Today many children and teenagers have mobile devices such as iPods, iPads, iPhones, or other generic versions of these. These devices are designed for the user to participate in some form of interaction, communication or pleasure at anytime or anywhere around the world. As technology evolves we can see the emergence of these ‘daily’ tools throughout schools and classrooms. However, just because children interact with these digital implements at home, are they necessary in order to facilitate learning? Are the demands of the contemporary learner unreasonable? Or would this implementation of technology support a continuum of learning from the classroom to the home? Take for example an iPad, these are readily becoming available to students in classrooms as devices that support ‘thinking, wondering, discussing, and collaboration’. Functions such as a notepad, calculator, calendar, camera, clock and available storage space can be useful to primary students in creating and recording data. Applications of all genres are available for download and storage on these devices and are very popular. Some of these are educational, engaging and fun to use. However, I personally agree with Langwitches’s statement that as teachers we should ‘use iPads beyond apps’ and the use of these devices must relate directly to the curriculum. Furthermore the focus of using this technology should be on how they utilise it in order to gain further comprehension of content, and merely not just for practicing isolated skills such as spelling, memorisation and participating in quizzes. Langwitches recommends the use of these tools so that students can participate in:
Practicing skills as a modern learner
Critical thinking
Personal learning
Transofmative learning
Workflow fluency
Anytime/anywhere/anyhow
Creating
(2013)
Examples of Educational Apps:
English
·Adode Reader
·Dictionary.com
·Little Story maker
·A+Spelling Test
Maths
·Motion Maths
·Calculator Pro
·Fractions Basic
·Skill Builder Numeracy
Geography
·I Learn: continents and oceans
·Google Earth
·ArcGIS
I thought this movie reiterated what I was talking about to some degree!
References
Landwitches. (2013, February, 3). How Does iPad Workflow Fluency Look Like in Kindergarden? [Web log post]. Retrieved April 1, 2013, from http://langwitches.org/blog/?s=i+devices
Wow, this week has been an excellent and personally rewarding learning experience. I have now seen the other wonderful and interactive side of PowerPoint, been impressed with Prezi and tackled Glogster. Most importantly, from gaining further knowledge and expertise into these digital tools, I have been able to identify the advantages in implementing these into a primary school classroom. These tools can provide all contemporary learners with an individual access to the learning of content through preferred and individualistic learning styles. It is important to note that although these implements are a fantastic resource in which teachers use in order to engage and to communicate content through, the benefits in which students reap through the utilisation of these programs is imperative to expressing their ability to comprehend.
PowerPoint
Throughout my high school experience PowerPoint was a program in which was employed in accompanying many oral presentations. Even in my ICT/business class PowerPoint was always associated with having a ‘support’ role in conveying content, message or theme. Therefore it is important that this representation is not taken literally and the tool is explored by both teachers and students. PowerPoint is a whole lot more then it seems it facilitates the use of ‘text, linking and interactivity, audio, video and images’ (Fasso, W. 2013). By combining some or all of these resources a powerful multimedia implement can be created. This therefore enables the students and the teacher to communicate and interpret knowledge and content in a form in which each party understands. This is critical as teachers face a technological literate generation of young learners and, challenges in ways of engaging them.
Teachers can benefit by using PowerPoint as it;
Engages students – essential for the learning process to begin
It is linear and is consequently ideal for sequential leaners
Provides the opportunity to cater for individual’s specific learning styles, this therefore increases comprehension of content
Use of multimedia reiterates, strengthens or provides a different view point on spoken content. This provides the student with the ability to practice high order thinking skills as they decipher meaning
Interactive activities can be completed individually or collaboratively in a up to date approach
PowerPoint is beneficial to students because;
It is simplistic in design – easy to use
Students use it to support their own work through use of multimedia
They gain the attributes of inventive, creative and thoughtful
This learning is personalised to each individual and allows for deeper understanding
To see examples of interactive powerpoints follow this link to my Wiki.
Prezi
This tool is cool! It is defiantly the answer to a tired and hard to see PowerPoint slide. It is the definition of interactive and allows the audience to gain a ‘global perspective’ (Fasso, W. 2013) on the content in which is being taught. It allows the creator to firstly present the bigger picture and then allows them to zoom in as much as they like in order to interpret finer particulars. It would be useful as an aid to teach all year levels of primary students. However, only higher levels of primary schools students should use this tool as it requires an understanding and application of technology skills in order to create an effect presentation. Students that have the ability to create a presentation with Prezi have the opportunity to sophistically explain and support themselves in a multilayered format. The main ideas, content and knowledge can be basically displayed so that minimal confusion occurs. Than for further understanding and comprehension Prezi allows the creator to zoom in on key and specific points, images and pictures. Once the student is done with this specific detail they are able to zoom out so that the main idea becomes the main focus once again. Click here to create your own Prezi.
This is a very simple Prezi in which I have created about the Solar System. Whilst in the Prezi presentation, click on the small picture of the planets next to their names for a closer view.
Glogster
This Website would be very applicable to primary students as it was very simple and easy to use. Students are able to display information and knowledge in a fun, bright and interactive form. The contemporary learner is able to access their learning/information space wherever they are and allows them to receive feedback from friends and experts (teachers). This therefore creates a space where learning can occur due to a scaffolding of activities from the teacher in order to keep the student in line with particular learning outcomes but, allows the student to personalise their own learning experience. By doing this they are able to apply and relate to real life situations in which aids in their comprehension of the taught content and allows other students to benefit from other individuals prior knowledge. Below is an example of a Glogster in which I have created and it is about healthy eating choices.
If the Gloster example is not prompt in uploading, please right click on it and choose the option of Encoding than Wester European (windows).
Google Maps / Education
This fantastic website/search engine allows students and teachers to readily access visual information from all parts of the world. Students are able to explore beyond their wildest imaginations looking at Earth, the Moon, Mars and even into the depths of the ocean! Google maps offer students (and teachers) the ability to explore without even leaving your chair. It provides a fun and engaging opportunity to create and maintain understandings of geography concepts ‘map reading, location and distance measurement’ (Google, 2013). Students are able to implement this tool into learning in order to support an understanding of content by creating and completing various tasks. Some of these can include the students;
Collaborating in order to create maps
Identifying where they are going before leaving on a school trip
Detecting places that you are both familiar and unfamiliar with in your local community
Google Earth on the other hand permits the students to interact and explore the world! It can be incorporated by the teacher when teaching content in subjects such as history, science, space science, math and geography. It is important to note that these animated websites offer massive advantages over print based text as it allows students to have a greater understanding of these places in which it is simply impossible to visit. Additionally, it suits the contemporary learner as they are able to access this information wherever they are. These simulations or real life visual aids require students to participate in ‘complex interactions and abstract concepts’ which will in turn create higher order thinking skills (Fasso, W 2013). I have created a quick Google My Map in which pin points a few places in which I have been and my route to university.
Throughout education and learning, change is occurring in the way in which people ‘communicate and express themselves’ (A Global Imperative. 2005, p. 7). We can view this change as a resultant of technology and it’s highly influential impact on society. Today, we see and reap the positive effects of this revolution in our daily lives through a ‘multimodal’ lens. Consequently, the ability to be ‘literate’ is changing, and about time! Throughout our studies as pre-service teachers, the different learning theories or ways in which an individual learns have been identified. This interesting and highly relevant topic pinpoints what we do subconsciously, yet it plays such a large role in the ability for one to learn. I guess what I am trying to get at is that these technological advances are making literacy understandable, relevant and helpful to all individuals of all learning styles. Many digital tools allow the reader or learner to engage and make meaning of texts through deconstructing and participating in images, videos and sound (podcasts). In turn this therefore, enhances the learning of students. When I say students – this statement refers to anyone who engages in the learning or use of these digital tools!
Images, Resizing and Downloading
Wheat Crop Image: Resized, unkown to the naked eye
As previously stated the use of images or digital photos enhances students learning by engaging them. Photos can be used as sources in which ‘repeat the information’ that is depicted in the print in order for the student to confirm the meaning of the text. For example, a table or graph showing numbers of populations in all countries worldwide. Digital photos can add to the text or teaching lesson by giving further information about the topic or by showing an example of what the teacher is instructing or by showing a sequence of steps, i.e. the life cycle of a butterfly. Additionally, photos can enhance learning and teaching by showing another perspective or different information to that of the text. This can be seen which a picture shows student the relative sizes of the planets in the solar system, when the text or teacher could be just explaining how many planets there are and their name (Winch, Johnston, March, Ljungdahl & Holliday, 2010, p.37). If implemented into a Primary setting, it enables the students to make critical connections between the text/print/what the teacher is saying and the visual images. These connections force the learner to engage in imaginative process, critical thinking and higher order thinking. Most importantly, teaching students about images develops visual literacy.
Some ways digital images can be used in a primary setting:
Getting students to draw an illustration based on what they have just learnt and taking a photo of it, or creating one using a program such as ‘Paint’
Younger children’s texts focus mainly on images, i.e. picture books
Taking photographs for insects for a science project
Using images to show how to build a structure for art
Utilizing them in order to show different aspects of culture, countries, historical people and places
Basically another way of explaining or reinforcing the teaching subject matter
The Ease and my Exploration of the Tool
The free resizing software; MobaPhoto was downloaded and trialed. I personally thought that it was simple and very easy to use. I would absolutely recommend this program to others as its simplicity is an added bonus to not waiting for hours on end, for images to be uploaded and downloaded for student use. Take a look at the resized photos below:
Verbal learners – if you wish to listen to what I have to say on Podcasts please click on the Voki.
Learners can benefit greatly from utilizing the digital tool of podcasting. Its user friendly attributes and easy access to a large repertoire of educational resources, deems it acceptable for implementation in all year levels of Primary school students. It enables the student to listen to a podcast (recording of instructions or information) anywhere at any time (Mayer. 2012). It is easily accessible as students are able to download them onto their own portable device such as an ipod, phone or computer. Podcasts can be downloaded from a range of websites including; iTunes, ABC, BBC, SBS and Discovery School. These podcasts relate to education, media, professional and other special interest areas in which creates a large range of options and themes for the students to choose from. They can also be created by the student as an audio file or recording. This verbal or audio spin on education and learning encourages and produces great learning outcomes by students as they are interesting, practical and suit the learning needs of verbal learners. By producing a digital recording or podcast, it requires students to think outside the box. Additionally, they utilise complex thinking skills as they transform facts and prior and gained knowledge into a different form of media.
The following activities can be carried out using recording audio and Podcasting to reiterate with what the primary students have currently been learning;
Provide additional information from a well know source or professional
Once students have read a book, get them to record a book review in which other students can listen to before choosing a book to read in the future
Record commentary of a class trip away
Record students responses and discussions on a topic
Get the students to conduct interviews as if they are radio presenters regarding a recently learned topic (Vincent, 2008, p. 13)
Communicate with parents
Part of student assessment
The ease and my exploration of the tool:
I found podcasts simple and easy to download and listen to. This is fantastic as I know that this doesn’t require expert skills in order for my students to use this tool in the future. I also really enjoyed creating a Voki. Here is an example of Voki, using your own voice (audio). I believe that student would have a great time building one of these (as I had a great time!).
According to Schwartz & Hartman (2006), ‘video is a powerful technology for learning, when used effectively ’in the classroom. It facilitates the learning experience for everyone as it incorporates multiple learning styles such as visual, verbal, musical, logical, and linguistic. In other words, it allows the learner to be supported by visual and verbal aids in which build meaning but also allow for different levels of interpretation. This therefore makes the student participate in complex reasoning processes as they construct their own understanding by linking prior knowledge to this digital source. Also video is excellent in captivating the audience which is the first step in teaching students. If students are not interested or engaged, than the learning process cannot begin. Consequently a video can strike interest, provide enjoyment and ‘contextualize’ the information or knowledge in which is being taught (Schwartz & Hartman, 2006, p. 10).
Examples of how digital videos can be used in the classroom:
Teachers can produced instructions over video
Students can film or create their own videos relating to the current topic they are studying
Filming on school trips
Filming assessment items such as speeches, interviews or plays
Vidoes can provide an introduction to a lesson
Expain a topic in a different way
The ease and my exploration of the tool:
I used Windows Movie Maker in order to create a small and very basic slide show of pictures of wheat growing and getting harvested. This program was very easy to use and would suit primary school students. I would like to play with this program and digital video’s a little more when I have time.
References
A Global Imperative: The Report of the 21st Century Literacy Summit. (2005). Retrieved form CQUniversity e-courses, EDED20491 ICT’s for Learning Design, http://moodle.cqu.edu.au/mod/page/view.php?id=115241
Schwartz, D, Hartman, K (2006). It is Not Television Anymore: Designing Digital Video for Learning and Assessment. School of Education, Stanford University. Retrieved form CQUniversity e-courses, EDED20491 ICT’s for Learning Design, http://moodle.cqu.edu.au/mod/page/view.php?id=115360
Vincent, T. (2008). Podcasting for Teachers and Students, (p. 1 – 34) [PDF]. Retrieved from http://podcasting-in-education.wikispaces.com/
Wow that was interesting! This week as ICT’s for Learning Design students, we had to create a Wiki as one of our learning engagement activities. I will be honest; I think I created mine accidently whilst trying to participate in a group Wiki activity! Anyway I guess I am just glad to have one set up. Here is a link to my Wiki space. A Wiki is defined by Winch et al. (2010) as ‘collaborative and equitable online databases that can be edited quickly and easily by anyone’.
My thoughts previous to setting up a Wiki were a little negative and I questioned the worth of a Wiki in comparison to a Blog. However, through a range of learning materials and understanding more of their features, I quickly learnt that Wiki offered more than what I realised. Throughout the examination of a PMI chart based on Wikis I was able to draw a true and unbiased view on them as potential tools to enhance learning.
Pluses (Positives)
Minuses (Negatives)
Implications (Potential outcomes whether positive or negative)
Engaging and interactive
Cannot accommodate multiple authors at one time
They are funand engaging – more beneficial for learning
Collaboration with others is essential
Users can edit or remove other students content, due to every participant having direct access to the tool
Uses multiple forms of technology; multimedia, video, sophisticated virtual places and creates, images and links to web pages
Provides a database of a range of ideas and knowledge about a specific topic
Provides an opportunity for cyber bullying if the facilitator is not active in refereeing the space
Unlike a blog, one Wiki space can be created for multiple students to share.
Quick and fast to access
You are not the only author posting research findings or information
Addresses and embraces all learning styles
Global social practice
Allows the teacher to enable students to ‘open up’ to others
Teacher is able to (and must)structure the learning experience by the use of scaffolding questions
Students are provided with timely feedback, which assists and guides them through their learning journey
The teacher is able to observe what students are contributing and posting
Enables trust to be built and maintained among students as they display their knowledge
As you can see by the PMI chart a Wiki offers many positive features and implications that can only develop the learning potential of its users (students). All of these positive features enable each and every learner to develop new thinking, learning and problem solving skill with support their ongoing development (Education Queensland, 2008). Similarly to a Blog, an effective Wiki must be controlled by the teacher, as the students will be working within this online space. This includes the application of purposefully scaffolded questions and topic headings to guide the student’s learning. Personally, by contributing to a Wiki in weeks one and two, I was able to be a ‘student’ and see both sides of the learning environment. My experiences were positive (although hesitant at first) as I believe that it improved my understanding of the technical aspect of contributing to a Wiki. It also enabled me to reflect on and share my own knowledge and experiences with others, and I enjoyed reading their research findings, knowledge and opinions on the topic at hand.
However, as the developer of this interactive space for students, teachers must be aware of the legal, safe and ethical requirements in working in a wiki. According to Education Queensland, they must do this by only using ‘safe, secure ICT practices, having an awareness of copyright and digital rights (2008). Teachers must carryout and develop legal and safe practices with their students by informing them and taking no tolerance to deviation of these safe requirements.
• demonstrate an ongoing commitment to professional knowledge, professional
practice, professional relationships and professional values.
• have an understanding of the transformative role of ICT for 21st Century
curriculum design/interpretation, pedagogy and student learning
• make conscious decisions about student learning based on an understanding
of digital learners
• are lifelong learners who are willing to take risks, fail and explore areas outside
his or her expertise
• employ a variety of methodologies, current learning theories and practices
• constantly collaborate with colleagues and practicing professionals in order
to consolidate understanding and to share and reflect on their learning,
wonderings and discoveries (Queensland Education. [2008]).
References:
Queensland Education. (2008). Smart Classrooms Bytes, Advice for Schools on the latest ICT Research for Education. [Fact Sheet]. Retrieved from http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf
Winch, G., Johnston, R., March, p., Ljungdahl, L., Holliday, M. (2010). Literacy (4 ed.). Oxford, South Melbourne, VIC: Oxford University Press
The ‘global’ and ‘far reaching’ attributes of the internet now allow students to participate in an exciting and engaging learning environment. Whinch, Johnston, March, Ljungdahl and Holliday (2010) state that the integration of internet into the curriculum is an important step in which teachers should take in order for students to develop skills in areas such as literacy. Blogs are ‘web pages’ in which contain ‘diary-like entries’ and are displayed in reverse sequential order. I personally believe that Blogs offer great potential in getting students to engage, collaborate and participate in a deep learning experience.
So let’s have a comprehensive look at the positives, negatives and implications of integrating the use of a blog in teaching primary school students. The following strategy of a PMI (Pluses, Minuses and Implications) will be implemented so that a warranted resolution can be drawn.
Plus (Positives)
Minus (Negatives)
Implications (Potential outcomes whether positive or negative)
An up to date learning tool
You must have internet access (for any at home activities and regional schools?)
Uses many forms of multimedia, video, images and web pages
You are the author
You must be computer literate
Informal and non-traditional way of learning
You decide on a topic that interests you as a learner
Comments on blogs can be negative or inappropriate
Allows feedback from other students and the teacher
Global social practice
Chance of ‘bullying’ or internet misconduct
Heightens and encourages collaboration of students
Engaging activity
Time consuming
Greater chance that students will learn more efficiently due to the consideration and application of all learning styles. E.g. More visual, linguistic or interpersonal attributes of different blogs will appeal to students with similar learning styles
Shareideas and knowledge
Allows reflection to occur which requires the student to engage in complex processing skills. For this to occur, the student must have good skills in analysis, evaluation and synthesis.
Easy access to others perspectives and ideas
Teacher is able to carefully scaffold (behind the scenes structure exactly what they want as learning outcomes)
By evaluating the above table we can see that the positives of using Blogs as learning facilitators literally out way the negatives. It is important to note that Blogs must be learner-centred and this is achieved by the guidance of activities by the teacher. By using thinking tools or deliberately structured questions, the teacher is able to shape student’s thinking and guide them through the required learning experience. Very sneaky! It can be concluded that Blogs would be excellent in the higher year levels of primary school students, and can be implemented as tools in which creative writing, assessment tasks and group work can be based on.
References:
Fasso, W (2012). EDED20491 - ICT's for Learning Design: Study Guide. Rockhampton, Qld: CQUniversity, Australia.
Winch, G., Johnston, R., March, p., Ljungdahl, L., Holliday, M. (2010). Literacy (4 ed.). Oxford, South Melbourne, VIC: Oxford University Press
