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)

Reflecting on Mobile Phones wiki:

Although an interesting exercise in collaborative learning, I didn't much enjoy participating in this wiki.  I found the layout untidy and difficult to follow, and didn't find any clear instruction other that the 'edit' tool as to how to add information.  By the time I added my comment, some people before me had worked out a better way to add a row which made it easier to follow.  

Having said that...maybe the idea of adding ideas randomly is part of the concept, a bit like a collaborative white board, where ideas get thrown around and written up for conclusions to be drawn from.

Online tools such as this obviously have a use, but a clearer visual approach is preferable to my kind of learning.  I prefer a more structured, tidy approach where the novice user is able to contribute without too much 'hair tearing' and other's people's data is protected from such novices...I was terrified I was going to delete someone else's offerings!

I think if I were in a classroom environment I would rather spread a great big piece of butcher's paper on the floor and equip students with coloured felt pens!

The use of the Six Thinking Hats was obviously suggested to stimulate our thinking across different areas but I found this link to be inaccessible which only added to my frustration.  The following link to  de Bono's Six Thinking Hats for Schools helped alleviate the pain...

As a collaborative exercise I can appreciate the power of this kind of tool.  It is of particular use in a course such as this where contact with other students is minimal.  It opens up a whole new layer of discussion, comment and viewpoints – one which would otherwise not be possible without this kind of ICT. 

By using the De Bono’s Hat mode of thinking it was a clever way of categorising thoughts into sub headings for later analysis – although I was unaware of this at the time.  It also encourages participants to think through a problem from an alternative perspective, and learn from the perspectives supplied by others.  For example, children within the classroom could be allocated a hat colour and asked to come up with perspectives on whether we should put fluoride into our water supply, or should we be forced to recycle, or should mobile phones be allowed in the classroom??!

The way in which this activity was scaffolded also allowed for reflection.  The fact that a wiki is a fluid, editable entity, as new ideas emerged, and as learning continued, previous entries and ideas could be updated and added to.  I found myself changing my stance as I became more aware of the higher order thinking involved in the scaffolding of this activity.  It also provides up to the minute commentary on a particular topic, much more timely than the information sourced from a text book.

Another advantage to this kind of activity is that it levels the playing field.  Participants who might not otherwise contribute in a classroom setting are more likely to find their voice in this kind of forum.  Online collaboration seems to provide a bit of an anonymity filter…people seem willing to be more forthcoming online than the would otherwise be face to face.  Some also find writing their ideas easier to clarify than trying to vocalise them.

Although not my favourite exercise so far it has provided me with yet another possible teaching tool to incorporate into the classroom.  Hopefully as my proficiency improves using ICT's so will my confidence and competence.  On reflection, constructivist learning is the style to employ to get the most out of this kind of exercise, ie.  learning is based upon what we can learn from collaborative thinking.  By engaging in this activity we were able to view others' opinions, add to or contradict these all in a forum whereby discussion and interaction was encouraged.

To most successfully participate in this activity a Connectivist approach would possibly be the most productive.  As George Siemens suggests:

"The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed." (Siemens 2005)

A cycle of knowledge was established by the use of this wiki, we included our individual responses drawing on our 'schemas', to then draw conclusions by analysing the responses of others to come up with a conclusion.

The use of Voki's is another tool which could be incorporated into the classroom to engage children.  I have included my first attempt in my previous post.

Listen to your Voki...she likes the idea of mobile phones in the classroom!

TPACK - How is it relevant?

What needs to be considered is how does Technological Pedagogical Content Knowledge apply in today's classroom?

How can we introduce relevant lesson plans to today's students to effectively engage and stimulate them?  How do we keep pace with the demands on learning for today's students?  How do we keep our knowledge and our pedagogy relevant?  

The answer is technology...

In many instances our children are more proficient in its use than we are.  Why not utilise this resource and make it a two way learning process.

It was once the case the teacher did the teaching, and the student did the learning.  There may have been the occasional situation where learning became a two way interaction, however this was probably the exception rather than the rule...now however, we can learn more from our students than ever before.  Technology is moving at such a fast pace children seem to be better equipped at maintaining this pace than we are.  They are an untapped technological resource like we have never seen.  

I find myself more and more often asking my 11 year old son for help with technology than I do reaching for the phone to dial the 'help desk'!  When programming the remote... well that is definitely a job for the children...and I must admit when designing a blog it was to the children to whom I turned!!!

For us to teach students well, we must incorporate technology, petagogy, content and knowledge in a complimentary way.  We need to draw on our own knowledge but also that of our students and design lessons that are stimulating to the way we learn.  Mobile phones, IPads, and tablets are just some of the tools we need to incorporate to make this learning a success.

The following You Tube clip provides evidence of how learning is evolving with the use of technology, in particular integrating the use of IPads into everyday classroom learning...One teacher is quoted saying "it really allows us to take a virtual field trip every day..." What a way to learn!