I made a magazine cover with bighugelabs.com

Reflective Synopsis

This Reflective synopsis will highlight the importance of ICT’s in 21^st century classroom and explore the theories that encircle e-learning and how they can facilitate and promote learning within the modern classroom. It will also It will include the legal, ethical and safety considerations for teachers in the current digital age.

In the modern classroom ICT’s are one of the most important affordances and can be used to transform, facilitate, support and enhance learning. Multimodal learning is more effective than traditional unimodal learning, which uses a single mode or strategy (Eschoolnews, 2015). Recent studies have show that combining audio and images with text enhances learning significantly by engaging our sensory and working memory (Eschoolnews, 2015). It is important that teachers and students have the knowledge, skills and confidence to make ICT’s work at school, and within the community (Melbourne Declaration, 2008). Teachers must utilise ICT’s to the best of their ability within the classroom and create multimodal lessons and activities. ICT capabilities are deeply embedded into all areas of the Australian curriculum including maths, English, science, history, geography, technologies and the arts (ACARA, 2015). To create meaningful multimodal activities and teach the fluent use of ICT’s it is paramount teachers are aware of current learning theories and models, which promote and support the use of ICT’s within the classroom.

Teachers must first be aware of how ICT’s can be used at the substitution, augmentation, modification and redefinition levels of the SAMR model. “The SAMR model, developed by Dr Ruben Puentedura, aims to support teachers to design, develop and integrate learning technologies to support high levels of learning achievement” (Queensland Government, 2015). For example at the substitution level students' published work can be printed rather than handwritten. At the augmentation level students can improve their writing through word processing tools. Schoolwork can be done outside of class time at the modification level and students can share and collaborate information online at the redefinition level.

There are various technologies that support current learning theories and promote higher order thinking. One of these is a Wiki. If classroom activities are scaffolded correctly with appropriate digital pedagogy, Wiki’s can encourage higher order thinking, which is linked closely to the top of the Blooms Taxonomy. An example of a well-scaffolded activity, which aligns with the each level of the SAMR model can be seen on the De Bono’s hats Wiki. These activities can also enable connectivism and cognitive constructivism. The connectivism framework can be described as a learning community where knowledge is passed and distributed across an information network and can be stored in a multiplicity of digital formats (Kop & Hill, 2008). Referring to the connectivism learning theory Snowman (2004) states, “a community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together” (Kop & Hill, 2008).

Cognitive constructivism also supports e-learning. When users engage with ICT’s such as Wikis and Blogs and Google Docx, they add their existing knowledge and develop new knowledge as other group members add their inputs. This creates a collaborative environment in which active assimilation and learning can occur. According to Snowman & Biehler (2000), meaningful learning occurs when students can “filter new ideas through existing knowledge structures” (College Cengage, 2015).

Audio, images and videos are important technologies, which are beneficial for learning and engage the students in higher order thinking and cognitive constructivism, providing the teacher scaffolds the activities in an appropriate manner in conjunction with the SAMR model. For example students can be given a task to research a topic, write a report then create a video of their findings whilst utilising, podcasts, recording and images. This task engages higher order thinking and also engages students in a process called transduction. According to Kress (2003), “transduction is a process in which something which has been configured or shaped in one or more modes is reconfigured and reshaped according to the affordances of a quite different mode” (ACU, 2015).

Presenting tools such as PowerPoint, Prezi and Glogster are invaluable within the classroom. All three technologies can promote higher order thinking and enable cognitive constructivism and transduction. For example, a student could research capital cities around the world then create a Glogster using the capital cities template and share to the class. Students could collaboratively brainstorm about topic and then create a Prezi using all the ideas. Students could create a PowerPoint slideshow using pictures and audio, similar to a book they have read in class. These activities also align with the SAMR model.

As teachers, it is essential we empower students with the skills, knowledge and confidence to participate in a knowledge based economy and technologically sophisticated society (ACARA, 2015). Doing this also means that we must inform our students of how to behave correctly online and adhere to online etiquette (ACARA, 2015). This includes modelling to students essential skills and etiquette, such as acknowledging work, safe online practices and appropriate online behavior. It is essential teachers model how to behave correctly online so that students can reap the full benefits of these technologies (Gedera, 2014). If teachers can incorporate ICT’s accordingly into everyday routine with the help of models such as the SAMR model, they will be able to transform and enhance learning within the classroom.

References

Acu.edu.au,. (2015). ACU (Australian Catholic University) - national, public and not-for-profit. - ACU (Australian Catholic University - ACU (Australian Catholic University). Retrieved from http://www.acu.edu.au

Australiancurriculum.edu.au,. (2015). Home - The Australian Curriculum v7.5. Retrieved from http://www.australiancurriculum.edu.au

College.cengage.com,. (2015). Redirection to Equivalent @ Cengage. Retrieved from http://college.cengage.com/education

Classroomconnections.eq.edu.au,. (2015). The SAMR model: engage in deep learning and authentic contexts. Retrieved from https://classroomconnections.eq.edu.au/topics/pages/2013/issue-7/samr-learning-technologies.aspx

Eschoolnews.com,. (2015). Analysis: How multimedia can improve learning | eSchool News | eSchool News. Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/

Gedera, D. P. (2014). Students' experiences of learning in a virtual classroom. International Journal Of Education & Development Using Information & Communication Technology, 10(4), 93-101.

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distributed Learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1103

Week 6 Reflection - Animations and Simulations

 

Introduction

This week I explored a range of animations and simulations, and focused on the analysis and reflection of Google Docs and Google Earth. I chose these technologies because I was already familiar with them and I wanted to explore them further and find out how I could use them to their full potential within the classroom. Both of these web-based resources have already been invaluable to me during my university degree. For example, just last week I read a book to year four called “The Afghanistan Pup”, after the book I asked the students if they knew where Afghanistan was in relation to Australia. I then realised there was no world map in the classroom, so I quickly pulled up Google earth on the smart board and showed the students where Afghanistan was. This lead to a class discussion on the climate and geography of Afghanistan. I have used Google Docx extensively during group assignments to create documents collaboratively, with group members from all over Queensland.

Google Docs

Technical aspects

Google Docs is an online word processor that lets you create and format text documents and collaborate with other people in real time. Files can be accessed from any computer, tablet or phone with an Internet connection and a full-featured Web browser. Google Docx continuously saves what is added by group members without having to manually do so. Using Google Docx in conjunction with teaching and learning activities supports connectivism learning theories. The connectivism framework can be described as a learning community where knowledge is passed and distributed across an information network and can be stored in a multiplicity of digital formats (Kop & Hill, 2008). The collaboration of group members in real time on Google docs allows for connectivism. Cognitive constructivism also supported this activity. When creating and adding to a Google Docs, users add their existing knowledge and develop new knowledge as other group members add their inputs. Google Docs can create a collaborative environment in which active assimilation and learning could occur. According to Snowman & Biehler (2000), meaningful learning occurs when students can “filter new ideas through existing knowledge structures” (College Cengage, 2015).

Classroom Application

·      Students Complete group activity and can work on it at home

·      Teachers collaborate with other work colleges to create a document, for example a unit plan

·      Translate a document into a different language

·      Students work with an expert on a particular topic and ask questions

Google Docx in Relation to SAMR model

Substitution	Augmentation	Modification	Redefinition
·      Students complete a group task using Google Docx.	·      Students Build on their ICT literacy and social skills whilst working on a Goggle Docx.	·      Students are assessed and feedback is given from teacher on Google Docx	·      Students work with an expert on a particular topic and ask questions.

Google Earth

Technical Aspects

Google Earth is a web-based resource that accesses satellite and aerial imagery, ocean bathymetry, and other geographic data over the internet to represent the Earth as a three-dimensional globe in which the user can zoom in and out to anywhere from Noosa main beach to the deepest canyon in the sea and as far the stars which surround our planet. Google Earth can be accessed by downloading the software onto computers, tablets and phones with an Internet connection. Users can see images from different parts of the earth with the ability to overlay streets/roads with latitude and longitude. Google Earth is user friendly and has a variety of features, which make it appropriate for a teaching and learning tool in the classroom. For example distance and velocity could be explored in a math lesson using the latitude and longitude feature. Students could explore how glaciers have receded and changed the landscape overtime in a geography unit. Incorporating Google earth into traditional unimodal lessons such as math lessons can create engaging multimodal lessons, which engage higher order thinking and also run parallel with the higher end of Blooms taxonomy.

Classroom Application

·      Students can find landmarks, countries, cites and towns

·      Teachers can use Google Earth as a presentation tool to introduce a topic or show particular countries and landmarks

·      Students can conduct an inquiry based research unit using Google Earth

·      Google earth can be used in a wide range of subject areas such as history, geography, math and science

·      Can be used to look at stars and planets

Google Earth in Relation to SAMR model

Substitution	Augmentation	Modification	Redefinition
·      Students use Google Earth to find landmarks like their own street	·      Students conduct an inquiry based research unit using Google Earth	·      Students Find the angle of elevation for hiking trails or ski runs using the trigonometric functions on Google Earth	·      Students view 3D rover models and follow their tracks to see high-resolution 360-degree panoramas on Mars

Conclusion

Google Docx and Google Earth are invaluable teaching and learning tools, although they don’t constitute learning on their own. Teachers must be careful to incorporate these tools appropriately within classroom activities to enhance them and promote higher order thinking. By appropriately scaffolding activities teachers can redefine traditional unimodal lesson to create multimodal lessons. It is vital students are taught the correct netiquette before engaging in such activities (ACARA, 2015). Modelling the correct online etiquette and carefully monitoring students will help to ensure students gain the most out of each lesson and are not affected by inappropriate online conduct. 

Engagement with Activities

Google Docx – https://www.google.com/docs/about/

Google Earth - https://www.google.com/earth/ 

References

Australiancurriculum.edu.au,. (2015). Home - The Australian Curriculum v7.5. Retrieved from http://www.australiancurriculum.edu.au

College.cengage.com,. (2015). Redirection to Equivalent @ Cengage. Retrieved from http://college.cengage.com/education

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review Of Research In Open And Distributed Learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/523/1103

Week 5 Refection – PowerPoint, Prezi and Glogster

Introduction

This week I explored and analysed PowerPoint, Prezi and Glogster, which can can be used to present learning or information. Each tool is capable of interactivity and multimodal sources allowing the user to embed text audio images and movies. I have had a lot of experience using PowerPoint throughout my university degree but have never used a Prezi or Glogster so I was keen to explore these technologies.

PowerPoint

Overview and technical Aspects

PowerPoint is a slide show presentation software program, which can be installed onto most computers and similar devices. The slides can hold text, images, audio, movies, and other objects, which can be arranged to the users discretion. The presentations can be printed, displayed on a computer or presented through a smart board. Power point is user friendly and an Internet connection is not needed to create a PowerPoint. When it comes to creativity, options are endless and I only discovered this during and after this weeks lecture on PowerPoint.

Classroom Application

·      Teachers can use a PowerPoint to present a topic or unit of work

·      A PowerPoint can be used on a smart board to take the roll in the morning

·      Students can create a PowerPoint in conjunction with a presentation or speech

·      Students can create a slideshow on PowerPoint on a particular topic

·      Students can be assessed using PowerPoint to demonstrate their knowledge on a topic.

PowerPoint in Relation to SAMR model

Substitution	Augmentation	Modification	Redefinition
·      Slideshow with pictures of learners’ interests and hobbies.	·      Students create a PowerPoint and upload it to the Learning Place	·      Parents access a PowerPoint, which students have created on the Learning Place.	·      Students create a PowerPoint Slideshow and save as a movie file then upload to YouTube for others to see and comment on.

Prezi

Overview and technical Aspects

Prezi is a free online presentation tool, which can be accessed via computer or other devices and allows the user to present ideas on a virtual interactive canvas. There is a plethora of templates for users to choose from or you can create your own and add text, images, audio and movies. Prezi can be overwhelming at first and difficult to navigate. Prezi also relies on a solid Internet connection to work effectively. Once created though, a Prezi can be very visually engaging with the help of its zoom in and zoom out features and the option of 2.5D or 3D space.

Classroom Application

·      Teachers and students can create a biography to introduce themselves to the classroom

·      Teachers can present a topic of unit of work to students

·      Students can create a Prezi detailing what they have learnt during a topic such as a Prezi on countries around the world using the world map template.

·      Collaborative tasks

Prezi in Relation to SAMR model

Substitution	Augmentation	Modification	Redefinition
·      Students create a Prezi about a recent holiday or school excursion.	·      Students complete assessment by creating a Prezi on a particular topic.	·      Students share Prezi to the class on a smart board.	·      Students access a Prezi from a sister school

Glogster

Overview and technical Aspects

Glogster is an online platform, which cab be accessed via computers and other similar devices and is used for creating interactive multimedia posters to present information and ideas. Glogster is not free to use but offers users a free seven day trail. Glogster can be used by the teacher or students and offers a variety of templates such as science experiments or capita cites and can be modified to suit the user. Glogster is mainly intended to be used by teachers and students within the classroom and therefore heavily geared towards educational purposes in its design and layout. Once familiar with Glogster it is easy to navigate and add text, graphics, audio and movies.

Classroom Application

·      Teacher can present a topic or unit of work

·      Teachers and students can create a biography to introduce themselves to the classroom

·      Collaborative tasks

·      Students can create a Glogster detailing what they have learnt during a topic such as a Prezi detailing a science experiment they conducted

·      Assessment tasks

·      Presentation on class excursion

·      Presentation and speech to the class on a unit of work using a smart board

Glogster in Relation to SAMR model

Substitution	Augmentation	Modification	Redefinition
·      Students view a Gloster to gain information needed for an activity.	·      Students improve their ICT skills whilst creating a Glogster.	·      Combine audio, Images and text and movies to create a Glogster.	·      Teacher can access and mark students work online.

Conclusion

After analysing each technology it is clear that PowerPoint, Prezi and Glogster can all be used constructively within the classroom to compliment and redefine traditional teaching and learning activities. However, when comparing the three as teaching and learning tools it is clear that PowerPoint is the most user friendly and beneficial for students learning and engagement. Unlike Prezi and Glogster, PowerPoint is free to use and no Internet connection is required. Not only can users add links, images and text to a PowerPoint, they can also create slideshows and upload them to the Internet to share. Prezi and Glogster are very visually engaging and great for student and teacher presentations. All three technologies can promote higher order thinking and enable cognitive constructivism if used correctly in appropriately scaffolded activities. For example, a student could research capital cities around the world then create a Glogster using the capital cities template and share to the class. Students could collaboratively brainstorm about topic and then create a Prezi using all the ideas. Students could create a PowerPoint slideshow using pictures and audio, similar to a book they have read in class.

As teachers, it is highly important our students and ourselves are capable of using these presentation tools and that we utilise them to the best of out ability within the classroom and create activities revolving around them. Doing this also means that we must inform our students of how to behave correctly online and adhere to online etiquette (ACARA, 2015). It is essential we model how to behave correctly online so that users and ourselves can reap the benefits of these technologies (Gedera, 2014).

Engagement with Activities

PowerPoint-

Prezi- https://prezi.com/zachdkcwjxnz/fishing-in-north-carolina/

Glogster - http://jesse182.edu.glogster.com/managing-e-learning/

References

Australiancurriculum.edu.au,. (2015). Home - The Australian Curriculum v7.5. Retrieved from http://www.australiancurriculum.edu.au

Gedera, D. P. (2014). Students' experiences of learning in a virtual classroom. International Journal Of Education & Development Using Information & Communication Technology, 10(4), 93-101.