Over the last few weeks, I have investigated a variety of different e-learning tools that can be incorporated into the classroom to assist students in their learning journey. Personally, I have gained a variety of skills and new competencies surrounding technology and its application into the classroom.
Each program outlined on the course website was analysed in accordance with various learning theories and frameworks to ensure that these tools were effective in engaging students in rich and meaningful tasks.
Current learning theories such as Siemens (2005) support the use of ICT within the classroom to facilitate metacognitve and problem-solving skills (Lai, 2001). I was surprised as to how ICT linked to higher order thinking and effective pedagogical frameworks (Lankshear & Knobel, 2003). Vygotsky’s constructivist theory provides further guidance on the use of ICT within the classroom to provide a student-centred and authentic learning context (Brady, 2006).
Technology such as blogs and wikis form a foundation to develop critical literacy practices by enabling the students to make informed and educated judgements about information gathered online (Gilster, 1997). Pretensky (2001, p.1) suggests that children of today, ‘think and process information fundamentally differently from their predecessors.’
Each piece of technology that I have explored can have both positive and negative implications when implementing in the classroom. After reflecting on various tools, I have concluded that I would use the following within the classroom:
1. Blogs. Blogs can be used to promote literacy skills such as reading and writing, to display students’ work and promote collaboration and reflection amongst students and teachers (Huffaker, 2009). When used in an authentic context, students are able to draft, edit, revise, publish and reflect on their thoughts pertaining to the focus topic (EduBlogs, 2009). For example, when used within literacy education, as a Learning Manager, I am able to moderate punctuation, grammar and other elements and conference with students to assist them to overcome challenges they may be facing (Lankshear & Knobel, 2003).
2. Wikis. Wikis are a useful collaborative tool for students to use with peers (Victorian Government, 2005). Students can access them to edit group assignments and discuss classroom learning. I would also have access to moderate and provide scaffolding and feedback to the students. To ensure safety and privacy of students, they can configure their settings to ensure that only their peers can view, add and modify content.
3. Voki Avatars. These allow the students to enter in their text and create their own animated person that then articulates the text, which is beneficial for shy students.
4. Quizzes. These can be used within the classroom as an assessment tool for the Learning Manager. They can be utilised as formative, summative or diagnostic assessment tools (Brady & Kennedy, 2009). Students in the Early Years would need assistance using these tests, however as they progress, these can become independent learning tools. It is important to note that I would need to provide feedback for students on their achievement and provide scaffolding to assist students to acquire the knowledge they may have got incorrect.
5. YouTube. This would arguably be the most used video sharing site. Along with Teacher Tube, YouTube can provide a vast range of videos to accompany a lesson or concept within the classroom. Students could also film presentations, school excursions or class work and upload to this site. I would need to address the issue of safety online for students to ensure that faces, locations and other personal information was not shown.
6. Google Earth. This technology can be incorporated into a wide variety of lessons. Students can use this technology to explore places around the world, various environments and their local area. This can link to many KLAs such as Maths, Science, SOSE and English.
7. WebQuests. I would use this technology as an aide to a unit of work. The use of a WebQuest would be based upon an inquiry unit to which students need to present a solution to a problem in an authentic context. As students work through the site, I would scaffold their learning and provide other information and sources for exploration based upon their own questions and ideas.
8. File Storage (MediaFire). The use of technology is rapidly expanding. Users require quick and reliable retrieval of data, music, pictures and other files. Storing data on one computer, is unadvisable, therefore the use of a file storage system, as well as personal or work computers is recommended. Within the classroom, I will have a vast range of files for learning experiences; therefore, require quick access to this data. The advantage of this program is that regardless of location, data is still accessible. It is also advantageous for the students, if for example, they could upload their assignments, citing easy retrieval for myself, as the Learning Manager to mark.
This task has also proved to be interactive with my peers. By following others’ blogs, I have had an opportunity to gain an insight into their thoughts and applications of various tools. This has given me the opportunity to place comments on their blog, and in turn, they have responded to mine.
Although I would like to utilise these pedagogical tools within the classroom, the technology within schools is lacking. I have found trying to use these tools on my practicum has been ineffective, as the bandwidth at school has been too slow for some programs. I have also found that I always need to check before the lesson to ensure that the site is not blocked on EQ computers.
However, I believe that my role as a Learning Manager is to facilitate and use the technology to the best of my ability and create innovate learning experiences using the resources I have available. If I am passionate about the use of these tools in the classroom, it will be infectious for my students and that in turn will create meaningful and effective learning experiences.
During this course, I have developed my own skills and competencies in technology and have discovered how the pedagogy relates to these programs. My aim is to create a classroom where students feel connected and engaged and take ownership of their learning.
Melissa.
References
Brady, L. (2006). Collaborative Learning in Action. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Brady, L., & Kennedy, K. (2009). Celebrating Student Achievement. Frenchs Forest, NSW, Australia: Pearson Education Australia.
EduBlogs. (2009). Tips on blogging with students. Retrieved August 1, 2009, from http://theedublogger.edublogs.org/2008/02/13/tips-on-blogging-with-students/
Huffaker, D. (2009). The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom. Retrieved July 16, 2009, from http://english.boisestate.edu/tpeele/nfwfourohone/digital rhetoric readings/huffaker.pdf
Lai, K.-W. (Ed.). (2001). E-Learning. Dunedin, NZ: University of Otago Press.
Lankshear, C., & Knobel, M. (2003). New Literacies: Changing Knowledge and Classroom Learning. Buckingham, UK: Open University Press.
Schacter, J. (1999). The Impact of educational technology on student achievement. Retrieved from http://www.mff.org/publications/publications.taf?page=161
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved July 16, 2009, from http://wwww.elearnspace.or/Articles/connectivism.htm
Victorian Government. (2005). Glossary. Retrieved July 16, 2009, from http://www.parliament.vic.gov.au/SARC/E-Democracy/Final_Report/Glossary.htm
Showing posts with label Connectivism. Show all posts
Showing posts with label Connectivism. Show all posts
Wednesday, 19 August 2009
Sunday, 16 August 2009
VoiceThread
Hello again,
VoiceThread is a collaborative program that contains documents, images, video and music. It allows users from around the world to leave comments via five different ways, voice (microphone or telephone), text, audio or video (VoiceThread, 2009). Files can be uploaded from computers or websites and exported to MP3 or DVD players (VoiceThread, 2009).
Recently I uploaded a picture that I had on my computer entitled, ‘Autumn Leaves’. Once I uploaded this file, I then posted a voice comment on the picture. I described what it was and how it could be used in the classroom. I also included a text comment, which was a description of the picture. After commenting on this picture, I made this ‘view’ public, and embedded the code into my blog.
Click here to view my VoiceThread file.
After completing this activity, I considered the implications of this technology within the classroom.
The theory of connectivism (Siemens, 2005) suggests that learning occurs in a variety of ways - through the use of personal networks, communities of practice and continual practice. These can be defined as tools to be used to shape students’ thinking. Therefore, the selection of appropriate technology within the classroom is paramount.
Connectivism provides the opportunity to learn through the use of networks and connections to aide thinking and learning (Siemens, 2005). VoiceThread links to this theory by providing an opportunity for students to view the images and video, comment on them, and view others’ thoughts on the file. The Learning Manager could set up a class page, where students are able to upload images and other documents for their classmates to view and provide comments. It is the responsibility of the Learning Manager to ensure that students remain safe online and netiquette standards are upheld.
The only negatives with this site is that within EQ schools the internet bandwidth is slow, therefore, it would take a considerable amount of time to load documents, especially if multiple comments have been given, through audio means. The Learning Manager could load the program during lunch breaks, making it easily accessible for students. Another option is for the Learning Manager to provide the URL for students to access at home, where they could view the image or video and record their own comments. When placing comments via audio means, it requires the use of a microphone. These can be purchased cheaply and are useful to teach students how to correctly record using an audio device.
I believe that I could use this technology within the classroom, provided that I allowed for time for it to load on the school computers. In the Early Years, with assistance, students could leave purely an audio comment. Whereas in the older grades, they could experiment with a variety of comment tools and use this program to analyse pictures and videos that would relate to a wide range of Key Learning Areas.
I believe this technology would work in the classroom, provided that the Learning Manager was willing to create meaningful learning experiences to accompany this program.
Melissa.
References
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved July 16, 2009, from http://wwww.elearnspace.or/Articles/connectivism.htm
VoiceThread. (2009). VoiceThread. Retrieved August 14, 2009, from http://voicethread.com/about
VoiceThread is a collaborative program that contains documents, images, video and music. It allows users from around the world to leave comments via five different ways, voice (microphone or telephone), text, audio or video (VoiceThread, 2009). Files can be uploaded from computers or websites and exported to MP3 or DVD players (VoiceThread, 2009).
Recently I uploaded a picture that I had on my computer entitled, ‘Autumn Leaves’. Once I uploaded this file, I then posted a voice comment on the picture. I described what it was and how it could be used in the classroom. I also included a text comment, which was a description of the picture. After commenting on this picture, I made this ‘view’ public, and embedded the code into my blog.
Click here to view my VoiceThread file.
After completing this activity, I considered the implications of this technology within the classroom.
The theory of connectivism (Siemens, 2005) suggests that learning occurs in a variety of ways - through the use of personal networks, communities of practice and continual practice. These can be defined as tools to be used to shape students’ thinking. Therefore, the selection of appropriate technology within the classroom is paramount.
Connectivism provides the opportunity to learn through the use of networks and connections to aide thinking and learning (Siemens, 2005). VoiceThread links to this theory by providing an opportunity for students to view the images and video, comment on them, and view others’ thoughts on the file. The Learning Manager could set up a class page, where students are able to upload images and other documents for their classmates to view and provide comments. It is the responsibility of the Learning Manager to ensure that students remain safe online and netiquette standards are upheld.
The only negatives with this site is that within EQ schools the internet bandwidth is slow, therefore, it would take a considerable amount of time to load documents, especially if multiple comments have been given, through audio means. The Learning Manager could load the program during lunch breaks, making it easily accessible for students. Another option is for the Learning Manager to provide the URL for students to access at home, where they could view the image or video and record their own comments. When placing comments via audio means, it requires the use of a microphone. These can be purchased cheaply and are useful to teach students how to correctly record using an audio device.
I believe that I could use this technology within the classroom, provided that I allowed for time for it to load on the school computers. In the Early Years, with assistance, students could leave purely an audio comment. Whereas in the older grades, they could experiment with a variety of comment tools and use this program to analyse pictures and videos that would relate to a wide range of Key Learning Areas.
I believe this technology would work in the classroom, provided that the Learning Manager was willing to create meaningful learning experiences to accompany this program.
Melissa.
References
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved July 16, 2009, from http://wwww.elearnspace.or/Articles/connectivism.htm
VoiceThread. (2009). VoiceThread. Retrieved August 14, 2009, from http://voicethread.com/about
Thursday, 13 August 2009
Wikipedia
Hi again,
In this post, I am investigating the use of Wikipedia in the classroom.
Wikipedia is a web-based, free encyclopaedia. It combines the words wiki (a shared website, of which anyone can edit) and encyclopaedia (Wikipedia, 2009). This site is written and edited collaboratively by anyone who joins Wikipedia. Therefore, care must be taken before referencing this material. Each article provides links at the bottom of the page to sites where the information was sourced. It is useful to then check whether these sites are credible before referencing in assessment documents.
However, Wikipedia is a great tool to provide background knowledge on a topic before further exploration is undertaken. The Wikipedia site is continually updated; therefore, information can be more current than print articles (Wikipedia, 2009).
I decided to conduct a search on the topic that I will be exploring with my Prep students. We have been looking at various job occupations within the community. We have explored Paramedics, Fire Fighters, Doctors and more recently Police Officers. A local Police Officer visited the class and discussed with the students the role and responsibility of his occupation. The students were able to view a police vehicle and try on police uniforms.
I now have the opportunity to conduct a follow-up lesson to this visit. I decided to look on Wikipedia to search for the page on Police Officers. This site was at a level above the Prep students; however, I decided that I could still use it for general information. Here is the link to the Wikipedia site - Police Officers. I have come to the conclusion that I can use the site in the following ways:-
- Place the website on the data projector and show the students the pictures of the Police Officers. Discuss the similarities and differences between the Police Officer that visited and the pictures.
- Selectively read to students the role of the Police Officer. Activate students’ prior knowledge and ask them to link the information that they gained through the talk to the website.
In the older grades, the Learning Manager needs to explain to students that Wikipedia is a good starting point; however, the following questions need to be asked when using this site:
- Are the references credible? Discuss how to determine credible sources.
- Does it support the views of other researched material?
Before allowing students to use this site, it would be advisable for the Learning Manager to censor references at the conclusion of the page to ensure that the links are appropriate for students to access.
The use of this learning tool can be viewed through a connectivist perspective (Siemens, 2005). This theory has been developed specifically for the digital age. The focus of connectivism is that decisions are made based upon the continual acquisition of knowledge (Siemens, 2005). Accurate and current knowledge is one of the main principles of connectivism, which may occur through the use of technology. Students need to understand how to decipher between important and unimportant information. Wikipedia is currently updating information; therefore, students need to understand that information is not static but is ever changing. Although information may be correct one day, due to societal changes, it may be revised in the future (Siemens, 2005).
The use of Wikipedia in the classroom is helpful as a beginning reference point, provided that the Learning Manager scaffolds students’ understanding of the use of this resource.
Until next time,
Melissa.
References
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved July 16, 2009, from http://wwww.elearnspace.or/Articles/connectivism.htm
Wikipedia. (2009). About Wikipedia. Retrieved August 13, 2009, from http://en.wikipedia.org/wiki/Wikipedia
Wikipedia. (2009). Police Officers. Retrieved August 13, 2009, from http://en.wikipedia.org/wiki/Police_officers
In this post, I am investigating the use of Wikipedia in the classroom.
Wikipedia is a web-based, free encyclopaedia. It combines the words wiki (a shared website, of which anyone can edit) and encyclopaedia (Wikipedia, 2009). This site is written and edited collaboratively by anyone who joins Wikipedia. Therefore, care must be taken before referencing this material. Each article provides links at the bottom of the page to sites where the information was sourced. It is useful to then check whether these sites are credible before referencing in assessment documents.
However, Wikipedia is a great tool to provide background knowledge on a topic before further exploration is undertaken. The Wikipedia site is continually updated; therefore, information can be more current than print articles (Wikipedia, 2009).
I decided to conduct a search on the topic that I will be exploring with my Prep students. We have been looking at various job occupations within the community. We have explored Paramedics, Fire Fighters, Doctors and more recently Police Officers. A local Police Officer visited the class and discussed with the students the role and responsibility of his occupation. The students were able to view a police vehicle and try on police uniforms.
I now have the opportunity to conduct a follow-up lesson to this visit. I decided to look on Wikipedia to search for the page on Police Officers. This site was at a level above the Prep students; however, I decided that I could still use it for general information. Here is the link to the Wikipedia site - Police Officers. I have come to the conclusion that I can use the site in the following ways:-
- Place the website on the data projector and show the students the pictures of the Police Officers. Discuss the similarities and differences between the Police Officer that visited and the pictures.
- Selectively read to students the role of the Police Officer. Activate students’ prior knowledge and ask them to link the information that they gained through the talk to the website.
In the older grades, the Learning Manager needs to explain to students that Wikipedia is a good starting point; however, the following questions need to be asked when using this site:
- Are the references credible? Discuss how to determine credible sources.
- Does it support the views of other researched material?
Before allowing students to use this site, it would be advisable for the Learning Manager to censor references at the conclusion of the page to ensure that the links are appropriate for students to access.
The use of this learning tool can be viewed through a connectivist perspective (Siemens, 2005). This theory has been developed specifically for the digital age. The focus of connectivism is that decisions are made based upon the continual acquisition of knowledge (Siemens, 2005). Accurate and current knowledge is one of the main principles of connectivism, which may occur through the use of technology. Students need to understand how to decipher between important and unimportant information. Wikipedia is currently updating information; therefore, students need to understand that information is not static but is ever changing. Although information may be correct one day, due to societal changes, it may be revised in the future (Siemens, 2005).
The use of Wikipedia in the classroom is helpful as a beginning reference point, provided that the Learning Manager scaffolds students’ understanding of the use of this resource.
Until next time,
Melissa.
References
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved July 16, 2009, from http://wwww.elearnspace.or/Articles/connectivism.htm
Wikipedia. (2009). About Wikipedia. Retrieved August 13, 2009, from http://en.wikipedia.org/wiki/Wikipedia
Wikipedia. (2009). Police Officers. Retrieved August 13, 2009, from http://en.wikipedia.org/wiki/Police_officers
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