REFLECTIVE SYNSOPSIS – ASSIGNMENT 2

Learning Theory

It is apparent that there is a smorgasbord of web based tools that can be incorporated into today’s learning environment.  The last 6 weeks have been spent exploring many of these, and by using higher order thinking, these technologies have been examined in such a way that they may be scaffolded into our petagogy in a meaningful and productive way. 

It is my belief that this is the key to using ICT’s well…their use needs to be an integral part of our petagogy and they need to have a practical and complimentary use for a particular learning area.  We need to make our knowledge relevant but more specifically we need to apply it using technologies, which are equally relevant.  What we ‘know’ is not going to be enough to sustain our learners as we travel at a dizzying pace through the digital age.  What we ‘don’t know’ will become as important, but more important again will be our ability to access, understand and apply new information and technology in a relevant and meaningful way as we travel.

A reflection on various learning styles can be seen here. 

As George Siemens discusses in his article “A Learning Theory for a Digital Age” - it is no longer about what knowledge we possess but more about our ability to employ a connectivist approach to learning and being able to find the knowledge we will need for tomorrow.

In Siemens’ words”

Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized.... Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era.

Education seems to be slow to recognise the impact digital technologies will have on our learners and our teaching environment, so keeping pace with the technology our students take for granted, will only assist us in becoming Digital Natives.

Prensky’s view of Digital Natives and Digital Immigrants is in my view, an accurate description of how our education system is divided. Our students are vastly different from students only a decade ago.  His comment that “our students are no longer the people our educational system was designed to teach” rings true.  Our students and their needs are rapidly changing and for our teaching to reach its mark our petagogy needs to be modified and adapted accordingly.

My TPACK reflection can be viewed here.

After having read volumes on e-learning and learning theory, having dabbled in ICT design in a myriad forms and having read the opinions of many others over the last weeks, the one whose ideas resonated the most for me were by Sir Ken Robinson… when he said:

Our education system has mined our minds in the way that we strip-mine the earth, for a particular commodity, and for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children…We have to be careful now that we use this gift wisely…And the only way we'll do it is by seeing our creative capacities for the richness they are, and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future -- by the way, we may not see this future, but they will. And our job is to help them make something of it.

We need to adopt a well rounded approach, we need our petagogy to be timely and relevant, we need to recognise the creativity of our students in all of its forms, our lessons need to be well scaffolded with clearly defined objectives, and technology should be incorporated when it is complimentary to our learning outcomes.           

De Bonos Hat Wiki

This part of this reflection will focus on Wikis.  The interesting thing to note is my changing opinion as my learning progressed. As my knowledge has expanded so have my opinions and perspective on things. Having conducted a range of questionnaires on my own learning styles, I have become more aware of my personal learning style and where my weaknesses lie.  So this exercise is of particular interest to me as I feel if I participated in it now that I am a ‘Digital Native’, my experience would be different from several weeks ago when I was a ‘Digital Immigrant’ (Prensky 2001).

If I am honest about my experience with the mobile phones wiki I would have to say initially I was not a fan.  I would so like to be, I wish I could now pronounce myself to be a technological whiz kid, but sadly, I cannot!  I have wikied, I have vokied, I have Weeblied, and I have Bloggered… and quite honestly I am buggered!!! 

Due to my learning style I had difficulty navigating my way around the exercise.  It was only upon reflection that I realised that the lesson itself was to understand the very nature of what a Wiki was capable of, and how it could be scaffolded to be used in online learning, rather than get to hung up on the layout.

I found the space messy, hard to follow, untidy and frustrating.  It was maddening to me that I spent more time trying to figure out how to follow the layout, and the thread of peoples ideas than I did actually learning how to embrace and fully utilise this form of technology. 

When trying to follow the quiz wiki and make sense of the feedback comments, I again spent more time trying to figure out what comments related to what answers than I did comprehending the academic material.  This stance, I know flies in the face of the very intention of this course, and I have enjoyed my explorations, but I believe that for my pedagogy to be sound, for my scaffolding to be effective and for my teaching to be well received, that I need to be more proficient and confident in this area of expertise. 

I have reflected in my blog with regards to the practical application of a wiki and how this kind of learning can be successfully scaffolded into constructivist learning design.

Group 1 Tool – Blogger (websites/wikis/blogs)

A range of different tools were explored within this group of ICT’s.  As outlined above I am not yet completely comfortable with the use of a wiki, but would certainly like to take more time to perfect it so that it could be incorporated into my learning design.  I have set up a wiki space at https://theictjourney.wikispaces.com/.

Blogger was one of my favourites.   My reflection on this ICT can be found here. As a long time diary/journal user I liked the chronological nature of this space.  I found being able to add to my blog spot as I encountered new technologies was a good way to keep track of my ICT Journey. I also liked being able to review and edit postings as my perspectives deepened or changed.  I found it to be a user friendly application and could envisage a range of practical classroom uses. In contrast to my previous position, I found using a blog a wonderfully successful experience.  I enjoyed exploring its possibilities, embedding, sourcing you tube links, manipulating images using http://www.befunky.com/, sourcing photos using http://www.flickr.com, and even had a go at embedding HTML codes.  My only disappointment to date is that they don’t support audio files, so I will have to try my hand at movie maker.  Some of my image explorations can be viewed here.

I also attempted the basics of website design which can be found at theictjourney.weebly.com.  I also found this to be user friendly technology.  Obviously websites are more static and less interactive than say a wiki for example, but still a website seems to serve a purpose still.  Again, there are many uses for a website, but as time passes, the more interactive technologies seem to be the tool of choice.  The timely nature of a website and the ease of updating information seems to still be a major plus for this kind of tool.  Its ability to link to other sites, be able to support a range of upload files and formats, and support image, audio and video make it a powerful and useful tool.

Group 2 Tool – Podcast (images/audio/video)

Because of the availability of ipods and mp3 players, incorporating podcasts into the classroom seems a not too distant possibility for a large number of students.  It is an easy, user friendly, affordable tool that could be used practically in the classroom.  I love the idea of students incorporating recordings into their research.  For example providing a recorded commentary of what they noted on a trip to the zoo/museum/art gallery.  Rather that write their findings down, being able to record them seems like a much more engaging activity.  Later they can be edited, uploaded, collated, and used by the students in a meaningful way.

Podcasts would also be a great tool to use with spelling words for auditory learners.  Children could record their own podcasts as a way of learning and repeating spelling words or times tables.  This kind of Behaviourist learning has a place in early primary years where memory of the basics is essential.

Children who are learning by distance education or who are away and need to catch up on education material, could also use pod casting.  Teachers could also record lessons to be used at a later stage or used for revision.

Students need to be made aware of what information is available freely and what has copyright restrictions.  The use of music and other internet based material needs to be referenced and the appropriate permissions sought.

Images and Audio were interesting to explore also.  There are many and varied uses for images in the classroom. Image manipulation software is a fun way to engage students, and encourage visual learning. 

A reflection on these tools is here and you can listen to my podcast here.

Group 3 Tool – Prezi (powerpoint/prezi/glogster)

I examined a number of tools within this category but found Prezi to be the most useful.  Powerpoint has a range of uses for the presentation of information and the collation of material in slide format, however the zooming function in Prezi was very useful.  It was user friendly and had a range of attractive templates on which to build.  Because of its built in zoom function, viewing the slides seems more interactive.  The zoom feature allows for a closer up look at a particular topic, by drawing attention to key areas of the presentation.

Prezi could be used for assignments and presentations for upper primary, but also by the teacher to introduce new concepts and highlight a particular process.  For example the lifecycle of a sunflower.  An example of this kind of presentation can be seen here.

Group 4 Tool – Museum Box (animations/simulations/concept maps, online timelines)

The possibilities for a tool like Museum Box seem endless.  It could be adapted in a classroom in a range of ways using a cross section of different applications, including audio, video and images.

Other examples of Museum Box applications can be viewed here.

The advantage of museum box is its range of uses, its visual categorising system and its layers within each ‘box’.  Its school account facility is also an advantage if being used by groups. It is a creative and visual way of ordering thoughts and visual aids, and would be a stimulating way of encouraging students to use a creative tool to record their findings.

Like many of these technologies, a disadvantage I have experienced with many of these tools is the time taken to learn how to use each of these applications.

Again, students would need to be made aware of copyright guidelines and safe internet practices.  They would also need to be advised on using reliable research sources for their material. View my blog posting on Museum Box here.

Conclusion

I have tackled many technologies as part of this course that I didn’t even know existed…6 weeks ago I had never heard of a wiki a weebly or a voki, so I have definitely been on a steep learning curve and have spent a good deal of time reflecting on how to best incorporate these technologies into my pedagogy in a meaningful way.

With new and emerging technologies, many of the legal implications are a work in progress.  It seems that the best way to advise students on how to legally use other people’s material is to encourage them to always use attribution.  Lead by example and always show student’s how to best conduct themselves when using the internet. 

References

De Bono, E, (1985) Six thinking hats: An essential approach to business management. Retrieved from http://www.parade.vic.edu.au/MD/teacher_research_guide/Defining/defining_debono.htmReferences.

Siemens, G, (2004) Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Prensky, M, (2001) Digital Natives, Digital Immigrants. On the Hiorizon (MCB University Press, Vol 9. No. 5, October 2001). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Robinson, K. Retrieved from http://www.ted.com/index.php/talks/view/id/66 

Group 4 Tools - Museum Box

I thoroughly enjoyed exploring Museum Box.  It appeared to be a tool where lots of other applications and mediums could be collated.  Use by school groups is encouraged and specialised accounts are available. Clear audio and video instructions detailing its use were also readily available.

As I explored this ICT lots of possible examples cam to mind one of which is detailed below.

Students could be conducting a unit of work on the Eureka Stockade and as part of their final presentation they could collate all their findings in a Museum Box presentation.  Wanted posters could be created using image manipulation like befunky.com, podcasts could be created as a journal entry of “life as a miner”, images (including maps etc) could be collected and manipulated from a range of internet and hard copy sources, research could be conducted on what tools would have been used, and on line timeline software could be used to place events in a chronological order.  All of these tools could then be incorporated into a Museum Box presentation for students’ final piece of assessment.

View a sample museum box presentation here.

As part of my explorations within this group of tools, I attempted an on-line timeline using Dipity.  Sadly I didn't succeed or you would now be viewing my work of art.  Try as I might, I was unable to upload any of my images or text, so rather than loose another precious hour I decided this week's reflection would be admitting defeat!  The concept of online timelines is attractive and I intended to provide a timeline pertaining to the events surrounding the Eureka Stockade to further support my example, however the intention was there, and it would be a sound tool to incorporate into the classroom particularly when historical events are the topic.

I have dabbled using concept mapping tools and have tried out bubble.us and mindjet.  I found these both to be useful graphic organising tools.  Below are examples of my efforts.

Presentation Tools - Prezi
This tool is amazing, one of my favourites so far.  It is so easy to use.  The software is user friendly and there are heaps of You Tube clips available along the way if you get stuck.

The templates available are varied and attractive, and images and audio can also be included.  Podcasts could also form part of the chosen petagogy to encourage students to participate on a field trip where they are able to visit a sunflower farm.  This audio could act as a commentary for the presentation.

Below is an example of a first effort.





This would be a great tool to incorporate into learning design both for use by the teacher and for students themselves.  Students could create their own presentation.  For example a grade four class could collate a presentation which demonstrates their knowledge on the life cycle of a sunflower.  This learning could be a scaffolded element of a lesson which incorporated a range of technologies culminating in a Prezi document as their final project.

An example of this kind of scaffolded learning design which could be incorporated into a year 4 classroom can be viewed in this prezi (music source:http://www.last.fm/music/+free-music-downloads/classical)

Week 4 - Images, Audio and Video

source: www.intellivisiongames.com

This week we explored technologies which included digital images, audio and video.  I have endeavoured to have a go at creating an example using each of these mediums.  The defining factor in this week's activity is the scope available to us as educators in incorporating these tools into our teaching in a meaningful way.  I find myself constantly loosing valuable time by exploring the myriad functions these mediums can provide.  

Although I appreciate the value of each I have tried to be economic with my time so have only explored the basics in each technique.  Examples can be viewed in my previous blog post.

Using these tools in a teaching Context

I can imagine how all of these digital technologies could be included in a teaching context.  If scaffolded well into the learning design and are given a purposeful function within that scaffold I can see that they could be incorporated seamlessly and effectively.

Digital Images

I had a lot of fun playing with images this week.  The possibilities are endless.  I had a go at manipulating an image using some of the recommended software.  With more and more children having access to digital cameras, ipods and ipads sharing pictures no longer involves trawling through dusty old photo albums.  Images are readily available, many are free, children can take them themselves and many have the technology to share, manipulate and enhance them.  Incorporating the use of digital images into how we teach is the challenge, although not a difficult one.  It is in my opinion offering a visual cue, in this case a digital image, as part of a teaching concept would enhance learning.  

As Meris Stanbury discusses in her article "Analysis: How multimedia can improve learning" by using multimedia as part of teaching design can enhance learning:


"... based on meta-analysis, the average student’s scores on basic skills assessments increase by 21 percentiles when engaged in non-interactive, multimodal learning (which includes using text with visual input, text with audio input, and watching and listening to animations or lectures that effectively use visuals) in comparison with traditional, single-mode learning."


source: http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/

Podcasts

I particularly liked one of the examples that I came across through my reading this week where students made podcasts as part of an art assignment where they provided commentary on various paintings within a collection. A concept like this could be used for a range of age groups.  A virtual gallery could be set up within the classroom using a web page where photographs of the artworks are recorded along with a description and some history.  Students could then explore the work more deeply, research the artist, the historical period etc and add this to the website.  They then may be asked to prepare a podcast commentary on each artwork that they then exchange with each other.  

Video

Making movies has always seemed beyond the grasp of the masses but this weeks exploration has made me re-assess this opinion.  It seems the technology and the software is there, all you need is the know how!  I particularly enjoyed the C is for Cookie video.  This example made it look so easy.  I am sure students as part of a scaffolded topic could incorporate this technique into their learning.  Again as an extension to the art project example outlined above, students could be asked to use movie making software to showcase their conclusions about the artworks in a short movie.  Each artwork could be photographed, perhaps animated, audio could be added, as their final presentation of the concept.  A project such as this is encouraging students to range of multi media applications and research material culminating with a movie as the finished product.

ICT Tools

Images

This image has nothing to do with education, but I loved it and wanted to try uploading something to my blog from flickr.

Have a look at this picture

image source: http://www.flickr.com/photos/thomashawk/497851367/

And another image, better this time as I figured out how to embed the file using the HTML code!

Image source: http://www.flickr.com/photos/telmo32/1855388416/

This one I found using tag galaxy, it was a lot of fun, and could waste a lot of time fiddling but am trying to stay on task and cram a recommended 12 hours of study into 6 hrs...FOCUS!!!



image source: flickr

Image Manipulation

This time using http://www.befunky.com/...another way to loose a couple of hours!  The kids are going to love this one.  Would be a great technique to use for art projects.

Original image

Modified image

image: permission for use granted by parents.

So today has presented another steep learning curve, a jumble of new but fascinating techniques all of which would be a fantastic resource for the classroom.

Podcasts/Audio

It took me a while but I now realise a podcast cannot be directly uploaded to a Blog space. Another hour of exploration!  So once I figured that out I made an attempt at a recording using my mobile phone using voice recorder, which I then emailed to myself, which I then uploaded to my wiki, which I then linked to my Blog....there has got to be an easier way, but this is how I did it! 

Please listen to my podcast here

An interesting podcast from the ABC on education and its changing needs can be found here. Havn't managed to download it to itunes yet, but am out of time this week!

The Functionality of a website

And so the journey continues...we now have a blog, a wiki, a voki and now a website...all of our very own!  

As far as user friendly technology goes, I found setting up the website the easiest.  I struggled a little with the Wiki and its layout and import functions although am sure I will master it eventually.

In my reflection about the mobile phone wiki, my experience was more negative than positive.  On further reflection this was largely due to my learning style.  I am not very good with self navigation.  I like neat, well laid out instructions and find myself in a bit of a panic if things don't seem clear on first inspection.  The value of these technologies are becoming clearer to me as we progress.

In designing my own wiki and website I have greater insight into how they could be incorporated into the classroom.

A website would be a good tool to use to showcase work, or as an information report where feedback and two way interaction is not a priority.  Rather than paper style school projects why not include website design to illustrate their skills using ICT's and their ability to collate their subject material.

As an example, a block of work could be designed around the Eureka Stockade.  The lessons could be scaffolded to include a range of information gathering techniques including a SWAT analysis, a wiki, and a blog.  The final piece for assessment could be in the form of a website where all the information is collated and illustrated.

A static website would make an ideal presentation tool to collate students' work.  It allows for creativity and encourages writing and preparation of material in a logical order.

image source: www.theonlinemom.com

The learning potential of a Wiki

Well its done, I am now the proud designer (well perhaps not proud), of a wiki... 

It has been a steep learning curve, only weeks ago I had no clue what a wiki was, let alone be able to have one of my very own... As yet I have only mastered the basics but am starting to comprehend what a powerful tool they could be when used in a classroom environment.

We have examined many kinds of pedagogy over these last weeks, and my world has opened.  I always had a working knowledge of the internet, and feel I need to keep pace for my children's sake, but have been a bit of an observer watching from the sideline... I feel I am no longer only an observer... Like peeling back the layers of an onion, each layer reveals something new.  I aspire to be a 'Digital Native',  if only a basic one!!!

Prensky sums up our learners well:

"Digital Natives are used to receiving information really fast.  They like to parallel process and multi-task.  They prefer random access (like hypertext).  They function best when networked.  They thrive instant gratification and frequent rewards..." (On the Horizon MCB University Press, Vol. 9. No. 5, October 2001)

Using a Wiki or Blog is a way to keep pace with our digital learners. 

Image source: www.theage.com.au

As educators we can support learning by using scaffolded activities which incorporate the use of a wiki into our learning design.  Using a tool like De Bono's Hats assists with this scaffolding by encouraging learners to contribute ideas in a meaningful way. 

We can transform the way our learners 'learn' by incorporating technology into activities.  Many schools still seem reluctant to embrace digital technology for fear of its abuse, which is why if they are included in mainstream education we need to simultaneously support legal, ethical and safe guidelines.  Students need to know how to embrace technology responsibly.  Students need to understand the power of digital tools for both positive and negative outcomes.  They need to understand ethical behaviour and apply it well in an on-line environment and need to always maintaing safety, privacy and copyright restrictions.

As educators we need to lead by example and provide a consistent attribution approach whenever including internet resources into our pedagogy.  Safe and legal guidelines need to be constantly reinforced and supervision of internet tools needs to be consistent and unwavering where it is possible. School guidelines need to be keep up to date so as these behaviours are implemented successfully.

Using a Blog when teaching

Image source: http://creativethinkers.edublogs.org/2010/09/25/why-should-people-visit-our-blog/

Potential of Blogs 

Using Blogs as part of the teaching process can be both beneficial to our students but also engaging, motivating and instrumental to future learning.

We can encourage our students to look outside the classroom for their information, invite comment and feedback from others, offer up suggestions to others, collaborate, and construct their own pathways and learning experiences.

As educators we will scaffold their learning but in creating a blog, students are partially scaffolding their own way simultaneously.

Headmaster Mario Asselin in an article prepared by Stephen Downs says using a blogs in his school "offers students and teachers a support tool to promote reflective analysis and the emergence of a learning community hat goes beyond the school walls...blogs fit the bill perfectly...Because of that, I am able to name what they do and see where it comes from. I can also figure out the directions they are taking and how they do it (EDUCAUSE Review, vol. 39, no. 5 (September/October 2004): 14–26.)

Analytical Tools: 

I have used a SWOT analysis to uncover the Strengths, Weaknesses, Opportunities and Threats of using a Blog in the Classroom.  Details of this analysis can be seen in the diagram below.

I think hypothetically this kind of analysis is useful, however outside factors need to weigh into the exercise.  These issues would include the kind of school you were working in, many don't have a computer available per child; budget and the availability of technology both at school and at home would need to be considered to ensure a level playing field; as would parent attitudes.  Many parents would resist too much internet based school activity, so the inclusion of this kind of materiel would need to be introduced to parents as well as students.

In all, it is my belief that using a blog to facilitate an otherwise dull activity is the way forward. As has been discussed previously it is the technology our students are already engaging in to some extent.  Embracing this technology will only compliment their learning experience as long as it is done successfully.

As Marc Prensky highlights in his paper 'Digital Natives, Digital Immigrants' students today "think and process information fundamentally differently from their predecessors...their thinking patterns have changed" (On the Horizon MCB University Press, Vol. 9 No. 5, October 2001)