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

Week 3 Tool 1 Blog Reflection

Hello All I thought I would start today's topic of using ITC tool with this clip, It just goes to show you that you can get stupd on using ITC tools.

This week we are asked to reflect on creating a BLOG,  and how we would use the blog in a classroom, I have started with a PMI chart.
Well as I have newly discovered Blogs are not just about blogging,
No sir re there are all types of blogs to utilise in a learning environment.
So firstly WHAT is a Blog?
Well you are engaging in a blog right now, it is an informal web tool that is a is updated by the creator/ creators with information, links, journal entry anything that the creator pleases. What are the PMI of using a blog in the classroom?

PLUS

•    It is free, easy to create and use
•    It promotes literacy in the classroom
•   They are a great reflective tool where you are able to bring together your thoughts on different  topics or ideas
•   It can be used as a collaborative tool to gather research notes and share ideas with other class members or teacher
• It is great for students who are too shy to contribute in class to add ideas
• Teachers are able to monitor students’ progress and offer ideas
• Only the students who created the blog is able to edit the blog
•  It gives parents access so they are able to keep up to date with what their child may be learning at school
•  Provide links to different websites etc. that other students can also use
•  Students are able to access them in and out of school

MINUS

• Can be difficult for some students to use
• Must have internet connection to be able to access
• Limited blog set out options
• Blogs are not confidential, everyone can access them worldwide so anyone can post a comment, spam and not to mention hackers can access your private information.
• Cyber bulling and harassment may be a problem and would have to be monitor with guidelines.

INTERESTING

• Blogs can be used in a varied number of teaching areas, engaging students from all year levels (early years through to university)
• Can provide an opportunity to work in unison with other schools in the area or further abroad.
• Every student will have a different journey
• Teachers and parents can view students work
• It is student directed, promoting higher order thinking
• Supports and promotes productive pedagogical practices

After further research I believe:
 

Blogs can be used in the teaching environment to engage all students were learners can create a journal, personal reflection or portfolio to present to the class. It is some were teachers can put informal information or instructions, however that means students would have to flick back and forth between pages which still allowed for students to say they could not open the instructional page. It would be perfect to use in practical hands on subjects were students are frequently ask to keep a running journal for their work. (Art portfolio) Blogs can also be used as a class portal where students can access supplement material, links, podcast, homework and assessment tasks.  Best of all Blogs are really easy to use great was to promote literacy in the classroom.Literacy remains paramount in learning, not only for language development, but also as the foundation of all academic disciplines.

Resources used and retrieved from:



http://www.editlib.org/p/5680

http://designing.flexiblelearning.net.au/gallery/activities/blogs.htmhttp://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/
htt://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf

Week 2 De Bono's six thinking hats in a online wiki

Six Thinking Hats® (Photo credit: JadiKreatif)

Week 2 Edward De Bono six thinking hats   in the collaborative wiki on mobil phones in th classroom.

 

The class wiki on ‘the use of mobile phone in the classroom’ divided the university in two, while there were a few fence sitters. Some fearing distraction from students, fearing that the students will be constantly engaged with the mobile phones, fearing bulling. These distractions already exists in the classroom. Majority of secondary schools, students already process lap tops rather than books. So mobile phones are just another tool to be utilised. My stance is clear I believe that if we are to keep up with the future generation we must leave a lot of what was once main stream teaching practices behind and reinvent new teaching practices.

Utilising De Bono’s thinking hats allows for people to think outside the box. Some people struggle to think outside the box, but De Bono’s thinking hats allows for scaffolding; support to guild the learners on their quest. The use of the six thinking hats in the wiki link on ‘Mobile phones in the classroom’ allowed for scaffolding. It allowed for students to put on their best hat and contribute to the wiki.

Reflecting on my participation in the wiki, using Edward De Bono’s six thinking hats with the statement ‘using mobile phones in the classroom’. The leaning designed framework encourages the learner to participate in the learning process using De Bono’s 6 thinking hats as a guide, to post comments to a collaborative wiki, using ITC tools. This discussion is where the learner actively takes part in the learning process of higher order thinking skills. The discussion is initially about mobile phones (content of learning). This is where the learner examines their own comments, through comparing, organising and deconstructing of all other comments made. All leaner's contribute to the discussion forum.

How does this wiki work?

Firstly the initial of question posed ‘Using mobile phones in the classroom’.  The teaching tool used was a graphic organiser, where students place their name and comments under the proposed headings. Teacher scaffolding was used with the colour hat, the colour perspective (a brief outline of what the hat represents) and finally the student’s ideas, research, perspective and argument. The combination of the wiki and Using De Bono’s thinking hats can be seen as celebrated teaching tool. However after reading some of the other student’s comments, it can be viewed as students inscribing their personal view point with little research. The positive aspect is that students can use other student’s options and construct an option as well. I wiki can be classified as excellent tool for engagement from all students, were no judgements are made. It is a tool that has had the initial scaffolding from the teacher; however the soul contributors are the students allowing for the students to take control over there learning.

How would I use De Bono's thinking hats in my classroom?
I am studying to be a home ec and hospitality teacher, it is perfect in so many ways. It can be used to scaffold students in there process and reasoning journals.By using the hats as a guild to look at there procedure from different perspectives. De bono hats can be used in limitless avenues within the classroom and also through blogs. media diaries ect.  
There are many benefits to using a wiki easy to learn, it can be used on a global scale, can be used for a vared number of applications and its Free to set up. 
Drawbacks anyone can edit the documents, vandalism of peoples work, you need internet connection.

Along with contributing to the wiki using Edward De Bono’s six thinking hats we also looked at learning theories: behaviourism and constructivism, cognitivist and connectivisum. In relation to the use of ITC. In my last post you can see brief out line explaining how these theories are used.

I understand that contributing to the wiki it uses some if not all of the learning the theories in some form. Connectivism is a theory founded by George Siemens and is "the integration of principles explored by chaos, network, and complexity and self-organization theories," (Siemens, 2004).  Translated, this means learning is about knowing what resources to use and how to use them to find the information we need, rather than the actual information itself. It is impossible in today's world to know everything but, by staying connected, we can easily access the answers to any questions we may have. Constructivism students learn in different ways depending on their experience, constructionist theory require students to be actively engaged in their learning by using ITC and wikis sit well with constructionist theory.  Behaviourism requires students to learning through behaviour conditioning. Behaviourism works on a feedback system, giving feedback through positive and negative feedback.
I personally love the green hat; not only is it my favourite colour but it also allows for creative thinking. Where I can lay down any boundaries and contribute to a discussion without fear of rejection. Even if no creative ideas are forthcoming, the green hat asks for the creative effort.

If you want to find out ways to use mobile phones in the classroom take a look at these sites.

Mobile phones in the classroom -  http://www.guardian.co.uk/teacher-network/2012/sep/10/mobile-phones-classroom-teaching

4 Ways of using mobile phones in classroom - http://blogs.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/

 Bibliography :

Skinner, B. F. (1976). About Behaviorism. New York: Vintage Books.
Perry, W. G. (1999). Forms of Ethical and Intellectual Development in the College Years. San Francisco: Jossey-Bass Publishers.

Piaget, J. (1968). Six Psychological Studies. Anita Tenzer (Trans.), New York: Vintage Books.

De Bono Thinking Systems. (n.d.). Dr. Edward de Bono. Retrieved from http://www.debonothinkingsystems.com/about/Edward.htm.

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

Learning theories brief out line

How long does it take to learn a meta-skill? 366/138 May 17, 2012 (Photo credit: ConnectIrmeli)

OMG I have just discovered a new tool. It is Awesome you can find it in something called Zemanta. It’s a tool you can use in your blog to highlight certain words that will then take you to Wikipedia site. Yes I know this site is to be taken with a grain of salt but I think it is really cool.

Below you will find below a quick outline of

·         Learning theories,

Questions	Behaviourism	Cognitivist	Constructivism	Connectivism
How does learning occur?	Observable behaviour main focus	Structured, information	Social, meaning created by each learner (personal)	Distributed within a network, social, technologically enhanced, recognizing and interpreting patterns
What factors influence learning?	Nature of reward, punishment, stimuli	Existing schema, previous experiences	Engagement, participation, social, cultural	Diversity of network
What is the role of memory?	Memory is hardwiring of repeated experiences - where reward and punishment are most influential	Encoding, storage, retrieval	Prior knowledge remixed to current context	Adaptive patterns, representative of current state, existing in networks
How does transfer occur?	Stimulus, response	Duplicating knowledge constructs of "knower"	Socialization	Connecting to (adding nodes)
What types of learning are best explained by this theory?	Task-based learning	Reasoning, clear objectives, problem solving	Social, vague ("ill defined")	Complex learning, rapid changing core, diverse knowledge sources

Source: Ireland, T. (2007)



This site will take you on a learning journey through the different learning theories and technology.

https://sites.google.com/a/boisestate.edu/edtechtheories/Home/emerging-theories-of-learning-and-the-role-of-technology

My participation through the wiki task (on mobile phones in the classroom), in week 2 along with further research on the net of learning theories and technology has brought about my idea that mobile phone in the classroom as a learning tool is linked with Cognitivist, Constructivism and Connectivism theories. I am a believer that behaviourism is something you learn through modelling. That someone can watch a process and repeat that process.

Below are some links to helpful web sites on how to utilize mobile phones as a learning tool in the classroom.
http://www.teachhub.com/how-use-cell-phones-learning-tools

http://12most.com/2011/12/28/12-ways-kids-learn-cell-phones/


Lookout for my next blog on De Bono's thinking hats and the week 2 wiki task