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!

Reflections - Week 1

Learning Styles

My learning style

We all learn in differing ways. My learning styles were informative and alarming at the same time. By taking the online questionnaire on the Felder and Solomon website I was intrigued to discover that my learning style has become very rigid.

My results in most areas returned results of around 9 which states a strong preference for one dimension of the scale which could mean difficulties in an environment which does not support that preference (Felder and Solomon).

It seems I am an active learner, so I am regularly looking for practical examples as to how the new information can be applied.  Diagrams and discussions are useful to my learning as is working within a group environment.

As can be noted from my results on the Multiple Intelligence test (pictured below), how I learn is quite distinct.  My strongest category is Visual/Spatial (picture smart), which for the most part is quite accurate.

Applying different learning styles within a classroom

It seems obvious that every classroom will be made up of students with not only varying ability but also varying learning styles.  In my view the most effective teachers are those that adapt their knowledge to suit the styles of most children or include a range of experiences into lesson plans to capture the interest of the majority of the students.  Although the teacher learns in a particular way, a good teacher is one who can adapt his/her style to the needs of the students.

Support learners with ICT

Introducing a range of software for use by the students is a way to support their learning.  There seems to be a comprehensive bank of software applications that are available that could be successfully introduced into specific curriculum areas.  These include such programs as the ABC's Reading Eggs.  Click here to read more about this application.

Making learning interesting and interactive is vital.

Multiple Intelligences

Prensky's Ideas

Without technology in the classroom, we as teachers would loose a large part of our audience.  I believe learners do 'demand' technology in the classroom. If we as educators can't provide stimulating material that keeps pace with current technologies then we will fail in our efforts to educate.  

Introduction to technology is starting early.  Only the other day I was reading a classic family favourite - Spot the Dog - to my 2 year old only to be stopped most unceremoniously by him when - much to his disgust - the page didn't change or talk or shake when he attempted the 'Apple' swipe at the bottom of the page!  Story time is going to take on a whole new meaning!

If 2 year olds are expecting interactive technology at story time then I suspect by the time they arrive in a formal classroom expectations are going to be high!

Technology is not only demanded by our learners but it is expected. Prep classes are doing homework on IPad Apps and year 5 students are doing all their prescribed maths homework on interactive and specialised websites.

With this kind of expectation on our educators, then it naturally follows that the "engage or enrage argument" has merit.  Unless our students are stimulated and engaged then there will be frustration and boredom.  We need, no we MUST learn the language of our students or we can forget our message all together.

To use Prensky's words:

"Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language" Prensky. (Digital Natives Digital Immigrants; 2001, 2)

Connectivism

"Connectivism was proposed by George Siemens as the learning theory for the digital age. It identifies the networked nature of learning with computers and the internet. Siemens stated that it is no longer possible to know everything, that it is more important to identify how and where to find knowledge than it is to know. In other words, the pipeline and its connections is more important than what is in the pipeline." (program notes)

Siemens point seems to be a fortuitous one.  Our children are learning in different ways from the way we were taught.  Technology dictates that it be that way.  If we don't adopt the pace at which today's learners source, retain and share information our teaching techniques won't be effective.

Gonzalez (2004) provides evidence of this by discussing the changing nature of how learners learn and the pace at which it takes place.  He suggests that the "amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months.."

With this in mind, we need to find new and engaging ways to stimulate our learner.  We need to not only take on Siemens ideas but attempt to incorporate  them into the way in which we deliver information to our learners.  A more interactive, fast paced approach is needed.

To incorporate such an idea into a classroom, lets say year 5, could involve a project not unlike the basis for this course.  Rather than setting a project on the Eureka Stockade which needs to feature and oral presentation using cardboard and cut our photos/maps/diagrams etc, why not encourage students to extend their research outside wikipedia and include a range of information gathering techniques and sources.  Why not encourage them to set up their own Blog or Wiki where the information could be presented and stored.  Encourage other students to comment on the page and add new information.  This kind of project would not only engage its author but also other members of the class.  

In support of Siemens concept, this information is starting with the individual, is inviting comments from others, feedback is being used to collaborate ideas, the learner is ideally of greater benefit as he/she has benefited from the connections that have been made both through the use of technology and by interacting with peers to learn about a new topic and retain the information.

Cognitivism

Mind Mapping

"A mind map is a thinking tool which reflects externally what is going on in your head, its like a swiss army knife for the brain" (Tony Buzan)

Attached is an example of my personal mind map using bubbl.us.