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
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