Reflective Synopsis web tools

Reflective synopsis

Over the last six weeks fellow colleagues and I have undertaken a journey into exploring and using a number of different web tools and how these tools can be integrated into the classroom to enhance productive pedagogy and enhance the learning experiences of students in the 21^st century. Leaners of the 21^st century require engagement, movement but most of all technology. Students are no longer happy with rote learning, they are born into a world of technology where they seek information and stimulation instantly. From the moment a baby can hold a mobile devise they are already engaging in the technology age. However it is presumptuous to think that all students have had the same exposure to technology as the child sitting next to them. (Cennamo, Ross, & Ertmer, 2010)

The use of technology in the classrooms require for the learning manager to use the technology productively and purposefully. This requires for the learning manager to profile the learner’s using the 8 LMQ. (Smith, Lynch, & Knight, 2007) Thus enabling the learning manager to scaffold the learning around what the learners can successfully achieve and where the learning outcomes need to be met, incorporating this knowledge with the content and the pedagogy ensures that learning is successful.

 Learning experiences can be enhanced through e-Learning and be linked to several learning theories including behaviourism, cognitivism, and constructivism. Therefore effective pedagogy is about productive teaching strategies that can achieve proficient outcomes using technology within the classroom. It is vital that learning managers utilise the use of technology in the classroom not giving way to intimidation of technology itself. To do this learning manages need to employ opportunities to present and use a range of technologies to enhance their pedagogical practice. The framework identified as the TPACK framework, suggests that digital technologies are integral and just as important as the learning managers knowledge and skills for maintaining the learners engagement. If learners are engaged in the classroom by creative, interesting and engaging learning experiences, then learning outcomes will be reached and students will achieve success. The integration of eLearning into the classrooms can assist in developing and adapting learning design to provide effective and engaging opportunities to cater for the learning styles of our 21^st century learners. (Killen, 2007).

The learner of the 21^st century are critical thinking, creative, problem-solving learners, who embrace tools of technology for information and communication. This is demonstrated through the journey of discovery and participation through the web tools, from the prescribed eLearning course from CQUniversity, An introduction into collaboratively participating in a wiki was a positive experience. The use of scaffolding was enhanced by using De Bono’s six thinking hats to answer a number of questions to successfully participate in this activity. This was an excellent opportunity for scaffolding to occur as it is a beneficial way for thinking in different ways that can be incorporated in the classrooms of today. According to Edward De Bono (DeBono, 2002), “the Six Thinking Hats forces the thinker to consider the problem in several dimensions, and is more likely to guarantee better thinking”. The use of a Web 2.0 tool, a wiki, has been found to be a great way for learners to be supported through a constructivist approach.  Consideration also needed to be given to peers when editing, modifying, adding or removing information from a wiki page.

Thus leading into the activity of Web2.0 tools group 1 in participation in week 3, Wiki and Blogs. These are two very powerful tools for engagement in classroom activities, with seeming less possibility in classroom context.  Creating a wiki of my own lead to my conclusion of wikis can enhance learning in a classroom context as it lends itself to collaborative thinking for its users. Wikis can allow students to collaborate with students from other schools, due to wikis being a web-based tool. Enhancing students’ ability to learn beyond the confines of the classroom to create and encourage global citizens. However, when using wikis teachers need to be weary of a number of things as these are web-based tools. Those participants do not breach copyright laws of others’ work, via using Flickr and other online sites or resources.

Blogging learning can be transformed, as these tool can be used by both the teacher and the learner. One way a teacher could use this tool would be to display previous learners work as examples of the tasks that are required. This could be of assistance to learners who need a visual display of what is required from a task. Blogging can be used within the classroom for activities such as creative writing activities, as journal entries for a visual diary or process journal. Likewise, a teacher can post comments to assist the learners and provide feedback and scaffold learning. If scaffolded correctly within a blog, learners could demonstrate levels of higher order thinking. A strong benefit of a blogging tool is that being a Web 2.0 tool, only the owner of the blog is able to edit, change, or delete the blog postings. Therefore, this allows the learner total control over their own work.

However when using either of these two tools, wiki and blog it is important to always keep in mind the legal, safety and ethical issues involved with uploading materials on line. As most schools will have an acceptable use police within their school outlining child safety laws and safe internet practices, to help identify and monitor cyber bulling, and exposure to inappropriate material.

Digital image manipulation and the construction of a short digital video was explored through week 4 of my eLearning journey. Both were very easy to use image manipulation can be used in the subject areas of fashion design to manipulate images to change textile colours, in the arts and many other subject disciplines. Digital videos can be something that the learners produce for themselves. Through producing their own videos, learners are allowed to express their creativity. Digital videos could be produced collaboratively and would require learners to use higher order thinking skills and processes. Both very easy tools that cater to all levels of learning.

Creating a Glogster in week 5 enables learners to create their own interactive posters. Interaction with Glogster allows learners to explore their creative side and incorporate audio, podcasts, you tube and upload the content into their Glog. My attempt at a quick Glog was from material from an old assignment on nutrition, It was quick and easy to make, enhancing my knowledge on how to keep students engaged, posters leaflets story boards are only the beginning. I personally cannot think of a subject that Glogster could not be incorporated into. The engagement with this tool allows for fostering teamwork and co-operative learning or working individually. Teachers could also use this type of presentation to display learners' works.

Week 6 introduced me to Interactive Learning Objects and Adobe Flash both require training and a fair bit of time to master, even though the site suggest 4 and ½ hours training and practice of tools I tried to jump on in without the training and yes I failed and achieved nothing except wonting more time to investigate further later when I have more time. The use of inter active learning object and Adobe flash are endless very visual and creative however you do need to master the system first. There are many learning opportunities and the engagement from using these tools.

Incorporating technology into the classroom will enhance cognitive learning and better pedagogy strategies.  Learning managers must first have an understanding the technology they are going to incorporate into the classroom, but also be able to use technology meaningfully. (Killen, 2007) Technology has the ability to create active learners that generate an atmosphere of collaboration and shared experiences across the curriculum. (ACARA) Technology does come with its draw backs too; you need access to the internet and ITC device. Observation of student participation to see that the learner remains on task at all times and that the activity is constructive.  

 

Both ACAR and the QSA essential learning encourage the use of technology in the classroom (ACARA G. C., 2012) (QSA, 2008) Both identify that applying ICTs for learning will assists students to become competent, creative, productive learners how reflect on learning to apply new understandings to connect them to the global world. (QSA, 2008) Queensland study board require the implementation and use of ICT’s  across all Key Learning Areas (KLA’s). (QSA, 2008) The eLearning tools that have been explored demonstrate that learning is a social context, and does not have to occur face to face. Through participation in my eLearning adventure so far, I have acquired a far broader knowledge about how these and other tools can be applied and used in the classrooms to enhance the learning of our 21^st century learners.

References:

APPENDIX Blogs Week 1-6:can find at  http://princesssparkles44.blogspot.com.au/

ACARA, G. C. (2012). Genreral Capabilities. Retrieved from ACARA: http://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabilities.pdf

ACARA, G. C. (n.d.). Critical and creative thinking. Retrieved from http:Australiancurriculum General-capabilities#Critical-and-creative-thinking: http://www.australiancurriculum.edu.au/English/General-capabilities#Critical-and-creative-thinking

Cennamo, K., Ross, J., & Ertmer, P. (2010). Intergratation for meaningful Classroom Use; A standards Base Approach. United States America: Cengage Learning.

DeBono, E. (2002). Lateral Thinking & six Thinking Hats: The Six Value Medals, The Essential Tools For Success in the 21st Century. London: Vermilion Random House Publishing.

DET, D. o. (2011, April). Smart Classroom. Retrieved from Department of Eductation and Training; Smart Classroom: http://education.qld.gov.au/smartclassrooms/enterprise-platform/cft/pedagogy.html

Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. Melbourne, Australia: Thomason Social Science Press.

QSA, Q. S. (2008). Using the Essential Learnings: Planning advice. Retrieved from QSA: http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_planning_advice.pdf

Smith, R., Lynch, D., & Knight, B. A. (2007). Learning Management: Transistioning teachers for national and international change. NSW Frenches Forest: Pearson Education Australia.

 

web 4 tools

Web tools 4

Wow what a struggle I had with some of these tools, being of the inquisitive nature that I am , I tried my hand at quite a few and hit a few walls while giving them a work out. Tool 4 selection are not the user friendly tools some of the past tools of investigation. 

Interactive Learning Objects and Adobe Flash both require training and a fair bit of time to master, even though the site suggest 4 and ½ hours training and practice of tools I tried to jump on in without the training and yes I failed and achieved nothing except wonting more time to investigate further later when I have more time. What I did get from these tools was, inter active story books that can be created by the user, they really are fantastic and when I get the time I will give it a better work out. For the learning environment you will need quite a bit of time and students would have to be fairly well equipped in the use of itc not for the faint hearted. There are many learning opportunities and the engagement from student would defiantly benefit the students.
The next I looked at was Google Earth and Google Maps Fantastic for the classroom in exchange of the field trips. As I am left left right handed (just go that way) in reading maps, so does my interest in google maps go. Benefits are that is real life connects students to the real world beyond the classroom.
 Google Docx I love especially for group assignments via net. The best advantage is that multiple users can make edits to the same files at the same time. (online collaboration) it part of the computer cloud so anyone can access and change the doc from any computer. So great for assignment usage.
Online concept mapping is an online concept map however I still love to doodl my ideas down on a piece of paper fairly easy to use great to map out assignment ideas same concept mapping idea however online. I did the on below through Bubbl us  https://bubbl.us/
Online timelines this is one that you should take with a grain of salt you may get yourself into a bit of trouble using this one I explored the site and the amount of inappropriate work on this site is somewhat disappointing. You may find yourself in some trouble if you do not explore this site first before letting student use it. Could have legal and ethical issues arise.

My online concept map

glogster

So this is glogster, this tool is suited for all ages, as you are able to create simple or complex multimedia projects great for using assesments inthe classroom. Gone are the days of the old nutrition flyer and welcome glogster. I re created an old nutrition flyer that I had to create and turned it into 21st century teaching tool. Glogster allows students to express themselves and add their own individualism to their work and they are able to be shared amongst teachers and peers, which can provide new ideas for lesson planning and reflection. What a great tool for assessments, class projects, portfolios, flyers and posters. This tool is very simple to use and it can really create inclusion of all students in the classroom.  When a teacher needs to differentate their lesson plans remember this tool. It is visual and being able to include text over your pitcures this will engage even the unfocused students.
Love it. the down side is if trying to access YouTube or certain websites schools may have these blocked preventing students from being able to include these in there Glog also some schools may have Glogster blocked due to certain content, I tried to show some students at school and could not access the site.
you can click on to my glog below;
http://princesssparkles.edu.glogster.com/glog-nutrition-paper/

At last here is my movie

So Hoora Hoora
This is my movie that I made and uploaded to you tube. these are photos and play dough men my child made when I had to do a uni assignment is a group. It is amazing how a 21/2 year could be amused with a old camera and play dough.
Using movies in class can be engaging and helpful for students. However, teachers who show movies that are not connected to learning have given movies a bad name. However get your students to create one and get them engaged in their learning.
Using movies in the classroom can extend the learning beyond the textbooks.
It can be seen as Interest building. Creating a movie can build interest in a topic that is being learned while providing a small break from normal classroom activities. Meets additional learning styles and can be used to enhance inclusion and differentiation in the classroom by presenting assignments and information in numerous ways can be the key to helping students understand topics. Provide teachable moments, can be a good thing to do where students would be unfocused or are disengaged in the classroom.
It also provides for teacher to act as the facilitator and guide and the students do the work.

I hear and I forget. I see and I remember. I do and I understand.

-Confucius

Tell me and I forget. Teach me and remember. Involve me and I learn.

-Benjamin Franklin

Reasons to have your students create videos:

·         Students will retain what they learn.

·         Helps students better express their deepest understanding of core classroom content.

·         Promotes creativity.

Students will be engaged in their learning.
Use the appeal of technology and media to engage students and help them learn
Forces students to think at a higher level. –
Students sew the information together in an organized way that forces students to think about the entire body of information

·         Students will improve their technology skills.

·         Helps to develop problem-solving skills.

·         Video is the Professional Language of the Future

·         Its fun!

Remember if students are going to up load a video you need to get permission from their parents or cares. You must follow the ethical rules of the learning site you are teaching in and also from the education dept. education qld.

 

resizing photos and movie maker

 

Above is an image I edited using the website, MobaPhoto. Yes I do own the coolist car!! Manipulating images in MobaPhoto reflects signs of good digital pedagogy. This is due to a number of reasons. Firstly, by using sites like MobaPhotothat allow one to manipulate images it can help students to develop their creativity and ability with visual images.

Students can engage in effective digital pedagogy by teachers manipulating images in order to influence students' thinking and feelings and/or develop students' skills. Teachers at the same time can engage their students in using a site like MobaPhoto in order to fix or retouch photographs they may have taken for a project that they are working on and manipulate these photos to show a different features and characteristics. (I would use this within a unit of textiles and fashion to create different looks to the students work). By doing this, students will be able to look back on these photos easily when they write an analysis, evaluation or reflection on their project in progress.

Additionally students are able to link their photos to a wiki or blog, providing opportunities to work collaboratively with students. Students will be able to use peer assessment of each other’s work. Providing collaborative feedback, building knowledge within the cohort of visual literacy; thereby, helping students engage in higher order and critical thinking.

 

How can you use video to create, present, communicate, summarise, evaluate?

Students are able to communicate/present their ideas or information in a video format. I used movie maker from my laptop and it is composed of some play domen me and my kids made one day while I was working on a group assignment for uni. Play dough and a camera are great when you have group work.

  This would be a great tool for differentiation and inclusion with the classroom. Differentiation for student that have trouble communicating within the class as a whole, (Oral presentation) would be able to use this tool to make a video of their presentation. It could also be used as a visual process journal of the students work. Video can be included as part of ITC from the curriculum. It is a highly engaging tool that is easy to use, and scaffolded with ease even for the teachers that find using ITC intimidating.

This is how I solved my voki issue

Wow Wow Wow I have finally been able to embed a voki to my post. I was fully having a moment, I could not get it to post to my sight. I kept typing in my email address, user name, messing around with bits and finally after doing a web search on hoe to embed my voki I found this sight that helped me post it to my blog here is the link forums-voki -posts I never realised that you have to go to you page layout and go to gadgets and then add HTML/Java Script from the list then paste you voki to the page and wow there you go. I think I can work most things out this just had me going around in circles. Happy posting

Week 3 Reflection Wiki as a teaching tool

Hello all I have added another adittion to my blog about wikis in my last blog I talked about PMI of blogs today I added on for wiki. So here goes...

Wikis are not flashy presentations ( I like the blog better I find it easier to use) wikis are suitable for use in the classroom and as a form of collaboration and group work. Users of wikis focus on creating, adding to and editing text content. Wikis are increasingly used by businesses and organisations as knowledge management solutions. Educational use is increasing with the use of ITC in the classrooms, encouraging academic collaboration and discourse. Wikis offer advantages over the traditional print notebook. They prepare students to write collaboratively in networked environments.

All students in a group can easily contribute and edit. Teachers can easily pop in to comment or to monitor progress and see the variety and level of student contributions.

Wikis can be used to draft collaborative assignments, In my teaching field I would use a wiki for design in fashion or recipe collections. Wikis are good vehicles for classes engaged in peer-reviewed projects and function as archived portfolios for classes serious about the writing process. They can also be used as focal points for class discussions.

Wiki can collaboratively produce a study guide for each unit of work. Students can load their notes, using the space for a continual process journal to build and refine through the semester as a real study tool. At the end of term you would have is a personal textbook of their design or cooking journey. Students would leave the class with a digital dairy of what they have learned and created.

Plus of wiki

Free wiki software available. Easy to create an account and make wiki.

No large amount of technical knowledge is required

Greater attention to work because anyone can read entries

Expression of ideas

 Have access to wiki after the class officially ends

Easy to share information; don’t have to send files over e-mail

Promotes creativity( uses ITC)

All team members can have access to the wiki anytime anywhere

MINUS of a wiki

Possibilities of vandalism, teacher may want to monitor the wiki

Plagiarism and copyright issues

 References:

Interdisciplinary Journal of Knowledge and Learning Objects Volume 3, 2007

Editor: Alex Koohang Wiki as a Teaching Tool: Retrieved from:

http://www.ijklo.org/Volume3/IJKLOv3p057-072Parker284.pdf

Wiki Workshop: Using Wikis as a Teaching Tool: Retrieved from:
https://sites.google.com/site/smccweb2series/sessions-1/session-2-wikis

You tube