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
20 April 2010
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
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