Hi everyone,
I have just learnt about how to create hyperlinks within PowerPoint presentations. I followed the instruction guide on creating PowerPoint buttons through the Internet4Classrooms website. I never knew that in PowerPoint, links can be added to easily other sites and pages throughout the presentation. Buttons can be designed for the user to either click on or hover the mouse over for them to perform their function (Brooks & Byles, 2000).
I have created a very simple PowerPoint for my Prep students to help them to understand colours. I would also have them try to use their prior knowledge of sounds and find the word that corresponds to the colour. For example, pink – they would need to look for the ‘p’ word. Below is the link to my MediaFire account where this quiz is located.
Colour PowerPoint Quiz
I found that the creation of this quiz was quite time consuming. I have concluded that ClassMarker seems easier for the Learning Manager and students to create and use. The only problem with ClassMarker is that once students have chosen an answer, they are unable to change it. However, by creating a PowerPoint Quiz, it can be considered an informal test or learning activity for students.
In the upper grades, students could use this technology to create their own quizzes for classmates, based upon their classroom work. This would assist students to gain a deeper understanding of their content knowledge and develop ICT skills. It is also important to note that students would need to understand copyright laws to ensure that they are creating their own original work.
The use of this technology relates to the Learning Engagement Theory (Kearsley & Shneiderman, 1999) by using the following framework:
- Relate – students work in collaborative teams to create a quiz for their peers in a real-life context.
- Create – the PowerPoint is created based on a problem. For example, students create a PowerPoint for their peers to test their understanding of how climate change is affecting their local community.
- Donate – students allow access to the PowerPoint and provide opportunities for peers and teachers alike to test their knowledge.
Although this technology is time consuming, it is a good learning tool that students can take ownership of and present to their peers a quiz that challenges current knowledge and viewpoints.
As a Learning Manager, it would be my role to facilitate and scaffold students’ learning of how to effectively use this tool. It would also be important that I teach the students appropriate research and referencing skills so that they create a PowerPoint within copyright laws.
Melissa.
References
Brooks, S., & Byles, B. (2000). PowerPoint: Using Buttons on a Slide Show. Retrieved August 17, 2009, from Internet4Classrooms: http://www.internet4classrooms.com/pp_buttons_show.htm
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory:. Retrieved July 10, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
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
MediaFire (File Storage)
Hello everyone,
Technology is a great learning tool, however, sometimes can be unpredictable. At times, when I have gone to use a USB stick to open a presentation or document found that it does not work and the files have been lost. Therefore, it is recommended that all files, such as photos and documents be backed up on another file system to ensure that data is not lost forever!
A handy file storage system that I have discovered through this course is MediaFire. Not only does it provide storage, but allows the user to share these files publicly on the web (MediaFire, 2009). Files can be uploaded and stored in customised folders, making it easier to organise and share files. It is also able to embed links to allow the user to share files through blogs, forums or websites. This site allows files to be set to either public or private, and passwords can also be added to ensure optimum safety.
Here is the link to the file that I have uploaded to be shared - Letter 'a' worksheet. This file is a worksheet that could be used with younger students in phonic lessons.
The use of this program within the classroom would allow the Learning Manager to upload files pertaining to classroom work for the students to download both during and after school hours. Students could also have access to provide additional security for assignments, as opposed to carrying USB sticks to and from school. This would also allow the Learning Manager to make classroom work publicly available for parents to access from their home or workplace. It would require the Learning Manager to place a password upon these files, to ensure that only parents would be able to view students' work. Other considerations that would have to be made are to ensure that any photos of students were either blurred, or permission was granted from parents/guardians.
The use of this site could also prove to be a great collaborative tool with other Learning Managers to share documents and images of different resources or ideas for the classroom.
The use of this technology can link to the ICT Learning Design Model. This framework discusses how the learning process has three stages (AusInfo, 2003):
- Learning Tasks – creating authentic and meaningful tasks.
- Learning Resources – identifying the resources required to complete the task.
- Learning Supports – scaffolding by the Learning Manager to ensure all students will be able to complete the task.
I believe that this site could be used within the Learning Resources and Learning Support sections of this model. The Learning Manager can assist students by uploading files that can be used as part of their resources for their tasks.
This technology is advantageous as a back-up storage facility as well as providing an opportunity to share files with others. The question that I have with this technology is the upload and download time required, considering the bandwidth speed at EQ schools. This could be overcome by the Learning Manager uploading or downloading files before or after school for students. Alternatively, the students could access their files at home. Overall, this is a worthwhile tool to use within the classroom to provide an online storage facility for the easy retrieval of data.
Melissa.
References
AusInfo. (2003). The Learning Design Construct. Retrieved July 24, 2009, from Learning Design: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
MediaFire. (2009). What is MediaFire? Retrieved August 16, 2009, from http://www.mediafire.com/about.php
Technology is a great learning tool, however, sometimes can be unpredictable. At times, when I have gone to use a USB stick to open a presentation or document found that it does not work and the files have been lost. Therefore, it is recommended that all files, such as photos and documents be backed up on another file system to ensure that data is not lost forever!
A handy file storage system that I have discovered through this course is MediaFire. Not only does it provide storage, but allows the user to share these files publicly on the web (MediaFire, 2009). Files can be uploaded and stored in customised folders, making it easier to organise and share files. It is also able to embed links to allow the user to share files through blogs, forums or websites. This site allows files to be set to either public or private, and passwords can also be added to ensure optimum safety.
Here is the link to the file that I have uploaded to be shared - Letter 'a' worksheet. This file is a worksheet that could be used with younger students in phonic lessons.
The use of this program within the classroom would allow the Learning Manager to upload files pertaining to classroom work for the students to download both during and after school hours. Students could also have access to provide additional security for assignments, as opposed to carrying USB sticks to and from school. This would also allow the Learning Manager to make classroom work publicly available for parents to access from their home or workplace. It would require the Learning Manager to place a password upon these files, to ensure that only parents would be able to view students' work. Other considerations that would have to be made are to ensure that any photos of students were either blurred, or permission was granted from parents/guardians.
The use of this site could also prove to be a great collaborative tool with other Learning Managers to share documents and images of different resources or ideas for the classroom.
The use of this technology can link to the ICT Learning Design Model. This framework discusses how the learning process has three stages (AusInfo, 2003):
- Learning Tasks – creating authentic and meaningful tasks.
- Learning Resources – identifying the resources required to complete the task.
- Learning Supports – scaffolding by the Learning Manager to ensure all students will be able to complete the task.
I believe that this site could be used within the Learning Resources and Learning Support sections of this model. The Learning Manager can assist students by uploading files that can be used as part of their resources for their tasks.
This technology is advantageous as a back-up storage facility as well as providing an opportunity to share files with others. The question that I have with this technology is the upload and download time required, considering the bandwidth speed at EQ schools. This could be overcome by the Learning Manager uploading or downloading files before or after school for students. Alternatively, the students could access their files at home. Overall, this is a worthwhile tool to use within the classroom to provide an online storage facility for the easy retrieval of data.
Melissa.
References
AusInfo. (2003). The Learning Design Construct. Retrieved July 24, 2009, from Learning Design: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
MediaFire. (2009). What is MediaFire? Retrieved August 16, 2009, from http://www.mediafire.com/about.php
Saturday, 15 August 2009
Creative Commons
Creative Commons is a corporation whose focus is to assist to share the work of other people ensuring that copyright rules are maintained. They also provide free licenses for the creator to identify how much access and use others be allowed (Creative Commons, 2009).Reference
Creative Commons. (2009). What is it? Retrieved August 14, 2009, from http://creativecommons.org/about/what-is-cc
Music (Incompetech)
Hi everyone,
I recently searched on the Incompetech website to locate a piece of royalty-free music that I could use within the classroom. In this section of the site the music is covered under the Creative Commons agreement (refer to next post).
I found a piece of music entitled, ‘Water Prelude.’ After downloading, I listened to it and it sounded relaxing. I considered how I could incorporate this into the classroom. At the beginning of the year, my Prep students had rest time. This could be played to create a sense of calm and rest within the classroom.
I also considered other music that I could search for on this site.
1. Pack-up music. This is a good way for students to be engaged when packing away materials.
2. Transition music. This could be played for the changing of group rotations.
3. Presentation music. Students could select music to play as an accompaniment to their presentations.
4. Music as a subject. Students could analyse and discuss the patterns and musical elements within the piece.
The use of music within the classroom can be aligned to the theory of Active Learning (ACU Adams Centre for Teaching Excellence, 2000). Active Learning is split into three components, input, process and output. The use of music relates to the first component in the following way:
- Input. Active Learning requires input from multiple senses. Music assists with the auditory and feeling component.
Music is an effective tool to engage or manage students within the classroom.
Feel free to leave a comment about your thoughts to the use of music within the classroom.
Melissa.
Reference
ACU Adams Centre for Teaching Excellence. (2000). How does Active Learning work? Retrieved August 3, 2009, from Active Learning Online: http://www.acu.edu/cte/activelearning/howdoes.htm
I recently searched on the Incompetech website to locate a piece of royalty-free music that I could use within the classroom. In this section of the site the music is covered under the Creative Commons agreement (refer to next post).
I found a piece of music entitled, ‘Water Prelude.’ After downloading, I listened to it and it sounded relaxing. I considered how I could incorporate this into the classroom. At the beginning of the year, my Prep students had rest time. This could be played to create a sense of calm and rest within the classroom.
I also considered other music that I could search for on this site.
1. Pack-up music. This is a good way for students to be engaged when packing away materials.
2. Transition music. This could be played for the changing of group rotations.
3. Presentation music. Students could select music to play as an accompaniment to their presentations.
4. Music as a subject. Students could analyse and discuss the patterns and musical elements within the piece.
The use of music within the classroom can be aligned to the theory of Active Learning (ACU Adams Centre for Teaching Excellence, 2000). Active Learning is split into three components, input, process and output. The use of music relates to the first component in the following way:
- Input. Active Learning requires input from multiple senses. Music assists with the auditory and feeling component.
Music is an effective tool to engage or manage students within the classroom.
Feel free to leave a comment about your thoughts to the use of music within the classroom.
Melissa.
Reference
ACU Adams Centre for Teaching Excellence. (2000). How does Active Learning work? Retrieved August 3, 2009, from Active Learning Online: http://www.acu.edu/cte/activelearning/howdoes.htm
Thursday, 13 August 2009
SlideShare
Hi everyone,
Here is the slideshow that I have uploaded in the free program SlideShare. This allows anyone to sign up and upload PowerPoint files to a publicly viewable space. I have uploaded a PowerPoint on the Lifecycle of a Butterfly which I used for my Prep class. This PowerPoint presentation is very simple, yet caters for a variety of learning styles. There are pictures for the visual learners and links to interactive sites for the audio and kinaesthetic learners. As the students are in Prep, I am unable to place text for them to read on the screen, hence the pictures!
Here is the slideshow:
This site also allows the user to create and upload a narration file. Once this has been uploaded, the user can synchronise the slides to fit the presentation (SlideShare, 2009). The presentation then becomes a video presentation. I have tried repeatedly to upload the narration file, but to no avail. I also attempted to use music that already existed on my computer, but this too did not work. I do believe, had this technology worked correctly, it would be useful within the classroom. Students could record using a microphone, their narration to their PowerPoint presentation. This could be used as a method of assessment and assist the shy students by allowing them to create this presentation, without peer judgement.
This learning tool links to the Active Learning pedagogical framework by:
(ACU Adams Centre for Teaching Excellence, 2000)
- Input. Students are receiving input through hearing the music and seeing the visual images.
- Process. Students collaborate with others to create their presentation. They also use various technologies such as microphones, music files, PowerPoint and SlideShare to create their presentation. They also need to use the scaffolding by the Learning Manager to assist them to successfully complete the task.
- Output. Students produce their own presentation, complete with an audio narration file. They load their presentation onto the SlideShare account to share with others. Students will also give their presentation in a time allocated by the Learning Manager in the classroom.
Once again, here is another fabulous program for use in the classroom. It would allow me to create authentic and rich tasks to suit this pedagogical tool.
Melissa.
Reference
ACU Adams Centre for Teaching Excellence. (2000). How does Active Learning work? Retrieved August 3, 2009, from Active Learning Online: http://www.acu.edu/cte/activelearning/howdoes.htm
SlideShare. (2009). About Us. Retrieved August 13, 2009, from http://www.slideshare.net/about
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
Subscribe to:
Posts (Atom)
