N                        Powerpoint

Appendix O                        Prezi

Appendix P                         Glogster

Appendix Q                        Google Earth

Appendix R                         Safety, Ethics and legal issues

 

Working legally, safely and ethically online

According to Leech (2006) teachers must overcome difficulties associated with issues such as plagiarism, piracy, equitable use, inappropriate web material and cyberbullying to ensure ICT use can provide acceptable learning outcomes. To achieve this teachers must consider the importance of censorship in contrast to protection, free speech as opposed to responsibility and privacy versus control measures (Leech, 2006).

Teachers need to understand and take ownership of school policy to minimise the risk associated with the use of ICT technology for the educational purposes of their students. Risk management issues such as information sharing, copyright and intellectual property infringements are catalysts for compromising the privacy or safety of children under the teachers care. Failure to follow the correct protocol in regard to school policy will lead to breaches in a teachers duty of care which can lead to conviction under Queensland State Government legislation. The following link provides access to Queensland school Risk Management processes. 

The Department of Education, Training and Employment (2012) in Queensland provides information regarding policy and resources to assist teachers to overcome difficulties that may be experienced implementing the use of ICT in classroom environments. The following link provides access to the webpage for information and resources for school staff 

Trusting interactive school environments are built around policy which fosters the values and beliefs highly sought within the school community. 'Habits of the mind' are dispositions which determine how children react to and solve problems. Teachers who fail to display the appropriate values, beliefs and behaviour can have a negative affect on a child developing appropriate dispositions.

Habits of the Mind

References

Department of Education, Training and Employment (DETE). (2002). Risk management. Retrieved from http://education.qld.gov.au/web/schools/riskman.html

Leech, R. (2006). Internet ethics morality for an online world. Teacher. 172, 14-17. Retrieved from http://search.informit.com.au/fullText;res=AEIPT;dn=154066

Department of Education, Training and Employment (DETE). (2012). Information and resources for school staff. Retrieved from http://education.qld.gov.au/studentservices/behaviour/qsaav/info-school-staff.html

Google Earth for Education

Goggle Earth is an audio-visual web 2.0 application used for knowledge transfer with the capability of giving users a virtual reality experience on a global scale sourced from images, aerial photography and GIS 3D globe technology transferred from satellites.

Positives

• Creates higher levels of interactivity then other audio-visual web 2.0 applications
• Provides 3 dimensional views
• Empowers students by involving them in more complex tasks
• Access to global geography and landmarks
• Provides a coordinates function
• Ability to provide information on population distribution
• Provides photo tours
• Historic timeline function
• Simulates climate change
• Provides ability to share information with others in different locations
• Provides a vast repository of images, sound and video
• Can be used outside of school hours for extracurricular educational activities
• Not subject to licencing requirements
• Free application
• Provides supplementary readings and supported by audio or video
• Menu or tool navigation less complex due to point and click operation
• Provides students with opportunities to learn about spatial patterns and enhance spatial thinking 

Minus

• Complex spatial analytical operations are compromised by a lack of functionality or tool capability
• Data not included on the Google Earth interface requires account creation for access and knowledge of how to open specific data sets
• Accuracy or authenticity of information may not be readily available
• Fast internet connection required

Interesting

• Students may become disinterested if Google earth is unresponsive because of inadequate internet speed
• Less complex functionality ensures less time required for teacher training to acquire knowledge and skill to use the tool
• Google Earth can be used to introduce students to themes of geography identified as location, place, relationships with place, movements and regions
• Provides tools that allow students to collaborate, communicate, locate, evaluate and collect information which gives students the opportunity to foster knowledge, comprehension, application, analysis, synthesis and evaluation central to developing higher order thinking
• Google Earth can help fulfil education standards by; questioning the reasons humans obtain and use earth materials for resources, describing earth features, looking at possible impacts of human behaviour on earth surface, measuring distances and using analytical or other thinking capabilities
• Google Earth assists in overcoming limitations of hard copy materials such as the ability to support dynamic and interactive curriculum
• Improvements in concept or skill comprehension and recall of information occurs from using Google Earth as a result of the applications visual functionality

Teaching Purpose

According to the Department of Education Training and Employment Queensland (2012) Google Earth can be used to enhance learning across curriculum KLA's such as English, ICT and SOSE for grade 2 students. Exploring different media to communicate and collaborate in ICT can assist with writing, designing, speaking, listening, reading or viewing skills for English and learning about places or space in SOSE.

Example: Using Google Earth track a route and identified locations of a designated "travel buddy", then exchange information regarding such activities by creating and sharing digital images or class videos in a class blog.
 

Google Earth Tutorial


Sourced: http://www.teachertube.com/viewVideo.php?video_id=99637

Google Earth Lesson


Sourced: http://www.teachertube.com/viewVideo.php?video_id=36997

References

Department of Education Training and Employment (DETE). (2012). Communicating with ICT. Retrieved from http://education.qld.gov.au/smartclassrooms/enabling-learners/ict-expectations/prep-year2/communicating.html

Patterson, T.C. (2007). Google Earth as a (not just) geography education tool. Journal of Geography, 106(4), 145-152. http://dx.doi.org/10.1080/00221340701678032

Hanewald, R., & White, P. (2008). What, how and why web 2.0?. Australian Educational Computing, 23(2), 3-6. Retrieved from http://acce.edu.au/sites/acce.edu.au/files/pj/journal/AEC%20Vol%2023%20No%202%202008%20what%20how%20and%20why%20web2.0.pdf

 

 

 

Glog's in Education

This week in ICT for learning design the focus was on presentation tools such as glogster, prezi and powerpoint. The major focus this week however will be on Glogster.  Once again a PMI chart will be utilised to analyse the positive consequences, negative effects, interesting implications or possible outcomes of Glogster use in educational settings.

Plus

• Audio, video and images can all be imported into Glogster with such content enhancing the learning experience by catering for different learning styles simultaneously
• Glog space can be used freely allowing content to be easily edited 
• Content can be linked to other glogs or web pages on the Internet facilitating information sharing
• Enhances classroom networking, communication and collaborative work as a result of team work that occurs during publishing of digital poster projects
• Increases motivation and creates interest in performing interactive group work
• Allows students to construct relevant connections among various resources 
• Working on a project using glogster allows students to develop responsibility for their own work
• Supports the development of digital, media, visual and information skills
• Reduces material costs as time consuming and expensive printing in large formats is not required
• Students find glogster exciting to use and allows ideas to be expressed in different ways
• Enhances the stimulation of creativity and use of creative skills
• Students find developing content with the application is not difficult
• Develops interactive attitudes, personal reflection, critical thinking, imagination and creativity

Minus

• Does not guarantee a significant increase in school results
• Glogster can be difficult to work with in a class setting due to infrastructure constraints such as slow internet speed or computer crashes causing the possibility of non-saved work being lost
• Time management to complete projects can be challenging as adapting to the technology can be difficult especially among diverse groups of learners
• Consistent learning accross groups can be compromised if proper direction is not given to learners and students are not given responsibility to carry such directions out
• Pedagogical difficulties with students producing proper english in self-directed learning environments if teacher does not scaffold the learning environment adequately

Interesting

• Using glogster can support constructivist learning approaches in language classrooms as it requires students to work collaboratively and communicatively which develops real life experiences for students
• Students creating and publishing poster projects utilising glogster allows teachers to determine student skill level and resulting outcomes can establish baselines in student performance
• Multimedia tools such as glogster do allow opportunities to ensure learning environments are effective and meaningful but, using glogster or other multimedia devices on their own will not assure good learning environments are provided to learners
• Using glogster assists in fulfilling universal design for learning (UDL) principles
• Glogster assists in providing differentiated instructional learning activities
• Creativity pedagogy begins from stimulating and educating creativity which is dependant on social relationships that engage students in a multitude of influences exercised upon them. Glogging assists the teacher to create creative pedagogy
• Glogster assists in meeting curriculum outcomes for learners by allowing students to demonstrate their understanding of curriculum objectives
• Glogster assists in providing inclusive learning environments
• Glogster builds more accurate and effective mental models than what can be achieved from using text alone
• Glogster is effective to use with both young and old learners

Kent (n.d) identified a number of uses for glogster in educational environments:

• Allowing language students to develop digital posters on topics relevant to themselves, celebrities , towns or topics based on curriculum content
• Using the publishing tool to allow students to display their writing skills through typing and speaking skills through mp3 recordings
• Allowing students to participate in video projects to display their creativity and incorporate their visual and auditory learning styles
• Label and displaying elements of fairytales by young learners
• Practicing persuasive writing skills and fostering creativity in advertising design among older students 
• Biography development
• Developing travel posters
• Developing topic based electronic posters

Teaching Purpose

This information confirms glogster use in combination with teacher scaffolded content will ensure students meet specific essential learning outcomes for technology as identified by the QSA curriculum assessment and reporting framework.

The Department of Training Education and Employment Queensland (2012) student expectations from prep to year 2, identifies how an ICT tool such as a Glogster can be used to support students in achieving essential learning outcomes by providing students with the required knowledge, understandings, ways of working and skills. To achieve the essential learning of ethics, issues and ICT at the end of year 3  glogsters can be used to creat a class poster following student interaction
with material at cybersmart. This activity would require the teacher to provide explicit teaching approaches

REFERENCES

Maria, D., Luminita, D., & Cristina, M. (2012). The stimulation of students’ creativity by using multimedia platforms. International Journal Of Computer Science Research And Application, (01), 95. Retrieved from http://www.doaj.org/doaj?func=openurl&genre=article&issn=20129564&date=2012&volume=02&issue=01&spage=95

Kent, D.B. (n.d). Exploring the perspectives and potential of incorporating glogster in the university EFL curriculum. Arab World English Journal, 130-170. Retrieved from http://www.awej.org/?article=21

CAST. (2012). About UDL. Retrieved from http://www.cast.org/udl/

Allan, S. (n.d). Differentiated instruction, curriculum assessment. Retrieved from http://www.differentiatedinstruction.net/

Queensland Studies Authority (QSA). (2013). Technology. Retrieved from http://www.qsa.qld.edu.au/7299.html

 

Queensland Studies Authority (QSA). (2013). Information and communication technologies (ICTs) cross-curriculum priority by the end of year 3. Retrieved from http://www.qsa.qld.edu.au/downloads/p_10/qcar_ccp_ict_yr3.pdf

Australian Communications and Media Authority (ACMA). (2013). Cyber(smart:). Retrieved from http://www.cybersmart.gov.au/

Department of Training Education and Employment (DETE). (2012). Smart Classrooms: Prep to year 2. Retrieved from http://education.qld.gov.au/smartclassrooms/enabling-learners/ict-expectations/prep-year2/index.html

Saskatoon Public Schools. (2013). Instructional strategies online. Retrieved from http://olc.spsd.sk.ca/de/pd/instr/strats/explicitteaching/

PREZI PRESENTATION

POWERPOINT PRESENTATIONS (Activity 1-3)

 

 

Click image to open powerpoint

 

All powerpoint photos and information sourced at: http://www.getbodysmart.com/

 

 

The above powerpoint presentation was designed by pasting images and information sourced from a reputable website into the powerpoint slides. The softwares audio recording function was used to provide audio to accompany key words appearing in the presentation in an effort to enhance student understanding and memory retention with regard to intended learning outcomes. The process of creating a powerpoint is relatively easy although to embed a fully functional version of a powerpoint slideshow into a blog requires the powerpoint to be saved to an external web application such as slideshare or windows skydrive. Once the powerpoint is downloaded a embed code is able to be retrieved which can then be copied and pasted into your blog