Over the past few weeks I have undertaken a technological learning journeyto build my teaching knowledge. Each week I have discovered, researched and experimented with a variety of digital tools. UNESCO (2008, p. 3) states “to live, learn, and work successfully in an increasingly complex, information-rich and knowledge based society, students and teachers must utilize technology effectively”. This therefore suggests, as a future learning manager I need to be familiar with various technologies and incorporate it into my teaching practice as it is an integral part of a learning society. Lynch and Smith (2007) support this by suggesting educators need to have experience and knowledge in learning areas to prepare students for lifelong learning. After gaining particular knowledge and experience from various digital tools, I have chosen four which I would like to explore more in depth. These four digital tools are Wikis, podcasts, interactive PowerPoint and Museum Box. These four digital tools will be reflected upon and explored to find out how these particular tools foster meaningful learning experiences.
Teaching Pedagogy
Prensky (2001, p. 1) states students have “spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age.” Furthermore, Prensky (2001) believes teachers are digital immigrants and this means teachers are not catering for 21st century learning. The Technological Pedagogical and Content Knowledge (TPACK) framework has been developed to facilitate the use of technology, to extend content knowledge and pedagogy. Furthermore, the TPACK framework promotes these three aspects being integrated together to transform learning experience. This therefore means technology should not be viewed as a separate learning area, but rather a tool to support content knowledge and pedagogy. I will explore how the four focus digital tools can be utilised to support the notion of TPACK. Furthermore, new pedagogical approaches are needed to enhance students learning. Productive Pedagogies (2002) suggests many classroom tasks only require students to use lower order thinking, and emphasises the need for higher order thinking. A model has been developed known as ‘Blooms Digital Taxonomy’ which outlines 6 thinking processes working from lower order up to higher order. Higher order thinking is not being able to restate knowledge or information, but being able to use this knowledge to construct something new and purposeful. Additionally, Robinson (cited in TEDtalksDirector, 2007) stresses schools do not encourage creative thinking. Furthermore he suggests the importance of learning tasks connecting students’ creativity is developed from their prior experiences as each student’s is individual. This therefore suggests, learning tasks need to be designed to allow students to demonstrate their prior experiences and express their creativity. As a result of this information, it will be investigated how the four chosen digital tools can be utilised to facilitate higher order thinking and creative thinking.
Wikis
Traditionally, collaborative learning experiences have only been able to occur face-to-face. However, Wikis is one practical way students can contribute to the same task. Wikis are similar to a blog, however all students are able to edit and participate in the learning process, making it simpler for students to work together. Wikis therefore facilitate a social constructivism learning task. Jonasson, (cited in Mergel, 1998) outlines the constructivism theory which is that students construct their beliefs and knowledge based on prior experiences. Furthermore Vgostky (1962) emphasises it is essential for students to participate in social constructivist experiences as it supports students’ cognitive development Cognitive development is achieved, as students are discovering different perspectives and information, which influences their current knowledge and understanding. This is therefore a significant benefit of the digital tool Wikis as it supports and facilitates students’ learning. To view more benefits and challenges of Wikis, please see my Wiki page.
Ways to use wiki
One of the ‘example activity’ within this Wiki displays an example of a task which could be undertaken using the digital tool. This activity allows students to contribute to a Y-chart after viewing the stimulus on rainforests. I believe the wiki activity is an effective way which learning managers could utilise as Wikis allow students to contribute their ideas to one task. In this Wiki situation different ideas would be offered (some based on prior experiences with rainforests) which individual students may not have considered, therefore enhancing students’ learning through social constructivism. Furthermore this Wiki situation promotes higher order thinking as students are using their understanding from the book to construct an image which represents a category in the Y-chart. This experience consequently facilitates and supports student learning through the use of a Wiki. When implementing an activity similar to this, learning managers need to consider scaffolding to ensure the activity is clear and will facilitate students’ outcomes.
How Wikis transform learning
This activity could be completed in a classroom situation without ICT. However, the use of the Wiki allows other students from different cultures and backgrounds to participate, therefore exposing various perspectives which would not usually occur without the use of a Wiki. Furthermore, it also encourages all students to contribute, even less confident students who do not usually contribute to face to face class discussions. Lastly it allows students who are undertaking e-learning to interact and work with other students without needing to be in a classroom context. Wikis can therefore transform student learning as it is providing students with opportunities which would not be possible without the use of ICTs.
Podcasts
Podcasts are a digital tool which is an audio recording shared with others. There are many podcasts available which are designed to be used as an informative resource. However, podcasts can also be created by students to portray key messages and information. To view some benefits and challenges I encountered when experimenting with podcasts, refer to “Digital tool: Podcasts” blog.
Ways to use podcasts
Podcasts are used as a resource to educate and inform students, therefore supporting students learning. Additionally, as referred to in the “Digital tool: Podcasts” blog, podcasts can be utilised for different purposes, in particularly to facilitate creative thinking and higher order thinking. For instance, Bloom’s Digital Taxonomy (cited in Education Origami, 2011) provides podcasting as an example of a task which sit in the creating processes (the highest level of higher-order thinking). As the students are creating the podcasts, it facilitates creative thinking as the students decide what information will be incorporated, how key messages will be portrayed and whether they want to include videos or images (vodcasts) to support their information. This therefore facilitates important 21st century skills. Winch, Johnston, March, Ljungdahl and Holliday (2010) emphasise the knowledge based economy has changed. They believe to be literate a student needs to be able to communicate meaningfully through new technologies.
How podcasts transform learning
When used as a presentation tool, podcasting enables content knowledge, pedagogy and technology to be concurrently embedded into learning tasks (when task is well-scaffolded). This digital tool therefore effectively complies with the TPACK framework to support meaningful learning. Furthermore, it also allows students to communicate information to other students. This means students can participate in a peer teaching process without being in a classroom context. Podcasting consequently can assist social constructivism as students are experiencing situations and knowledge from others’ perspectives. As a result of this, podcasting allows education to be transformed as students are experiencing a gain in knowledge which would not be possible without the use of ICTs. This also means students do not have to be situated in a classroom context to enhance their learning. As students can view and create podcasts using the internet at home, this connects and transforms learning to be continuous rather than only occurring in a classroom context.
Interactive PowerPoint
An interactive PowerPoint (PPT) is a digital tool for individual purposes, which can only be edited by the creator. It does not allow for teachers to provide students with comments unless uploaded to a blog. An interactive PowerPoint is simply a PowerPoint presentation, however it allows the viewer to click on links which lead to pages (to view an example please view ‘Digital Tool 3: Interactive PowerPoint’). To view some benefits and challenges which I discovered whilst creating an interactive PPT, view ‘Digital Tool 3: Interactive PowerPoint’ blog posting.
Ways to use interactive PowerPoint
Interactive PPT would be an effective tool for students to demonstrate their new understandings. This digital tool can be used for students to apply knowledge through creating a PPT, or as an informative presentation for other students. PPT facilitates higher order thinking as students are applying their knowledge by creating a product using this digital tool. As previously mentioned the highest level of thinking in Bloom’s Digital Taxonomy is referred to as the ‘creating’. Furthermore, Bloom's Digital Taxonomy (cited in Educational Origami, 2011) explains this is the process where students utilise a range of higher order thinking processes such as remembering, understanding, applying, analysing and evaluating. The use of PPT is therefore an effective tool as the functionality of it supports students learning through expressing understandings. Furthermore, it also facilitates student’s creative thinking as students take on the role of the creator by selecting layouts, text graphics etc.
How PPT transforms learning
The Queensland Department of Education, Training and the Arts (2008, p. 3) explains effective digital pedagogy is "a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners.” After analysing PPT it is apparent this digital tool transforms learning as it integrates technology with other key learning areas. For instance it integrates technology with the learning area of the focus topic. It also deepens the learning experience as students can easily incorporate and access resources directly from a PPT, therefore enriching the students’ learning through the use of ICT.
Museum Box
One of the digital tools which I engaged in was the Museum Box. A museum box is a tool which allows the creator to compile information into a cube. Museum Box is only able to have one creator and does not allow others to edit. To view the benefit and challenges go to 'Digital Tool: Museum Box’ blog posting.
Ways to use Museum Box
Museum Box uses the pedagogical approach of higher order thinking. Productive Pedagogies (2002) explains it is fundamental for students to engage in higher order thinking. As Bloom’s Taxonomy outlines the highest level of thinking is when students utilise their knowledge to produce something. In a learning context it would be highly beneficial for students to create a product on a key focus area (see examples from “Digital Tool: Museum Box’). In this learning situation students can easily access ICTs to facilitate the process of higher order thinking. Furthermore, this particular digital tool enables leaning experiences to combine technology, content and pedagogy. Technological Pedagogical and Content Knowledge (TPACK, 2006) supports this by suggesting technology cannot be implemented on its own. It needs to be supported by the use of content knowledge and pedagogy to be valuable.
How Museum Box transforms learning
Similar to interactive PowerPoints, Museum Box also provides students access to resources, such as weblinks and youtube, which would not be incorporated without the use of ICTs. This therefore promotes ICTs as an effective tool for demonstrating or learning content knowledge as it exposes students to a rich information based world beyond the classroom. Museum Box also facilitates creativity by allowing students to construct and design their cubes. Florida (2002) defines a creative classroom as one which allows students to express their prior experiences, preferences and beliefs, therefore linking the discourse of home with school discourse. Gardeners’ Multiple Intelligences (cited in GP Training, 2011)suggests there are various categories of learning styles (beyond auditory, visual and kinaesthetic), Robinson (TEDtalksDirector, 2011) adds these intelligences are reflecting students’ creativity, yet schools often do not build upon this. When the scaffold of the learning experience allows for student choice, Museum Box can transform learning into a creative thinking process as it allows students to connect learning preferences and prior experiences.
Legal, safe and ethical guidelines
After undergoing this technological journey, I have also discovered when copying material there are particular guidelines which need to be followed. Before, I was completely unaware and had not considered legal implications when working online. The Queensland Government (n.d.) implies when providing an online learning experience it is the responsibility of the facilitator to ensure these online experiences are not harming the student. As a future learning manager I will ensure I do not put students at risk by enforcing the importance of appropriate use. I will also keep updated with relevant resources such as NetAltert (an online filter and a place to report any inappropriate incidents) and Act Smart and Be Safe (an online resource or teachers which provides tips on how to manage safe e-learning).
Another aspect which needs to be addressed when working online is the illegal use of others’ materials. A number of policies have been developed which inform teachers to appropriate use. Some policies include Copyright Act 1968, Information Privacy Act 2009 (Qld) & National Copyright Guidelines. These policies explicitly address what is considered appropriate copying and what it not. As a future learning manager I will refer to these policies in my teaching to ensure I am legally utilising resources. Furthermore, I will educate students about acknowledging sources and model appropriate acknowledging on my digital tools.
Overall, I will apply this new knowledge which I have gained in my future practise. Through participating in this learning journey I have gained insight into a variety of digital tools, an understanding of how to scaffold effective learning experiences supported by the TPACK strategy and legal implications when working online. I feel that after experimenting with these four different digital tools, I will be able to create meaningful learning tasks which facilitate higher order and creative thinking. As I grew up in the 1990’s I was exposed to technology from an early age in school so evolving new technologies have always been a part of my life and I will continue to embrace them. As my learning develops I can utilise digital tools to transform students’ learning. I am sure I will continue to discover new technologies which support my teaching or I find challenging. However, as a learning manager, I need to become familiarised with new technologies as I am also a lifelong learner.
References
Department of Education. (2002). A guide to productive pedagogies classroom reflection manual. Retrieved from http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/pdfs/prodped.pdf
Educational Origami. (2011). Synopsis. Retrieved on August 12, 2011, from Central Queensland University, FAH11001: Managing E-learning, from Course Readings Week 1, from http://edorigami.wikispaces.com/Bloom%27s+-+Introduction.
GP Training. (2011). Gardeners’ multiple intelligences. Retrieved from Central Queensland University, FAH11001: Managing E-learning, from Course Readings Week 1, from http://www.gp-training.net/training/educational_theory/multint/multint.htm
Lynch, D. & Knight, B.A. (2010). The Theory and Practice of Learning Management. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Mergel,B. (1998). Instructional design & learning theory. Retrieved from Central Queensland University, FAH11001: Managing E-learning, from Course Readings Week 1, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Retrieved from http://punya.educ.msu.edu/2008/01/12/mishra-koehler-2006/
Prensky, M. (2001). Digital natives, digital immigrants. Retrieved from http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf
Queensland Department of Education and Training. (2006). LGS-PR-001: Consent to use Copyright Material, Image, Recording or Name. Retrieved from http://education.qld.gov.au/strategic/eppr/legal/lgspr001/
Queensland Department of Education, Training and The Arts. (2008). elearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf
Queensland Government. (n.d). Cyber safety links for parents. Retrieved from http://deta.qld.gov.au/docs/cybersafety.pdf
TEDtalksDirector. (2007, Jan 6). Sir Ken Robinson: Do schools kill creativity? [Video file]. from Central Queensland University, FAH11001: Managing E-learning, from Course Readings Week 1, from http://www.youtube.com/watch?v=iG9CE55wbtY&feature=player_embedded
UNESCO (Institute for Information Technologies in Education). (2010). Medium term strategy. Retrieved from http://unesdoc.unesco.org/images/0019/001904/190434e.pdf
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading, writing and children’s literature. (3rd edition). Melbourne, Victoria: Oxford University Press.
Friday, 19 August 2011
Digital Tool 4: Museum Box
Overview:
I had an attempt at making a museum box. As displayed below, I made one box experimenting with different colours and text. At first I found this box difficult to make as the process is different to other websites. For example the creator has to start creating the box before signing up and you are unable to login through the home page, instead you have to go as if you are creating a box, then logon, then open your saved boxes. I also had difficulty figuring out how to only create one box as when you initially open it, it comes up with 3 levels with 8 boxes. To solve this problem I searched for a tutorial clip on teachertube. Below I have analysed the functionality of Museum boxes using a graphic organiser.
Analysis:
Uses for Teaching:
One such way this could be used is for students to create a box or a fairytale character. For example, each student could choose a fairytale character and then create a box for their character, with images which they have drawn of the character, links to a page of the history (who designed it) of the character, the theme story written from the character’s perspective, a video of the play which they have created, questions which they would like to ask the character, and a profile of the character. This would be a great way to portray the student’s work which they have achieved while focusing on this topic. It would also be an engaging way for students to present their work, rather than simply using pen and paper.
I had an attempt at making a museum box. As displayed below, I made one box experimenting with different colours and text. At first I found this box difficult to make as the process is different to other websites. For example the creator has to start creating the box before signing up and you are unable to login through the home page, instead you have to go as if you are creating a box, then logon, then open your saved boxes. I also had difficulty figuring out how to only create one box as when you initially open it, it comes up with 3 levels with 8 boxes. To solve this problem I searched for a tutorial clip on teachertube. Below I have analysed the functionality of Museum boxes using a graphic organiser.
Analysis:
Uses for Teaching:
One such way this could be used is for students to create a box or a fairytale character. For example, each student could choose a fairytale character and then create a box for their character, with images which they have drawn of the character, links to a page of the history (who designed it) of the character, the theme story written from the character’s perspective, a video of the play which they have created, questions which they would like to ask the character, and a profile of the character. This would be a great way to portray the student’s work which they have achieved while focusing on this topic. It would also be an engaging way for students to present their work, rather than simply using pen and paper.
Digital Tool 3: Interactive PowerPoint
By using a graphic organiser and an outline I undertook the planning process of creating a powerpoint:
Overview, Analysis and Uses for Teaching:
To view some educational benefits of powerpoint presentation view the slideshow which I created:
Digital Tool 2: Podcasts
Overview:
I've heard of the term podcasts, but I have never used them before. After reading about podcasts and completing this weeks activities I tried to search for podcasts just using google. I had a lot of difficulty finding a podcast which I would use as a learning tool in my classroom. I spent hours searching on the Internet and in itunes.... maybe it's just my bad google searching skills!! Although I did not find my own on google which I would use as a resource, I found other websites which gave me ideas about ways which I would use podcasts. I found the website http://podkids.com.au/rss which has students' podcasts which they had created. Some ways which this school used podcasts was for students to reflect upon their learning, explain their favourite activity and record school assembly performances. I found these ideas valuable and I would definitely use them in the classroom. They would be great to include into digital portfolios for parents to listen to their child's performance etc. I would definitely consider them for this purpose in my future classroom!
Although I couldn't find a podcast to use as a learning tool from google.. I was able to find a few in the Wiki for education from this weeks readings. I found a variety of fairy tale stories. This link (http://storynory.com/2007/03/18/rumpelstiltskin/) takes you to the fairy tale Rumplestiltskin on of my childhood favourites! This podcast could be used in different way and it is especially beneficial if the children are unable to read. For instance, this podcast is slightly different to the traditional Rumplestiltskin so children could compare and contrast between the two stories. It could also be used as entertainment, to help children learn to read (if they have the text in front of them), as a part of an activity such as a comprehension, reflection, analysis, or creating an alternative ending. Children could create a diorama, a story from another character's perspective, create a description of a character, write a letter to one of the character ............ the possibilities are endless!!!!!!
Analysis:
Uses for Education:
Podcasts could be beneficial for students with ASD as they can replay important information. I found many podcasts which teach language. Podcasts could be used to teach students lote. My last prac placement was in a prep class and they were learning Japanese, maybe a podcast could be used as a learning tool in a context similar to this. As most of the language podcasts were aimed at adult learners, teachers could design their own vodcast with pictures and the pronunciation of the word in the other language followed by a matching game where students match the word to the picture.
I believe podcasts are valuable for some activities. From an early childhood perspective I feel perhaps they wouldn't be beneficial for teaching new concepts. I found most podcasts which I came across whilst searching were designed for older learners. I believe if used correctly they can be a valuable learning tool, however, if used incorrectly they may become disengaging and not benefit students. Personally, I don't think I could learn from listening to just audio as I am a kinesthetic learner. I feel podcasts along with visuals (such as vodcasts, podcast & movie maker) would be more engaging for early years learners. If podcasts are solely used it may be limiting visual and kinesthetic learners. As a consequence, in my future teaching, I will use them cautiously and ensure they are used in correct contexts which are going to benefit learners.
I've heard of the term podcasts, but I have never used them before. After reading about podcasts and completing this weeks activities I tried to search for podcasts just using google. I had a lot of difficulty finding a podcast which I would use as a learning tool in my classroom. I spent hours searching on the Internet and in itunes.... maybe it's just my bad google searching skills!! Although I did not find my own on google which I would use as a resource, I found other websites which gave me ideas about ways which I would use podcasts. I found the website http://podkids.com.au/rss which has students' podcasts which they had created. Some ways which this school used podcasts was for students to reflect upon their learning, explain their favourite activity and record school assembly performances. I found these ideas valuable and I would definitely use them in the classroom. They would be great to include into digital portfolios for parents to listen to their child's performance etc. I would definitely consider them for this purpose in my future classroom!
Although I couldn't find a podcast to use as a learning tool from google.. I was able to find a few in the Wiki for education from this weeks readings. I found a variety of fairy tale stories. This link (http://storynory.com/2007/03/18/rumpelstiltskin/) takes you to the fairy tale Rumplestiltskin on of my childhood favourites! This podcast could be used in different way and it is especially beneficial if the children are unable to read. For instance, this podcast is slightly different to the traditional Rumplestiltskin so children could compare and contrast between the two stories. It could also be used as entertainment, to help children learn to read (if they have the text in front of them), as a part of an activity such as a comprehension, reflection, analysis, or creating an alternative ending. Children could create a diorama, a story from another character's perspective, create a description of a character, write a letter to one of the character ............ the possibilities are endless!!!!!!
Analysis:
Uses for Education:
Podcasts could be beneficial for students with ASD as they can replay important information. I found many podcasts which teach language. Podcasts could be used to teach students lote. My last prac placement was in a prep class and they were learning Japanese, maybe a podcast could be used as a learning tool in a context similar to this. As most of the language podcasts were aimed at adult learners, teachers could design their own vodcast with pictures and the pronunciation of the word in the other language followed by a matching game where students match the word to the picture.
I believe podcasts are valuable for some activities. From an early childhood perspective I feel perhaps they wouldn't be beneficial for teaching new concepts. I found most podcasts which I came across whilst searching were designed for older learners. I believe if used correctly they can be a valuable learning tool, however, if used incorrectly they may become disengaging and not benefit students. Personally, I don't think I could learn from listening to just audio as I am a kinesthetic learner. I feel podcasts along with visuals (such as vodcasts, podcast & movie maker) would be more engaging for early years learners. If podcasts are solely used it may be limiting visual and kinesthetic learners. As a consequence, in my future teaching, I will use them cautiously and ensure they are used in correct contexts which are going to benefit learners.
Thursday, 18 August 2011
Wednesday, 17 August 2011
Museum Box
I had an attempt at making a museum box. As displayed below, I made one box experimenting with different colours and text. At first I found this box difficult to make as the process is different to other websites. For example the creator has to start creating the box before signing up and you are unable to login through the home page, instead you have to go as if you are creating a box, then logon, then open your saved boxes. I also had difficulty figuring out how to only create one box as when you initially open it, it comes up with 3 levels with 8 boxes. To solve this problem I searched for a tutorial clip on teachertube. Below I have analysed the functionality of Museum boxes using a PMI chart.
At the end of designing my museumbox I hit ‘submit’ thinking this would allow it to be viewed on the web. Unfortunately it said it needed to go through an approval process first. Hopefully I will be able to upload the weblink for it soon!
One such way this could be used is for students to create a box or a fairytale character. For example, each student could choose a fairytale character and then create a box for their character, with images which they have drawn of the character, links to a page of the history (who designed it) of the character, the theme story written from the character’s perspective, a video of the play which they have created, questions which they would like to ask the character, and a profile of the character. This would be a great way to portray the student’s work which they have achieved while focusing on this topic. It would also be an engaging way for students to present their work, rather than simply using pen and paper.
At the end of designing my museumbox I hit ‘submit’ thinking this would allow it to be viewed on the web. Unfortunately it said it needed to go through an approval process first. Hopefully I will be able to upload the weblink for it soon!
One such way this could be used is for students to create a box or a fairytale character. For example, each student could choose a fairytale character and then create a box for their character, with images which they have drawn of the character, links to a page of the history (who designed it) of the character, the theme story written from the character’s perspective, a video of the play which they have created, questions which they would like to ask the character, and a profile of the character. This would be a great way to portray the student’s work which they have achieved while focusing on this topic. It would also be an engaging way for students to present their work, rather than simply using pen and paper.
ZooBurst
I had an attempt of making a pop-up online book. It's a great idea, unfortunately, mine is quite amateur so you’ll have to use your imagination. Unfortunately when I reviewed it there are also a few mistakes but it wouldn’t let me re-edit it. Perhaps I’ll try it again later! Hopefully this gives you some insight into the features of ZooBurst. I’m planning on using this story which I made for an example of an activity which can be done. This digital tool could be really useful in a distance education context (as well as a classroom context) as books can be created and viewed online without the students having to purchase it. Teachers can also create a story which facilitates specific learning outcomes or information which the teacher wants the students to understand. It’s also visually engaging and interactive as students can turn the pages and zoom in on the picture. It would also be great to incorporate with audio for students who are learning to read as they can listen and view the text. Unfortunately I was unable to add any audio as you have to purchase an upgrade to access some features. One issue which I came across was it was difficult to find images which suited what I wanted. For example I was searching for a picture of a stream/lake/ocean, however no suitable images came up. However, overall I found this tool quite impressive!
Tuesday, 16 August 2011
Google Maps and Google Earth...
I often use Google maps, mainly for getting directions from point A to point B.. I’ve never been good with reading maps. Google maps and Google earth are very different, yet effective. Google maps is simply a map showing roads, and landmarks etc. and Google earth shows you real life images of the location. It allows you to move your mouse as if you’re a person walking around in the location in different areas and see a 360 degrees view. These ICT tools can help develop students’ understanding of the world. For example if students are learning about an area of Australia the students can view the location of the area, using Google maps and perhaps explore the area using Google earth. This facilitates a more effective learning experience as students are not only learning about the area but they are also developing a better concept of where the places are, therefore gaining a deeper understanding of the world.
These two tools can be used in an early childhood context when learning about different places. For example, when I was attending one of my plac placements in a kindergarten setting the class was focusing on Japan. This involved the children creating pictures, cooking traditional food, looking at traditional items such as kimonos and reading about significant places. This could be a situation where Google maps and Google earth would be valuable. For example students could view the map of Japan on Google maps and then could zoom in onto Tokyo (image shown below from google maps) when discussing this area. Furthermore, when exploring a particular area of Japan such as Shinjuku Gyoen (one of Tokyo’s cherry blossoming garden) Google earth could be used to view the garden and give students a more in depth or real experience rather than simply viewing an image. This could further develop childrens’ understanding of place and space and perhaps provide a more significant learning experience, therefore enriching childrens’ learning.
These two tools can be used in an early childhood context when learning about different places. For example, when I was attending one of my plac placements in a kindergarten setting the class was focusing on Japan. This involved the children creating pictures, cooking traditional food, looking at traditional items such as kimonos and reading about significant places. This could be a situation where Google maps and Google earth would be valuable. For example students could view the map of Japan on Google maps and then could zoom in onto Tokyo (image shown below from google maps) when discussing this area. Furthermore, when exploring a particular area of Japan such as Shinjuku Gyoen (one of Tokyo’s cherry blossoming garden) Google earth could be used to view the garden and give students a more in depth or real experience rather than simply viewing an image. This could further develop childrens’ understanding of place and space and perhaps provide a more significant learning experience, therefore enriching childrens’ learning.
Monday, 15 August 2011
MovieMaker..
I have had quite a bit of experience with moviemaker. This is a video which was created as a part of my group presentation to give an overview of a play situation we observed. It was created using voice recording and a cartoon making site.
Benefits of movie maker:
· Quite easy to use so children may be able to create their own movies
· Can add video, audio, images and transitions
· It free and comes with computer so children would also be able to access them at home
· They can be used for different purposes in education
· Would be suitable for most ages of primary and also secondary
· It allows children to express creativity
· Would be suitable for group work or individual work
· Allows learners to share and celebrate learning
· Visually appealing
Challenges:
· From my experience it does seem to crash quite a bit
· May be difficult for young primary aged students to edit length of clips
· Youtube clips cannot be embedded
· Is not interactive-only for viewing
Opportunities:
· Children could use it to create a photostory about themselves similar to creating a autobiography, however, students can use photos and videos and auditory to support or accompany their written work
· Would be great after completing a unit of work as a summary to display class experiences such as learnings, student work, students completing the tasks, excursions. Etc.
· Could be included as a part of a digital portfolio to send home for parents
· Students could create a presentation or to reflect and identify new learnings and this could be shared with the class to further enhance their learning
· Eg. All students could choose a topic such as an Australian animal and create a movie about the animal to share with the class – this could sort of be like a peer teaching concept through the use of ICT
· In a young early childhood context the teacher could take photos of student’s drawings and then compile them all into a movie for parents to keep. (parents can choose to just keep disk rather than keeping all the pictures)
Wednesday, 3 August 2011
Glogster
This is my first attempt at using glogger.
To view it on the website go to: http://keisha92.glogster.com/managingelearning/
I found glogster engaging as there a range of graphics to choose from, such as various backgrounds text boxes and borders. As you can see I used my glogster for a brainstorming activity about digital tools for Managing E-learning. I found this an effective way to brainstorm some ideas as I was able to support my ideas with images (eg. the word blog with a preview of my blog).From an early childhood perspective, I can imagine glogster could be used in a variety of ways to enrich childrens’ learning. For example:
· As a brainstorming activity or a mind map similar to what I created – for example students could create a mindmap about a particular task such as writing a story. Students could include ideas about different story topics they would like to write about or create a scaffolded plan for their story. This information could be supported by visual images videos or website links as for students to refer back to
· Many verbal presentations are accompanied by a poster. Glogster could be just as effective as a poster and also offer other features which could not be done by traditional pen and paper. For example, if students are presenting their favourite animal , they could incorporate visual images and writing (just as a poster would) however, other aspects which posters do not offer could be included such as: website links about the animal, videos of the animal, and google earth links to explore the landscape where the animal lives. This could foster a well-informed presentation, supported by the use of ICT being a learning enhancement tool, as students are experiencing learning which would not usually occur without the use of ICT.
· It could also be used as a reflective tool. For example after a learning experience students could access glogster to create a collage displaying their new learnings. This could be particularly useful for children who are not able to write large amounts as visual images can be used to represent the child’s learning and if needed teachers can assist students in writing a sentence which describes this learning.
· It could also be used as an extension activity/ reward activity. For example at one of my early childhood prac placements students who completed a task early were allowed to create a picture using paint – they seemed to appeal to this reward system, perhaps glogster could have the same effect!
Benefits:
· Visually engaging
· Fun and expresses creativity
· Can be used to support and enhance various learning activities
· Incorporates weblinks, videos, audio and text
· It can be interactive as weblinks can be added
Challenges:
· It appears that links such as voki and youtube cannot be added
Building a powerpoint
By using a graphic organiser and an outline I undertook the planning process of creating a powerpoint:
Toview some educational benefits of powerpoint presentation view the slideshow which I created:
I uploaded the PPT using google docs but it doesn't seem to always work or be interacting, so just incase I've also included the PPT uploaded from slideshare, hope it works! :)
Powerpoint presentations
View more presentations from keisha92.
I made a voki...
I love vokis! I find them fun, engaging, funny and I love the way their eyes follow your mouse! I’ve used vokis in an early childhood classroom situation. I embedded a voki which I created into a wix page as an introduction or an engaging hook into a lesson on fractions for a year 2 class. The voki introduces the task of making pizzas using fractions. In my experience the voki seemed to be an effective hook for the lesson. To view the voki and wix which I used for this lesson go to the following site:
(….I think I created this before I knew how to change the voki character.)
I believe vokis would mainly be beneficial as an engagement tool. It could also be embedded into websites and this could give extra information, clarification or support the learning task, similar to visual images.
Benefits:
- Engaging for children
- Variety of character to choose from
- Can place voki in different settings which means teachers can choose relevant settings for the lesson
- Can add your own audio
- Can choose different accents
- Quite easy to create
- Can be embedded in websites
Challenges:
- Audio is monotone, probably can only interest students for a short amount of time
- Would likely need other ICTs and resources to make it an effective learning tool
Podcasts
I've heard of the term podcasts, but I have never used them before. After reading about podcasts and completing this weeks activities I tried to search for podcasts just using google. I had a lot of difficulty finding a podcast which I would use as a learning tool in my classroom. I spent hours searching on the Internet and in itunes.... maybe it's just my bad google searching skills!! Although I did not find my own on google which I would use as a resource, I found other websites which gave me ideas about ways which I would use podcasts. I found the website http://podkids.com.au/rss which has students' podcasts which they had created. Some ways which this school used podcasts was for students to reflect upon their learning, explain their favourite activity and record school assembly performances. I found these ideas valuable and I would definitely use them in the classroom. They would be great to include into digital portfolios for parents to listen to their child's performance etc. I would definitely consider them for this purpose in my future classroom!
Although I couldn't find a podcast to use as a learning tool from google.. I was able to find a few in the Wiki for education from this weeks readings. I found a variety of fairy tale stories. This link (http://storynory.com/2007/03/18/rumpelstiltskin/) takes you to the fairy tale Rumplestiltskin on of my childhood favourites! This podcast could be used in different way and it is especially beneficial if the children are unable to read. For instance, this podcast is slightly different to the traditional Rumplestiltskin so children could compare and contrast between the two stories. It could also be used as entertainment, to help children learn to read (if they have the text in front of them), as a part of an activity such as a comprehension, reflection, analysis, or creating an alternative ending. Children could create a diorama, a story from another character's perspective, create a description of a character, write a letter to one of the character ............ the possibilities are endless!!!!!!
More ideas: Podcasts could be beneficial for students with ASD as they can replay important information. I found many podcasts which teach language. Podcasts could be used to teach students lote. My last prac placement was in a prep class and they were learning Japanese, maybe a podcast could be used as a learning tool in a context similar to this. As most of the language podcasts were aimed at adult learners, teachers could design their own vodcast with pictures and the pronunciation of the word in the other language followed by a matching game where students match the word to the picture.
I believe podcasts are valuable for some activities. From an early childhood perspective I feel perhaps they wouldn't be beneficial for teaching new concepts. I found most podcasts which I came across whilst searching were designed for older learners. I believe if used correctly they can be a valuable learning tool, however, if used incorrectly they may become disengaging and not benefit students. Personally, I don't think I could learn from listening to just audio as I am a kinesthetic learner. I feel podcasts along with visuals (such as vodcasts, podcast & movie maker) would be more engaging for early years learners. If podcasts are solely used it may be limiting visual and kinesthetic learners. As a consequence, in my future teaching, I will use them cautiously and ensure they are used in correct contexts which are going to benefit learners.
Although I couldn't find a podcast to use as a learning tool from google.. I was able to find a few in the Wiki for education from this weeks readings. I found a variety of fairy tale stories. This link (http://storynory.com/2007/03/18/rumpelstiltskin/) takes you to the fairy tale Rumplestiltskin on of my childhood favourites! This podcast could be used in different way and it is especially beneficial if the children are unable to read. For instance, this podcast is slightly different to the traditional Rumplestiltskin so children could compare and contrast between the two stories. It could also be used as entertainment, to help children learn to read (if they have the text in front of them), as a part of an activity such as a comprehension, reflection, analysis, or creating an alternative ending. Children could create a diorama, a story from another character's perspective, create a description of a character, write a letter to one of the character ............ the possibilities are endless!!!!!!
More ideas: Podcasts could be beneficial for students with ASD as they can replay important information. I found many podcasts which teach language. Podcasts could be used to teach students lote. My last prac placement was in a prep class and they were learning Japanese, maybe a podcast could be used as a learning tool in a context similar to this. As most of the language podcasts were aimed at adult learners, teachers could design their own vodcast with pictures and the pronunciation of the word in the other language followed by a matching game where students match the word to the picture.
I believe podcasts are valuable for some activities. From an early childhood perspective I feel perhaps they wouldn't be beneficial for teaching new concepts. I found most podcasts which I came across whilst searching were designed for older learners. I believe if used correctly they can be a valuable learning tool, however, if used incorrectly they may become disengaging and not benefit students. Personally, I don't think I could learn from listening to just audio as I am a kinesthetic learner. I feel podcasts along with visuals (such as vodcasts, podcast & movie maker) would be more engaging for early years learners. If podcasts are solely used it may be limiting visual and kinesthetic learners. As a consequence, in my future teaching, I will use them cautiously and ensure they are used in correct contexts which are going to benefit learners.
Digital Images
This week I explored tag galaxy. I loved the layout of this website.. with the different planets representing different categories and being able to zoom in and out as well as being able to move the globe around to view different pictures. I found this website engaging so I imagine a lot of students would also. I've included a screen shot from when I was browsing tag galaxy. I decided to browse for fairy tales as they are often popular in the early years and are used for learning purposes -Eg. a fairytale unit. While browsing through some of the photos I thought of some ways in which this can be used in early childhood and early primary settings. It could be used to facilitate discussion about - different fairy tales, different ways of interpreting the picture, choosing a focus fairytale for the class etc. It could also be utilised to introduce a fairytale unit -to promote and create interest, engagement or an inquiry based approach. Children could simply explore through the pictures individually or as a class... on an interactive whiteboard where students can easily move the globe, zoom or select pictures by simply using their hand!
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