The Voices of the Cape videos are really inspirational! It is great to see that they have started a program that is student centered; where students make choices throughout the learning process and determine what their culminating task will consist of. Aboriginal and Torres Strait Islander students need to be provided with equal access to ICT's and encouraged to feel as if they too are able to do anything they put their mind to. The learning process is made up of teaching the students how to use ICT's and providing them with hands-on experiences to practice their knowledge and skills, meaningfully. Students are required to share their story through multimedia literacies which makes them feel important and valued within the learning environment. The program emphasizes the importance of engagement in order to gain students interest, involvement and attendance at school.
Techniques that particularly stood out and I aim to use within my teaching include:
-make students feel accepted, comfortable and respected
-provide student focus practices-ensure students have choice in the learning process
-communication through different literacies; song, music, film, dance
-include culture as a part of the project
-include western culture and students background culture to generate outcomes
-small group work for individual focus
-parent and community involvement
-include student interests-friends, rap, culture
-provide a great deal of encouragement and praise
-teach the importance of education
-provide students with something to look forward to and work towards
-make students feel important and worthy.
07 May 2010
Digital Storytelling
Digital storytelling is the combination of oral storytelling and multimedia tools such as images, sound, music and voice to deliver a story. This concept transforms oral presentations or written information into e-learning experiences which require students to make use of technology tools in order to produce a multimedia rich story. Waterhouse (2003) suggests that e-learning involves improving teaching and learning using instructional strategies enhanced by technology, especially computer technology (p. 3). At a very basic level e-learning is using information communication technologies to engage, enhance and extend learning in flexible and innovative ways, now and in the future. Prensky (2005) believes that pedagogical practices of the 21st century should be technology rich in order to cater for the 'digital native' students of today and prepare them for the technology of tomorrow. The Digital Storytelling Website states that "Digital kids need learning to be relevant, meaningful, and applicable now"which supports Kearsley and Shneiderman's (1999) engagement theory suggesting that engaging tasks are those which provide meaning and relevance to real-life. They also suggest along with Felder and Solomon that engagement can be achieved through ensuring all students learning styles are catered for and interests are included. Digital Storytelling allows for students to show off their artistic, storytelling, techie and writing abilities in creative manners. This sort of technology can also be manipulated into tasks in order to form roles for students which allow for their strengths to shine and practice in roles they may struggle with. For Learning Managers these types of experiences allow for clear assessment in areas students may exceed at or struggle with and poses the opportunity to improve these. Learning Managers are also able to incorporate students interests within such tasks, for instance allowing students to make their own choice of what topic they will base their presentation around. Student interests, however, are in a sense already included within the use of Digital Storytelling as students are able to make their own choice around what images, music and sounds they wish to use. Digital Storytelling could be an excellent tool for Learning Managers to adopt as a form of assessment, as students are able to show what they have learnt in a meaningful and creative way.
REFERENCES
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Waterhouse, S. (2003). The power of elearning the past, the present, and the future. Retrieved June 15, 2006,
from http://ritim.cba.uri.edu/wp2003/pdf_format/Wiley-Encycl-Internet-Diffusion-v12.pdf
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
REFERENCES
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Waterhouse, S. (2003). The power of elearning the past, the present, and the future. Retrieved June 15, 2006,
from http://ritim.cba.uri.edu/wp2003/pdf_format/Wiley-Encycl-Internet-Diffusion-v12.pdf
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
06 May 2010
INCOMPETECH
Incompetech is a website that provides a large range of different genres of music. The beauty of this site is that anyone is able to make use of the music. This tool is very beneficial in pedagogical practices as it is free and provides music of all kinds that are all appropriate to use in educational settings. Music is a great tool to calm and relax students as well as promote creativity. Kearsley and Shneiderman (1999) talk about the theory of engagement, they suggest that engagement is achievable through incorporating students interests and ensuring all students are catered for within the learning experience (Felder & Solomon). In concurrence, much research regarding the teaching of children suggests that students learn best when they feel comfortable and supported within the learning environment.
The piece of music i have chosen is described as a very laid back piece that promotes calm, relaxed and somber feelings. It can therefore be seen that the inclusion of such music within learning experiences caters for those students who take interest in music, learn best through auditory means and those who learn best in a calm and relaxed environment (Felder & Solomon). It is for this reason i see that this piece of music would be a great tool to use after lunch breaks to ensure students are calm and relaxed before learning begins. This could be used within art and craft activities, relaxation time as well as a background to learning activities in attempt to discourage students from talking and promote focus and creativity within tasks.
I remember in maths classes during my senior years of school students would always make use of their ipods during the completion of maths activities and work sheets in order to block out the chatter of other students and remain focused. This tool seemed to allow one to remain focused and not become distracted by near-by conversations. Music also promoted calm feelings and enabled one to get on with their work. It is for this reason as a Learning Manager I will attempt to make use of music within my classroom tasks to promote creativity, calm and relaxed feelings toward learning and encourage children to throw themselves into their work instead of conversation. A tool such as Incompetech certainly supports this idea and allows for such practices.
REFERENCES
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Slideshare Powerpoint presentation
Slideshare Powerpoint presentation
View more presentations from elliehood.
Slideshare is a very simple tool to use, users are able to upload their PowerPoint presentations which can then be embedded into their blogs. I'm am now able to see how all of our learning experiences throughout the E-learning course can be displayed on our professional blog to clearly display our knowledge and understanding of the tools studied as well as our ability to use different technology tools.
I can see how great it would be as a Learning Manager to include blogging as a form of assessment. Not only does this make way for the inclusion of ICT's but also displays students learning throughout a unit in terms of submission. Prensky (2005) emphasizes this importance of creating technology rich learning experiences for learners in order to cater for the 'digital natives' of the classroom, as well as preparing students with the skills and knowledge relevant to technology for the future.
It is clear that technology has come a long way! Technology has progressed from documenting diary entries in Word to online blog accounts where photos, PowerPoint presentations, videos, music and a number of other technology tools can be uploaded to display to others (Lincoln & Strommen 1992). In the use of blogs, Learning Managers are able to make use of Slideshare in order to upload PowerPoint's that may contain instructions for students homework. This can been seen as a bridge to e-learning where students view their teaches blog for homework instruction and post their answers to their own blog. Students can also make use of Slideshare to upload their own PowerPoint's to their blogs so that all learning is documented on the one site. Felder and Solomon explain that the inclusion of ICT's such as Slideshare provide students with visual cues to their learning which can aid in their understanding and engagement within a topic (Mueller, 1980), (Kearsley & Shneiderman, 1999).
REFERENCES
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Lincoln, B, Strommen, E. (1992). CONSTRUCTIVISM, TECHNOLOGY, AND THE FUTURE OF CLASSROOM LEARNING. Retrieved from http://www.playfulefforts.com/archives/papers/EUS-1992.pdf
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
I can see how great it would be as a Learning Manager to include blogging as a form of assessment. Not only does this make way for the inclusion of ICT's but also displays students learning throughout a unit in terms of submission. Prensky (2005) emphasizes this importance of creating technology rich learning experiences for learners in order to cater for the 'digital natives' of the classroom, as well as preparing students with the skills and knowledge relevant to technology for the future.
It is clear that technology has come a long way! Technology has progressed from documenting diary entries in Word to online blog accounts where photos, PowerPoint presentations, videos, music and a number of other technology tools can be uploaded to display to others (Lincoln & Strommen 1992). In the use of blogs, Learning Managers are able to make use of Slideshare in order to upload PowerPoint's that may contain instructions for students homework. This can been seen as a bridge to e-learning where students view their teaches blog for homework instruction and post their answers to their own blog. Students can also make use of Slideshare to upload their own PowerPoint's to their blogs so that all learning is documented on the one site. Felder and Solomon explain that the inclusion of ICT's such as Slideshare provide students with visual cues to their learning which can aid in their understanding and engagement within a topic (Mueller, 1980), (Kearsley & Shneiderman, 1999).
REFERENCES
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Lincoln, B, Strommen, E. (1992). CONSTRUCTIVISM, TECHNOLOGY, AND THE FUTURE OF CLASSROOM LEARNING. Retrieved from http://www.playfulefforts.com/archives/papers/EUS-1992.pdf
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Wikipedia
Wikipedia is a great tool to generate quick information about a topic. There are numerous pages of information that is often very helpful and insightful, however, the validity of the information is definitely something that needs to taken into account when using information from Wikipedia. This is due to the fact that anyone that is a user of the site is able to add or update information, this means that information may not necessarily be true or may contain bias views.
I conducted a search of recycling which resulted in 32 pieces of information, however, not all of this information was relevant and of good use. The first piece of information, though, did produce very relevant, correct and usable information. As i have previously studied this topic with one of my host classes I was able to determine that most of the information was valid and could be trusted in using. The problem however with this, is that while students are conducting searches using Wikipedia they may come across and use information that is not true and is not relevant to the topic. It is for this reason most universities and schools do not allow the use of Wikipedia in academic assessment material. I do however believe that Wikipedia is a great tool for those that are searching for information for personal use only, not the for the use of academic assessment, as this tool does often have a great source of information that would otherwise be difficult to find. This is fundamentally the reason behind most people using this site to perform searches, because it does provide one with a great deal of information, quickly- and you do not need to sift through pages to find it. Through my search i also found that pieces of information listed below were pages thought to be relevant to the search i conducted. This included the history of recycling, legislation, supply, process, collection, sorting, cost benefit-analysis, positive and negative points, common recyclables and other techniques, just to name a few.
Wikipedia, would be an excellent tool to use in order to teach students to unpick information and determine what is relevant, what is seems valid and what is of good use to them. This would definitely benefit students in the way of finding information for tasks and determining what information they need to complete the task. These skills are used as a part of university study as well as many professions in the real-world, so not only would this type of teaching become authentic and beneficial to students in their future learning but allow for them to see relevance to their learning and practices in the real-world. Kearsley and Shneiderman (1999) explain that this connection to real-life practices and the integration of ICT's is significant in creating engagement within students toward classroom tasks. Prensky (2005) provides further reasoning to this as he believes that students of the 21st century need to use technology in classroom experiences in order to be prepared for the technology rich society of the future. Furthermore, the use of Wikipedia can be seen to be also beneficial to learning Managers in their attempt to gather information to support their teachings.
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Google Earth
Google Earth is such a great tool for everyday use as well as pedagogical contexts. The tool is very easy to use and navigate around the world to various places. It is amazing that anyone can view any place around the world via their computer! Already I have learnt where particular landmarks are located within countries around the world as well as the longitude and latitude of these. I have been exploring places all over the world such as; the Egyptian Pyramids, Taj Mahal, Great world of China, Pantheon and Colosseum of Rome, Parthenon of Greece, statue of Liberty, Eiffel Tower and many landmarks in Australia.
Learning Managers could make use of such a tool by taking students via the web to the places they are learning about in order to create a greater understanding of where particular places are located and what they look like. Google Earth may be used to benefit a variety of pedagogical practices such as;
-showing learners where particular animals/ people/ objects come from
-where famous landmarks are located
-what landmarks look like
-what different shapes can be found in landmarks around the world
-the distance between locations
-the difference in weather around the world
-the difference in landscape around the world
-what countries are on each side of the equator
-the longitude and latitude of different places
Upper primary students could be required to investigate, using Google Earth, the longitude and latitude of countries and landmarks around the world and explore the longest and shortest ways between different locations using different units of measure including centimeters, meters, kilometers, ect. Younger students could be required to locate different countries around the world or landmarks within Australia and investigate what places would be traveled through in a trip across Australia. These types of activities integrate hands-on technology practices while providing visual cues for learners(Mueller, 1980). As it can be seen, Google Earth provides real-life connectedness and meaningful relevance to the real-world, which supports Kearsley and Shneiderman (1999) along with Felder and Solomon's view that students see value and are actively engaged in these types of experiences.
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Youtube and Techertube
This is a Youtube video of the world's most deadly spider. Youtube is a web tool that can be used by anyone to watch videos uploaded by its users of just about anything. The beauty of this tool is that there are a very large variety of videos made available and you don't have to be a member to make use of the site. Youtube is easy to use and finding a suitable video is simple! Youtube videos can be used to introduce topics, provide information about topics, show demonstrations, provide engaging visual support to topics, provide ICT rich practices ect. The use of Youtube within educational contexts can be very beneficial to learning experiences because of the engagement (Kearsley & Shneiderman, 1999) and visual support (Mueller, 1980) it provides for learners. Youtube also provides a gateway for the integration of ICTs and multimedia within classroom practices (Prensky 2001). Prensky (2001) emphasizes the importance of ICT's within 21st century classrooms as he believes these students are 'digital natives' thus speaking the language of technology. Through Prensky's view it is clear that children of the 21st century are greater familiar with technology and it's uses, it is for this reason it is important that Learning Managers provide learning experiences that make use of technology to create ease into learning with the use of familiar tools as well as engagement (Kearsley & Shneiderman, 1999) and prepare students for the digital society of the future.
Teachertube similarly provides a place for Learning Managers to upload classroom videos, ICT assessment materials and moreover anything educational in video format. I have seen on the site, a range of students' videos for assessment tasks and class videos documenting their learning. Through this i can see how beneficial such a tool can be within classroom tasks in particular as a form of assessment. Requiring students' to video themselves presenting findings, information or ideas in creative ways as a tool for assessment allows for the inclusion of those learners who learn best through the incorporation of ICTs, creativity, visual cues (Mueller, 1980), hands-on and auditory practices along with authentic focuses (Felder & Solomon). Through providing this inclusion along with incorporating students interests and showing students how their work is relevant to real-life practices, learners will become greater engaged (Kearsley & Shneiderman, 1999) within their task.
The video above can be used in a number of ways within classroom practices, including the introduction to a topic on spiders, providing students with facts on spiders during a topic and providing an example for students of how to document their findings on a particular spider. I have decided to use this video in an English lesson to incorporate the students' interests, provide engagement (Kearsley & Shneiderman, 1999) into the topic and provide connection to the text that will be read by the student. The video will be used as a part of an English lesson focusing on spelling; students will clap when they identify words that end in 'er' throughout the video. This will be used to assess their knowledge and understanding of words that end in 'er' along with the ability to identify this sound. After this students will be asked to write a story about spiders making sure they use 'er' correctly in their spelling of words. The concept of using a video to do this will enable students to engage (Kearsley & Shneiderman, 1999) within the topic through the use of visual representation (Mueller, 1980), ICT's in the form of video, inclusion of students interests along with active involvement from students.
References
Kearsley, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
05 May 2010
Picnik
Picnik is such a fun tool! I have been playing on this site all day, editing my photos using a large variety of effects, touch-up tools, frames, stickers and text. Some of these tools are amazing, it was surprising to see that a free program allows you to whiten-teeth, fix blemishes, change colours and textures in your photos. The site is very simple and easy to use and navigate around. I love this program and look forward to using it for fun as well as within my future teaching practices.
Picnik is a tool that could be used in almost any pedagogical contexts. Learning Managers could make use of such a tool in almost all classroom experiences in order to provide inclusive practices and incorporate engagement (Kearsley & Shneiderman, 1999). Some students learn best through the incorporation of ICT's (Prensky 2005) and multimedia while other students may learn best through the use of visual cues (Mueller, 1980) or hands-on experiences, it is for this reason it is vital to ensure all students are catered for and inclusion is achieved (Felder & Solomon), this can be achieved through the integration of tools such as Picnik. Teachers are able to use this tool along with Flickr to choose and manipulate images to suit their teachings. For example, in a topic of animals Learning Managers are able to choose images from Flickr and manipulate and edit them to support their teaching. They may, for example, choose to blur the background in order to provide focus on the animal they are discussing or add text to reinforce their key points about the animal, such as labeling parts of the animal. This tool could also be of great benefit in the teaching of technology or art in order to provide students with visual support (Mueller, 1980). Kearsley and Shneiderman (1999) explain that this type of learning shows students how their learning can be put into practice within the real-world and provides reason behind the learning. They suggest that the use of this supports students' engagement toward classroom tasks. Therefore, it can be seen that Picnik caters for those students who learn best through relation to real-life.
Students are also able to make use of this type of technology within their pedagogical activities along with assessment tasks. Students may put this tool to good use within their assessment tasks and presentations in order to support their work and show a deeper understanding. Learning Managers may also integrate this tool into learning activities. Students could learn about the use of technology within the 21st century and how it had progressed (Prensky 2005) , photos can now be manipulated and edited on the internet compared to once taking photos to professionals for such work. In addition, students can learn about the job of a professional photographer and what this exactly entails through hands-on experience. Picnik would be very beneficial to the learning to art. In particular the different effects including, colours, textures, creating a focal point, softening, sharpening and bordering. Learning Managers have a large array of opportunities to incorporate such technology within their classrooms.
As it can be seen the use of Picnik within pedagogical practices offers engaging, hands-on opportunities for students while providing visual cues, real-life connections and ICT rich experiences. There are a rich variety of ways in which Picnik can be used and incorporated within learning experiences for Learning Managers as well as students use and learning.
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Technology of the future
On Top Gear Tuesday night they had a segment on the future technology of mobility. One of the hosts went to Toyota City in Japan to explore what technology had been invented in the way of cars for the future. Their most recent invention is a car that looks simply like a seat, only higher- the mobile seats one person, can get up to 20km/hr, drops down to travel at higher speeds and doesn't have a roof, doors, windows or walls. The host explained that the mobile was very much like a wheelchair. However, the technology which really surprised me was that the mobile can talk to other mobiles of it's kind. The user is able to mark on their screen that they are going to a coffee shop and the mobile will notify all other users where they are going and ask if they'd like to join. I'm able to see through this the progression in technology today (Lincoln & Strommen 1992). While twitter exists and allows users to notify others what they are doing at any time of the day, the mobile is another step up where users can notify anyone, even people they don't know, where they are, what they are doing and ask if they'd like to join. I remember a few years ago when mobile-phones and email were the only means technology speaking to contact someone. However, in order to contact others using email or mobile-phones you must have them added within your contacts. This is the same as facebook and myspace where users are able to see what others are doing at anytime of the day however they must be friends on the site. Of course, users of the mobile have the ability to choose to display where they are, what they are doing and at what time. Although in relation to some of the studied course material describing the importance of safety within the use of technology for students, it can be seen that this piece of technology is not entirely safe. This is because of the lack of restrictiveness in terms of who can view what users are doing, where and at what time. It is however, fascinating to see where technology is now and the progression it is making into the future (Lincoln & Strommen 1992). Soon it seems, we will not have to walk, talk or think for ourselves as technology will have the ability to do so- a scary but interesting point to ponder.
REFERENCES
Lincoln, B, Strommen, E. (1992). CONSTRUCTIVISM, TECHNOLOGY, AND THE FUTURE OF CLASSROOM LEARNING. Retrieved from http://www.playfulefforts.com/archives/papers/EUS-1992.pdf
REFERENCES
Lincoln, B, Strommen, E. (1992). CONSTRUCTIVISM, TECHNOLOGY, AND THE FUTURE OF CLASSROOM LEARNING. Retrieved from http://www.playfulefforts.com/archives/papers/EUS-1992.pdf
04 May 2010
Flickr
Flickr is an amazing tool that allows users to upload photos and videos that can be made available to the general public to view and use. Data also, however, can be set to be viewed solely by the user. It is for this reason Flickr is such a great tool to be used within education contexts as well as everyday use. Users are able to store their photos on the website and even use others photos. Consequently, this tool can be used within educational contexts as a means of finding and choosing appropriate photos for classroom tasks as well as uploading and storing students own photos. In this context it can be seen that Learning Managers could make use of this tool in any classroom activity.
As Mueller (1980) describes, some students learn best with visual cues incorporated into learning experiences. It is for this reason that visual cues should be provided within classroom contexts in order to cater for these learners and achieve inclusive practices (Felder & Solomon). Furthermore, the use of images within pedagogical contexts provides significant support to the engagement of learners (Kearsley & Shneiderman, 1999). In support to this view it can be seen that Flickr provides access to a range of educational appropraite images for view as well as use. For this reason it can be seen that through the incorporation of images within pedagogical contexts, learning Managers are able to support inclusive practices and provide engagement for their students within learning experieneces (Kearsley & Shneiderman, 1999). However, Flickr is a tool that can be used by Learning managers as well as students! Students can make use of Flickr by using images within their assessment tasks and presentations to support their work and provide visual cues to their information. Learning Managers can design learning tasks that require students to document their experienecs through photos or videos which can be uploaded onto Flickr for storage or even submission. This type of task clearly incorporates the use of ICTs and multimedia, important in catering for 'digital native' students who are familiar with the uses of technology within the 21st century (Prensky 2001).
In using Flickr i found it quite simple to explore and maneuver around the site as well as upload images and view galleries of other users images. I have already thought of numerous ways in which i can use this tool within my future teaching and designing of assessment tasks. Through this i am able to see how such a tool creates engagement for students and caters for those visual learning within the learning site.
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
03 May 2010
Mahara
"Mahara is an open source e-portfolio and social networking web application that provides users with tools to create and maintain a digital portfolio of their learning" (Wikipedia, 2007). Mahara offers many opportunities of educational communication between students and groups of students. The site allows for students to combine all of their work and educational relevant documents such as wikis, blogs, assessment materials, views and resumes all in the one area. Such a device allows students to store these materials, that may be found in various locations, and furthermore make available to other group work members, teachers, parents, peers and prospective employers.
"Mahara is a highly capable tool, but it will take a week of exploration to truly understand the capabilities of the software"(Aldred, 2010). I have found through exploration and use of the site that it is very beneficial to students participating in group work as groups can be created where all documents, views, ideas and communication can be stored and easily accessed. This is particularly beneficial to networking activities where means of communication are solely online. Maharas simplicity means it is very easy to use, moreover, the site is extremely safe and monitored. Any information uploaded onto the site may be shared with the general public or restricted to groups or individuals.
Mahara would be an excellent tool to use with high school students as they would be able to showcase their best pieces of work, assessment materials and resumes in the site for submission to assessment or to use for prospective employers. The underpinning job of Learning Managers is to engage students within their learning (Kearsley & Shneiderman, 1999) and cater for individual differences in learners (Felder & Solomon). This online application allows for those students who learn best with relevance to the real-world are able to see reason in such a task as they document life-long learning experiences. 'Digital natives' and students who learn best with the inclusion of ICT's (Prensky 2001)will also benefit from the use of this tool within classroom practices. Through designing an assessment tool that makes use of Mahara as a means of showcasing students work, opportunities are provided for gifted and talented students to participate in extension activities that further request these students to produce a greater number of materials displayed on the site. Aboriginal, Torres Strait Islander and students from various ethnic backgrounds along with students with disabilities (Queensland Governement, 2006) are catered for through the manipulation of assessment, Learning Managers will be able to manipulate the tasks which ask students to provide materials onto Mahara to ensure inclusive practices are achieved. Learning Managers are also able to attain engagement (Kearsley & Shneiderman, 1999) within tasks relating to Mahara through the incorporation of other tools studied throughout this course such as Voki Avatars, Piknic, PowerPoint, Flickr, ect (Aldred, 2010). Students are also able to form groups and participate in online communication with peers which allows for peer teaching and learning along with a sense of engagement through networking with one another (Kearsley & Shneiderman, 1999).
There are various benefits of using e-portfolio applications such as Mahara within educational contexts along with every-day uses. The major being the ability to produce and maintain a life-long portfolio of learning.
References
Aldred, S. (2010). Learning style and personality. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Wikipedia.(2007). Wikipedia, The Free Encyclopedia: Mahara. Retrieved from http://en.wikipedia.org/wiki/Mahara
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
"Mahara is a highly capable tool, but it will take a week of exploration to truly understand the capabilities of the software"(Aldred, 2010). I have found through exploration and use of the site that it is very beneficial to students participating in group work as groups can be created where all documents, views, ideas and communication can be stored and easily accessed. This is particularly beneficial to networking activities where means of communication are solely online. Maharas simplicity means it is very easy to use, moreover, the site is extremely safe and monitored. Any information uploaded onto the site may be shared with the general public or restricted to groups or individuals.
Mahara would be an excellent tool to use with high school students as they would be able to showcase their best pieces of work, assessment materials and resumes in the site for submission to assessment or to use for prospective employers. The underpinning job of Learning Managers is to engage students within their learning (Kearsley & Shneiderman, 1999) and cater for individual differences in learners (Felder & Solomon). This online application allows for those students who learn best with relevance to the real-world are able to see reason in such a task as they document life-long learning experiences. 'Digital natives' and students who learn best with the inclusion of ICT's (Prensky 2001)will also benefit from the use of this tool within classroom practices. Through designing an assessment tool that makes use of Mahara as a means of showcasing students work, opportunities are provided for gifted and talented students to participate in extension activities that further request these students to produce a greater number of materials displayed on the site. Aboriginal, Torres Strait Islander and students from various ethnic backgrounds along with students with disabilities (Queensland Governement, 2006) are catered for through the manipulation of assessment, Learning Managers will be able to manipulate the tasks which ask students to provide materials onto Mahara to ensure inclusive practices are achieved. Learning Managers are also able to attain engagement (Kearsley & Shneiderman, 1999) within tasks relating to Mahara through the incorporation of other tools studied throughout this course such as Voki Avatars, Piknic, PowerPoint, Flickr, ect (Aldred, 2010). Students are also able to form groups and participate in online communication with peers which allows for peer teaching and learning along with a sense of engagement through networking with one another (Kearsley & Shneiderman, 1999).
There are various benefits of using e-portfolio applications such as Mahara within educational contexts along with every-day uses. The major being the ability to produce and maintain a life-long portfolio of learning.
References
Aldred, S. (2010). Learning style and personality. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Wikipedia.(2007). Wikipedia, The Free Encyclopedia: Mahara. Retrieved from http://en.wikipedia.org/wiki/Mahara
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
20 April 2010
Interactive Whiteboards
It can be seen that Interactive Whiteboards are certainly a form of technology which benefits student learning and classroom management in an educational context. They appeal to all learning senses of individual learners (Felder, & Solomon, as cited in Aldred, 2010) as they enable the use of visual aids, hands-on experiences and can also incorporate auditory components. Interactive Whiteboards offer opportunities for students and teachers to;
- Showcase videos, pictures, information
- Participate in interactive whole class activities
- Develop units prior to use
- Access a variety of resources
- Record prior documents for review
This last point provides a number of benefits to teachers and students as this enables the use and review of documents. Documents that involve students interaction can be later accessed to provide evidence of student knowledge and understandings. Along with the potential to identify where individuals are progressing and struggling.
Interactive Whiteboards also provide means of engagement through the opportunity to include ICT's, group collaboration, a variety of learning experiences, a wide range of activities and resources, hands-on practices and non-accademic focused activities (Kearsley & Shneiderman, 1999). Kearsley and Shneiderman (1999) suggest that “students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. It is for this reason I am able to see value in the use and inclusion of Interactive Whiteboards as a supportive tool to learning within classroom settings.
During my placement experiences I have worked with and made use of Interactive Whiteboards within lessons. I noticed that students were excited to use the Interactive Whiteboard and engaged in experiences which made use of the tool. All students were competent in it's use and were able to teach me how to navigate around documents and internet websites. It was clear through this experience that the use of technology tools within educational settings creates engagement and motivation in learners toward learning. I was able to quickly access documents that provided questions and investigations as well as visual aids that would have to be drawn up and take up a much greater amount of time with the use of a blackboard. This enabled me to put greater focus into the management of behavior and learning.
References
Aldred, S. (2010). Learning style and personality. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
- Showcase videos, pictures, information
- Participate in interactive whole class activities
- Develop units prior to use
- Access a variety of resources
- Record prior documents for review
This last point provides a number of benefits to teachers and students as this enables the use and review of documents. Documents that involve students interaction can be later accessed to provide evidence of student knowledge and understandings. Along with the potential to identify where individuals are progressing and struggling.
Interactive Whiteboards also provide means of engagement through the opportunity to include ICT's, group collaboration, a variety of learning experiences, a wide range of activities and resources, hands-on practices and non-accademic focused activities (Kearsley & Shneiderman, 1999). Kearsley and Shneiderman (1999) suggest that “students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. It is for this reason I am able to see value in the use and inclusion of Interactive Whiteboards as a supportive tool to learning within classroom settings.
During my placement experiences I have worked with and made use of Interactive Whiteboards within lessons. I noticed that students were excited to use the Interactive Whiteboard and engaged in experiences which made use of the tool. All students were competent in it's use and were able to teach me how to navigate around documents and internet websites. It was clear through this experience that the use of technology tools within educational settings creates engagement and motivation in learners toward learning. I was able to quickly access documents that provided questions and investigations as well as visual aids that would have to be drawn up and take up a much greater amount of time with the use of a blackboard. This enabled me to put greater focus into the management of behavior and learning.
References
Aldred, S. (2010). Learning style and personality. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
18 April 2010
Reflection so far...
I am really enjoying the course so far!
I am having so much fun using all of the technology tools such as Avatars using Voki, Wiki's, Flickr, Picnik and powerpoint. These are all very engaging and great fun to experiment with, I have so many ideas in using these for my teaching and can't wait to put them into practice.
I am able to see how such technology can be incorporated within learning experiences and support students throughout their learning. Not only do these tools provide engagement but also cater for all individual learning styles. Learning Managers are able to manipulate these tools in order to cater for all students irrelevant of their abilities. Students with disabilities as well as gifted and talented students can be better catered for and achieve learning outcomes.With the use of technology, learning experiences are able to include a greater amount of visual aids, hands-on interactive practices, online experiences, variety of activities and allow for learning managers to provide well structured lessons.
I didn't realize there were so many exciting online resources made available to all. I'm really happy with the content of this course and everything that i have learnt and picked up along the way. I am having so much fun and find myself excited for future learning within the course :-)
I am having so much fun using all of the technology tools such as Avatars using Voki, Wiki's, Flickr, Picnik and powerpoint. These are all very engaging and great fun to experiment with, I have so many ideas in using these for my teaching and can't wait to put them into practice.
I am able to see how such technology can be incorporated within learning experiences and support students throughout their learning. Not only do these tools provide engagement but also cater for all individual learning styles. Learning Managers are able to manipulate these tools in order to cater for all students irrelevant of their abilities. Students with disabilities as well as gifted and talented students can be better catered for and achieve learning outcomes.With the use of technology, learning experiences are able to include a greater amount of visual aids, hands-on interactive practices, online experiences, variety of activities and allow for learning managers to provide well structured lessons.
I didn't realize there were so many exciting online resources made available to all. I'm really happy with the content of this course and everything that i have learnt and picked up along the way. I am having so much fun and find myself excited for future learning within the course :-)
Powerpoint
I have been using powerpoint for years and find myself very comfortable doing so. I can spend hours fiddling with presentations using all the different tools and effects and often see students doing the same!
As i have worked within schools that have smartboard access, I have created many powerpoints throughout my term of study to assist in my teaching. I find that no matter what subject the powerpoint is used for, this technology supports the student learning. Benefits of using powerpoints within learning experiences include
- A method for engagement (Kiersley, & Shneiderman, 1999)
- As a visual aids device (Mueller, 1980)
- To include hands-on interactive activities
- Including technology within lessons
- Catering for all learning styles of visual, auditory and kinesthetic (Aldred, 2010).
- Already developed resource ready to use
- Creates a flow of activities and well organized lessons
Powerpoint presentations also break-up the lesson so that students aren't constantly listening to teacher talk or participating in the same learning experiences.
I have previously used powerpoints to assist in mathematics, environmental, SOSE, science and literacy lessons. Particularly powerpoint was used to aid in the presentation and interactive practices of mathematics lessons.
I provided students with an engaging video linked to the powerpoint on the use of percentages in the real world(Kiersley, & Shneiderman, 1999). Students were then able to view a number of slides that visually displayed key points what was being said in terms of the teaching of the knowledge and skills. Throughout this I was able to include images that assisted in the learning (Mueller, 1980) that would not be able to be viewed by students without the use of powerpoint. In a number of these slides were tables which students had to fill out, I was able to ask students to fill in the answers interactively on the smartboard. Without the use of powerpoint this would not have been able to be completed and certainly not to the degree of a whole class interactive activity. Students then participated in an end game which required them to use the smartboard in order to write answers in the form of a race against other players. The use of powerpoint enabled slides of questions to be previously developed and ready to use. This created a lesson that was fluent and well organized, therefore allowing me as the Learning Manager to focus more on the learning and behavior management of the classroom.
Don McMillan provides some great points in the video presented on the course website. I agree with his views and can see through his presentation the importance of avoiding such mistakes. It is clear that powerpoint is a supportive tool for learning when used correctly.
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Aldred, S. (2010). Learning style and personality. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
As i have worked within schools that have smartboard access, I have created many powerpoints throughout my term of study to assist in my teaching. I find that no matter what subject the powerpoint is used for, this technology supports the student learning. Benefits of using powerpoints within learning experiences include
- A method for engagement (Kiersley, & Shneiderman, 1999)
- As a visual aids device (Mueller, 1980)
- To include hands-on interactive activities
- Including technology within lessons
- Catering for all learning styles of visual, auditory and kinesthetic (Aldred, 2010).
- Already developed resource ready to use
- Creates a flow of activities and well organized lessons
Powerpoint presentations also break-up the lesson so that students aren't constantly listening to teacher talk or participating in the same learning experiences.
I have previously used powerpoints to assist in mathematics, environmental, SOSE, science and literacy lessons. Particularly powerpoint was used to aid in the presentation and interactive practices of mathematics lessons.
I provided students with an engaging video linked to the powerpoint on the use of percentages in the real world(Kiersley, & Shneiderman, 1999). Students were then able to view a number of slides that visually displayed key points what was being said in terms of the teaching of the knowledge and skills. Throughout this I was able to include images that assisted in the learning (Mueller, 1980) that would not be able to be viewed by students without the use of powerpoint. In a number of these slides were tables which students had to fill out, I was able to ask students to fill in the answers interactively on the smartboard. Without the use of powerpoint this would not have been able to be completed and certainly not to the degree of a whole class interactive activity. Students then participated in an end game which required them to use the smartboard in order to write answers in the form of a race against other players. The use of powerpoint enabled slides of questions to be previously developed and ready to use. This created a lesson that was fluent and well organized, therefore allowing me as the Learning Manager to focus more on the learning and behavior management of the classroom.
Don McMillan provides some great points in the video presented on the course website. I agree with his views and can see through his presentation the importance of avoiding such mistakes. It is clear that powerpoint is a supportive tool for learning when used correctly.
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Aldred, S. (2010). Learning style and personality. Retrieved from CQUniversity, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Voki's
Get a Voki now!
Voki's are so much fun to create! This tool would be great for Learning Managers to use in the classroom to
- Engage students in a topic (Kearsley & Shneiderman, 1999)
- Teach particular topics
- Present online homework or tasks
- Use as a form of assessment that students use
- Practice students technology skills in a fun and exciting way.
I found it really exciting that you can choose from and design your own heads, backgrounds, colours and even choose or use your own voice! I can imagine children having a ball playing with such technology while learning.
Reading text can sometimes become boring and create less motivated opinions toward a topic, Voki's allow for students to be engaged (Kearsley & Shneiderman, 1999) in a topic and even receive information through the visual components (Mueller, 1980). Some students learn best through technology rich experiences, visual aids (Mueller, 1980), hands-on experiences, a variety of activities, a break of continual teacher talk and connectedness to student interests and real-life experiences (Felder & Solomon). Voki's are a great way to cater for all learners and create inclusive practices within the classroom setting in a fun and interactive way.
References
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Wikis
Through the study of theories and views about technology within 21st century education (Prensky 2001) along with educational technology tools and practices I am able to see the impact technology has on student learning and the management of this learning. Previously, I have studied courses such as Managing Diversity and Learning Management which touch on and emphasize the importance to cater for and include all students irrelevant of their individual learning styles and abilities (Felder & Solomon). Through this learning in connection with the ability to use and manipulate technology, it is evident that technology supports the learning process.
Some students learn best through technology rich experiences (Prensky 2001), visual aids (Mueller, 1980), hands-on practices, a variety of activities and the incorporation of interests and real-life connections (Felder & Solomon). It is for this reason that technology is such a vital tool in supporting and catering for all students within the classroom. Students of the 21st century are often brought up into a world of technology and make use of technology at an early age. It is for this reason they are often described as 'digital natives' (Prensky 2001). Therefore, not only do educational technology practices cater for these students, but also, create fluency and ease into learning with the use of familiar practices, create engagement (Kearsley & Shneiderman, 1999), clear connectedness to relevant, real-life experiences and overall prepare students for the technology rich society of tomorrow.
"The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks....So engagement theory is intended to be a conceptual framework for technology based learning and teaching"(Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997).
Through experiencing the use of Wiki's I am already able to see the value of such a tool within the classroom. Learning Managers now have the ability to enable students to complete tasks interactively online. This technology can also be manipulated to support multi-disciplinary and cross-curricular learning along with catering for students with disabilities or learning difficulties as well as gifted learners. Technology opens a whole new pathway to the management of learning.
As it can be seen, the use of technology within educational setting is a valuable tool in order to create inclusive practices that engage and cater for all students. Technology can be used by Learning Managers to create and perform learning experiences as well as students to complete tasks and perform learning activities. The use of technology within the 21st century of education is vital to students learning and furthermore prepares students for the real-world (Prensky 2001).
References
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved:April 4, 2009 from http://home.sprynet.com/~gkearsley/engage.htm
Kearsley, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Some students learn best through technology rich experiences (Prensky 2001), visual aids (Mueller, 1980), hands-on practices, a variety of activities and the incorporation of interests and real-life connections (Felder & Solomon). It is for this reason that technology is such a vital tool in supporting and catering for all students within the classroom. Students of the 21st century are often brought up into a world of technology and make use of technology at an early age. It is for this reason they are often described as 'digital natives' (Prensky 2001). Therefore, not only do educational technology practices cater for these students, but also, create fluency and ease into learning with the use of familiar practices, create engagement (Kearsley & Shneiderman, 1999), clear connectedness to relevant, real-life experiences and overall prepare students for the technology rich society of tomorrow.
"The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks....So engagement theory is intended to be a conceptual framework for technology based learning and teaching"(Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997).
Through experiencing the use of Wiki's I am already able to see the value of such a tool within the classroom. Learning Managers now have the ability to enable students to complete tasks interactively online. This technology can also be manipulated to support multi-disciplinary and cross-curricular learning along with catering for students with disabilities or learning difficulties as well as gifted learners. Technology opens a whole new pathway to the management of learning.
As it can be seen, the use of technology within educational setting is a valuable tool in order to create inclusive practices that engage and cater for all students. Technology can be used by Learning Managers to create and perform learning experiences as well as students to complete tasks and perform learning activities. The use of technology within the 21st century of education is vital to students learning and furthermore prepares students for the real-world (Prensky 2001).
References
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved:April 4, 2009 from http://home.sprynet.com/~gkearsley/engage.htm
Kearsley, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity,
FAHE11001 Managing E-Learning, http://home.sprynet.com/~gkearsley/engage.htm
Mueller, G. (1980). The Modern Language Journal, Vol. 64, No. 3, pp. 335-340
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
Felder, R., Solomon, A. Learning Styles And Strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
22 March 2010
Blogs in education
Similar to others using e-blogger, this is my first blog. Already I am able to see that through the use of blogs learners are able to develop and expand their knowledge base and skills around particular topics as well as their social networking skills and ability to use technology.
With ever evolving technology and the expansion of it's use in society it can been seen that there is a need for greater inclusion of the use of technology within pedagogical practices. This aims to not only equip and provide learners with the declarative as well as procedural knowledge and skills in order to use technology but furthermore function within a society that depends on it's use.
Initially it is significantly important to educate learners on web safety. Aldred (2010) describes issues with using the internet, these include, exposure to inappropriate material, physical danger, harassment and bullying as well as privacy. However, there are tools used to protect students when accessing the web such as the walled garden approach, this approach allows for control over what students are able to access on the web at school. This approach was used throughout my high school years and showed to be successful at keeping students safe and not distracted.
Unfortunately though, some of these tools do not allow students to engage in social networking which can often be educational. Networking allows students to share their ideas, opinions and findings with their peers online. Aldred (2010) believes that these engage students within their learning. Supporting this is the idea that children of the 21st century are often digital natives, that is they are brought up in a world of technology and understand how to use it far greater than others (Prensky 2001).
The increased integration of ICT's particularly online networking within educational contexts means for a greater range of accessible resources made available to students. This along with collaborative learning enables students to expand, collaborate and share their ideas, opinions, findings on particular topics, where they are able to learn from each other as well as increase their social and group working skills. The use of networking also enables students to practice their creative writing skills as well as journal writing. This can create an increase in the understanding of talking in first, second or third person along with more formalized writing. Furthermore, students are able to make connections to the real-world and participate in authentic learning experiences.
The idea of using social networking as a part of pedagogical practices means that students are able to ask questions to their teacher and peers when at school as well as home. I've found throughout this course that the use of online forums and social networking has made it easier to ask questions and ensure your on the right track. The learning pyramid suggests that student retain 50% of discussion groups and 90% of teaching others. It can therefore be seen that incorporating such ICT's into students learning .
Resources
Aldred, S. (2010). Internet safety: the issues. Retrieved from CQUniversity Moodle, FAHE11001 Managing E-Learning,
http://moodle.cqu.edu.au/mod/resource/view.php?id=44151
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
The Learning Pyramid.
With ever evolving technology and the expansion of it's use in society it can been seen that there is a need for greater inclusion of the use of technology within pedagogical practices. This aims to not only equip and provide learners with the declarative as well as procedural knowledge and skills in order to use technology but furthermore function within a society that depends on it's use.
Initially it is significantly important to educate learners on web safety. Aldred (2010) describes issues with using the internet, these include, exposure to inappropriate material, physical danger, harassment and bullying as well as privacy. However, there are tools used to protect students when accessing the web such as the walled garden approach, this approach allows for control over what students are able to access on the web at school. This approach was used throughout my high school years and showed to be successful at keeping students safe and not distracted.
Unfortunately though, some of these tools do not allow students to engage in social networking which can often be educational. Networking allows students to share their ideas, opinions and findings with their peers online. Aldred (2010) believes that these engage students within their learning. Supporting this is the idea that children of the 21st century are often digital natives, that is they are brought up in a world of technology and understand how to use it far greater than others (Prensky 2001).
The increased integration of ICT's particularly online networking within educational contexts means for a greater range of accessible resources made available to students. This along with collaborative learning enables students to expand, collaborate and share their ideas, opinions, findings on particular topics, where they are able to learn from each other as well as increase their social and group working skills. The use of networking also enables students to practice their creative writing skills as well as journal writing. This can create an increase in the understanding of talking in first, second or third person along with more formalized writing. Furthermore, students are able to make connections to the real-world and participate in authentic learning experiences.
The idea of using social networking as a part of pedagogical practices means that students are able to ask questions to their teacher and peers when at school as well as home. I've found throughout this course that the use of online forums and social networking has made it easier to ask questions and ensure your on the right track. The learning pyramid suggests that student retain 50% of discussion groups and 90% of teaching others. It can therefore be seen that incorporating such ICT's into students learning .
Resources
Aldred, S. (2010). Internet safety: the issues. Retrieved from CQUniversity Moodle, FAHE11001 Managing E-Learning,
http://moodle.cqu.edu.au/mod/resource/view.php?id=44151
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.
The Learning Pyramid.
Experiences so far
Throughout the course Managing E-learning, I have been able to understand the importance of technology within the 21st century, specifically within educational contexts as well as the wide range of resources made available online.
Lincoln and Strommen (1992) suggest that “electronic technology has dramatically penetrated into every area of society, and every aspect of our social and cultural lives.” They also believe that most significant are the changes evident in today’s students by the technological revolution (Lincoln & Strommen, 1992). I strongly agree with their theories and am able to significantly notice the increase in the use of technologies today compared to a few years ago. It is for this reason that educators need to integrate technology into classroom practices in order to prepare and equip learners with skills and knowledge for beyond the classroom.
Throughout the course thus far I have gained further understanding on how to use different aspects of the internet, access online teaching resources, netiquette, integrate technology within classroom practices and use blogging as a means of assessment. I have also learnt that the idea of a 'contsructivist student experience' (Aldred, 2010, p. 4 of 5) maximizes technology to encourage students in their learning. Through all of this I am able to see importance and reason in using technology in pedagogical practices and aim to do so within my own teaching experiences.
I believe that technology is an essential component of the classroom to ensure student success, cater for students that are technology literate and prepare students for the ever evolving world of technology beyond the classroom.
References
Aldred, S. (2010). Active Learning: connectivism. Retreived from CQUniversity Moodle, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Lincoln, B, Strommen, E. (1992). CONSTRUCTIVISM, TECHNOLOGY, AND THE FUTURE OF CLASSROOM LEARNING. Retrieved from http://www.playfulefforts.com/archives/papers/EUS-1992.pdf
Lincoln and Strommen (1992) suggest that “electronic technology has dramatically penetrated into every area of society, and every aspect of our social and cultural lives.” They also believe that most significant are the changes evident in today’s students by the technological revolution (Lincoln & Strommen, 1992). I strongly agree with their theories and am able to significantly notice the increase in the use of technologies today compared to a few years ago. It is for this reason that educators need to integrate technology into classroom practices in order to prepare and equip learners with skills and knowledge for beyond the classroom.
Throughout the course thus far I have gained further understanding on how to use different aspects of the internet, access online teaching resources, netiquette, integrate technology within classroom practices and use blogging as a means of assessment. I have also learnt that the idea of a 'contsructivist student experience' (Aldred, 2010, p. 4 of 5) maximizes technology to encourage students in their learning. Through all of this I am able to see importance and reason in using technology in pedagogical practices and aim to do so within my own teaching experiences.
I believe that technology is an essential component of the classroom to ensure student success, cater for students that are technology literate and prepare students for the ever evolving world of technology beyond the classroom.
References
Aldred, S. (2010). Active Learning: connectivism. Retreived from CQUniversity Moodle, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44149
Lincoln, B, Strommen, E. (1992). CONSTRUCTIVISM, TECHNOLOGY, AND THE FUTURE OF CLASSROOM LEARNING. Retrieved from http://www.playfulefforts.com/archives/papers/EUS-1992.pdf
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