Synopsis

With digital technology playing a vital role in our world today it is important that we, as future educators, embrace these tools not only in our classrooms but also in our daily lives. By passing on these skills to students to develop their digital technology knowledge, we can enhance and support learning and assist in creating life-long learners who will be prepared for the digital world beyond school. Throughout my blog I have explored numerous pedagogical tools that can be beneficial in any learning environment, whether it be in a classroom, by distance education or at home. This synopsis will focus on several of those tools in more detail and reflect on my blog journey.

While reflecting on the selection of digital tools, I will be using the Big 6 Skills Framework (Eisenberg, 2001) and Dimensions of Learning (Marzano and Pickering, 1997) as a lens to provide an analysis of their effectiveness to transform, support, facilitate and enhance student learning. The Big 6 skills framework assist students in working smarter by helping them develop the skills and understandings they need to find, process, and use information effectively (Eisenberg, 2001). The use of this framework allows learners to use higher order thinking and obtain a deeper understanding by using the scaffolded skills. It is a framework that can be applied across all learning areas as well as for real-life contexts, making it a valuable and effective framework for students and Learning Managers to become familiar with.

Throughout this experience I have found that the use of a blog has provided a great opportunity for collaborative learning to occur and I can see the advantages of this in many learning environments, making information widely accessible (see discussion list below for examples of collaboration). Brady (2006) highlights that collaborative learning involves learners learning through interaction with other learners in the atmosphere of a caring, collaborative dialogue in which learners are encouraged to inquire, challenge, express feelings and opinions and reflect. These are all characteristics developed through a blog and with an effective and appropriate blog, students have the opportunity to engage in collaborative, reflective learning at any time and place where they have internet access.

The opportunity to blog at any time and communicate with others can also be particularly useful to teachers, for example in remote areas where they can use blogs to collaborate and share resource ideas with other professionals in the education field. The use of a blog is supported by the Dimensions of Learning Framework as blogging provides an opportunity for students to provide feedback for one another and develop peer and self-assessment skills (Marzano and Pickering, 1997).

A website is another digital tool that I explored through my blog and created that allows students to not only access information but also present information to others, both elements of the Big 6 skills (Eisenberg, 2001). Like the blog, websites also allow learners to access educational information at any time or place where they have a computer and internet connection. Websites contain a vast array of information however when using websites for educational purposes the authenticity of the sites must be taken into consideration. Students must learn that not all information that they come across on websites is accurate and true and they must develop appropriate skills to access accurate and reliable information (see peer discussion).

Learning Managers can also set up websites for students to access where they can scaffold the learning for students by providing appropriate information for the students to gather on a particular topic and access activities at an individual level. Older students may also create their own website with the research and information that they gather from other websites. These learning experiences can also create opportunities for higher order thinking as students are required to use skills from Blooms Taxonomy such as analysing, synthesising and evaluating (Dalton and Smith, 1986).

Using Bubbl.us I was able to create a concept map which was another digital tool that I found particularly useful and effective, (see blog post). I found this tool simple to use and can see a range of students, particularly visual learners, would be able to use this tool and benefit from it (see comments with peers). Concept mapping allows information to be organised in an easy to read manner. Marzano and Pickering (1997) outline the importance of organising knowledge and suggest the use of graphic organisers as part of the process to store information. This also aligns with the synthesis stage of the Big 6 as a concept map allows the learner to classify, group and present information (Eisenberg, Johnson and Berkowitz, 2010). An example of how this tool could be incorporated into a primary school classroom is through a brainstorming activity in which, as a class, students could map out their ideas and knowledge of a topic, joining their ideas together and seeing how one topic may branch into several smaller groups that different learners could focus on.

Digital video was the tool that I most enjoyed and can see great potential for in the classroom (see blog). Kearney & Schuck (2004) suggest that digital video has a range of common uses in schools, in particular for communication, observation and analysis, and reflection. This clearly aligns with multiple skills from the Big 6 including use of information, synthesis and evaluation (Einsenberg, 2001). Kearney and Schuck (2004) also mention that digital video promotes student engagement as videos often provide a new and different task for learners which inspire students. Digital video also provides the opportunity to be paused and students can be challenged to predict outcomes of a demonstration or experiment. By rewinding video segments it can also be reviewed to ensure students understand key concepts. The use of such programs as YouTube and Movie Maker are examples of ways that digital video can be brought into the class and used not only to deliver information but also as a hook or supporting tool to engage students (see blog entry on YouTube and Movie Maker).

Digital video can promote authentic learning experiences as students engage in real world problems and situations, for example while creating a news program (Kearney and Schuck, 2004). The relevance of relating tasks to the real world is outlined by Marzano and Pickering (1997). Here they highlight the importance that attitudes and perceptions play in student learning and particularly the positive effect that it can have when students are engaged and can see how the information is relevant and useful to them in everyday life (Marzano and Pickering, 1997).

The final digital tool that I will be looking at is Prezi. Prezi allows for text, images and videos to be combined and grouped in the program and allows the user to create a smooth presentation that zooms in and out and follows a particular path of the users design to tell a story or present information. This tool allows students and teachers to present information to an audience in a creative and engaging manner by using different techniques and features that the program has to offer. Once students are familiar with Prezi, they are able to effectively present work and knowledge learnt by creating their own Prezi.

The effectiveness to enhance learning through this tool is supported by Marzano and Pickering (1997) as they suggest that the more senses students use to create mental images of information, the more likely the information is to be comprehended and retained. By creating their own Prezi, students are able to use knowledge meaningfully as they use complex reasoning processes to construct their presentation (Marzano and Pickering, 1997). They also use higher order thinking skills as they go through the design process to create their Prezi for a particular purpose. Students also benefit in the future from developing the skills used to create a presentation as they may use these again to create presentations for work related purposes.

Prior to this course I perceived digital technology as simply an ‘extra tool’ to engage learners and viewed it as something too time consuming to try to incorporate into everyday learning. After reflecting on my blog and undertaking this journey I can now see that digital tools hold a much valued place in the classroom and once you have a go at using them they are not as scary as they seem and are generally quite simple to use. It is evident that when used appropriately, the digital tools explored through my blog provide students with the opportunity to access information, organise and refine knowledge, evaluate and present information. However when working online, learning managers must ensure that both they and their learners work legally, safely and ethically which can be done by taking certain precautions such as pre-loading videos and learning about internet safety and etiquette. With our changing world, digital tools in the classroom are as important as ever to not only enhance and support learning but also ensure that our students are not left behind in this digital era.

Discussions with Peers (Click on individual links below to view comments)


July 15: Concept Mapping
July 23: Concept Mapping
July 23: Concept Map
July 27: Creating a Website
August 4: The Power of Images
August 9: You Tube
August 12: Images
August 13: Using Images

References

Brady, L. (2006). Collaborative Learning In Action. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Dalton, J. & Smith, D. (1986). Extending Children’s Special Abilities – Strategies for primary classrooms.

Retrieved August 10, 2010 from http://www.teachers.ash.org.au/researchskills/dalton.htm

Eisenberg M. (2001). The Big 6. Retrieved August 5, 2010 from http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/

Eisenberg, D., Johnson, D., & Berkowitz, B. (2010). Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Retrieved July 30, 2010, from http://moodle.cqu.edu.au/file.php/4033/LMC_Big6-ICT_Curriculum_LMC_MayJune2010.pdf

Marzano, R. and Pickering, D., (1997). Dimensions of Learning: Teacher’s Manual. Aurora, Colorado: McREL

Schuck, S. and Kearney, M. (2004). Student's in the Directors Seat: Teaching and Learning across the School Curriculum With Student Generated Videos. [on-line]. Retrieved August 1, 2010. From, Central Queensland University, http://www.eddev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf

Google Earth

Google Earth is a free program that allows users to view locations around the world while zooming in and out. The program allows images to be saved or printed and the image I have uploaded is a view of Renmark, SA, where I was born. It is an engaging, interactive tool that allow students to relate learning contexts to real world applications. Students could use this program when learning about maps by looking at real world maps of various countries or even their own neighbourhood. It could also be used to cover a number of other learning topics such as the world, our community, famous landmarks or even maths activities. I have used this tool in the classroom before when teaching year 2 students about their community and where they live in relation to the rest of Australia. By using real life connections, students become more engaged and the learning becomes more meaningful.

Avatars

Get a Voki now!

This is a great tool that could be used in the classroom to present information to students rather then hearing it from the teacher. It could be used to engage students as a variety of characters can be created to suit the topic or students interests. The Learning Manager could also create a voki to be a 'guest speaker' to the students and it could be used to support the learning or give new information.

The Big 6

The Big 6 framework was developed by researchers Mike Eisenberg and Bob Berkowitz. The Big 6 helps students develop the skills and understandings they need to find, process, and use information effectively with a focus on process as well as content (Eisenberg, 2001). "Students use the Big6 Skills whenever they need information to solve a problem, make a decision, or complete a task" (Eisenberg, 2001). The Big 6 has six stages:

1. Task Definition

2. Information Seeking Strategies

3. Location and Access

4. Use of Information

5. Synthesis

6. Evaluation

The Big 6 skills can be considered essential life skills as they can be applied in all settings including home, work and school. The Big 6 approach ensures that ICT is used in all phases or stages of learning to maximise the outcomes for students. I believe that this would be an effective framework for integrating ICT into the classroom and I plan to use this framework in the future.

You Tube

Created in 2005, You Tube is a video sharing website that allows users to upload, share and view video content as well as music clips and movie clips. You Tube has the potential to play a positive role in the classroom if used appropriately. This can be done by teachers accessing YouTube clips prior to lessons to assess the content and ensure it is suitable. Although some videos must require an 18years+ log in to avoid adult content, there are still hundreds of clips that are not suitable for young children to watch that are made available in a general search. Using a You Tube video, along with good teaching, can encourage student participation, deeper thinking and greater interest.

Here is a video I found about healthy eating. This could be used to engage learners when doing a unit about healthy eating. Working in groups, students could then brainstorm to eventually create their own YouTube clip about healthy eating from what they have learnt. The video could also be used as a fun way to break up the lesson and allow for movement and to help regain focus which would positively support the students' comfort and order in the classroom (Marzano and Pickering, 1997).

14th August... Another note to consider....

I have been considering the use of YouTube in the class and I have just learnt about the program KeepVid which allows you to download the video prior to the lesson and then play them in the classroom or upload them to servers where the students can access them. This program would be particularly useful to ensure that students are not exposed to inappropriate content, advertisements or comments when streaming the YouTube clip live.

Windows Movie Maker

Here is a quick, short movie I made using Windows Movie Maker. I used video and still images that I captured on holiday while travelling India and combined it with text to create this presentation. This video could be used to show students how other countries are different to theirs and to promote discussion and thought about the diversity in our lives and our world. I felt that using text in this presentation encouraged deeper thinking and encouraged a line of thought that I wanted the students to consider.

This is a great program to use that is quick, easy and simple. It could be used as a tool for students to present their information or at the end of a unit to show their knowledge and understanding that they have developed. It also allows for audio to be recorded which would allow students to develop their oral skills. Movie Maker would also be useful for the teacher to use at the start of a topic to promote interest and discussion.

Digital Video

I never realised how versatile and useful digital videos can be when used in the classroom until our recent lecture and now I'm really looking forward to utilising some of these ideas. Digital videos can not only be made by using a video camera but also with still photographs and audio overlay. Kearney & Schuck (2004) suggest that digital video has a range of common usages in schools, in particular for communciation, observation and analysis, and reflection. These are all valuable traits for both the learner and the teacher.
There are many tools you can use to present your digital videos such as Windows Movie Maker and iMovie.

As I am an early childhood student I have listed a number of different ideas on how digital video could be used in the class:
- Life cycles: using still image shots to create the life cycle of an animal.
- Colours: creating coloured artwork and photographing it to create an e-book.
- Science: filming science experiements or concepts such as 'sink and float' and reviewing to discuss theories and ideas.
- Interviews on various topics.
- Minibeasts: Photographs, video, facts and images to create a 'research' video or 'documentary'.
- Fairytales: Narratives and plays.

I think there is just so much you could do with digital video, it's a fantastic tool.

Podcasts

A podcast is a series of audio files that are released episodically and downloaded. This tool is new to me as I was unaware of what a podcast was until I started this course. I searched a number of sites to explore what type of podcasts are out there and I pretty much found a podcast on anything and everything I could think of it. One interesting podcast I found provided "kids world news" and was particularly suited to upper primary students. Click here to listen. I thought this podcast could be used effectively in the classroom as part of a unit about 'our world today' as it provides relevant, update and accurate information to students.

Another podcast I found was here, which was an interview with a cartoonist and author. There was a number of different podcasts on this website that interviewed different writers, actors and artists that would appeal to primary school aged children. This type of podcast would be relevant to students interests and could be used to learn about interviews with students eventually creating their own series of podcast interviews. These particular podcasts could also be used to lead on to book or film reviews.

I think this would be a useful tool in the classroom, particarly for students with vision difficulties. It provides a different method of delivering content while enhancing students listening skills as well as their oral skills if they are creating their own. Being able to access a wide range of podcasts anywhere anytime creates a convenient tool to share information.

Using Images

The first image that I have uploaded is one that I took myself while travelling in India. I used MobaPhoto to resize my image which is a great free tool that allows you to edit images. I think this image would be a great to use in the classroom to start a topic and use as a hook or to support a topic. It could be used to discuss culture, our world, animals, transport, lifestyle and many more topics. The image is something that would be slightly unfamiliar to most students and I believe has the potential to spark interest and discussion amongst them. Uploading images can be very effective to share information and progress with parents and students of classroom work, achievements, sports days and other events like under 8's day. The main issue in doing so is obviously the privacy issue if they are being posted publicly to something like a webpage that anyone can view so teachers must ensure they get permission before doing so.

Cartoon by Dave Walker. Find more cartoons you can freely re-use on your blog at We Blog Cartoons.

The second image that I have used is one that I found on www.weblogcartoons.com. This site, like many others, allows their image to be used for personal use as long as you mention where you sourced it from. I think this image could be used as a starting point to discuss topics on technology or communication and students could even create their own cartoon style image after studying the topic. Using images is a great way to provide visual aids for all learners.

Prezi

For the past week I have been playing around with Prezi which is an online presentation application. Prezi allows for text, images and videos to be combined and grouped in the program and allows the user to create a smooth presentation that zooms in and out and follows a particular path of the users design to tell a story or present information with a 3D feel to it.

As soon as I began looking at Prezi examples online I just wanted to create my own! To me it's like an exciting version of Powerpoint that (in my opinion) allows for more creativity. The tool was a little tricky to use to start with and took me a while to work out but once you have the basics it's not very complicated and would be easy for upper primary students to use. I think it would be a great tool for students to use for class presentations, support for oral presentations or even simply as a format to present a class project, story or research investigation.Prezi would also be a great tool to use as an introduction to a new unit or lesson to engage students and create a 'hook' and could be used with students of any age.

The good thing about a Prezi is that you must sign up and log in to be able to edit your own prezi however if you are a 'non-paying' member your prezi is public and although this may be good if you are wanting to share your information, there are obviously privacy concerns if students are including personal material in their Prezi.

I would really recommend checking out Prezi.com, it's definately my favourite new tool!

Image courtesy of www.whatthegregg.com

Creating a website

Today I used weebly.com to create my own website. I found it to be really easy and simple to use with explanations available on how to use different features. I can see many strengths in using this tool as older students can use it as a platform to create a piece of work that could be done at school and worked on at home, allowing the class teacher and other students to share their work and view progress. It could also be used by the teacher to create a website that contains specific information to what the students are learning. The students could then use this website as part of their research allowing the teacher to have the confidence in knowing that the information is accurate and relevant, which would be particularly useful to young students. The initial set-up of the website would be a little time consuming for the teacher but I think it would be well worth it as it could be used over and over again for various students and lessons. Websites allow a variety of content to be displayed including text, pictures and other digital files, catering for a variety of learning styles.

As websites are available for anyone to see, a class could create a website that involves the wider community to share their ideas or information. Teachers would also need to take this into consideration however that anyone else may view the website if it is a public website and privacy may be an issue if students names or photographs are displayed. Some of the weaknesses or threats that I could see through the use of this tool are that if not monitored appropriately students could easily lose interest or become side-tracked. If accessed at home, parents would also need to ensure pop-ups are blocked and internet usage is managed and suupervised.

I can imagine so many different uses for websites for all ages and it is definately a tool that I would consider using in my class.

This is my website that I created after using weebly.com
My Website

Image courtesy of weebly.com

Concept Mapping

Today I spent some time exploring the bubbl.us concept mapping tool. I created my concept map based on topic 1 and just kept it quite simple. I found it relatively easy to use and even when I did make mistakes it was easy to delete or fix. I think this would be a great tool to use in the classroom with students and it could be used at the start of a topic, for brainstorming or at the end of a topic aswell to allow students to see the new knowledge they have gained. It was great that you could save your concept map and edit it at a later time which would be good if you ran out of time in the classroom or you decided to add to it. I found the best thing to be how organised it was and how clearly information could be displayed by simply changing colours and moving bubbles around. It would be well suited to older primary students who could easily use the tool on their own. It could also be used effectively in the early years if it was done as a class. Perhaps the use of a smart board would allow sharing with the whole class and the teacher could let young students type in words to help build the concept map while over time providing them with the opportunity to learn how to use the tool.

Blogs and Wikis.

As this is my first blog I have started to research more into them to understand how they can be used effectively and what they are usually used for. A blog is usually maintained by an individual and can be used for a variety of purposes such as an online diary or journal, or as a means of providing news or thoughts on a particular subject, whilst also allowing others to comment and share their own ideas and thoughts. A blog can contain images, text, video and music files and links to other blogs. With most people today having access to internet, anyone can create a blog which can be done for free on several websites.
Personally I have already found blogging to be convenient as I can add to it and use it whenever or wherever I am. This tool would be useful in the classroom context as it would allow students to be involved in blogging inside the classroom and also continue with this at home, although as a teacher you would need to ensure that all students had adequate internet access outside of school.

A wiki is similar to a blog however it allows the content of the webpage to be edited and contibuted to by any users. In the classroom context, the ability to change a wiki may leave it lacking credibility and its use may not be beneficial to students as information may be changed and become false, misleading or innappropriate. This would be a tool that I would be hesitant about using with students and it would be something that would need constant supervision and monitoring for it to be an effective tool.

Click here to see my wiki.

Image courtesy of weblogcartoons.com

Week One- Starting my blog

I was a bit nervous about starting this course and creating a blog as it was something I had never done before but I have only just started it and I'm already enjoying it and finding it relatively simple to create. While just setting up my blog I have already begun to see the advantages of using this technology in an educational sense as it's so quick and easy to see what everyone else in the course is doing with their blog, to share ideas about content and to read how others have interpreted the course so far. I'm also finding that using a blog is very convenient to my lifestyle, allowing communication and sharing with others, at any time of the day, whenever I can find a spare moment. I'm really looking forward to seeing how this course develops and to continue to improve my blogging skills.

Image courtesy of weblogcartoons.com