Week Four - Learning Tools Two (Digital Learners)

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:

To Download: Click Here!

Podcasting and Digital Audio Recording

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!).

To create your own Voki click here!

Digital Video

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 21^st 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

Mayer, C. (2012).Podcasting in Education. Retrieved March 20, 2013, from http://podcasting-in-education.wikispaces.com/

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/