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 

                                                                                                                                                                                  

Digital Video Creation

 

Please click on the above image to view Video

 

 

The process of making the above video using Windows moviemaker 2.6 was quite easy. However I am all for making things harder for myself! As a result of downloading music into the video (Cold Chisel's Everybody) I didn't at first realise uploading a commercial music DVD to a blog or wiki could possibly be in breach of copyright laws and this meant embedding the video directly into this blog from YouTube was not possible. The video could not be embedded into the blog unless the song was removed despite whether the video was declared private, public or unlisted in YouTubes video management options.

To prevent having to go through the whole process of constructing another video, the original video was embedded into Wikispaces and a link was created from the above picture to the wikispace to enable members of the wiki to view the video.Recognition of Cold Chisel's music was referenced in the video and in the reference list relevant to this blog.

However this approach is only possible because of provisions set in the Australian Copyright Act 1968. The Australian Copyright Act 1968 states it is permissible to utilise copyrighted music materials in films for study and research purposes under the proviso that such music will only be used within the confines of the course and not distributed further.

The approach used in this blog mirrors these copyright requirements. Only course members can view the video published in the CQU wikispace which is password protected to prevent unauthorised access. Regardless of this loophole, the author would like to acknowledge their is considerable risk associated with using copyright material and therefore it is the intention of the author to USE ROYALTY FREE MUSIC located at http://incompetech.com/music/ for future video presentations to avoid possible copyright breaches.

Utilising video in educational settings allows the learner a greater opportunity to:

•  Interact with content
•  Increase memory
•  Engage in the learning process
•  Increase knowledge transfer

To investigate the credentials of using video within a classroom environment a P.M.I chart was used to determine the positive consequences, negatives effects, interesting implications or possible outcomes resulting from such use.

Plus

• Facilitates students communication of ideas, messages or information
• Enhances students observation and analysis of performance or phenomena.
• Supports reflection of learning
• Enhances movie making skill
• Enhances language development
• Enhances literacy skills
• Enhances communication and presentation skills
• Enhances organisational and teamwork skills
• Enhances higher order thinking skills
• Enhances metacognitive skills
• Enhances affective skills
• Supports a range of learning styles such as kinaesthetic, spatial, visual and auditory.

Minus

• Technological barriers (access problems, misinterpreting the way technology should be used in schools, equipment failures or reliability)
• Legislative barriers (poor policies)
• Behavioural barriers (attitudes, behaviours, expertise and perceptions)
• Resource barriers (lack technical support and professional development)

Interesting

• The integration of digital video technologies when teaching subject areas doesn't necessarily mean automatic improvements in work quality or standards of attainment
• High quality teaching is the major factor responsible for increasing achievement
• Students engaged in digital video production supports teachers' educational objectives
• Use of digital video allowed less teacher control over activities as the teacher became more of a facilitator of learning resulting in greater differentiation for individual learners
• Use of digital video increased the use of enquiry learning strategies encouraging problem based learning
• Use of digital video increased "real life" experiences resulting in increased student motivation and excitement among students
• Use of digital video increased student autonomy resulting in student Independence and ownership of their learning
• Use of digital video increased collaborative activity

Teaching Purpose

According to Schuck and Kearney (2006) digital video in educational settings can be used in schools to support, extend or change pedagogy and curriculum outcomes. Therefore allowing children to participate in student generated digital video projects based on curriculum content and good pedagogy would enhance the learning outcomes for students.

The KLA of ICT identifies grade 2 expectations for using ICT and software to communicate. The following expectations are relevant to digital video. Recording a video of students participating in a sporting activity can be used for students to reflect on good sporting behaviour. Students can then discuss characteristics of good or poor sportsmanship based on what was viewed in the video (Department of Education, Training and Employment, 2012)

REFERENCES

Schuck, S., & Kearney, M. (2006). Capturing learning through student-generated digital video. Australian Educational Computing, 21(1), 15-20. Retrieved from http://acce.edu.au/sites/acce.edu.au/files/pj/journal/AEC%20Vol%2021%20No%201%202006%20Capturing%20learning%20through%20student%20gene.pdf

Henderson, M., Auld, G., Holkner, B., Russell, G., Seah, W., Fernando, A., & Romeo, G. (2010). Students creating digital video in the primary classroom: student autonomy, learning outcomes, and professional learning communities. Australian Educational Computing, 24(2), 12-20. Retrieved from http://acce.edu.au/sites/acce.edu.au/files/pj/journal/AEC%20Vol%2024%20No%202%202010%20students%20creating%20digital%20video%20in%20the%20.pdf

CISCO. (2012). The impact of broadcast and streaming video in education. Retrieved from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CDQQFjAA&url=http%3A%2F%2Fwww.cisco.com%2Fweb%2Fstrategy%2Fdocs%2Feducation%2Fciscovideowp.pdf&ei=enlnUY72K4awiAecwIGYDg&usg=AFQjCNEm3UmCAHXX5rkluXpK0fxMwSqnMA&sig2=spZk1otPCJl-ksfrHma1vw&bvm=bv.45175338,d.aGc

Cold Chisel. (2011). Everybody. Retrieved from http://www.coldchisel.com/everybody/

Incompetech. (2013). Royalty free music. Retrieved from http://incompetech.com/music/

Australian Copyright Council (ACC). (2012). Music: Use in student films & videos. Retrieved from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&sqi=2&ved=0CDgQFjAB&url=http%3A%2F%2Fwww.copyright.org.au%2Fadmin%2Fcms-acc1%2F_images%2F149937744f448419e62dd.pdf&ei=3HdnUerrK6yQiQeW_oCYAg&usg=AFQjCNER9tBy1872oj21Yyr4g1LGUm9sLQ&sig2=Umw4nR9XxupjjlhT7dkvDw

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

Digital Audio Recordings

 

Please click on my image for an example of a digital audio recording

 

Created using: http://blabberize.com/ 

 

Created using: http://www.voki.com/create.php

The creation of the digital audio image at the top of this post was a very simple process using a program known as Blabberize to transform a photo of myself into an animation then combining it with a voice recording from a mp3 player to form a brief presentation. The other animation located directly above is a voki animation created through the ability to select different characters and then customise their appearance or background settings. These animations could be used to provide instructions to students in blog activities you have created as a "hook" to engage the student or as a means of providing students with a tool to be more creative when presenting their own information.

PODCASTS

Click on images to view details of podcasts

 

Sourced: iTunes

 Sourced: iTunes

Sourced: iTunes

 

Podcasts are a digital audio file capable of containing video, photographs or audio which have been created so information can be shared and heard over the internet. Podcasts provide a multifaceted learning experience which can be utilised in activities to develop reading fluency and listening, spelling, writing or speaking skills. Further advantages connected to podcasting include; promotion of libraries, sharing of student learning, distribution of school information, providing professional development, motivation or engagement of learners, content introduction, reflective assessment tool, providing parent teacher contact and utilisation as a reporting tool. These free podcasts provided by iTunes above are a great resource as an information tool for students completing a project as part of their assessment or for personal learning and professional development.

 

References

 

Information, Inc. (2013). Podcasting 101 for k-12 librarians. Retrieved from http://www.infotoday.com/cilmag/apr06/Eash.shtml 

 

Grant. L. (2007). Podcast in learning. Curriculum Matters. 6(4), 4-6. Retrieved from http://search.informit.com.au/fullText;res=AEIPT;dn=165766   

Learning Using Images

GYMPIE FLOODS

The pictures above were resized and uploaded using MobaPhoto located at http://www.softpedia.com/get/Multimedia/Graphic/Graphic-Editors/MobaPhoto.shtml.

Resizing and uploading the photo's was an easy process although the same can't be said of downloading the actual MobaPhoto program which proved to be time consuming.

The pictures are of recent flooding in the Gympie district. Images such as this could be used as a "hook" to engage students when introducing a possible class project on the cause and effects of flooding. Using these pictures simultaneosly with words in dot-point form when explaining the topic, objectives and learning outcomes will enhance the students understanding of the task. Pictures such as this can be used to scaffold the learning environment to prevent the possibility of excessive cognitive overload by ensuring segments of the information are presented visually and other pieces in auditory form.

To ensure learners get the utmost value out of using images for learning consideration should be given to the relevant subject area, pedagogical approaches, appropriateness of image for teaching purposes and the suitability of the type of image such as a photograph, vector, chart or graph in representing the particular concepts being taught. After considering these factors the following list of practical uses can be identified for digital images:

• Illustrate concepts and display examples during presentations
• Enforce and extend language and common terms relevant to particular topics
• Critical thinking skills
• Identify emotions and mood
• Illustrate case studies
• Foster collaboration and encourage teamwork
• Stimulate story or poem writing
• Enhance visual communication skills
• Assess student knowledge, understanding and observational skills

To foster engaged students, in-depth learning and improved teaching, visual thinking skills should be developed using pedagogical strategies known as thinking routines. Thinking routines account for  different types of thinking such as; interpretation and justification, reasoning and explanation, in-depth inquiry, examination of propositions, exploration of interesting things, reflection on changes to thinking and exploration of perspectives.

Examples of Thinking Routines 

What makes you say that?
Think puzzle explore
Think pair share
Circle of view points
I used to think....now I think
See think wonder
Compass points

Teaching Purpose

The KLA of ICT identifies grade 2 expectations for using ICT devices and software to communicate. Digital images can be used in class activities to create a reflective photo story combined with oral reflection which also supports speaking and listening skills in the KLA of English (Department of Education, Training and Employment, 2012).


REFERENCES  

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

JISC Digital Media. (2013) Practical ways to use digital images in teaching and learning. Retrieved from http://www.jiscdigitalmedia.ac.uk/guide/practical-ways-to-use-digital-images-in-teaching-and-learning/

Harvard Graduate School of Education. (2010). Project Zero: Visible thinking, core routines. Retrieved from  http://www.old-pz.gse.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html

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

Reflection of Website Creation

The use of websites in an educational setting can have pedagogical benefits and the ability to enhance learning outcomes. However teachers have a duty of care not to expose students to harm. Therefore to take advantage of the pedagogical or learning outcome benefits and to reduce, isolate or remove the risk to students identified in the PMI chart below, it would possibly be a good idea to give students a project to constuct a classroom website whereby website access is teacher controlled and monitored.

Plus (all the positives)

• Creates empowerment, motivation and collaboration
• Allows access and opportunity to master use of content elements such as text, pictures, video, photo gallery, slideshows, contact forms, google maps, photo editor, file uploader, audio player, embedded documents, feed reader, online polls, button text and links to social media
• Is static meaning changes can only be made by the authors eliminating chances of malicious editing and accidental erasures.
• Password protected

 Minus (all the negatives)

• Time consuming
• Access to equipment
• Access to technical skills
• Cost of equipment 

Interesting

• Gives students a global voice
• Increases print lieracy, oral literacy and hypermedia literacy skills
• Ability to create school/classroom pride among students when given responsibilty to build classroom or school websites
• Allows students to keep up to date with the latest digital technology to increase their future ability to be global citizens
• Possible exposure to social media through website link function
• Use in group situations may cause disharmony between students over what content should appear on the website
• Risk of exposing students to harm if giving them sole control of their own personal website as policing their use would be logistically difficult

Teaching Purpose

The KLA of ICT identifies grade 2 expectations for using websites to gather information for inquiry about particular curricular topics (Department of Education, Training and Employment, 2012).

To finish this weeks blog it is perhaps relevant to look at why information and communication technology should be used in educational settings

Also here is a link to my personal website

REFERENCES

Eagleton, M.B. (1999). Benefits and challenges of student-designed school website. International Reading Association. Retrieved from http://www.readingonline.org/articles/eagleton/text.html

Queensland Teachers Union. (2011). Legal information:teachers liability in negligence to students - Queensland Government schools. Retrieved from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&sqi=2&ved=0CDwQFjAA&url=http%3A%2F%2Fwww.qtu.asn.au%2Findex.php%2Fdownload_file%2Fview%2F558%2F506%2F&ei=x45oUfSzGMeFiQfU1oHQAw&usg=AFQjCNHLPoRXEmyywZjssF1LJPx16mXipQ&sig2=4lP05L77YV1LPH3hJKLb1Q&bvm=bv.45175338,d.aGc&cad=rjt

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

 

 

  

 

Why Information Communication Technology should be used in educational settings

 

Sourced from: http://youtu.be/gT2E2F0DmyE

Reflection on Wiki's (S.W.O.T analysis)

Wiki's are a group of web pages that unlike blogs allow other users to edit the content. They are highly flexible and a-temporal in nature as interlinking textual references don't change according to a time schedule as blogs do, but rather through the continual development of the text edited. The potential of the Wiki in a teaching context is for group brainstorming activities to influence higher order thinking skills. Such a tool can also be used to create learning environments that reciprocate diversity in the classroom and inclusiveness of all learners. The Wiki can be structured to scaffold elements of all learning theories (behaviourism, constructivism and cognitivism) thus giving learners the opportunity to ultimately achieve the "pedagogical view" known as connectivism. As was the case with blogs the context of the learning environment will depend on how wikis are used in the classroom. One of the main concerns with wikis as opposed to blogs are extra security concerns from external influences if public domain settings are not set to block such activity. Therefore as students become adapt at using a wiki for collaborative authorship, writing, research projects and annotated bibliographies of their work, they must also become more adapt at knowing how to work safely, ethically and securely while using such technology. 

For more information on Wikis see previous blog.        

Strengths Builds connections between new and old knowledge Influences the development of Bloom's taxonomy through synthesis and evaluation Enhances creativity/engagement Develops interpersonal skills/communication skills/teamwork skills Improves writing ability Stimulates metacognition User friendly Free of charge

Weaknesses No spell check could provide embarrassment for students and open them to ridicule thus making them apprehensive about participating Ethical considerations exist as inappropriate material could be posted by students Security of information is at risk (accidental erasures and malicious editing) Advertisements can be displayed depending on the type of Wiki which are very distracting for students

Opportunities Allows teachers to provide a learning environment that encourages, promotes, and values classroom diversity Allows teachers to promote digital citizenship through discussions about copyright Allows teachers to model skills for learning in digital age work Enhances inclusive learning

Threats   Open to the public domain if settings are not locked in private view and protected member only editing. Failure to ensure this occurs will make students vulnerable to outside influences thus risking the security of students and possibly exposing them to cyber-bullying, inappropriate material or physical harm. Copyright/plagiarism of information sourced externally could occur in written, video, imagery and sound formats

The link below is a great example of how wikis can be used enhance mathematics learning outcomes.

21st Century Skills Project (Wiki math mindmaps)

REFERENCES

Duffy, P., & Bruns, A. (2006). Use of blogs wikis and RSS in education: A conversation of possibilities. Retrieved from http://eprints.qut.edu.au/5398/

Reflection on Blogs (S.W.O.T Analysis)

The potential of blogs in a teaching context is the ability to support a constructivist learning environment whereby learning is student centred and scaffolded by the teacher. The combination of technology with a constructivist learning approach that is scaffolded by the teachers content knowledge, ensures learners get the maximum potential out of their lessons.

As can be viewed in the S.W.O.T analysis below, blogs are a very effective interactive tool to support teachers in ensuring characteristics of Bloom's taxonomy (higher order thinking skills) are available and delivered to their students in particular lessons.  Furthermore, the function of blogs enhances student exposure to different sensory stimuli which can influence areas of intelligence and different learning styles as identified by Gardner's Multiple intelligence theory or Felder and Soloman's online Qestionnaire.

Strengths   Allows students to: Develop communication skills Develop literacy skills Take ownership of their work Share relevant information Collaborate/interact/converse on topics Encourages critical analytical thinking Build an audience Develop self-reflection Enhance student-teacher relationships Enjoy flexibility Partake in higher order thinking skills Enhance motivation/participation/ engagement/excitement/creativity/ contemplation/empowerment React to different sensory stimuli thus ensuring different learning styles are catered for in the lesson delivery       Allows teachers to: Scaffold learning and mentoring Create a classroom community Enhance classroom management Access students voice Understand student progress in concept construction Enhance the learning environment

Weaknesses   Misrepresentation of facts Volatile nature of blog means it can be edited or deleted making the blog difficult to archive or index Ethical considerations as inappropriate material could be posted by students Cyber-Bullying can occur from fellow students Not suitable if desire is to develop more sophisticated, complex and dynamic websites Some students may be apprehensive about participating in posting opinions to a public domain

Opportunities Extends walls of the classroom and provides students with access to information and audiences globally Allows ability to foster collaboration with parents and community members Digital skills necessary in contemporary society can be enhanced Enhances inclusive learning Students develop and apply safe and responsible practices when working with ICT’s in online environments Allows teachers to provide a learning environment that encourages, promotes and values classroom diversity

Threats Can disadvantage students who do not have access or possess limited access to internet outside school periods Blog is open to the public domain making students vulnerable to outside influences Personal information could be leaked across the internet Plagiarism of information sourced externally could occur

Teaching Purpose

The context of the particular educational setting will depend on how blogs can be used. The Department of Education Training Employment (2012) displays a list of student ICT expectations organised on a continuum to specify learning expected at certain age levels. Expectations include inquiring with ICT, ethics and issues with ICT, creating with ICT, communicating with ICT and operating with ICT. Following these guidelines and having content knowledge of blogs will ensure appropriate use of this particular interactive tool to enhance curriculum learning outcomes.

KLA of ICT identifies expectations for grade 2 communicating with ICT which suggests adding class entries to a classroom blog to record observations while following the life cycle of a particular animal. This approach also supports learning outcomes in Science and English KLA's grade 2 (The Department of Training and Employment, 2012).

Blogs in the Elementary Classroom


Sourced: http://www.teachertube.com/viewVideo.php?video_id=99517

Blogs in Plain English


Sourced: http://www.teachertube.com/viewVideo.php?video_id=12423

References

Teacher Tube. (n.d).  Blogs in the elementary classroom. Retrieved from http://teachertube.com/viewVideo.php?video_id=99517&title=Blogs_in_the_elementary_classroom

Teacher Tube.(n.d).  Blogs in plain English.  Retrieved from http://teachertube.com/viewVideo.php?video_id=12423

Transforming Education through Technology the Journal. (2013). Moderating and ethics for the classroom instructional blog. Retrieved from http://thejournal.com/articles/2007/02/26/moderating-and-ethics-for-the-classroom-instructional-blog_633573844495478025.aspx

Williams, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247. Retrieved from eprints.qut.edu.au/13066/1/13066.pdf

Wang, H. (2008). Exploring educational use of blogs in U.S. education. US-China Education Review, 5(10), 34-37.

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

Reflection of Learning Facilitated by Mobile Phones Wiki

Source:  http://www.nwlink.com/~donclark/learning/learning.html

INTRODUCTION

This weeks activities centred on gaining an understanding of teaching in digital environments with the aim of shifting the focus away from ICT tools and skills to instead incorporate learning about ways of working in the digital world. Such an approach requires the application of productive pedagogies to develop intellectual quality, connectedness, supportive classroom environments and recognition of differences (Slideshare, 2013). Productive pedagogical frameworks enable teachers to focus on their instructional methods to improve student outcomes by considering and understanding; the background of their learners in conjunction with their learning styles, identification of curriculum expectations, evaluation of teaching strategies and the importance of making correct selection choices prior to application to ensure appropriate teaching strategies are implemented. Additionally, teaching in digital environments also requires a responsibility to ensure legal, safety and ethical issues are addressed. However it should be emphasised that productive pedagogies don't have the capacity to cover all components of effective teaching such as safety or time management issues and thus require separate attention from the learning manager (slideshare, 2013). Therefore policies covering the legal, safe and ethical use of online technology completed the weeks learning material.

WIKI ACTIVITY

To scaffold learning in a digital environment the combination of a group Wiki and De Bono's "six thinking hats" teaching strategy was explored with regard to learning outcomes.

After participating in the mobile phone Wiki activity, I now realise the learning theories of behaviourism, constructivism and cognitivism together with the "pedagogical view" connectivism are all featured when using a group Wiki combined with De Bono's "six thinking hats" method.

Behaviourism

Behaviourist teaching approaches reflected in the Wiki activity included:

• Material being broken into smaller units (each different hat is a representation of this)
• Opportunities for feedback are provided (individuals responding to each others ideas)
• Describes the terminal behaviour and organises material to be learnt in steps. (each different hat contributes to this behaviour)

Constructivism

Constructivist principles reflected in the Wiki included:

• Social negotiation (Participants shared a reality with others using the same or similar processes).
• Facilitated by exploration of real world environments and influence of new environments.         (Participants explored m-learning for education environments from the influence/intervention of a Wiki).
• Students collaborate together and with the teacher. (Participants shared information and ideas in the Wiki and the teacher mentored this process).
• Provided case based problems derived from real life environments and based on real practices.

Connectivism

Connectivist principles reflected in the Wiki included:

• Diversity of opinion influences learning and knowledge (The opinions created by different individuals under different thinking hats enhanced knowledge and learning).
• The process of connecting specialised information or sources influences learning (connections made through the Wiki activity have assisted in learning outcomes).
• Non-human means may influence learning (using digital technology such as a wiki).
• Facilitating continued learning requires nurturing and maintenance of connections (Wiki connection allows groups to be formed and opportunity for groups to be maintained).
• Core skills are enhanced due to an increased ability to see connections between subject areas, ideas or concepts (thinking hats encourage higher order thinking and problem solving skills).
• Decision making as a learning process (The Wiki gives learners the opportunity to decide what information is relevant, current and trustworthy)

Cognitivism

Cognitivist principles reflected in the Wiki include:

• Emphasising active mental processing for learners as different schema's are required for different learning tasks. (The Wiki experience created the need to react, respond and report to learning materials creating different mental states such as emotional, memory and connections).
• The learners have an active and creative role in the activity rather than passive. (this description mirrors the Wiki activity as participants were expected to conduct research to answer topic questions on the Internet, course reading or text books)
• Information processing (the Wiki enabled data to be gathered, processed and stored)
• Formulation of Hypothesis (Individuals within the Wiki were able to form their own ideas with regard to the rules relating to particular concepts e.g the six thinking hats).   

Bloom's taxonomy

The learning that occurred as a result of the Wiki can be identified using Bloom's taxonomy to analyse the facilitation of such learning.

Bloom's taxonomy consists of  three learning domains:

• Cognitive Domain - mental skills (knowledge)
• Affective Domain - growth in feelings of emotional areas (attitude)
• Psychomotor Domain - manual or physical skills (skills)

Each domain features categories of behaviour ranging from simplest to more complex forms which can be identified by using Bloom's action verbs. Teachers are able to plan intended learning outcomes using Bloom's action verbs depending on what is being taught and the level of prior knowledge children possess. Observation of these behaviours also provides teachers with a process to reflect on the effectiveness of the lesson delivered in regard to the intended learning outcomes so that adjustments can be made for future improvements.

Edward De Bono's six thinking hats

De Bono's teaching pedagogy "six thinking hats" encourages the development of characteristics reflective of the different learning domains and behavioural categories in Bloom's taxonomy depending on which hat is used as a response to the particular topic of interest. For instance using the the white hat approach in the group Wiki allowed knowledge about data, facts and information to be considered. Therefore this teaching approach according to Bloom's taxonomy resulted in a learning outcome located within the cognitive domain and categorised as knowledge. Each different hat is responsible for eliciting a different direction or type of thinking which resulted in multiple behaviours being identified in the three learning domains of Bloom's taxonomy thus indicating whether higher order or lower order thinking skills were utilised in the activity. Physically utilising the Wiki technology, becoming accustomed to how the technology worked and the communication advantages it provided also had a significant influence on learning outcomes judging by the categories of behaviours in Bloom's taxonomy that can be related to such characteristics.

Strengths 

The presence of contructivist learning approaches within the Wiki lesson (social interaction scaffolded by the teacher) means the learner is more equipped to adapt to real life situations and problem solving or analytical skills are enhanced.

The presence of cognitivist learning approaches in the Wiki lesson whereby individuals continually accessed the Wiki in the same way on a number of occasions to accomplish a particular task is advantageous when individuals must respond in the same way to similar situations.

The presence of behaviourist learning approaches in the Wiki lesson whereby the learners were given a clear goal and expected to respond automatically to signs of the goal, is advantageous in situations when the individual is expected to act in a particular way to a certain type of situation.

Connectivist approaches such as combining Wiki technology with connections of individuals during learning activities is responsible for moving learning theories into the digital age whereby an individuals ability to act outside of their primary knowledge can be achieved through the enhancement of an ability to synthesise and recognise connections or patterns. Rather than competence being formed by learning from personal experience, an individuals competence is instead derived from forming connections thus giving a distinct advantage to overcoming learning difficulties caused by the tyranny of distance.

Weaknesses

In behaviourist approaches mental cues may not match what has been learnt which can be a problem in real life situations where a response to abnormal behaviour does not eventuate.

When using cognitivist approaches the learner or particular situation may not be suited to the way in which a task was learnt.

Constructivist approaches whereby social interaction fosters many different levels of understanding and ideas, is not advantageous in situations that require individuals to follow a defined set of key performance indicators which occurs as when assessing the performance of others.

Behaviourist, cognitivist and constructivist approaches fail to consider the learning that is stored and manipulated by technology as they are only concerned with the actual learning process rather than the value of the learning taking place.

References

Rizvi, A., Bilal, M., Ghaffar, A., & Asdaque, M. (2011). Application of six thinking hats in education. International Journal of Academic Research, 3(3), 775-779. Retrieved from http://www.ijar.lit.az/.

Slideshare (2013) Productive pedagogies. Retrieved from http://www.slideshare.net/GerryC/productive-pedagogies

Nagowah, L., & Nagowah, S. (2009). A Reflection on the Dominant Learning Theories: Behaviourism, Cognitivism and Constructivism. International Journal Of Learning, 16(2), 279-285. Retrieved from http://www.commongroundpublishing.com/

Department of Education, Training and Employment (DETE). (2012). Pedagogical practices. Retrieved from http://education.qld.gov.au/qcar/curr-pedagogical.html

Mentone Girls' Secondary College. (n.d). Making a difference research guide: defing Edward De Bono's six thinking hats. Retrieved from http://www.parade.vic.edu.au/MD/teacher_research_guide/Defining/defining_debono.htm#

UNDERSTANDING TPACK

Source: http://www.youtube.com/watch?v=qZysRechYY4

TPACK can be explained as a framework that allows all students to have access to a maxiumum potential learning experience by utilising technology in different subject areas. This is achieved when complete integration of ALL professional knowledge domains are integrated and refers to a teachers ability to negotiate the interplay between pedagogy, content and technology to ensure learning is more efficient, effective or engaging.

Domains include:

Technological Knowledge

·         Understanding of resources or tools and ability to use them effectively resulting in an ability to operate or problem solve with educational technology.

Pedagogical Knowledge

·         Understanding principles of instruction and being able to decide what instructional model, strategies or activities meets student needs in particular learning contexts

Content Knowledge

·         Understanding core standards of what is to be taught which includes facts, procedures concepts and organisation of specific subject matter that allow decisions on the sequence of curriculum standards or course material to be made.

Pedagogical Content Knowledge

·         Integration of domains of professional knowledge (Pedagogical Knowledge and Content Knowledge) which informs a teachers decisions about the best methods to teach specific content standards.

Technological Content Knowledge

·         Teachers build a mastery of subject matter which develops when teachers understand the dynamic relationship between Content Knowledge and Technological Knowledge. This allows an understanding to be developed regarding the role technology can play even for experts in their subject.

Technological Pedagogical Knowledge

·         Understanding the dynamic relationship between Pedagogical Knowledge and Technological Knowledge and how this equates to an ability to use technology as a tool for instruction to support learning outcomes.

REFERENCES

Kilbane, C. (n.d). TPACK explained. Retrieved from http://www.youtube.com/watch?v=qZysRechYY4