Stephanie Watson, August 2011
Reflective Synopsis, Analysis of Digital Technologies
Computer literacy has not been a strong area of mine in the past. Before starting university the most computer literate thing I knew was how to attach an attachment to an email, then came Moodle. I believe with alot of practice, investigating and persistence I will have the ability to include Information Communication Technologies (ICTs) into my classroom. I will incorporate ICT tools that engage, excite, connect, assist and enhance learning for all my learners. Learners will learn with and through ICT.
During my e-learning journey I have investigated and worked with many different ICT tools. The following Reflective Synopsis will highlight the tools that I feel comfortable and confident with and how they can assist, enhance and transform student learning.
ICTs are the way of the 21st Century learning environment and learners growing up with technologies are referred to by Prensky as ‘Digital Natives’. Classrooms of the 21st Century need teachers who are prepared to incorporate technology to support learning. Teachers need is to know “how” technology can assist and enhance learning, teachers need to be confident they know “how” to empower students with technology. They need to be able to effectively teach subject matter while incorporating technology concepts and skills. (UNESCO 2008). Teachers need to ensure that learning is at the centre of their planning when incorporating e-learning into their classroom activities, student learning is the focus not the technology (O’Neill & Knight, 2007). TPACK.
Students learn with computers when computers support knowledge construction, exploration, learning by doing, learning by conversing and learning by reflecting, becoming better problem solvers. This use of computer-based technology supports a constructivist approach to learning and is often called learning with computers. (Snowman, Dobozy, Scevak, Bryer, Bartlett, and Biehler. 2009). Furthermore, e-learning is a process of connecting specialized nodes of information sources, the learning theory known as Connectivism (Connectivism, n.d.).
ICTs allow a great deal of flexibility. With so many options and varieties of ICT tools available, teachers and learners can choose different ways of learning that suit learners’ strongest abilities and for enhancing learners’. Teachers need to take into consideration individual learning styles, abilities, needs, interests and relevance to the learner when using ICT tools (Snowman et al,. 2009).
According to the Queensland Studies Authority, ICT Essential Learnings (2007, p. 1) “students live in a technological world where information and communication technologies are integral to everyday situations. Students develop the knowledge, skills and capacity to select and use ICTs to inquire, develop new understandings, transform information and construct new knowledge for a specific purpose or context”. The learner is an information constructor; this learning theory is known as constructivism (Learning Theories 2008). As Siemens (2004) explains it is impossible to know everything and that is more important to know where to find the information to answer questions. ICTs can be integrated in a variety of ways within and across all key learning areas to support learning, collaboration, communication and higher order thinking (Bloom’s Taxonomy).
I have included my summary and reflection about the importance of copyright, safety and ethical guidelines for both teacher and learner. As stated by O’Neill and Knight (2007, p. 47) “the World Wide Web is a vast resource that provides access to content that is both highly suitable and equally unsuitable”. The Learning Place and The Le@rning Federation provide a risk free environment for teachers and their learners.
Group One Digital Technologies – Online Technologies
Group One technologies was on-line spaces. I have included links to my, Wiki reflection, Wiki space and Weebly space.
My focus from this group is a Blog. My Blog reflection includes a PMI and how a blog can enhance learning.
I was very nervous when I first started my blog. However, the more confident I became the more I blogged, as you can see I have blogged 36 times. I enjoyed the challenge of linking and embedding which was my main problem each time I tried a new tool. Learners can link text, images and video. Therefore, learners need to be taught about copyright, Creative Commons is a great site for students and teachers. They also need to know the dangers of on-line spaces, my summary is linked earlier in this reflection.
A blog is usually created by a single author, this allows the learner to have the feeling of ownership and responsibility. However, other learners can post comments, information, ideas, opinions and feedback. Blogs incorporated in learning can enhance connection with others to share knowledge, information, opinions and life experiences. This form of knowledge construction expands and increases the learner’s way of thinking about certain topics and encourages higher order thinking. Learning is enhanced when learners communicate with others within and beyond the classroom. Connectivism. (St Luke Evangelist Primary School, 2011).
A wiki on the other hand I have found to be a ‘true’ collaborative space where all learners can be involved whether as a whole class or group and can contribute information, edit and create together. Wiki PMI. A wiki is a way to create an ‘expert jigsaw’ to encourage deeper thinking and learning, each learner can be allocated a research task that makes up part of the whole. The two wiki activities I have contributed to during e-learning are Learning Theories Wiki and the Mobile Phone Wiki, I have linked my reflections.
Group Two Digital Technologies – Multimedia
My investigations of group two technologies saw me creating and playing with Photo Story once, twice and even three times, Flickr reflection, Flickr investigating, Picnik and gadgets like voki and fodey which you can see down the right hand side of my blog. I especially like my two Vokis of ‘Missy the Science Dog’ to engage young learners at the beginning of a science lesson.
My focus for group two is a Photo Story. Photostory Reflection and PMI.
I really enjoyed my time exploring Photo Story. I did find out the hard way that you have to save it as a 320 x 240 file to be able to post it to a blog. I was very excited when I learnt how to make one that I offered to make one for my oldest daughter for her culminating day, but sadly (for me) she just said “I already know how to make one”, she is 10 years old.
Learners can download their own or another author’s photos and images and create a story adding text, music and voice to enhance the visual aspects of the multimedia. Students need to be aware of copyright laws, see earlier link. Students can obtain images and video from Creative Commons (eg flickr). Unless learners are needing to obtain images on-line Photo Story can be created and viewed off-line. Photo Story can be embedded into a website eg classroom blog for a greater audience.
Photo Story is a great, easy, presentation tool that can demonstrate learners understanding of a topic, images and text can show investigations, inquires and information gathered from research to show to their teachers, peers and parents.
Group Three Digital Technologies – Presentation
My focus from this group is a Prezi. Prezi PMI. I have embedded my own Prezi in my PMI Prezi entry.
A Prezi is an on-line tool that is easy to create when following instructions. I know I will create Prezi presentations for my classroom as they are visually engaging and interactive. A Prezi can be uploaded into a blog while a PowerPoint cannot.
A Prezi is not a linear presentation. A prezi is an interactive, highly engaging, visual presentation tool. A Prezi takes you literally on a ‘pathway’ to discovery. Learners and teachers can create a simple Prezi or they can create a Prezi that moves, swirls, turns and zooms in and out engaging their audience and can display minute detail. Audio, images, YouTubes can be added to a Prezi. Creativity is limitless and a Prezi can be created by a whole class, small group or individually. Time and computer assess may decide on group size rather than the actual activity.
A Prezi is a presentation tool that learners can create when investigations, experiments and research is complete and share it with the rest of the class. A teacher can use it for assessment and parents can view them to see their child’s progress.
Group Four Digital Technologies – ‘Open-ended’
Group Four technologies was ‘open-ended’, I enjoyed experimenting with Bubbl.us Text2MindMap, Scribble Map and Wordle. I had a look at Google Earth and look forward to having more time to learn more about this site. I had the opportunity to use Google Earth during my Science elective last year, I incorporated it into my study of Noosa National.
My focus for group four is a concept mapping Bubbl.us. Linked here is my PMI and Bubbl.us creations and learning ideas. Bubbl.us PMI.
I found Bubbl.us to be a visually engaging tool and they are simple to create. Bubble.us is an on-line ‘mind map’ or brainstorm tool, no more butcher paper. Learners can collaboratively discuss a topic and add the information to the Bubbl.us encouraging higher order thinking. They can create time-lines for history, food chains, life cycles for science and family trees.
If learners were going to use this tool to share with the class they would not want the map to be too text heavy, learners would be better using a Prezi or PowerPoint.
Teachers can create a bubbl.us for the daily timetable, rules and routines which the learners can collaboratively create as a whole class.
Participated in:
Conclusion
Using the World Wide Web in various ways does not guarantee that students’ learning will be enhanced, learner managers still need to plan careful meaningful learning experiences that engage and assist learners around these connected environments. (O’Neill & Knight, 2007). Furthermore, teachers can not presume that all learners have prior experience using ICTs, they cannot presume learners enjoy or feel confident and engaged when using ICTs. Teachers need to know the level of scaffolding required for learners when using ICTs.
According to O’Neill and Knight (2007, p. 54) “to make ICT integral to classroom learning, there needs to be a critical purpose to the ICT tool being there, so much so that if the ICT tool was removed, the ‘learning’ could not happen”.
I look forward to the opportunity to incorporate ICT into my classroom. Teachers have the responsibility to assess the effectiveness of their lesson design, teaching strategies and whether outcomes were achieved for all learners. Teachers must assess the effectiveness of the chosen e-learning tool for each activity and modify or change tools when necessary. Teachers need to be flexible teaching in the 21st Century, learners are growing up with technology all around them and it is a necessity that e-learning is incorporated into daily learning where possible.
References
Connectivism. (n.d.). A learning theory for today’s learner. Retrieved from http://www.connectivism.ca/about.html
Copyright Advisory Group. (2008). Smartcoying: the official guide to copyright issues for autralian schools and tafe. Retrieved from http://www.smartcopying.edu.au/scw/go
Creative Commons Australia. (n.d). Creative commons australia. Retrieved from http://creativecommons.org.au/
Learning Theories. (2008). Constructivisum. Retrieved from http://www.learning-theories.com/constructivism.html
Mishra,. & Koehler. (2006). Tpack. Retrieved from http://punya.educ.msu.edu/research/tpck/
O’Neill, O. & Knight, B. (2007). E-learning: catalyst for a futures orientation. In Learning management transitioning teachers for national and international change. (chap. 6). Frenchs Forest, Australia:Pearson Education Australia
Queensland Studies Authority. (2007).Essential Learnings: Information and communication technologies. Retrieved from http://www.qsa.qld.edu.au
Siemens, G. (2004). Elearnspace everything elearning: connectivism: a learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler. (2009). Psychology applied to teaching. Milton, Australia:John Wiley & Sons Ltd
St Luke the Evangelist Primary School. (2011). Blogs. Retrieved from http://www.slblackburnsth.catholic.edu.au/blogging/index.html
Teaching Today. (2005). Using blogs to integrate technology in the classroom. Retrieved from http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
UNESCO. (2008). ICT competency standards for teachers. Retrieved from http://unesdoc.unesco.org/images/0015/001562/156207e.pdf
