Thursday, September 9, 2010
Thursday, August 26, 2010
My comments to Anna about Weebly
Two hours, twice a week...: Weebly - Website for the Classroom: "Weebly are free sites which can be easily used by the creator. Weebly websites can be created in a matter of minutes without any programming..."
My comments on Pauls MovieMaker
Professional Blog: Movie Maker Discussion: "Movie Maker is lots of fun but it does take much time when beginning to learn the technology. Students learning English for the first time ..."
My E.Learning Journey - Reflective Synopsis
“Our students have changed radically. Today’s students are no longer people our educational system was designed to teach” (Prensky, 2007). The sheer volume that students interact with ICTs creates an issue for future learning managers as they need to ensure that they are using a variety of ICT tools. This is needed to engage their learners and also create opportunities to extend and refine the knowledge of their students and promote high order thinking (Marzano, 1997). Throughout this e.learning journey, a variety of interactive tools were explored to ensure that learning managers were engaging with the use of ICTs and were thinking about how they can apply these with a pedagogical approach to ensure the learners are engaged in the learning and are challenged with the implementation of the knowledge gained.
Personally, the learner’s attitudes and perceptions are the backbone to the learning journey that needs to occur. Learning managers need to offer a variety of tools to engage the learners with the correct pedagogy behind them to ensure that outcomes are met (Marzano, 1997). The Queensland Essential Learning’s outlines that all students should be given opportunities to engage with and purposely select and use the tools and communication technology (Queensland Studies Authority, 2007). By attending to these outcomes, learning managers have to consider the resources that are available to them and also what are the specific outcomes to be met. This e.learning journey has opened my mind to the possibilities of implementation of ICTs in the classroom.
When directed to explore different tools, I found myself predominately reading frequently asked questions before having the courage to explore the tools. I have learned about the need to ensure that when using ICTs in the classroom, the learning manager must ensure that the correct pedagogy is scaffolded to ensure that the learning is not in the use of ICTs but in the process itself. The Western Australia Department of Education (2010) suggests that students need to work collaboratively in local and global environments. They also suggest that students need to have the ability to effectively access digital information to assist with investigating issues, solving problems and making decisions. This results in learning managers having a need to ensure students are developing new thinking and learning skills to support their learning. This course opened my eyes up to the possibilities of using ICTs with 21st century learners and beyond.
The Engagement Theory (Kearsley & Shneiderman, 1999) was researched at the beginning of my e.learning journey. It gave me a framework that I could use to effectively reflect on when exploring different tools. Another framework that I extensively used throughout my blog was the Big6 (Eisenberg, 2001). Both frameworks are used as tools to scaffold the learning process. The Big6 sequentially steps out the process needed to access and use information in the ICT tools. The Engagement Theory provides a framework so that the students can see the relevance of the tool and why they are learning about or with the tool. Throughout this synopsis, a reflection of some of the visual tools I engaged with will be analysed using the Big6 framework.
Task Definition
I was required to set up a blog using Blogspot.com. This was the place where all of my reflections and networking with others for reflection purposes took place. The first step that was taken was to define the information problem and identify the information needed. At this stage, I looked at the possibilities of digital videos in the classroom. I created my own and also referred to YouTube to access some more that were related to the content that was being taught.
This stage would allow the students to look at a digital video and identify the information that will be needed to complete the task. I found digital videos a great tool to use as it left me with positive attitudes and perceptions about the task itself. It was simple to operate and fun to create my own. Students can use this tool without any worries of privacy laws if used privately and not uploaded onto the internet.
Information Seeking Strategies
Here, I was required to determine all of the possible sources and select the best source to use. This reflective synopsis assisted me to complete this part of the Big6 framework. I had to seek through all of the tools that I had learned about and decide on the tools that I had to reflect the most on. This was what was needed for the task.
At this stage, I looked at concept mapping using Bubbl.us. This tool was used to map out the task ahead and break down the criteria into what information was needed to achieve the outcomes. My first thoughts were negative about this tool because initially, I was convinced that concept maps online was not achieving their brainstorming purpose because the knowledge flow was blocked whilst figuring out where the next thought would be placed. After professional conversation with fellow classmates, it became clear to me that this tool did have a pedagogical approach in the sense that the students could use the pen and paper method to initially brainstorm their ideas. They could then use this tool to move the knowledge to become more concrete by creating a visually stimulating piece of work that outlines the assessable elements or requirements of the task.
Location and Access
I found that Podcasts were a great tool to use for locating and accessing information to complete tasks. I had some difficulties creating my own, so I did not end up resolving this issue because of time restraints, however, I did manage to find some great Podcasts and Vodcasts to use in the classroom as a hook to lessons and to guide the learning experiences. Students could engage with these resources and develop a range of resources to assist with their knowledge building. As the internet is full of so much information, the students need to use this process to assure they have the best opportunity of accessing and engaging with credible resources and tools that will enhance their task.
Use of Information
Learners can create their own PowerPoint to extract the relevant information needed to later organise. Throughout my learning journey, I used PowerPoint as a tool to establish the data that I collected so that I could later store in onto a website. I initially created a PowerPoint presentation that included the same elements that I had already used. I then went back a few weeks later and created an interactive PowerPoint because I had to in order to complete another assessment piece. I then was forced into a situation where I had to learn the tool because I would be using it to create students digital portfolios.
The students could create their own digital portfolios if the learning manager had a template created for the students to upload their own images and use their own text. Picnik or Flickr could be used by the students to change their images or reflect and store images for future reference.
If this were to occur, the learning manager would need to assure that the correct pedagogy was planned for when using images.
Synthesis
Oh the beauty of websites. I created two websites (Digital Portfolios and Visual Literacy)throughout my e.learning journey as a way of organising the information that I had gathered from other assignments. The use of Weebly.com was used to present the findings that I had gathered. This tool was fantastic to use and so much fun. All of the icons were visually appealing and really simple to use. This would be a great tool to use in the classroom, and the website does not need to be published, so the learners can keep it private. Learning managers can also create their own websites to produce a class profile or class webpage with interactive learning objects that the students can access from home.
When I was searching for interactive learning objects to blog about, I fell in love with them. I then created two learning experience plans that included them for my next practical experience at school. When I went to school, I found that the internet connection was lost, so I had to resort to an OHP. I later discovered that you can download some learning objects onto your own computer. Students become engaged in the interactive learning objects and they can also be used as a form of assessment.
Evaluation
When a reflective process is to occur, I think that Wikis offer the best approach. The students can create their own Wiki page and the others students in the class or the class as a whole can assist in the editing and reflection process by providing feedback to the learners on the product and for the learners to provide feedback on the process. Wikis allow the students to enhance Constructivist learning to collaboratively develop and refine their knowledge through their interactions with each other (McInerney & McInerney). I have created my own Wiki site and used Wiki as a tool for reflection and feedback from my peers. My blog on Wikis referred the readers to the Wiki site that I created for my class last year. I was hoping that some of the readers would provide me with some feedback or rooms for improvement, but this did not occur. Of course, reflective blogs would also be a fantastic tool to use for the students to collaboratively learn and reflect on the learning journey.
Overall, my e.learning journey has allowed me to see the potential of the learners of the future. Through access to the readings and tools in moodle, my blog reflection, accessing tools and professional conversations with others, I have realised the importance of digital literacy and the need for the learners of the future to be engaged (or enraged). I have learned about different tools that can be used and different frameworks that can assist in scaffolding the learning journey. If the learners are engaged and feel as though the learning will effect or relate to their lives, there is a better chance for success. Thank you for coming along this e.learning journey with me,
Until next time,
Amy
References
Eisenberg, M; Berkowitz, B. (2001) The Big6. Viewed on 15/07/2010 from: http://www.big6.com/
Kearsley, G., & Shneiderman, B. (1999). Engagement theory. Viewed on 12/08/09 from:
http://home.sprynet.com/~gkearsley/engage.htm
Marzano, R.J. & Pickering, D. (1997). Dimensions of learning. (2nd ed.). Alexandria, Virginia, USA: McREL.
McInerney, D., & McInerney, V. (2006) Educational psychology. (4th ed.) New South Wales: Pearson Prentice Hall.
Prensky, M. (2001) Digital natives vs. Digital immigrants. Viewed on 20/08/2010 from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Queensland Studies Authority. (2010). Information communication technologies: Cross-curriculum priorities. Viewed on 20/08/2010 from: http://www.qsa.qld.edu.au/7300.html
Western Australia Department of Education. (2010). Resourcing the curriculum. Viewed on 20/08/2010 from: http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/
Appendices: Professional Conversations
Concept Maps on My Blog
Concept Maps on Rachel Martin's Blog
E:Books on Lynn Camilleri's Blog
Interactive Learning Objects on Lynn Camilleri's Blog
Looking Back on PowerPoint Potential on My Blog
MovieMaker on Paul Schulz's Blog
My Journey so far on My Blog
Voki Avatars on Lynn Camilleri's Blog
Weebly website on Anna Phelph's Blog
Personally, the learner’s attitudes and perceptions are the backbone to the learning journey that needs to occur. Learning managers need to offer a variety of tools to engage the learners with the correct pedagogy behind them to ensure that outcomes are met (Marzano, 1997). The Queensland Essential Learning’s outlines that all students should be given opportunities to engage with and purposely select and use the tools and communication technology (Queensland Studies Authority, 2007). By attending to these outcomes, learning managers have to consider the resources that are available to them and also what are the specific outcomes to be met. This e.learning journey has opened my mind to the possibilities of implementation of ICTs in the classroom.
When directed to explore different tools, I found myself predominately reading frequently asked questions before having the courage to explore the tools. I have learned about the need to ensure that when using ICTs in the classroom, the learning manager must ensure that the correct pedagogy is scaffolded to ensure that the learning is not in the use of ICTs but in the process itself. The Western Australia Department of Education (2010) suggests that students need to work collaboratively in local and global environments. They also suggest that students need to have the ability to effectively access digital information to assist with investigating issues, solving problems and making decisions. This results in learning managers having a need to ensure students are developing new thinking and learning skills to support their learning. This course opened my eyes up to the possibilities of using ICTs with 21st century learners and beyond.
The Engagement Theory (Kearsley & Shneiderman, 1999) was researched at the beginning of my e.learning journey. It gave me a framework that I could use to effectively reflect on when exploring different tools. Another framework that I extensively used throughout my blog was the Big6 (Eisenberg, 2001). Both frameworks are used as tools to scaffold the learning process. The Big6 sequentially steps out the process needed to access and use information in the ICT tools. The Engagement Theory provides a framework so that the students can see the relevance of the tool and why they are learning about or with the tool. Throughout this synopsis, a reflection of some of the visual tools I engaged with will be analysed using the Big6 framework.
Task Definition
I was required to set up a blog using Blogspot.com. This was the place where all of my reflections and networking with others for reflection purposes took place. The first step that was taken was to define the information problem and identify the information needed. At this stage, I looked at the possibilities of digital videos in the classroom. I created my own and also referred to YouTube to access some more that were related to the content that was being taught.
This stage would allow the students to look at a digital video and identify the information that will be needed to complete the task. I found digital videos a great tool to use as it left me with positive attitudes and perceptions about the task itself. It was simple to operate and fun to create my own. Students can use this tool without any worries of privacy laws if used privately and not uploaded onto the internet.
Information Seeking Strategies
Here, I was required to determine all of the possible sources and select the best source to use. This reflective synopsis assisted me to complete this part of the Big6 framework. I had to seek through all of the tools that I had learned about and decide on the tools that I had to reflect the most on. This was what was needed for the task.
At this stage, I looked at concept mapping using Bubbl.us. This tool was used to map out the task ahead and break down the criteria into what information was needed to achieve the outcomes. My first thoughts were negative about this tool because initially, I was convinced that concept maps online was not achieving their brainstorming purpose because the knowledge flow was blocked whilst figuring out where the next thought would be placed. After professional conversation with fellow classmates, it became clear to me that this tool did have a pedagogical approach in the sense that the students could use the pen and paper method to initially brainstorm their ideas. They could then use this tool to move the knowledge to become more concrete by creating a visually stimulating piece of work that outlines the assessable elements or requirements of the task.
Location and Access
I found that Podcasts were a great tool to use for locating and accessing information to complete tasks. I had some difficulties creating my own, so I did not end up resolving this issue because of time restraints, however, I did manage to find some great Podcasts and Vodcasts to use in the classroom as a hook to lessons and to guide the learning experiences. Students could engage with these resources and develop a range of resources to assist with their knowledge building. As the internet is full of so much information, the students need to use this process to assure they have the best opportunity of accessing and engaging with credible resources and tools that will enhance their task.
Use of Information
Learners can create their own PowerPoint to extract the relevant information needed to later organise. Throughout my learning journey, I used PowerPoint as a tool to establish the data that I collected so that I could later store in onto a website. I initially created a PowerPoint presentation that included the same elements that I had already used. I then went back a few weeks later and created an interactive PowerPoint because I had to in order to complete another assessment piece. I then was forced into a situation where I had to learn the tool because I would be using it to create students digital portfolios.
The students could create their own digital portfolios if the learning manager had a template created for the students to upload their own images and use their own text. Picnik or Flickr could be used by the students to change their images or reflect and store images for future reference.
If this were to occur, the learning manager would need to assure that the correct pedagogy was planned for when using images.
Synthesis
Oh the beauty of websites. I created two websites (Digital Portfolios and Visual Literacy)throughout my e.learning journey as a way of organising the information that I had gathered from other assignments. The use of Weebly.com was used to present the findings that I had gathered. This tool was fantastic to use and so much fun. All of the icons were visually appealing and really simple to use. This would be a great tool to use in the classroom, and the website does not need to be published, so the learners can keep it private. Learning managers can also create their own websites to produce a class profile or class webpage with interactive learning objects that the students can access from home.
When I was searching for interactive learning objects to blog about, I fell in love with them. I then created two learning experience plans that included them for my next practical experience at school. When I went to school, I found that the internet connection was lost, so I had to resort to an OHP. I later discovered that you can download some learning objects onto your own computer. Students become engaged in the interactive learning objects and they can also be used as a form of assessment.
Evaluation
When a reflective process is to occur, I think that Wikis offer the best approach. The students can create their own Wiki page and the others students in the class or the class as a whole can assist in the editing and reflection process by providing feedback to the learners on the product and for the learners to provide feedback on the process. Wikis allow the students to enhance Constructivist learning to collaboratively develop and refine their knowledge through their interactions with each other (McInerney & McInerney). I have created my own Wiki site and used Wiki as a tool for reflection and feedback from my peers. My blog on Wikis referred the readers to the Wiki site that I created for my class last year. I was hoping that some of the readers would provide me with some feedback or rooms for improvement, but this did not occur. Of course, reflective blogs would also be a fantastic tool to use for the students to collaboratively learn and reflect on the learning journey.
Overall, my e.learning journey has allowed me to see the potential of the learners of the future. Through access to the readings and tools in moodle, my blog reflection, accessing tools and professional conversations with others, I have realised the importance of digital literacy and the need for the learners of the future to be engaged (or enraged). I have learned about different tools that can be used and different frameworks that can assist in scaffolding the learning journey. If the learners are engaged and feel as though the learning will effect or relate to their lives, there is a better chance for success. Thank you for coming along this e.learning journey with me,
Until next time,
Amy
References
Eisenberg, M; Berkowitz, B. (2001) The Big6. Viewed on 15/07/2010 from: http://www.big6.com/
Kearsley, G., & Shneiderman, B. (1999). Engagement theory. Viewed on 12/08/09 from:
http://home.sprynet.com/~gkearsley/engage.htm
Marzano, R.J. & Pickering, D. (1997). Dimensions of learning. (2nd ed.). Alexandria, Virginia, USA: McREL.
McInerney, D., & McInerney, V. (2006) Educational psychology. (4th ed.) New South Wales: Pearson Prentice Hall.
Prensky, M. (2001) Digital natives vs. Digital immigrants. Viewed on 20/08/2010 from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Queensland Studies Authority. (2010). Information communication technologies: Cross-curriculum priorities. Viewed on 20/08/2010 from: http://www.qsa.qld.edu.au/7300.html
Western Australia Department of Education. (2010). Resourcing the curriculum. Viewed on 20/08/2010 from: http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/
Appendices: Professional Conversations
Concept Maps on My Blog
Concept Maps on Rachel Martin's Blog
E:Books on Lynn Camilleri's Blog
Interactive Learning Objects on Lynn Camilleri's Blog
Looking Back on PowerPoint Potential on My Blog
MovieMaker on Paul Schulz's Blog
My Journey so far on My Blog
Voki Avatars on Lynn Camilleri's Blog
Weebly website on Anna Phelph's Blog
My comments on Lynns E:Books
Lynn's Professional Blog: EBooks: "I have just created my first EBook. This was a little tricky to figure out at first, but once I worked out how to use all the functions,..."
Digital Native vs. Digital Immigrant
Hi All,
When reading this article, I came across a sentence in the text that said “is it that Digital Natives can’t pay attention, or they choose not to?” (Prensky, 2001). This really got me thinking as it is not that the students come into the classroom and think I don’t want to learn today. Even if you have the most amazing lesson that has many activities to complete and is really reaching the outcomes needed, if this learning experience does not relate to the children, then no learning will take place.
I began to think about how I could engage the learners by relating the knowledge to their lives. A few solutions popped into my head, and all of these solutions funnily enough included the use of ICTs.
Finally I think I am beginning to get this whole idea about digital learning!
Yes, I do struggle with technology, but after reading this article I realised that I fall on the cusp of being a Digital Native and a Digital Immigrant. I was raised with access to technology and ICTs and yes I do use an IPod and have a fancy mobile phone, however, when it comes to computers and learning by these forms of technology, my instincts refer me back to the books.
It is my belief that although the use of overhead projectors was phased out when I was in middle primary, other technology was available for my teachers to use, they just simply chose not to. I dealt with text books and worked examples to learn throughout my high schooling as well, but I feel that as I am a Digital Native, if the classroom learning related to and catered for us Natives needs, then I would now not feel like such an Immigrant.
Amy
References:
Prensky, M (2001). Digital natives vs. digital immigrants. Viewed on 27/08/2010 from:
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
When reading this article, I came across a sentence in the text that said “is it that Digital Natives can’t pay attention, or they choose not to?” (Prensky, 2001). This really got me thinking as it is not that the students come into the classroom and think I don’t want to learn today. Even if you have the most amazing lesson that has many activities to complete and is really reaching the outcomes needed, if this learning experience does not relate to the children, then no learning will take place.
I began to think about how I could engage the learners by relating the knowledge to their lives. A few solutions popped into my head, and all of these solutions funnily enough included the use of ICTs.
Finally I think I am beginning to get this whole idea about digital learning!
Yes, I do struggle with technology, but after reading this article I realised that I fall on the cusp of being a Digital Native and a Digital Immigrant. I was raised with access to technology and ICTs and yes I do use an IPod and have a fancy mobile phone, however, when it comes to computers and learning by these forms of technology, my instincts refer me back to the books.
It is my belief that although the use of overhead projectors was phased out when I was in middle primary, other technology was available for my teachers to use, they just simply chose not to. I dealt with text books and worked examples to learn throughout my high schooling as well, but I feel that as I am a Digital Native, if the classroom learning related to and catered for us Natives needs, then I would now not feel like such an Immigrant.
Amy
References:
Prensky, M (2001). Digital natives vs. digital immigrants. Viewed on 27/08/2010 from:
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Monday, August 23, 2010
Extended comments to Lynn about Avatars
Lynn's Professional Blog: Voki Avatars: "I have just created my first avatar using the Voki Avatar program. This was a very simple process and one the students would have a lot of..."
My comments on Lynns Concept Map approach
e.learning: Concept Map: "Hi all,So today I completed my first ever concept map. I found this tool to be extremely time consuming. I think that if you were to conce..."
YouTube in the Classroom
Vodcasts as previously mentioned are Video Castings. The most common form of Vodcasts are YouTube clips. I have chosen a clip on electricity. It could be used as a reflection on learning or as a hook to engage the learners are for the learners to see where they are headed with their learning. I think that there are endless opportunities for YouTube clips to be used in the classroom. It is important that it directly relates to the learning outcomes that need to be achieved, otherwise it can cause students to become off task and confused.
Once, I used a YouTube clip on Aboriginal Artwork. The students in the remainder of the lesson were instructed to research different pieces of artwork and try to decode the symbols. I found that the clip that I selected was too broad and the students became confused and were then unable to come up with the product and complete the task that I assigned them.
With careful thinking behind the application of YouTube clips, I think that the students can really connect and become engaged. Let me know what you think.
Until next time,
Amy
Digital Video
Hi all,
I invested in a new laptop to complete this course with a passing grade and guess what...it has Movie Maker embedded in it already so that is one less tool that I have to download. I opened it up for the first time in my life and I did not even need to research how to use this tool. It was so simple to operate. Due to the fact that I have little time to play, I decided to create a movie that was similar to a photo story that outlined that steps that I went through to investigate and create four digital portfolios.
I chose to do this to outline and reflect on my learning journey for researching and applying digital portfolios to my prac learning experience. I found Movie Maker an extremely straight forward tool to operate. There are a variety of fantastic ways that this tool could be used in the classroom. I think that I could use it in my classroom at the moment. The students have just returned from school camp and they could create a photo story that sequentially documents and reflects on the activities that they encountered on their school camp.
I then uploaded my movie onto YouTube really easily. I clicked onto the YouTube symbol at the top of the Movie Maker screen and it took me to a link where I could become a membe
r of YouTube and then it would allow me to upload it. I noticed that there was a box to tick in this uploading process that could allow me to set the clip as private. This got me thinking about how useful this could be in the classroom, because the children do not necessarily have to be viewed by the public.
So off I went and uploaded the movie onto YouTube, copied the embed code into my blog...and here we are.
I love YouTube so much. It is important to download and save the clip to the computer before using it in the classroom so that the viewing is not live. This assures safe use in the classroom. I really try to use a variety of YouTube clips to engage the students and give the students learning opportunities from others perspectives. Another useful site is TeacherTube. Has anyone else got any other ideas for how Movie Maker can be used in the classroom? Or any great YouTube clips they have come across? Let me know!
Until next time,
Amy
Interactive Learning Objects
Hi all,
When it comes to Interactive Learning Objects (ILOs), I become a little obsessed!
I have been accessing them for about a year now and I can’t seem to keep my searches short and simple. Learning objects can be found by logging onto the Learning Place and then going into the Curriculum Exchange. I have experimented in lesson plans with a variety of ILOs but have never had the opportunity to implement them in my lessons.
I have been accessing them for about a year now and I can’t seem to keep my searches short and simple. Learning objects can be found by logging onto the Learning Place and then going into the Curriculum Exchange. I have experimented in lesson plans with a variety of ILOs but have never had the opportunity to implement them in my lessons.
Last year I was not in a prac placement so that made it difficult to experiment. This year, I am in a prac placement and I tried to use them, but the class that I am in is at the back of the school and sometimes the internet connection is lost. This was the case with my lesson and so I had to resort to the good old OHP.
Last week, in my e.learning tutorial, I discovered how to solve that issue. I downloaded a program in Adobe called Adobe Shockwave Player. It was free to download and it allows me to download the learning objects that I desire and save them onto my computer and then open them in class so that I can use them without internet connection.
I looked at a few different learning objects and was really impressed with Gizmo. This website offers a free 30 day trial. I signed up for this and it allowed me to locate and access different learning objects that related to the Science and Mathematics KLA’s.
Plus
• Engaging game based learning
• Fun learning tool
• Mostly free of charge
• Access within school network
• Allow for independent and extended learning
• Engaging game based learning
• Fun learning tool
• Mostly free of charge
• Access within school network
• Allow for independent and extended learning
Minus
• Lack of ability to easily save to computer (some don’t allow you to download)
• Too many resources to sought through
• Can be too distracting in the classroom
• Could be too engaging and take away from the outcomes achieved
• Students could possibly learn better from hand on experience
Interesting
• Integrated for a variety of KLA’s
• Give opportunities for learning managers to collaborate a variety of ILOs to add to a class profile
• Students could access the learning objects from home if they were downloaded onto a class profile website
• Integrated for a variety of KLA’s
• Give opportunities for learning managers to collaborate a variety of ILOs to add to a class profile
• Students could access the learning objects from home if they were downloaded onto a class profile website
Until next time,
Amy
Sunday, August 22, 2010
How to allow all postings on one blog page
Hey all,
Figured out a new trick! I know how to get all of the blogs that you have created onto one page so that you don’t have to keep clicking on older posts.
• When you are in the editing posts section, click on the ‘settings’ tab
• Then click on the ‘formatting’ tab
• The first option you are given describes how many posts per page. Click on the down arrow and select, or type in the number of posts that you want per page
The maximum posts per page is 500. Hope that helps!
Until next time,
Amy
Figured out a new trick! I know how to get all of the blogs that you have created onto one page so that you don’t have to keep clicking on older posts.
• When you are in the editing posts section, click on the ‘settings’ tab
• Then click on the ‘formatting’ tab
• The first option you are given describes how many posts per page. Click on the down arrow and select, or type in the number of posts that you want per page
The maximum posts per page is 500. Hope that helps!
Until next time,
Amy
My comments to Lynn about Interactive Learning Objects
Lynn's Professional Blog: Interactive Learning Objects: "Hi all, I love learning objects! I have been using learning objects in my lessons for the last 2 years. Learning Objects (LO) are avai..."
Podcasts
Podcasting…what is it and how is it used? ‘Podcasts are audio files that are automatically delivered directly to your desktop computer, and can be transferred to your iPod or other MP3 player. You typically subscribe to podcasts using "podcatcher" software (PCATRC, 2009).’ I used iTunes as my podcatcher. I initally thought that podcasts had to be downloaded onto an iPod or MP3 player but I was actually suprised to find out that you can just access them from your computer. I think that this creates a great opportunity for the students to engage in this tool without the hassle of using their iPod or MP3 player (if they have one). There is also another tool called Vodcasts, where the same principle applies as the audio podcasting, but with videos (Video Casting).
I think that there are a number of ways that Podcasts can be used effectively in the classroom. If students were learning about different cultures, then a class profile could be set up with another class on the other side of the world for the students to network with and ask questions and connect to the world around them.
By creating these podcasts, the students are able to share their learning experiences. It provides them with a global audience which then makes the learning meaningful and the assessment authentic (Department of Education and Training Western Australia, 2009).
According to Teaching Ideas (2010) Podcasts can be used in a variety of ways in the classroom to ensure students engage and extend their content knowledge. These can include:
• The potential to showcasing thier work to thousands of people.
• Developing literacy skills (writing scripts, setting up interviews etc), allows children to develop and practise their speaking and listening skills, and they also learn some amazing ICT skills.
• Interactive, allowing the audience to send feedback about the learn
ig experiences.• Developing teamwork skills, where the learners work together to create the product.
Podcasts align with the learning engagement theory as the students relate, create and donate.
Relate: As the students work together to create their podcast, they will have to plan and manage the delivery and also communicate their ideas to develop one plan of action.
Create: As the students are creating their podcast, they will have an audience that will view their casts, so they have a purpose and meaning to complete the task.
Donate: As the students will receive castings from other schools around the world, they are donating their views in hopeful exchange of others.
(Kearsley & Shneiderman, 1999).
Podcasts also align with the Big6 framework (Eisenberg, 2001), as the students can follow the six stages to develop a podcast. This could include:
1. Task Definition
Students can identify the task and brainstorm possible sources that they need to access.
2. Information Seeking Strategies
Students can look at the possible places to access the podcasts that they need. They could look at the ABC, SBS, iTunes and even the National Geographic.
3. Location and Access
Soughting out the podcasts that are available to them.
4. Use of Information
After listening to the podcasts that have been located. The students would then decide which podcasts are the most benificial to complete the task by looking at the content offered and then gathering and using the information found
5. Synthesis
Students could then look at all of the information that they have gathered and create their own podcast that reflects on their learning and the knowledge that they have gained.
6. Evaluation
Students could create a reflective podcast that steps out the process that they went through to complete the task and reflect on their refelctions. This could be followed using a graphic organiser like a SWOT analysis
This tool would be extremely effective if the correct pedagogical approaches were addressed with desired outcomes to achieve. It is in the hands of the learning manager to assure that the correct use of technology is available and the students are taught how to use the program. Although I found this Podcasting task a little difficult to work out, I think that with a little more practice, I will be able to teach the students how it exactly works. Take a look at this website for examples of how they are used in the classroom!
Podcatcher later,
Amy
References:
Department of Education and Training Western Australia. (2009). Podcasts in the Classroom. Viewed on 16/08/09 from:
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/
Eisenberg, M; Berkowitz, B. (2001) The Big6. Viewed on 15/07/2010 from: http://www.big6.com/
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory. Viewed on 12/08/09 from:
http://home.sprynet.com/~gkearsley/engage.htm
Palomar College Academic Technology Resource Centre (2009). Podcasting. Viewed on 18/08/09 from:
http://www.palomar.edu/atrc/WhatArePodca/sts.htm
Teaching Ideas (2010). Podcasting. Viewed on 08/08/2010 from: http://www.teachingideas.co.uk/ict/podcasting.htm
The Engagement Theory
The engagement theory was created by Greg Kearsley and Ben Shneiderman (1999) to ensure that students are meaningfully engages in learning activities involved with technology based teaching and learning. They suggest that students need to with others and be involved in worthwhile tasks. It is believed that they students need to interact with technology to facilitate engagement in ways that are difficult to achieve otherwise, (Kearsley, 1999).
After reading the engagement theory, I really connected with the outcomes that it was aiming to achieve. It was all about how teachers just assume that because they are using technology, that the students will be engaged. The thing that I was impressed with was the suggestion that learning managers need to ensure that the ICTs are meeting expectations and that the learners are networking and communicating with the world that they live in. The focus is on experimental and self-directed learning.
The idea is that the students are involved in a cognitive process such as reasoning, decision-making, creating, problem-solving and evaluating. The engagement theory aims at ensuring the students are intrinsically motivated to learn because of the learning environment and the activities that are created (Kearsley, 1999). There are three principles involved in the engagement theory; Relate, Create and Donate.
Relate
• Group work
• Communication
• Planning
• Management
• Social Skills
• Clarify and verbalise their problems
• Relate work to the students world
• Multi backgrounds of group members
• Different Perspectives
Create
• Purposeful
• Define project
• Focus on efforts of application
• Ideas in relation to context
• Conducting their own experiments and projects
• Sense of control over their learning
• Problem-Based-Learning
Donate
• Making useful contribution whilst learning
• Outsider that the product is being created for (reason for learning)
• Connects with community
• Increases student motivation
• Donating work to others (purpose)
Please have a look at the engagement theory and let me know what you think.
Until next time,
Amy
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory. Viewed on 12/08/09 from:
http://home.sprynet.com/~gkearsley/engage.htm
After reading the engagement theory, I really connected with the outcomes that it was aiming to achieve. It was all about how teachers just assume that because they are using technology, that the students will be engaged. The thing that I was impressed with was the suggestion that learning managers need to ensure that the ICTs are meeting expectations and that the learners are networking and communicating with the world that they live in. The focus is on experimental and self-directed learning.
The idea is that the students are involved in a cognitive process such as reasoning, decision-making, creating, problem-solving and evaluating. The engagement theory aims at ensuring the students are intrinsically motivated to learn because of the learning environment and the activities that are created (Kearsley, 1999). There are three principles involved in the engagement theory; Relate, Create and Donate.
Relate
• Group work
• Communication
• Planning
• Management
• Social Skills
• Clarify and verbalise their problems
• Relate work to the students world
• Multi backgrounds of group members
• Different Perspectives
Create
• Purposeful
• Define project
• Focus on efforts of application
• Ideas in relation to context
• Conducting their own experiments and projects
• Sense of control over their learning
• Problem-Based-Learning
Donate
• Making useful contribution whilst learning
• Outsider that the product is being created for (reason for learning)
• Connects with community
• Increases student motivation
• Donating work to others (purpose)
Please have a look at the engagement theory and let me know what you think.
Until next time,
Amy
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory. Viewed on 12/08/09 from:
http://home.sprynet.com/~gkearsley/engage.htm
My comments to Sadi and Nina about concept mapping
e.learning: Concept Map: "Hi all,So today I completed my first ever concept map. I found this tool to be extremely time consuming. I think that if you were to conce..."
Saturday, August 21, 2010
Images with Picnik
Hi all,
Last year, I was introduced to Picnik. I think that it is so much fun to use and so simple to understand. I spend so much time manipulating images and have even used Picnik for University assignments (to change images I accessed from Google). Picnik is a fun, free program to use to upload and edit the photos similar to Flickr, except it offers a variety of effects. ‘It’s the easiest way on the Web to fix underexposed photos, remove red-eye, or apply effects to your photos (kaylee-photography, 2009).’ I set up my very own account and really admired how it was completely private with access accepted only by the user. I felt more at ease with this tool than I did with Flickr. The editing elements were the piece that won me over. I found Picnik really easy to use and really easy to correct mistakes (which I made a lot of).
If you are lacking photo editing expertise then Picnik is just what you are looking for! It involves such tools as removing red-eye, cropping, resizing, and creating boarders, adding text, changing colours, adding stamps and many more. You can also add your edited picnic photos to your Flickr account. I did this with one of my photos. I found that Picnik offered more editing options and also was so simple to understand.
Throughout this e.learning journey, I find myself constantly reading the tools FAQ page and contacting issuers for assistance, but I really understood this site. The options are very simple to use and can easily be removed to begin again. Although I used this image manipulation for leisure, there are also a variety of ways Picnik can be used for educational purposes.
How could I use Picnik with my learning experiences?
The students can create postcards with Picnik and tie it into many KLAs by incorporating the use of many different ICTs. The students could upload photos taken of them in class and edit the photos and create postcards of brochures or invitations for many different topics, at any primary school age (Bunder, E, 2009). Click here to access a website that I found which has some great ideas on how to use Picnik for educational purposes.
Well, I’m off to continue uploading and editing.
Until next time,
Amy
References:
AusInfo. (2003). The Learning Design Construct. Retrieved July 24, 2009, from Learning Design:
http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Bunder, E.; Cline, E.; Ennis, C. et. Al. (2009) Picnik. Viewed on 17/08/09 from:
http://wiki.itap.purdue.edu/display/INSITE/Picnik#Picnik-PrimarySchoolLessonPlans
Kaylee-photography (2009). Picnik: What is it and how does it work? Viewed on 18/08/09 from:
http://kaylee-photography.blogspot.com/2009/01/picnik-what-is-it-and-how-does-it-work.html
Images with Flickr
Hi all,
I was playing around with Flickr for awhile without realising that I was getting way too distracted and needed to get back to work. For those of you who have not yet used this tool, Flickr is a place where you can store, sought, search and share your very own photos. It offers a place for you to accumulate your photos and create stories with them (Flickr, 2009). 'Flickr is an online photo management and sharing application. Its primary goals are to help people make photos available to those who matter to them, and to enable new ways of organizing pictures (O'Reilly, 2009).'
Whilst playing around with Flickr, I realised just how many uses this tool has. I love photography, so this website allowed me to play around with some of my favourite photos. I uploaded some photos of my family and friends. It was then that the fun began; I had colour changes, vision changes and even focal changes. It was here that I realised the potential of this e.learning tool. The students in my class have just returned from camp, and one of their assessment tasks is to create a photo story. I believe that this would be a great tool to use in the classroom for my students to use as a basis for the content of images for their photo story.
My issue was that this site allows users to share photos throughout the site and it got me thinking that this may not be safe to use in the classroom because of privacy acts and copyright acts. I did a little more research about the privacy of this site and realised that when signing up to Flickr, users have the option of setting their profile to private, blocking public access. This allows teachers to let students have access to the sites with parental permission (due to sourcing others images). If I were to just create an account on behalf of the class, I would still need parental permission to display, store and share the images.
The use of Flickr in the classroom.
Flickr is a great tool to put forward to the students. It allows all learners to advance their ICT skills and use digital cameras to capture their learning experiences and reflect on their learning’s. If the students were to complete science experiments, they could have many photos of each step they took to create the experiment and then create a photo story to reflect on their learning’s. Students could also create photo stories before activities are done using photos on the internet to predict outcomes. Not only could the students use this for science, but across all learning areas.
Learning Managers need to watch out that the students are on safe sites when accessing photos to ensure their net safety is at high priority at all times. Early childhood students could also use Flickr with assistance from parents and teachers to upload photos for show and tell and to save photos of different animals or surroundings corresponding to the learning activities they are completing in class.
Overall, Flickr is a great tool to use for manipulating, storing and sourcing images, but the privacy issues do scare me a little. I have used Corel before and Photoshop and both I found very easy to use, without the stress of safe use in the classroom. I am still a little undecided. Let me know what you think!
Until next time,
Amy
References:
Flickr (2009). General Flickr Questions. Viewed on 12/08/09 from:
http://www.flickr.com/help/general/
O’Reilly, N. (2009) What is Flickr? Viewed on 12/08/09 from:
http://www.oreillynet.com/pub/a/mac/2005/08/02/flickr.html
The Big6
The biggest problem that I have using the internet is that there is too many sites and too much content to sift through and sought to find what I am looking for. Throughout this e.learning journey, I came across a solution that I can use and also teach to my students. It is called the Big6. The Big6 is a problem solving framework that is used worldwide to teaching information and technology skills (Eisenberg, 2001). It integrates information searches and uses a systematic approach to technology skills to allow the learners to find, use, apply and evaluate information. It can be used for a variety of e.learning tools as a guide to scaffold the learning to assist with the students achieving desired outcomes.
Using the big6 framework allows learning managers to teach their students to work smarter and develop the understandings and skills that they need to be able to effectively complete tasks by finding, processing and using the information effectively (Eisenberg, 2001). The Big6 uses problem solving strategies in six stages. They are as follows:
1. Task Definition
Define the information problem
• Students here look at the task that is asked of them and break it down into what type of information that is needed
Identify the information needed
• Students look at the broken down task and sought out exactly what they need to find out.
2. Information Seeking Strategies
Determine all possible sources
• Here, the students look at what resources they have available to them
Select the best sources
• Students look at all of the available sources and decide which ones could or will supple the best content to support their task.
3. Location and Access
Locate sources
• Students physically and intellectually locate the information that they need to develop content for the broken down task.
Find information within sources
• Once the students have selected and accessed the sources they need, they must find the information within those sources and not waste time on the content that does not directly relate to their task.
4. Use of Information
Engage
• Students read, hear, view and touch the information that they have located and accessed to engage with the content.
Extract relevant information
• After engaging with the information, the students extract the information that best matches their task by sifting and soughting through the information to assure their content is relevant and directly related to the task to assure they are best equipped to achieving the desired outcomes.
5. Synthesis
Organise from multiple sources
• Students look at all of the information in front of them and organise them to access and use the information in a variety of ways from a variety of sources.
Present information
• Here, the students develop the final product from their task after completing the above steps.
6. Evaluation
Judge the product
• Students evaluate the task that they have completed (the end product)
Judge the process
• Students evaluate the Big 6 framework that they have followed
(Eisenberg, 2001)
The Big6 framework allows the learners to follow a systematic approach to developing skills and understandings that are needed when accessing and using ICTs. Providing students with the Big6 framework allows teachers to develop a common understanding and skills with the students to set the learners up to have the best possibility of achieving the desired learning outcomes, implementing information literacy skills and completion of the task. You can access more information on the Big6 website that provides readers with definition, lessons by year and KLA and examples of application of the framework.
Until next time,
Amy
Using the big6 framework allows learning managers to teach their students to work smarter and develop the understandings and skills that they need to be able to effectively complete tasks by finding, processing and using the information effectively (Eisenberg, 2001). The Big6 uses problem solving strategies in six stages. They are as follows:
1. Task Definition
Define the information problem
• Students here look at the task that is asked of them and break it down into what type of information that is needed
Identify the information needed
• Students look at the broken down task and sought out exactly what they need to find out.
2. Information Seeking Strategies
Determine all possible sources
• Here, the students look at what resources they have available to them
Select the best sources
• Students look at all of the available sources and decide which ones could or will supple the best content to support their task.
3. Location and Access
Locate sources
• Students physically and intellectually locate the information that they need to develop content for the broken down task.
Find information within sources
• Once the students have selected and accessed the sources they need, they must find the information within those sources and not waste time on the content that does not directly relate to their task.
4. Use of Information
Engage
• Students read, hear, view and touch the information that they have located and accessed to engage with the content.
Extract relevant information
• After engaging with the information, the students extract the information that best matches their task by sifting and soughting through the information to assure their content is relevant and directly related to the task to assure they are best equipped to achieving the desired outcomes.
5. Synthesis
Organise from multiple sources
• Students look at all of the information in front of them and organise them to access and use the information in a variety of ways from a variety of sources.
Present information
• Here, the students develop the final product from their task after completing the above steps.
6. Evaluation
Judge the product
• Students evaluate the task that they have completed (the end product)
Judge the process
• Students evaluate the Big 6 framework that they have followed
(Eisenberg, 2001)
The Big6 framework allows the learners to follow a systematic approach to developing skills and understandings that are needed when accessing and using ICTs. Providing students with the Big6 framework allows teachers to develop a common understanding and skills with the students to set the learners up to have the best possibility of achieving the desired learning outcomes, implementing information literacy skills and completion of the task. You can access more information on the Big6 website that provides readers with definition, lessons by year and KLA and examples of application of the framework.
Until next time,
Amy
References
Eisenberg, M; Berkowitz, B. (2001) The Big6. Viewed on 15/07/2010 from:
Wednesday, August 18, 2010
My comments on Rachael's Concept Map
Feel the fear and blog away: A concept map captured from desk top, no easy fea...: "A concept map captured from desk top, no easy feat.. A concept map in progress - stay tuned........ As you all can see, I am having 'humong..."
My comments on Lynn's Avatars
Lynn's Professional Blog: Voki Avatars: "I have just created my first avatar using the Voki Avatar program. This was a very simple process and one the students would have a lot of..."
My journey so far
Hi all,
ICTs are great tools to use in the classroom. So far, my learning journey has made me aware that i don’t have to like every tool. Some tools i have found do not have a rich pedagogical approach or don’t really work for my teaching style. Other tools i am using over and over again adn feel as though i becoming obsessed with them to learn more and use then in a variety of ways.
His course so far has opened my eyes to the use of ICTs in the classroom, the ways of the future and it has also opened my eyes to possibilities to extend my teaching abilities. I am starting to see the light
Amy
ICTs are great tools to use in the classroom. So far, my learning journey has made me aware that i don’t have to like every tool. Some tools i have found do not have a rich pedagogical approach or don’t really work for my teaching style. Other tools i am using over and over again adn feel as though i becoming obsessed with them to learn more and use then in a variety of ways.
His course so far has opened my eyes to the use of ICTs in the classroom, the ways of the future and it has also opened my eyes to possibilities to extend my teaching abilities. I am starting to see the light
Amy
Looking Back on PowerPoint potential
Hi all,
I looked at the Interactive PowerPoint on Moodle and thought that it was a great idea, but to be honest, I did not attempt to learn or create one due to my attitudes and perceptions that it would be too difficult for me to understand and too time consuming. I was then introduced to an assessment piece at University where I had to analyse and create digital portfolios in relation to the Department of Education and Training (2010) Digital Portfolio Framework.
I looked at the four frameworks and created a digital portfolio for each of the types. Have a look at my website to see how I used the Interactive PowerPoint to inform, celebrate, reflect and showcase student work pieces. Let me know what you think.
Until next time,
Amy
References
Department of Education and Training. (2010). Smart classrooms bytes: Learning with digital portfolios. Retrieved from http://education.queensland.gov.au/smartclassrooms/pdf/smart-newsletter.pdf
Using Wikis
Wikis were first used in 1995 by Ward Cunningham. Their name originates from the Hawaiian word wiki-wiki meaning very fast or quick (Department of Education, 2010). It is a type of website that allows users to edit, change add or delete content. As anyone can edit a wiki page that is posted on the internet, schools would need to use wikis in the classroom that are behind fire walls or on the intranet to assure that the information is safe and adheres to the internet safely laws. Wikis are a great tool to use in schools because they allow the students to collaboratively work together and bounce ideas to build on knowledge content. They support communication and contribution at times that suit the learners (Department of Education, 2009).
About a year ago, I created a wiki program using Wetpaint.com. I created an e.learning lesson that focused on genetic engineering using a Wiki. I created this page about a year ago because one of the Students Grandfather was to undergo a liver transplant and the topic of discussion arose as to what would happen and then we were discussing genetic engineering. The learners were really curious as to what this was so I created a learning experience for them to complete in their own time about genetic engineering. As it was not part of the Science unit plan, it still had learning outcomes that needed to be achieved (see geneticengineering08.wetpaint.com). This Wiki site allowed the students all to learn about what genetic engineering was and what they needed to achieve in the task. I went through instructions in the classroom as to how they follow the links on the left hand column of the page. I wish that I knew how to put a Voki Avatar on the introduction page but I created one and then had difficulty uploading it onto my Wiki page.
I have realised the possibilities of using Wikis in the classroom. Students can gather into groups and complete tasks at home and at school as a collaborative learning task. Learning managers can create assessment units or tasks for the students to work through and complete. Overall, I found that wiki using Wetpaint was easy and sequential to use and hyperlinks and resizing of pictures can be used to create the best possible page. They could also be used as a form of a personal digital portfolio to showcase student work and also used as an ongoing refection tool for students.
Let me know what you think.
Until next time,
Amy
Tuesday, August 17, 2010
Pedagogy of Teaching With Images
Hi all,
Images are a great tool to use in the classroom. The students can view images and use them to relate to a topic and be provided with visual stimulus to enhance their memory recognition. Learning managers need to assure that images are not just used to engage the learners, but that they have an educational purpose to enhance the learning process (Stokes, 2002).
The students of today need to become active learners rather than passive participants. The students must have an awareness to interpret visual text and have the ability to deconstruct and construct visual text. Students of today bring with them a rich understanding and prior knowledge through experience on visual literacy (Rettke, 2008). A study was completed in Victoria, on a range of year levels involving visual literacy. The teachers were given a variety of specific outcomes that they needed to achieve to teach the learners specific subjects using visual literacy as a tool for the learning (Rettke, 2008). An example was that one teacher was scaffolding the learning around the earth. She used visual diagrams and graphs to teach the students about the earth’s layers. She also used other mapping forms and diagrams. The student’s assessment reflected that the learners had high engagement in the topic and also were more capable to store the information because there were visual tools used to inform the learning.
Learning managers need to be aware of the importance of using information texts in the delivery of lessons and use them to scaffold the learning journey. This will ensure that the learners of today are visually literate and able to decode and encode a variety of information texts. Below are links to possible ways that learning managers could use visual literacy as a tool to instruct the learners across Key Learning Areas.
When using images in the classroom, learning managers need to be aware of how to resize images to upload them onto the web to ensure that they are not too big. Using a resizing tool such as MobaPhoto, allows you to upload images to embed in the learning experiences. It is easy to do and also needed to assure that the images that are uploaded and also downloaded are accessible.
An example of applying images in the classroom could include the use of the above optical illusion. The students could be shown this image and from there use the graphic organiser in Marzanos (1997) Dimensions of learning complex reasoning process of analysing perspectives. The students could look at both sides represented in the image and the image would be used to support and also to scaffold the content. Just an idea, let me know what you think.
Until next time,
Amy
References
Marzano, R. (1997). Dimensions of learning. Aurora, Colorado: McREL.
Rettke, N.; Wong, M.; Liapis, G.; Richardson, S.; et. Al. (2008). Brown case studies: Visual literacy in the classroom. Viewed on 17/07/2010 from: http://knowledge.education.vic.gov.au/sites/knowledgebank/knowledgebank/Lists/Case%20Studies/DispForm.aspx?ID325
Stokes, S. (2002). Visual Literacy in Teaching an Learning: A literature perspective. Retrieved on 17/07/2010 from: http://ejite.isu.edu/Volume1No1/pdfs/stokes.pdf
Websites
Hi all,
I have finally done it! I created two websites! After playing around with Weebly for hours, I became addicted. I found it so easy to use and the set up was so sequential. I created a website on Digital Pedagogies and also on Visual Literacy. We had to complete two group assignmnets for assessment and the way that we managed this was through the use of a website. We joined up and off we went. We all had access to complete the tasks at a time that suited us. I suppose it was similar to a Wiki. Teaching English (2003) states that creating a quality classroom website is:
• Academically and intellectually sound, including meaningful information, activities, and links
• Thematically and artistically coordinated using common backgrounds and structures that link your site together graphically and thematically
• Interactive, including WebQuests, electronic communities, and other activities for students
• Attractive and appropriate material for your students, their parents, and your teaching colleagues
• Relevant and marketable: includes a portfolio of your professional work and accomplishments.
I have finally done it! I created two websites! After playing around with Weebly for hours, I became addicted. I found it so easy to use and the set up was so sequential. I created a website on Digital Pedagogies and also on Visual Literacy. We had to complete two group assignmnets for assessment and the way that we managed this was through the use of a website. We joined up and off we went. We all had access to complete the tasks at a time that suited us. I suppose it was similar to a Wiki. Teaching English (2003) states that creating a quality classroom website is:
• Academically and intellectually sound, including meaningful information, activities, and links
• Thematically and artistically coordinated using common backgrounds and structures that link your site together graphically and thematically
• Interactive, including WebQuests, electronic communities, and other activities for students
• Attractive and appropriate material for your students, their parents, and your teaching colleagues
• Relevant and marketable: includes a portfolio of your professional work and accomplishments.
Websites created by the teacher and the students are very engaging ways to display content and assist with a reflection process for the learners. Another asset websites have on enhancing student learning is ensuring that the learners are aware of different websites that are available and being taught to analyse them to assure that they are credible resources. The students need to become aware and critically literate to ensure that they can dist
unguish fact from fiction.Teachers and Learning Managers need to assure that they are using a variety of ICTs to inform content to the learners. Websites allowed me to assure that I was achieving the outcomes and also creating an opportunity for the learners and others to complete further research and have a place for them to complete activities. I have created a SWOT analysis to look at differnet perspectives of using website to enhance classroom instruction.
Strengths
• Students can access the materials when they are best suited.
• They can have additional resources available to them to extend on their understandings
• Students can create their own website to demonstrate their learning
• Class time can be allocated to use the internet.
• The learners can take control of their learning
• The learning manager has the opportunuty to create a website that explicitly teaches the students the content knowledge they need to meet the outcomes required
• Parents can view at home to see what is being taught and learned at school
• Learning managers can use other websites in the classroom to support content
• Learners can learn how to use websites effectively and how to create their own to ensure they understand for lifeling learning
• Students can create their own website to showcase their learnings
• Students can create a personal, class or school digital portfolio that archives, showcases, allows for reflection and demonstrates capability.
• Students can be offered a variety of websites that enhance their learning and demonstrate different perspectives.
• Learning objects can be added to a learning managers website to allow the students to access and extend their knowledge
Weaknesses
• Some students may not have the equipment to access these websites from home
• Learning managers may have restricted time to allow for learners to access internet connections in the classroom
• Schools may not have the fascilities they need to present the website or time to assure all students can access them.
• They are safe to access from schooll but some safety issures may be breeched when accessing websites from home.
• Some of the computers may not have the capability to run some of the sites or download additional items.
• Some parents may not give consent to publish students work if they were to be used in that way.
• The computer site may be stocked with old and outdated computers that are not able or too time consuming to create or access sites.
• The school could hav
e a ban on accessing certain websites.• The studnets may be too challenged if they had to create their own website and disengage in the task.
Opportunities
• School internet websites need to be updated
• Planning needs to be explicit to ensure that the learning is sequential and all learners understand the privacy rules and the classification of credible resources.
• Information for teachers and learning managers need to be included in the school intranet
• Forms need to be sent out to parents to ensure that they are aware and give consent for work samples and other items to be displayeds on a class site or on a personal portfolio.
• Consent from parents to ensure they give consent to use websites relating to content to be taught
• A list of good and credible resources to be added to the school intranet
• Passwords applied to access certain sites to ensure privacy.
Threats
• Teachers may feel overloaded with stress and find this too time consuming
• Some studetns may disengage or find the task too difficult.
• Some students may be technologically savvy and be more knowledgable than the learning manager and challenge the teachers teaching
• The school internet connections may not be working
• Students may not have adequate time to complete tasks at school or at home
• Some students may not have access to computer and internet connection in the home life
• Some schools may not be equiped with labs and a variety of computers
• Some parents may not agree or consent with their child to be exposed to websites.
(Ashton, 2010)
There are many different ways in which websites can be used to enhance the students learning. I believe that they are a fantastic tool to use and allow for the learning manager to extend some students whilst provide basic content for others. There are many road blocks that could occur, but I think that with a positive attitude and creating solutions, websites could be engaging, enriching and extremely informative.
The website that I created can be found by clicking on the links below
Digital Portfolio Website
Until next time,
Amy
References
Ashton, S. (2010). Leading ICTS. Viewed on 03/08/2010 from:
http://leadingict.wikispaces.com/
Teaching English (2003). Teaching with technology. Viewed on 01/08/2010 from:
http://www.wmich.edu/teachenglish/subpages/technology/classwebsite.htm
Until next time,
Amy
References
Ashton, S. (2010). Leading ICTS. Viewed on 03/08/2010 from:
http://leadingict.wikispaces.com/
Teaching English (2003). Teaching with technology. Viewed on 01/08/2010 from:
http://www.wmich.edu/teachenglish/subpages/technology/classwebsite.htm
Thursday, July 22, 2010
PowerPoint Presentations
Hello All,
PowerPoint slide are a very useful tool that can be used in the classroom to engage the learners in topics and also find out their prior knowledge. This can be achieved by creating a presentation involving a quiz that the students complete to reflect on learning and for the learning manager to be able to see what they already know. In particular, possible application for PowerPoint in the classroom could be used in a Technology unit, where the learners have to create International stores to show others the layout of their topic. A photo story could be created with hyperlinks linking to Google Earth and other internet sites where the students have gathered information to display climate, foods (recipes), clothing (designs) and other cultural traits.
This PowerPoint presentation could be done as a class about Aboriginal culture and then the students could gather into their groups to complete their own slideshow. This would ensure that the learners are being modelled how to achieve the desired learning outcomes. A reference page would need to be displayed and the students would need to be taught how to hyperlink pages to the sites that they received the information form, to assure no copyright laws are breeched. In a Science unit, the students could use PowerPoint to display their experiments and use it as a reflection and for assessment following through the scientific process, with photographic and work samples uploaded into the presentation as evidence to support their data. This e.learning tool is very useful to engage students yet still adhere to the learning outcomes they need to achieve. All learners, no matter the diversity can complete this task as those who are below expectation can perform basic operations, yet the learners that need challenging can apply more complex presentations.
This PowerPoint presentation could be done as a class about Aboriginal culture and then the students could gather into their groups to complete their own slideshow. This would ensure that the learners are being modelled how to achieve the desired learning outcomes. A reference page would need to be displayed and the students would need to be taught how to hyperlink pages to the sites that they received the information form, to assure no copyright laws are breeched. In a Science unit, the students could use PowerPoint to display their experiments and use it as a reflection and for assessment following through the scientific process, with photographic and work samples uploaded into the presentation as evidence to support their data. This e.learning tool is very useful to engage students yet still adhere to the learning outcomes they need to achieve. All learners, no matter the diversity can complete this task as those who are below expectation can perform basic operations, yet the learners that need challenging can apply more complex presentations.
Interactive PowerPoint presentations could also be implemented to guide the learners through class topics and also as an extension activity for the advanced learners to use to enable and give opportunities for them to extend and refine their knowledge, and then use the knowledge meaningfully by using the engagement theory as a tool to scaffold the learning experience. I really think that if implemented successfully, PowerPoint presentations can ultimately benefit the learning and be used as a tool for the learners to process and express relevant information.
Until next time,
Amy
Tuesday, July 13, 2010
Concept Map
Hi all,
So today I completed my first ever concept map. I found this tool to be extremely time consuming. I think that if you were to concept map through bubbl.us then it completely takes away from the idea and point of concept mapping in the first place. In order for the students to complete this tool, the involved experiences would need to be highly scaffolded and the children would need to be very visual learners that are skilled in this area. If the cohort are unable to complete the tool with ease, then the idea of brainstorming and mapping thought patterns is near impossible to achieve as the attention is taking away from the thought process and focuses on the technical skills involved in applying the information into bubble format.
Until next time,
Amy
Monday, July 12, 2010
Blogs - Feelings, Emotions and Thoughts
Hi All,
Blogs....what are they? Why are they useful? How could they be used in a classroom learning environment?
The word Blog comes from the term web blog. They are used as a website or part of a website. Anyone can create a blog about anything they want. The issue with blogs is that they are open to interpretation and also are not academically resourced because they are written by anyone about anything.
Blogs could be used in the classroom learning environment for a variety of reasons. The learners could use blogs to reflect on their learning experiences and also to network with others to clarify issues and discuss feelings. The issue that was brought to my attention is that you can post information up at a wrong time when you have fresh emotions and opinions that could be displayed, and inturn have a detrimental effect looking back on thoughts, feelings and emotions at the time they were posted.
I am sure that I will have more to say once I have blogged a little more and networked with other bloggers.
Until next time,
Amy
Blogs....what are they? Why are they useful? How could they be used in a classroom learning environment?
The word Blog comes from the term web blog. They are used as a website or part of a website. Anyone can create a blog about anything they want. The issue with blogs is that they are open to interpretation and also are not academically resourced because they are written by anyone about anything.
Blogs could be used in the classroom learning environment for a variety of reasons. The learners could use blogs to reflect on their learning experiences and also to network with others to clarify issues and discuss feelings. The issue that was brought to my attention is that you can post information up at a wrong time when you have fresh emotions and opinions that could be displayed, and inturn have a detrimental effect looking back on thoughts, feelings and emotions at the time they were posted.
I am sure that I will have more to say once I have blogged a little more and networked with other bloggers.
Until next time,
Amy
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