Wednesday 21 August 2013

Reflective Synopsis

The adaptation of computers and the internet in the 21st century has changed that way we learn. E-learning has fast becoming a key part of education and it is important that as an aspiring teacher that we be aware of how to use new technologies and ICT tools. The scope of ICT tools available gives teachers the opportunity to support students to learn in fun and exciting ways that are highly creative and expressive. In addition, digital pedagogy encourages students to higher order thinking, organizing ideas and solutions and the development of deep knowledge through enquiry. Within this synopsis we will discuss the importance of pedagogy, effective use of ICT tools and working safely, legally and ethically.

The importance of Pedagogy

Pedagogy is the art of teaching and is the design of learning and the interaction between learner and teacher. As a teacher it is important to understand the different learning needs of each child whether it is that they are a visual, auditory or kinsthetic learner and use this knowledge to ensure that each student is learning to the best of their ability. 

In relation to digital pedagogy we refer to the TPACK framework. TPACK Framework is the incorporation of technology, pedagogy and content knowledge and an effective teacher will have the capability of combination these three elements to ensure student success.  In week two of this blog I refer to the seven knowledge areas of TPACK. 

The use of Blooms Taxonomy is also drawn upon in this blog. Blooms theory demonstrates that simple learning is not necessarily supported by the use of ICT tools but often a linear approach is not successful. Blooms theory includes cognitive/mental skills (knowledge), affective/ growth in feelings or emotional areas (attitudes of self) and psychomotor/manual or physical skills (skills).

Effective use of ICT tools

Throughout the previous weeks I have submitted a blog with a reflection of ICT tools that were discussed during tutorials. Some of the ICT tools discussed were:
  • ·         Voki
  • ·         Wordle
  • ·         Digital video
  • ·         PowerPoint
  • ·         iPads/iPods in the classroom
  • ·         ScribbleMaps
  • ·         Bubble.us

After using each of the tools provided it has become evident which tools will be effective in the classroom and which will not. PowerPoint is a productive tool to use while teaching but is also very effective for the students to use to create presentations. This program does not require the internet to use and provides fun in the classroom however it can be time consuming. Digital video is another great ICT tool for the classroom and can be used to present messages, ideas and information and can be used as a reflection tool. By using digital video in the classroom it can promote higher order thinking, literacy skills and organisational skills. Lastly, bubble.us is an useful tool for students to use as a brainstorming activity for assessment and can also be used in the classroom as a group activity to brainstorm a topic.


Working legally, safely and ethically

As a teacher it is extremely important to use technology and ICT tools legally, safely and ethically not only for the protection of yourself but for the students as well. Policies and procedures such as having permission slips signed by parents to allow photography and video footage of their children is required in most schools and it is important to follow these legal guidelines. School equipment is provided and it is important that the equipment is utilised sensibly, for instance, this equipment should not be used for personal use. In addition to this, personal equipment such as cameras and iPads should not be used in the classroom to avoid students looking at your personal information. Ethically, as a teacher, we should be mindful of how we are using the schools internet as all searches and browse history is stored on a database and can be viewed at any time. Lastly, to ensure technology and ICT tools are used safely it is important to consider safe searches and NETsafe Kids to avoid inappropriate information being viewed. By utilising these tools it may assist in preventing cyber bullying.  

In conclusion, it is clear that there are many uses for ICT tools and technology in the classroom and as time moves on it is becoming more and more important to use this technology to engage students and create fun ways to learn. Over the last six weeks we have used a vast range of ICT tools, some of which I enjoyed and some of which I did not. It has become obvious to me that if these tools are going to be utilised in the classroom it is not only important to know how to use them effectively but we are required to understand how to use them safely ethically and legally while incorporating them into current curriculum. Although E-Learning may sometimes be a challenge I am looking forward to incorporating these skills into my lesson plans in the future. 


References 

Wednesday 14 August 2013

Week 6

For our final reflection we looked at the use of Mobile phones, iPads and iPods in the classroom. 

Mobile Phones in the Classroom

Using mobile phones in the classroom... I have to be honest I am not completely sold on the idea. I can definitely see the benefits but at the same time there are a lot of cons when adding a device such as a mobile phone to the classroom. The main thing that comes to mind for me is Cyber Bullying. Not only this the mobile phone can be very distracting and it is hard to monitor what the students are using it for. 

Having said my opinion, the readings for this week include a list of uses for the mobile phone in the classroom.

These are the tools I think would be useful in the classroom:

  • Learning a new language
  • A calculator
  • A camera
  • A dictionary of word play pal
  • A calender
  • Vote/Poll using a QR code
And these are the tools I do not believe would be effective:
  • Receive SMS from students
  • Send SMS reminders
  • SMS based chat room
  • Phone blogging

iPads in the Classroom

iPads in the classroom! Now that is a better idea. If the school is providing the iPads it is easier to monitor what the students can use and access on their iPad and I can definitely see the benefits in allowing the class to utilise them for higher learning purposes. 

Some interesting ways to use the iPad in the classroom are:

  • Practice Maths using Super 7 HD
  • Soundnote
  • Mindmapping/pinboard
  • Connect to a Live Tutor
  • Bluster (vocabulary building)
  • Sliceit (Mathematical problem solving)
  • VoiceThread
  • Writer's Hat (Word generator)
  • ABC Spelling Magic
  • Globe in your classroom?


iPods in the Classroom

iPods in the classroom are another great idea. As I said above, it is easier to monitor what students are doing on devices such as these and they can be used for a number of things in the classroom, including: 
  • Fantastic Contraption (Maths skills)
  • Voice Memo (Story building)
  • Collect Data with Google Forms
  • Create Custom flashcards
  • Radio Station Apps

QR Codes

The ICT tool we looked at this week was QR Codes. QR Codes can be scanned by your device (with the use of an app) and take you to a link for a website. 

I have created one that takes you straight to my blog. 

Here is an idea of how a teacher has used QR codes in their classroom:














Well that's it from me! Good luck with your Synopsis guys :)


References 

Enhance learning picture, viewed 14 August 2013, http://notanotherhistoryteacher.edublogs.org/tag/cell-phones-in-school/

Simpsons GIF, viewed 14 August 2013, http://www.tumblr.com/tagged/phone%20gif

iPad, viewed 14 August 2013, http://www.edudemic.com/2012/11/the-early-results-of-an-ipad-classroom-are-in/

iPod touch, viewed 14 August 2013, http://www.apple.com/au/ipod-touch/

QR Code in Education, viewed 14 August 2013, http://theohiobloke.edu.glogster.com/qr-codes-in-education/

Got Ethics?, viewed 14 August 2013, http://carrierconsulting.com/code-of-ethics/


Friday 2 August 2013

Week 5

This week we looked at more ICT tools that will be helpful in the classroom - Powerpoint, Glogster and Prezi. All three of these tools provide a creative and different way of presenting information to students to promote fun in the classroom. 


PowerPoint

PowerPoint is a tool that supports embedding of text, linking and interactivity, audio, video and images. It can be used to create stand alone narratiom presentations, 'choose your own path' storybooks and quizzes. 


PowerPoint is a great learning tool and there are a lot of good tutorials a website created by Glenna Shaw, PowerPoint Magic.

Some ideas for using PowerPoint in the classroom are:
  • As vocabulary review
  • Spelling Activities
  • Preparing Handouts



Prezi

As PowerPoint is linear it can be frustrating for Global learners. Prezi is a zoom-in-zoom-out tool that provides a global perspective on your material. 

Some ideas in the classroom include: 
  • A detailed Venn diagram 
  • Involve the students and create the Prezi as you move through the topic
  • A mind map 




Glogster

Unfortunately I have had problems signing up to Glogster this week! So I have not had the opportunity to actually create my own. 

I have found some very creative ways that Glogster can be used in the classroom and I have also done my own PMI. 

There are some great Glogs on this site
 http://edu.glogster.com/glogpedia/






















Other Tools

In the tutorial we explored a few other ICT tools, including ZooburstScribbleMaps and Bubbl.us. I found ScibbleMaps to be very useful. You could use this tool when teaching students about a certain place. Even basic knowledge of the town they live in or the area surrounding their school. 

Bubble.us is a great tool to use for students when they are planning their assignments. You could use this tool in the class and encourage the students to all work together to get them planning. 



References


Prezi Icon, viewed 2 August 2013, http://annemaree74.wordpress.com/


American Bald Eagle, viewed 2 August 2013, http://edu.glogster.com/glogpedia/

Friday 26 July 2013

Week 4

This week we focused on three more ICT tools that we could use in the classroom. 

These tools are:
  • Digital Video
  • Images
  • Podcasting and Digital Audio



Digital Video

The important thing about using a tool such as video is that it is interesting for students, and while sometimes (like the videos I have created) it can be time consuming, if you have visual learners in your classroom this method can be very effective.  Digital video can be created using video cameras as well as using still photographs in a program such as movie maker. I have created a video using Movie Maker to show how using multi-media tools in the classroom can benefit your students. 



This tool can be used in any area of teaching. To show how it can be used in the curriculum I have created a short video on how to teach subtraction. 


Schools use digital video as: 
  • A communication tool for messages ideas and information. 
  • Observation and analysis tools for enhancing students observations
  • Reflection tools to support reflections on their learning (much like this blog) 
Outcomes of video production can include:
  • Higher order thinking 
  • Communication & presentation
  • Literacy
  • Organisational and teamwork
  • Movie making skill development
Using Images for learning

It is important to consider how you will use images while you are teaching.

Some common ways images are used in the classroom are:
  • To illustrate concepts or examples of what you are talking about
  • To inspire discussion
  • To teach diagnosis or treatment
  • To stimulate imagination 
  • To help identify emotions and moods


There are many ways in which images can be manipulated to make them appealing to students. Some examples provided to us are a website called BeFunky and a free program called Artrage. I have used BeFunky to manipulate and image I took of The Grand Canyon to make it look like an old photograph. Before uploading I also resized the image using paint. 



Podcasting & Digital Audio

A podcast is a sound file that is shared with others by subscription. The simplest way to record a podcast is by using a device such as an Mp3 player or voice recorder.

In the classroom podcasts can be used for a range of things. They are commonly used in University where lectures are recorded for distance students. However, they can also be used in language classes, for distributing school assignments and for student project work. 

References




Friday 19 July 2013

Week 3


Week three gave us insight on three new ICT tools that were available for free online to us as learning tools. 

VOKI

To the left is a Voki. You are able to access the site and create a Voki to your liking by changing the hair colour, skin colour, eye colour, clothes and even the background. Once you have create your Voki you are then able to add sound. The website gives you the option to type your text and convert it or you are able to record your own voice.

A positive for using this tool in the classroom is that it will provide an interesting break from always listening to the teacher speak. You could be creative with the Voki and design it to fit the subject you were talking about.  


FODEY


The second tool I have utilised is the newspaper clipping, which is provided on Fodey. You are able to create a Title and add appropriate information to the clipping and then generate as a JPEG and use the clip such as I have in a blog. 

The website also allows you to create animated animals and objects where you can also add in the text you would like. 

I have provided a SWOT analysis of using this tool in the classroom in my Newspaper clipping. 

WORDLE

The last tool we discussed in week three is Wordle. Personally, Wordle is my favourite tool so far. You are able to create a simple wordle by adding in all your words and it will sort them then you can change the colours or you can make an advance Wordle (as I have to the left), where you can pick which words will be the largest words. 





The positives of Wordle are:

  • It is visually appealing 
  • The importand words can be made the biggest. 
The negatives are: 
  • It doesn't provide a lot of information
  • It is harder for students to be involved in creating them
Interesting aspects are:
  • It is a great tool to use around the classroom to assist with learning eg. spelling. 
WEEBLY

As part of our blog this week we were also asked to create a Weebly. I have never used (or heard of one before) so I started with a YouTube clip:


I have added my blog link into my Weebly and had a short look around and you can access it at zaraellaguley.weebly.com

WEEKLY READINGS 

Web 1.0 is static until changed by the webmaster and content such as text, video and images can be added. Web 1.0 are known as 'read-only' web content.

Web 2.0 is a read-write site that individuals can publish, share, network and download on. Content such as text, video, audio and interactive images can be added and a toolbar makes it easy to work in these spaces. 
By utilising these tools as a teacher, you are no longer the sole source of learning and students cannot be assumed to have the same core knowledge. The role of the teach has become that of a facilitator rather than expert and learning can now be individualised for each student. 

Blog, Wiki or Website

A website is static and content cannot be changed by students whereas blogs and wikis are owned by students. 

Using Blogs for Learning

A blog (derived from 'web log') can encourage be used to encourage students to record their learning journey, however, educators must consider ways to scaffold student thinking to reflect the learning they are required to demonstrate by using:
  • Thinking tools
  • Carefully constructed question sequences
Blogs can also be used for assignment construction. 



Plus
Minus
Implication
Enhance learning environment
Other students can post unkind things
Blogging can be informal
Enhance ability to self-reflect
Blogs can be complicated
Incorporates many multi media forms
A new way of submitting assessment
Time consuming
Tasks that are not well conceived become ‘just another task’


Using Wikis for Learning

A wiki is an online space where users and guests can edit, add and remove information using editing tools. 
Some key features of a wiki are:
  • Wikis are open and can be edited by anyone as seen fit if permissions allow.
  • The structure and text content of the site are open to editing and evolution. A wiki is not static, it is a living, ecological entity.
  • Duplication can be discouraged or removed by finding and citing similar or related content.
  • Collaboration - A good collaboration tool, both synchronously and asynchronously.
Plus
Minus
Implication
Students can share ideas
Time consuming
Children can use it inappropriately
A new learning tool
Not as fun as a blog



REFLECTION

This week has been a bit of a challenging week for me, learning all of these new tools, especially wikis and weeblys. I am going to use my spare time this week mastering the art of these two learning tools so I can eventually utilise them in my classroom. 

I think all of the tools discussed this week can benefit in one way or another in the classroom if used efficiently. 



References

Weebly Tutorial, TechMindBlow, viewed 19 July 2013, http://www.youtube.com/watch?v=aBdOgTj7x7o

Our Forest Place, How to Blog, viewed 20 July 2013, http://ourforestplace.ning.com/page/how-to-blog


Wiki police, viewed 20 July 2013, http://23onastick.pbworks.com/w/page/843153/FrontPage

Wednesday 10 July 2013

Week 2

PEDAGOGY


Pedagogy is the art or science of teaching. It is the design of learning and the interaction between learner and teacher.


At the start of this week, I was struggling to grasp the concept of Pedagogy and I found this video from Dr Sonwalker Nish very helpful.  

My understanding of Pedagogy is that it is the process of taking a task and creating an educational way of transferring this knowledge to the learner, whether it be through creating lesson plans or online courses. As teachers we must be able to understand our students and how they learn so that they can understand the content we are teaching and in turn... LEARN SOMETHING! 


DIGITAL PEDAGOGY

It is important for students in the 21st Century to have to opportunity to learn through ICT. By having ICT available:
  • Students use ICT to access, integrate, manage and evaluate information.
  • They use ICT to develop new understandings, and to participate as global citizens through collaboration across local, national and international borders.
  • Digital Pedagogy has been shown to transform learning. It enables students to develop deep knowledge through inquiry, connecting to sources of information, both primary and secondary across the world.
  • ICT supports thinking, organizing ideas, planning solutions, modelling, and visualizing the invisible.
  • ICT allows learners to build solutions and products through highly creative, expressive and reflective processes
(Excerpt from this weeks learning materials)

As teachers it is important that we understand what is expected of us in then realm of ICT and these expectations can be found here in the AITSL graduate standards. We are also encouraged to understand what is expected from students and these expectations are provided here on the Education Queensland website. 

There are 5 elements in which ICT competences are articulated from Prep through to Year 12:
  • Inquiring with ICT
  • Creating with ICT
  • Communicating with ICT
  • Ethics, Issues and ICT
  • Operating ICT.

TPACK FRAMEWORK




TPACK is the incorporation of technology, pedagogy and content knowledge. Teachers must be able to incorporate these three elements into their teaching to ensure that students learn effectively as learning can be compromised by little pedagogy knowledge and little technology knowledge.   




TPACK consists of 
7 different knowledge areas:
  • Technology Knowledge (TK)
  • Content Knowledge (CK)
  • Pedagogy Knowledge (PK)
  • Pedagogy Content Knowledge(PCK)
  • Technology Content Knowledge (TCK)
  • Technology Pedagogy Knowledge (TPK)
  • Technology Pedagogy Content Knowledge (TPCK)







I thought the picture to the right was a humorous spin off on what we are learning this week so I had to add it in. I think the important message with this picture is that, as teachers, we do have to create balance in technology, Pedagogy and content knowledge. 








BLOOMS TAXONOMY OF LEARNING DOMAINS 

Blooms taxonomy of learning domains was created to promote higher forms of thinking in education. It consists of three domains of educational activities:

  • Cognitive: mental skills (Knowledge)
  • Affective: growth in feelings or emotional areas (attitudes or self) 
  • Psychomotor: manual or physical skills (Skills) 

This is often referred to as 'the goals of the learning process' and it is expected that learners should have acquired these skills after a new learning experience. 

COGNITIVE 
The cognitive domain involves knowledge and the development of intellectual skills. For example: 
- Recall of specific facts 
- Procedural Patterns
- Concepts that serve in the development of intellectual abilities and    skills. 

The cognitive domain (after being revised) has 6 major categories: Remembering, understanding, applying, analyzing, evaluating and creating. Examples of all of these categories can be found here.

AFFECTIVE 

The Affective domain looks at the way in which we deal with things emotionally. For example:

- Feelings
- Values
- Appreciation
- Motivations 

The five major categories are: Receiving Phenomena, responding to Phenomena, valuing, organisation and internalizing values.  Once again, further explainations of these categories are available here.

PSYCHOMOTOR 


The Psychomotor domain looks at physical movement, coordination and the use of motor skills. Development is measured in terms of speed, precision, distance or procedure and requires practice.

There are seven major categories as explored by Simpson (1972): Preception, set, guided response, mechanism (basic proficency), complex overt response, adaption and origination. These categories were also revised by Dave (1975) and Harrow (1972) and can be found here.


So why do we use Bloom's theory?

Because it has been demonstrated in research findings that simple learning such as knowledge and understanding is not necessarily better when ICT is used to support learning.  But we also need to understand that sound teaching does not always work in a linear approach such as Bloom has set out. It is a process of 

1. introducing student-held knowledge, 
2. analysing this knowledge, 
3. deriving and strengthening knowledge and theory from this analysis,
4. moving towards evaluation of the knowledge 
5. creating as the culmination of learning.

WIKI ACTIVITY

Lastly, I would like to reflect on my participation in the wiki activity. Generally I am pretty confident with most things 'technology'. This class has definitely opened me up to some very new and unusual ways of using the internet as a teaching platform. 

The wiki activity for week two provided me with a very broad range of opinions on the use of mobile phones as a learning tool. However, I am still not convinced. There are a lot of downfalls for providing the students with personal tools when in the classroom. Having said that, I believe that with the right class and the right approach it COULD work. 


REFERENCES 


Youtube, Sonwalker Nish, viewed 10 July 2013 http://www.youtube.com/watch?v=jkoRR670fj8

Digital Lit Project, TPACK for teachers, Viewed 11 July 2013, http://digitallitproject.wikispaces.com/TPACK+for+educators

ICT by Teachers, Pedagogy Framework, viewed 11 July 2013, http://ictbyteachers.weebly.com/frameworks.html

Meme Generator, viewed 10 July 2013 http://memegenerator.co/instance/34389481

Brain GIF, viewed 11 July 2013, http://vicforprez.tumblr.com/post/14967685527

My Emotions GIF, viewed 11 July 2013, http://www.tumblr.com/tagged/my%20emotions%20gif

Baby with football GIF, viewed 11 July 2013, http://now.msn.com/funny-kid-fails-a-gallery-of-hilarious-gifs