Reflective Synopsis

The internet is “a passing fad” (Kritt & Winegar, 2010, p. 31), “who the hell wants to copy a document on plain paper?” (Finger, Russell, Jamieson-Proctor & Russell, 2007, p. 287) These comments seem comical in retrospect; considering the Internet has revolutionised to become an ultimate platform for many of the ICT tools in the twenty-first century. It may surprise you to know that these comments belong to Bill Gates and Western Union respectively.

At the beginning of this course; in my own introspective world of familiar technology such as PowerPoint, Word, Publisher, YouTube and Google, I thought I resembled the typical well established digital native (Prensky, 2001). Similar to Bill Gates and Western Union, over the last five weeks, my previous connotations were dismissed, leading me to emerge looking more like a drowned digital immigrant after the flooding of new ICT tools and skills made available to me.

The expectations of a current student’s ICT skills are outlined in the Queensland Government’s Smart Classroom: Student ICT Expectations (2009), in accordance with Queensland Government’s Department of Education and Training Strategic Plan 2011-15.  Perhaps more importantly today’s educators are also expected to achieve a competency level in ICT as outlined in the United Nations Educational, Scientific and Cultural Organization’s ICT Competency Standards for Teachers (2008). Despite these ICT expectations, there is still hesitation met in the classroom;

We live in a time of a global economy and globalised society, where daily life is mediated by complex and changing multimedia and technologies. In education, this situation causes unavoidable dissonance as teachers who grew up and were trained in earlier times try to forecast and prepare others and themselves for future times.

(Finger, Russell, Jamieson-Proctor & Russell, 2007, p. 18)

This statement only highlights the importance of making solid connections between the positive benefits of ICT and how it can be most effectively utilised in the classroom (Finger, Russell, Jamieson-Proctor & Russell, 2007). The effective use of ICT is conceptualised in the framework of T-PACK; Technological, Pedagogical and Content Knowledge. This theory highlights the significance of combining the three knowledge areas as shown in the diagram below.

 

During my own personal Managing E-Learning adventures, I have thoroughly enjoyed learning about the array of ICT tools, their affordances and their limitations, their effective and sometimes not so effective role in education, the learning theories underpinning these technologies as well as the legal, safe and ethical guidelines. This reflective synopsis will discuss four of the ICT tools that were explored and indicate how they could be used to “enhance, support and transform student learning” as well as discussing the legal, safe and ethical guidelines I would put in place to use myself as well as with my students (CQ University, 2011).

Group 1 ICT Tools Explored:

For the group 1 tools, I have explored Blogger, WikiSpaces and a website; Weebly, all tools that I had never used before. I can see the practicalities of both a blog and a wiki, however, after participating in week one and two wiki activities  as well as utilising a blog for the last five weeks, I found that I preferred Weebly as my favourite to be utilised in the classroom. I have based this on its easy to use, customisable drag-and-drop interface (in contrast to wikis), information cannot be overwritten by anybody (again, in contrast to wikis) and its utilisation of blogging features, in that it allows students to access the website and post comments; building on each other’s learning and theories. As a future educator, I also felt it was the most visually dynamic interface to use out of all three, and students could easily use it as well.

Weebly’s are a great way to enhance, support and transform student learning, in that they provide a visual and audio base for any learning topic. They can be set up with a home page and tabs, and you can easily rearrange and drag-and-drop videos, pictures, podcasts, flash, text and more. The flexibility and creativity this provides is endless. Students can interact and engage with a vast array of materials and activities from exploring Ancient Egypt, to rainforests, to maths activities and even interactive homework. Refer to blog for more uses as well as the learning theories underpinned in the use of  Weebly.

Group 2 ICT Tools –

For the Group 2 ICT Tools, I have explored several different technologies including image; Picnik, Mobaphoto, TagGalaxy and Flikr, audio; Voki, voice recording, and Podcast and last but not least video. Out of all these tools, I chose video to be the most effective ICT tool to use in the educational setting, largely because of its ability to encompass both image and audio in a dynamic manner (see PMI analysis). I would like to extend the umbrella of ‘videos in the classroom’ to include video games as they are becoming an important participant in classroom learning;

Learning through game-play is active, meaningful, multimodal, scaffolded, entails participation in social networks, encourages learners to take risks and allows for self-reflection... as is evident when watching child learning to play a video game, there are few times when children will sit down and be given step-by-step instructions by a tutor or instruction booklet.

(Carrington & Robinson, 2009, p. 14)

According to the Australian Bureau of Statistics (2009), a staggering 77% of 5-8 year olds engaged in online video games, with younger children engaging in one player problem-solving games and older players engaging in more interactive role-playing games. If we can successfully utilise educational games in the classroom context, it will draw upon a learner’s prior interests whilst enhancing and transforming student learning through a scaffolded ‘incidental’ learning process (cognitive and constructivism). Unfortunately, I am unable to showcase my skill in creating video games, as this is an advanced ICT skill, which I will leave to the experts. This does not mean however, that this technology is unable to me as future educator. I have fond memories of Just Grandma and Me; a Living Books educational game (see below), and I find it amusing now, as I didn’t even know it was educational at the time.

Aussie Kids Software

Refer to blog for uses of video in a classroom context as well as the learning theories underpinned. Videos can also be used to support and enrich abstract concepts that are unable to be understood by non-visual means.

Group 3 Technologies–

For Group 3, I have investigated both Glogster and Prezi, and the clear winner for me is Glogster. Though Prezi has its merits, I find its display of information nauseating and it just didn’t engage me. I found I preferred static Power Points. Not to say this applies to all learners, but if it applies to some, then to me it is not suitable in my classroom.

Glogster, meanwhile I absolutely adored. You can find my creation here. I think it is a wonderful, dynamic, platform in which to engage auditory and visual learners. In reality, it acts as an interactive poster. Depending on the creative level of the educator, and arrangement of content, the possibilities of student learning are endless. Please refer to blog posting for examples of Glogsters used in the classroom, a PMI analysis as well as the learning theories underpinned.

Group 4 Technologies –

For Group 4 Technologies I investigated both GoAnimate and Scribble Maps and Scribble Maps is my favourite to be used in a classroom. Please refer to my blog posting for a PMI analysis, examples of how Scribble Maps could be used in a classroom context as well as the learning theories underpinned.

Connection between Technologies -

Through my personal exploration in this course, I have discovered or come to realise a connection between each of the ICT technologies in that they each encourage constructivist and connectivism learning theories.  Of course this can only be achieved through carefully designed learning activities. ICT can assist in constructivism; "the theory that informs much of our online design for learning" (Fasso, W, 2011, p. 9) by providing scaffolded learning activities whereas the internet and its many platforms can assist in connectivism of information.

Legal, Safe & Ethical Guidelines

Using e-Learning in the classroom can only be as effective as the legal, safe and ethical guidelines that underpin them. I still remember in school simply copying and pasting images from Google as I fancied. After engaging in this course I can appreciate my wrongdoing and how important it is to acknowledge the work of others. Taking this with me, as a future educator, I will be demonstrating legal and ethical guidelines by adhering to these in the classroom, presenting a good example to my students. I will adhere to the 10% Fair Use rules and will encourage students to do the same.

I can appreciate the dangers that the Internet brings to users including exposure to illegal activities, pornography and offensive, sexually explicit, violent or hateful material (Fasso, W, 2011). I will be open and honest about these dangers to students where appropriate and promote safe guidelines by integration of Cybersmart; an Australian Government program initiative aimed at promoting safe online usage. I will also be an active monitor ensuring that there is no bullying among students online.

Privacy of students will be maintained at all times by ensuring that I do not upload or share any information that may pose a risk to  students' privacy by use of permissions and password protections and ensuring that students do the same.

Conclusion

This course has helped me to appreciate the array of ICT tools available to use in the classroom context. It has enabled me to see where technology is appropriate and also where it is not. I feel confident as a future Learning Manager that I will be able to integrate technology into the classroom to provide enriched, visually dynamic learning that caters to various learners and learner styles. After all; “educational technology promises to revolutionize how learning takes place, if we will only embrace it...educators, not technocrats or entrepreneurs, must direct the future evolution of educational technology” (Kritt & Winegar, 2010, p. 1).

References:
Australian Bureau of Statistics (ABS). (2009). Australian social trends. (Cat. No. 4120.0.) Canberra, ACT: Author

Australian Government. (2009). Cybersmart. Retrieved from http://www.cybersmart.gov.au/

Aussie Kids Software. Living book just Grandma & me [Image]. Retrieved from http://www.aussiekidssoftware.com.au/p/550788/living-book-just-grandma-me.html

Carrington, V., & Robinson, M. (2009). Digital literacies: Social learning and classroom practises. London, UK: United Kingdom Literacy Association (UKLA).

Kritt, D., & Winegar, L. (2010). Education and technology: Critical perspectives, possible futures. Plymouth, UK: Lexington Books.

Fasso, W., (2011, June 30). Readings: Active learning, learning diversity and the theory. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=186311

Fasso, W., (2011, June 30). Readings: Effective e.Learning design. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=186314

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT: Making it happen. Frenchs Forest, NSW: Pearson Education Australia.

Koehler, M. (2011). TPACK: technological pedagogical and content knowledge: what is TPACK?. Retrieved from http://mkoehler.educ.msu.edu/tpack/what-is-tpack/

Marc Prensky. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved from http://www.marcprensky.com/writing/prensky%20%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf

The State of Queensland (Department of Education and Training). (2011). Smart classrooms: Student ICT expectations. Retrieved from http://education.qld.gov.au/smartclassrooms/strategy/dp/studentict.html

The State of Queensland (Department of Education and Training). (2011). Strategic plan 2011-15. Retrieved from http://deta.qld.gov.au/publications/strategic/pdf/strategic-plan-11-15.pdf

United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2008). ICT competency standards for teachers: Competency standards modules. Retrieved from http://unesdoc.unesco.org/images/0015/001562/156207e.pdf

Prezi - Group 3 Technology

Images used in Prezi Presentation:

EcoCatLady. (2011, February 23). Feeling the hungry headache [Image]. Retrieved from http://ecocatlady.blogspot.com/2011/02/feeding-hungry-headache.html


Latest3DS. (2011, March 30). No complaints of 3DS dizziness or headache in Europe or UK [Image]. Retrieved from http://latest3ds.info/no-complaints-of-3ds-dizziness-or-headache-in-europe-or-uk/

Group 2 Technology - Video

To demonstrate my competency in a Group 2 Technology - Video I created a very short video in Windows Movie Maker on the topic of Rainforest Destruction. It includes a voice recording, images, music and animated slides. I have referenced the images used and the music at the end of the video.

The voice recording, I will mention here, unfortunately cuts of the last word (eco-system) so in future, I would make sure you could hear all words clearly.

I have also used this video in my Glogster (see http://heidislearningspace.blogspot.com/2011/07/glogster-week-4-activity-reflection.html)

I am going to analyse the use of videos in education using a PMI Analysis:


Positives

• Appeals to auditory and visual learners
• Easy for students to make their own videos with software such as iMovie and Windows Movie Maker. This software provides scaffolded learning (Carrington & Robinson, 2009, p. 18)
• Videos can be become a "reusable elearning resource...they can, for example, be used by a number of instructors teaching the same course or by instructors teaching different but related courses" (Waterhouse, 2005, p. 66)
• Easy sharing of videos on sites such as YouTube

Waterhouse (2005, pp. 114-115) summarises below key advantages of short video clips:

• - Introduce the instructor of a course, a guest speaker, or key points in a new topic
• - Summarise key points
• - Hear or see highlights of a guest speaker's presentation
• - Enhance course materials in music courses
• - Teach pronunciation in a foreign language course
• - Demonstrate hazardous processes and procedures, for example, firefighting methods and techniques
• - Capture activities that are physically inaccessible to students, for example, expeditions and field trips to remote locations
• - Re-create real-life situations, either through role playing or by capturing actual events
• - Hear from acknowledged experts who make brief comments or express opinons relevant to topics covered in the course
• - Clarify abstract concepts insensible to human perception, for example, the propagation of sound waves or the mechanics of nuclear fusion or fission

Minuses:

• Privacy issues
• Students/educators may not reference correctly leading to legal/ethical issues such as copyright infringement
• Video recording devices can be expensive
• Safety concern with students accessing inappropiate material online
• "Embarassing photos and videos are common-weapons of cyber-bullies, and students are as likely to target adults as they are fellow students" (Brooks-Young, 2010, p. 81).
• Students can become bored with mono-tone presentations
• Files can be large or bulky and rely on bandwith

Interesting:

• "A survey released in June 2008 by Nielsen Online shows that kids ages 2 to 11 watch an average of 118 minutes of online video each month, and those ages 12 to 17 average 132 minutes viewing online videos per month" (Brooks-Young, 2010, p. 79) .
• Videos are now interactive such as BluRay movies which have interactive commentary throughout the movie

How would you aply these to your teaching context?

I would apply videos in the classroom first and foremost to both engage visual learners and to concrete understanding of concepts. For example, if you were teaching about antartica and talking about the extremely cold climate, the vast array of ice, and the type of animals that made it their habitat, you could then follow these discussions with a video making this information visual.

I do believe it is beneficial to both be told about information and then to see it in action, and video is a great tool for this.

I do also believe video has its place and can't just be shown for no reason as this does not aid to learning.


Learning Theories Underpinned:

I believe videos are foremost a cognitive constructivism tool, in that they aid the individual's understanding of a topic by applying visual and audio stimulus.

They can become a social constructivist tool, when classmates construct a video together.


References:

Brooks-Young, S. (2010). Teaching with the tools kids really use: Learning with web and mobile technologies. California, US: Corwin

  

Carrington, V., & Robinson, M. (2009). Digital literacies: Social learning and classroom practises. London, UK: United Kingdom Literacy Association


Waterhouse, S. (2005). The power of eLearning: The essential guide for teaching in the digital age. Boston, US: Pearson Education, Inc.

Scribble Maps

I experimented with the Scribble Map techonology powered by Google and I must say I am very impressed at it's functionality and I absolutely love it.

I remember the days in primary and high school, when I would photocopy a map or print one from online, and then 'grab out' the pencils, rulers and highlighters to highlight different areas of interest on a map. How times have changed, you can now do all those things and more with Scribble Map.

I will be analysing the use of Scribble Maps in an educational environment using a PMI Analysis;

Positives:

• Easily embeddable into other websites, for example Blogger or Wiki (with customisable width)
• You can publish your map to a jpeg format
• You can insert images, YouTube videos, markers, animations and many more
• You can draw lines, circles and text 
• You can create a Legend to assign to your map (Scribble Maps, 2010)
• You can assign time ranges and time stamps to elements (Scribble Maps, 2010)
• You can stylise (personalise) maps (Scribble Maps, 2010)
• You can use your own image as a map (Scribble Maps, 2010)
• You can upload spreadsheets
• You can add 'heat' to maps to represent climates around the world (Scribble Maps, 2010)
• Completely flash based, so can be seen anywhere, for example on a computer or an iPad (Scribble Maps, 2010)
• Ability to hide ads
• Free

Minuses:

• Learners could become overwhelmed/distracted with the level of customisation that is available to them
• Learners would need to know the boundaries of what is acceptable to be placed on the map, as it could lead to a privacy issue
• To use the full range of features, you need to pay for a Pro membership.

Interesting:

• Utilises the already popular Google Maps as it's mapping platform
• Innovative utilisation in school assignments
• It will allow educators, such as those who teach geography and history, to show how things might have looked and changed from past to future (Stotland, 2011, p. 1)

Also, for future reference; the below is an instructional video from Scribble Maps:

How could Scribble Maps be applied in your teaching context?:

The possibilities of using Scribble Maps in the classroom are endless. Any time that calls for referring to a map or geographical location, you can utilise Scribble Maps.

Here are just a few examples of how you could use it:

• Recording as a class your trip/adventure to a destination. You could upload videos, pictures, points of interest and commentary. This could be shared within the classroom or on the class blog or wiki.
• Using the time feature, show the colonisation of British colonies in Africa and the rest of the world, by placing links on the map and historical information and references.
• Ask students to utilise the technology in their presentation of an assignment on a given country/continent
• Highlight to students the differences in culture around the globe by use of embedded pictures, links or videos

Learning theories underpinned:

Using Scribble Maps encourages both a connectivism and constructivist learning approach. By using a map, and connecting sets of information on a geographical interface, you are using a connectivism approach. Building on your maps as a class uses a social constructivist approach as together you are building knowledge based on each individual's own experiences etc.

References:

Scribble Maps. (2010, December 25). iPad supports - upgrading your widgets [Web log post]. Retrieved from http://scribblemaps.blogspot.com/

Scribble Maps. (2010, June 29). Legends in scribble maps [Web log post]. Retrieved from http://scribblemaps.blogspot.com/

 

 

Scribble Maps. (2010, June 11). Time mapping in scribble maps [Web log post]. Retrieved from http://scribblemaps.blogspot.com/

Scribble Maps. (2010, May 27). Scribble maps now has styled maps [Web log post]. Retrieved from http://scribblemaps.blogspot.com/

 

 

Scribble Maps. (2010, May 3). Self made maps [Web log post]. Retrieved from http://scribblemaps.blogspot.com/

Scribble Maps. (2010, March 1). Heat maps [Web log post]. Retrieved from http://scribblemaps.blogspot.com/

 

 

Scribble Maps. (2010, January 20). Scripple maps pro beta demo [Video file]. Retrieved from http://www.youtube.com/watch?v=mlU-mVuQSQk&feature=player_embedded#at=160

Stotland, R. (2011). Online map tools: scribble maps. Retrieved August, 8, 2011, from http://teamawesomer2011.wikispaces.com/Scribble+Maps

References (used for creating Scribble Map):

Constable, L. (Photographer). (2010). Darren and Tamara Corr have settled into life in the Pioneer Valley after leasing the popular Pinnacle Pub [Photograph]. Retrieved from http://www.dailymercury.com.au/story/2010/10/27/couple-couldnt-go-past-country-hotel/

  

Fitzgerald, G. (Photographer). (2000). Teemburra Dam [Photographer]. Retrieved from http://www.sweetwaterfishing.com.au/Teemburra.htm

  

rauri76. (2010, July 22). TubingCacheCreek.MP4 [Video file]. Retrieved from http://www.youtube.com/watch?v=3_hzHHhiMMw&playnext=1&list=PLEC66DCA13E85D0B2

  

TheNeri88. (2010, April 27). Finch hatton gorge swimming [Video file]. Retrieved from http://www.youtube.com/watch?v=gOMIbdc8ocY

GoAnimate

GoAnimate.com: Napoleon Dynamite by heidi.waddell

Like it? Create your own at GoAnimate.com. It's free and fun!

Glogster - Week 4 Activity Reflection

Check out my Glogster I made. I'm pretty darn impressed with myself, with much thanks to the technology available to me. I will mention here that I have also made a short (incomplete) video using Windows Movie Maker and added it to my Glogster. It is called Rainforest Destruction. It is short, because I am already spending way too much time on this subject. You might also notice, if you press play on the media player, there is rainforest sounds; this is from a podcast.

SWOT ANALYSIS OF GLOGSTER (EDU version)

Strengths

• Very easy to use interface (caters for beginners to experts) that allows to you to upload all different sorts of media from YouTube videos, to mp3's to pictures and even files
• Colourful, engaging interface
• Ability to customise the wall in endless ways
• There is no set rigid structure (unlike Wiki's and Weeblies), it is just like cutting and pasting items on a wall
• Students whilst using EDU Glogster, do not have access to the mainstream Glogster site which prevents them from seeing unsuitable content.
• Glogs can be embedded onto a wiki or a blog
• Glogs can be made private and password protected

Weaknesses

• Students may get distracted by the endless amount of possibilities

Opportunities

• Glogs can be shared among teachers, providing inspiration and ideas for lesson planning
• Students can use them for portfolio's, assignments or for uploading onto their wiki's or blogs

Threats

• If Glogs aren't made private, there may be privacy issues

As you can see with Glogs, the strengths and opportunities far outweigh the weaknesses and threats, and are an excellent resource for teaching with ICT. They can be both static (teacher controlled) or collaborative (student controlled). They support a range of learning theories/behaviours including; Social Constructivism, Cognitivism and Connectivism.


How would you apply these to your teaching context?

The possibilities are endless, they are in a sense a digital scrapbook. I would use a Glogster in my classrom by two means; firstly to engage students on a new topic by means of exploration of video, sound and imagery and secondly; as a group activity where students and the teacher would collaborate together to create a poster on a given learning activity to encourage scaffolding and reflecting as a class. Here are just a few examples :

• As the example above, a scrapbook resource on the rainforest
• Teachers can use them to create audio/visual interest on any given topic; such as Papau New Guinea or Ancient Egypt. They are interactive, and create an interesting starting point for a topic.
• Teachers can use them to give instructions on an assignment in a more interesting format by linking videos or examples for assessment. An example of Glogster used for assessment can be found here: http://bdyck.edu.glogster.com/Assignment-Sheets-1
• As a class (teacher and students), creating a scrapbook page of an excursion for peers, parents  and community members to enjoy and reflect upon
• Students could also use it to create interactive assignments, encouraging creativity.

Other examples of Glogsters used in education can be found here:
http://nnorris.edu.glogster.com/ReadingPractice
http://cybrarian.edu.glogster.com/Decisions-Decisions
http://justintoney.glogster.com/Research-Project-1


Learning Theories Underpinned:

Using Glogsters encourages both cognitive (engaging with materials) and constructivist learning styles (by building on previous knowledge by designated activites). They also encourage social constructivism when used as a class activity.

References:

bdcyk. (2009). Assignment sheets - 1. Retrieved from http://bdyck.edu.glogster.com/Assignment-Sheets-1


cybrarian. (2008). Decisions, decisions. Retrieved from http://cybrarian.edu.glogster.com/Decisions-Decisions


justintoney. (2009). Reasearch project 1. Retrieved from http://justintoney.glogster.com/Research-Project-1


nnorris. (2011). Reading practise. Retrieved from http://nnorris.edu.glogster.com/ReadingPractice

Wordle

This is my wordle I created, inspired by this term's English course. You can click on the picture to take you to the wordle.