Final Reflection - Analysis of Digital Technology
The technological nature of learning has become increasingly more commonplace in today’s society particularly within education. It is now a vital skill to understand the web-based and e- learning environments and utilise effective pedagogy to scaffold and support students to progress to a level of skill that is characterised by higher order thinking (Lynch & Knight, 2010; Bloom as cited in Churches, 2009). Through the use of technology students have the opportunity of not only developing technological skills but utilising them in a context that is engaging, collaborative and relevant to their world (Lynch & Knight, 2010). It encourages students to be self-directed and to organise their thinking through multiple modes (Snowman et al, 2010).
Similarly to my own experience through investigating and using the tools I explored, it became apparent that it was not simply about the ‘know how’ of the technology in isolation but rather importantly it was about how to use it to demonstrate my content and pedagogical knowledge (Mishra & Koehler, 2006). It enabled me to understand how I could use it effectively through being immersed in a genuine environment that closely relates to the learning context in which it will be used in the classroom. Furthermore it provided a firsthand account of the learning theories at play through incorporating examples of constructivism and connectivism through conveying my knowledge, demonstrating its uses and sharing it with a wider audience (Cassidy, 2008; Snowman et al, 2010). Essentially this level of engagement gave me the knowledge to know how I could incorporate technology and appropriate learning design.
Group 1 Technology – Space Tools
Analysis of a Wiki Space
Collaborative learning is an important focus to increase the construct of knowledge that is incorporative of many perspectives and viewpoints. The nature of learning today underpins the concept that learning is not only central to the individual rather it is creating an environment where it is central to everyone globally (Pifarré & Staarman, 2011). Through my personal experience of a Wiki, I have learnt that it is a learning environment that enables collaboration and the co-construction of knowledge through editing and the reorganisation of thought and inquiry which increases understanding and perspective for the individual (Appendix A). It can also be utilised in a wide range of subject areas particularly if viewpoints or perspectives require analysis such as the 'mobile phones in classroom debate'.
In order for the use of a wiki to be effective it requires intentional pedagogy to increase problem-solving skills and participation. Essentially the scaffolding has to be incorporative of the learners’ interest and provide opportunity to explore a viewpoint and this can be achieved through utilising thinking strategies that promote higher order thinking for example the wiki activity that I did in week 2 which used de Bono's six thinking hats (Pifarré & Staarman, 2011). This can involve creating an open-ended focus or genre within various writing tasks and providing resources such as websites for students to analyse information. Students can explore and present their ideas and perspectives utilising media such as images or videos (Woo et al, 2011).
Blog Entry: http://amelyle.blogspot.com/2011/07/swot-potential-of-blog.html
Weebly: http://amylyle.weebly.com/
Group 2 Technology – Multimedia
Analysis of Windows Movie Maker
Windows Movie Maker can be a beneficial tool to use in the classroom given its visual literacy capabilities. According to Thibault and Walburt (n.d.) literacy is defined by the students’ ability to read and write but it also involves the skill of being able to interpret images and convey ideas that are being presented. Through using tools such as Movie Maker it provides the benefit of incorporating text, images and sound. Research supports that through incorporating visual, written and oral modes in particular narration, students are able to retain information more effectively including those with disabilities whereby it is not sufficient to utilise single modes alone (Cisco, 2008).
This is a movie that I created in Windows Movie Maker (Appendix C). I found it simple to utilise particularly as it enables you to drag images or sound files into the story board or timeline. Using Power Point I created additional slides to duplicate certain images and shifted their position so that it gave the illusion that they were moving. I saved them to a jpeg file so they could be imported into my digital movie where I added them into the correct sequence along with background music to set the scene.
This really displays the higher order thinking skills that I used particularly to manipulate visual media to present and convey stories or ideas creatively. This is a really important skill for students as it requires them to be selective of how they will achieve a desired result by generating ideas, designing and constructing (Churches, 2009). It promotes creativity, communication and various techniques that are incorporative and supportive of meaningful learning (Thibault & Walburt, n.d.).
It can also be useful for students to produce their own images and edit them to be embedded into a digital video so it could involve students recording many aspects of their own learning in the classroom which can further maximise the learning potential of Movie Maker. They can record themselves reading or presenting book reviews within a literacy task, engaging in cultural celebrations or documenting various learning activities throughout the year to be shared with family members (Idea Swap, 2010).
Appendix C: http://amelyle.blogspot.com/2011/08/group-2-tools-windows-movie-maker.html
YouTube: http://amelyle.blogspot.com/2011/07/blog-post.html
Picnik: http://amelyle.blogspot.com/2011/07/photo-retrieved-from-flickr-todai951-i.html
Group 3 Technology – Presentation Tools
Analysis of Power Point
Power Point uses slides that enable students to use images, text and sound making it a great tool for digital literacy tasks. It has a click and drag function which makes it simple and effective for students to use particularly younger students (Moodle, 2011). Due to its simplicity and allowances to develop students’ literacy skills, Power Point can also be used for students with specialised learning requirements (Moodle, 2011). This can involve simple accommodations such as changing the colour, font and size of text, ensuring appropriate contrast of background colours, using a script and structuring the slide so it includes maximum accessibility of its various functions (Moodle, 2011).
The narration function is very useful as it promotes the development of language and communication skills and it is great for auditory learners. Using the sound record feature, my son narrated each slide on my Power Point (Appendix D). It was very straightforward and he had a lot of fun narrating and his confidence grew as he progressed through the slides. I can really see how Power Point could be used to encourage confidence in students particularly if they are not comfortable doing oral presentations. It also has the flexibility of being integrated to support learning in various subject areas and can be scaffolded to include graphic organisers such as concept maps which can be created through the shapes and smart art functions (Frangenheim, 2010).
Power Point can also be shared with a wider audience as I've done sharing it in my blog. Initially I was unsure how to do this but I did my research and found that it could only be possible if it were converted to a flash file. This is where it can get tricky but I was lucky to find a Power Point file converter program that is free of charge and retained my sound recordings. I tried Slideshare and it did not retain the sound. Once again utilising the same embedding principles, I copied the code and uploaded it to my blog. This would allow students and teachers the opportunity to share it beyond their classroom and enrich the learning of others.
The potential of Power Point is endless and providing you work with it creatively and model how it can be used for students I think it can be a fun and beneficial program for learning purposes. Overall I've learned so many useful tips albeit there were frustrating moments but essentially I will be able to transfer the knowledge into many aspects of e-learning. I will most certainly utilise Power Point and encourage its use in the classroom for creative presentations given my renewed perspective of its uses particularly its simple format.
Appendix D: http://amelyle.blogspot.com/2011/08/creating-anchor.html
Prezi: http://amelyle.blogspot.com/2011/08/prezi-spaghetti-meatballs.html
Group 4 Technology – Other Tools
Analysis of Google Docs
Google Docs is an online word processing tool that can be utilised flexibly in the classroom. This allows it to be incorporated into many subject areas for various purposes as easy as any other standard word processing program. I used Google docs to create a spreadsheet to analyse my digital tools (Appendix E). I found this very useful as I could use it to organise my thoughts in a clear and concise manner. It also provides additional options to create different formats of information that range from a standard document, a spreadsheet, slideshow presentation and various other formats.
The most beneficial use is the increased collaboration and peer mentoring that is possible. According to Churches (2009) the taxonomic level of Google Docs is applying through sharing and editing information in a collaborative online environment. As students review and evaluate the ideas and perspectives of others and publish their own understanding they are essentially progressing to higher order thinking. Additional scaffolding can promote additional aspects of higher order thinking through structuring tasks that align with its various functions for example creating concept maps, charts and graphs (Google, 2011). I would utilise it in the classroom if I wanted my students to learn about a specific topic or pose an inquiry question whereby students work collaboratively to analyse different formations of understanding.
Google Docs also allows the teacher to be a facilitator in the learning process through having the ability to monitor and provide feedback to the tasks while allowing a certain level of self-directed and inquiry based learning (Google, 2011; Snowman et al, 2010). The sharing options also allow the learning to be shared with a wider audience which can broaden comprehension and provide others with a view of the learning that is being constructed in the classroom being useful for parents and family members.Through Google Docs being online it is no longer necessary to email documents due to the convenient accessibility of information (Google, 2011). Furthermore, it gives you an option to share it by publishing it to a website. In order to share it on my blog I published it to a HTML so that it generated an embed code. It was as simple as transferring my prior knowledge of embedding HTML codes and posting it into my blog.
Appendix E: http://amelyle.blogspot.com/2011/08/reflective-synopsis-group-1-technology.html
Elluminate: http://amelyle.blogspot.com/2011/07/elluminate-web-conferencing.html
Avatars: http://amelyle.blogspot.com/2011/07/blog-post_18.html
Wordle: http://amelyle.blogspot.com/2011/07/wordle-untitled.html
Safe, Legal and Ethical Practice in the Learning Environment
An extremely important consideration when utilising technology in the classroom is having the knowledge to support students in safe, legal and ethical practice. Although the capacity of web-based e-learning has multiple benefits, caution of potential threats and risk management has to be addressed regularly. This requires understanding and modelling what content is appropriate to be uploaded online, privacy and copyright restrictions and possible dangers such as cyberstalking, cyberbullying and explicit content. I understand that as a learning manager there is a duty of care to ensure that students are not exposed to any risks and to foster a vigilant attitude to protect students engaging in an online environment particularly with the publication of information (Department of Education and Training, 2002).
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