Synopsis

Reflective Synopsis- Blog Wrap up

I know since the last time I attended high school, technological device use in classrooms have increased significantly. It took me a few weeks in this course to realise how big some of these changes really were and decided to discuss these significant changes below.....

Information Communication Technology (ICT) has changed significantly in the last 5 years or so and where used correctly can help facilitate, support and enhance learning needs for all students. The learning demands of today's students requires teachers to adapt and incorporate ICT through there pedagogical approaches. Compared to previous years and decades (see video below), teachers are now required to create an environment where students don't just learn about technology, but use technology to learn (Education Victoria, Department of Education and Early Childhood Development). Teachers are also responsible for educating students on the dangers of a technology-filled world outside of school by ensuring students understand terms as such as cyber-bullying and understand the schools ICT use policy.

The introduction of the internet and use of digital technologies in and around the classroom has provided enormous opportunities for both the teachers and students to learn and improve, but however has also presented them both with many challenges. It's important to educate students on the safe and responsible use of ICTs. Education Queensland has found that teachers have a huge influence on the students they teach. Therefore it's important for teachers to develop the skills and provide the resources to ensure students become responsible online (Education Queensland, 2011, p.2)

ICT's can be used to support learning theories used by teachers, but however only a few of these learning theories have been discussed during the course:
· Behaviourism
· Cognitivism
· Constructivism, and
· Connectivism, which is yet to be confirmed as a learning theory, but more of a theory that supports learning theory.

In a basic wrap up, behaviourism sees students learn through practice, positive reinforcement, and re-shaping what they have learned during the process (A Brief Overview of Learning Theory, CQUniversity). In class teachers lead students through pre-programmed steps with a pre-determined result at the end of each lesson or term. For example, teachers could provide students with a list of sporting players and sports and create an online quiz for students to link the players with their respective sports.

Cognitivism sees information picked up by the senses and transferred to sensory memory. If the information is not used immediately it will be lost. With reinforcement and linking to other ideas, information is eventually stored in a part of the brain where long-term memory is stored. Using online concept mapping tools students can link ideas to memories or senses to help them remember information learnt in class. As displayed below, Dale’s Cone of Experience suggests that what people generally remember is determined by the senses they use during the learning process. 

Dales Cone of Experience- http://hlwiki.slais.ubc.ca/index.php/Dale's_cone_of_learning

For example, by watching a YouTube video on a particular topic, students can tap into the senses they use to read, see, hear and then write, in order to possibly remember 70 per cent of the content. Teachers must always remember students learn differently from one to another. Behaviourism and cognitivism theory are displayed at the lower end of the SAMR model. Describing four levels of technology integration, the SAMR (substitution, augmentation, modification and redefinition) model assists teachers to design, develop and integrate learning technologies which support higher learning in and around the classroom. 

In many instances the notion of utilising ICT in the classroom is misinterpreted as a request for more 'fun' (Henderson, 2012, p.62). In these unfortunate cases, students are required to participate in routine activities that are part of the traditional pedagogical habits and styles of teaching, but are utilising technology. Typically found at the substitution and augmentation level, these activities resemble print-based texts and traditional literacy practices, but are adapted for use with digital text (Honan, 2010b). For example, using a maths website where students complete maths calculations and type their answer beside the equation. The technology is utilised, but it's not adding any value to the content being taught and is no different to handing students a worksheet and asking them to write the answers on the sheet.

Much like Bloom's Taxonomy, which encourages students to utilise their higher order thinking skills, the upper end of the SAMR model - the modification and redefinition stages - enhance the learning experience for students. These stages help transform the classroom. In the case of a traditional group project where students spend time in class, write and stick photos on cardboard, this task could be enhanced by the introduction of tools such as Glogster. Glogster allows students to create online sites with interactivity and animation. Instead of having a static presentation, students have the ability to incorporate audio, video, animation and they can do it from home or at school - effectively collaborating anywhere they have access to the internet.

Utilising the constructivism and connectivism learning theories, students can enhance and completely redefine the task. For example, students could be asked to discover an online tool for themselves that can deliver similar functions to Glogster, but was tailored to their own interests or style. From there, rather than submitting a piece of work for marking by their teacher, many of the tools similar to Glogster allow visitors to provide feedback and/or comments. This feature could pave the way for students to provide comments and feedback on their peers' work. Students could take the feedback and improve their projects with their peers' input.

By embracing the SAMR model into my lesson planning it will enable me to see if I can adapt and change my lesson to incorporate the use of an ICT tool or two. This blog task over the last six weeks has enabled me to incorporate a few ICT tools into my pre-servicing teaching in my EPL 1 and into the future. My favourite ICT tools are QR codes or an Prezi as it provides different learning revenues for the students.

I hope you have enjoyed my blog post, enjoy your teaching over the next 6 months.

Reference list

• Department of Education and Early Childhood Development (2014). ICT School Planning.Retrieved from Education Victoria website: http://www.education.vic.gov.au/school/teachers/support/pages/planning.aspx
• Education Queensland (2011). Quick reference guide for teachers on cybersafety and cyberbullying. Retrieved from Education Queensland website: http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/cybersafety-cyberbullying.pdf
• Henderson, M. (2013). Teaching Literacies in the Middle Years. South Melbourne: Oxford University Press
• CQUniversity (2015). A Brief Overview of Learning Theory. Retrieved from EDED20491: ICTs for Learning Design (Term 1, 2015)
• http://hlwiki.slais.ubc.ca/index.php/Dale's_cone_of_learning- Dales Cone of Learning
• Australia Curriculum (2015). Learning in digital technologies. Retrieved from the website: http://www.australiancurriculum.edu.au/technologies/digital-technologies/learning-in-digital-technologies
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Week 6- Reflection 5- Mobile Learning

Reflection 5- Mobile Learning

It only seems like yesterday I was starting my very first blog post, wow how times flies when you are having fun. :)

But here we are into week 6 of our term talking about Mobile Learning and using QR codes as an ICT tool. I will give a brief overview of mobile learning detailing the use of mobile phones and tablets in the classroom and then give a detailed overview of QR codes and SAMR model to finish.

Mobile Learning
Mobile learning can be seen as having many definitions from people across the world, in my own experience I believe it is learning via mobile devices such as tablets, laptops, smartphones and any other media reading device.

Many schools throughout Australia and in my local town of Rockhampton are incorporating the use of these mobile learning devices into there classrooms. Smartphones and tablets are being used because of the ease of use, that is there ability to be maneuvered around the classroom without any chords or restriction.

Mobile learning is not just learning via a tablet or smartphone but incorporating these technologies into our everyday teaching strategies by allowing both students and teachers to benefit from this. Mobile learning aligns well with many of the goals from some of the educational institutions-

List below is from (Jisc, Mobile Learning, 2012)

1. Curriculum Design
   
2. Personalisation of teaching
3. Student satisfaction
4. Digital literacies
5. Reducing costs
6. Graduate attributes and employability
7. Enhancing assessment and feedback
8. Widening participation
9. Improving student engagement and retention
10. Energy efficiency 

QR Codes
Coming into this week I thought to myself what are QR codes? I remember seeing this weird bar-code looking picture in a Autobarn catalogue one day but it never clicked with me what it was actually called or used for. Anyway enough about me... And more about QR codes...

QR code is a type of barcode that is readable by dedicated QR barcode readers such as smartphones and other compatible devices. Once scanned QR barcode readers display information such as text, images or other data (websites, promotions etc). As I mentioned before like myself you may have seen these in a catalogue, newspaper or magazine. Using QR codes are not just being limited to the three media sources as mentioned in the last sentence, but are now being used in an educational setting such as a classroom, newsletter or school handouts. I have added a group of how QR code can be used in the classroom below-

1. Take students to website without typing in the URL
2. Provide information hot spots throughout the classroom to access online media sources
3. Adapt text/books by adding in QR codes
4. Attach QR codes to the classroom calendar/ time table to point out important information throughout the term
5. Take students to a website that you are browsing on an interactive white board

Please take a look at the QR code I have created below. :) I believe QR codes are going to be a way of the future and save your students time and effort when browsing the web for information or media sources.

My QR Code :) Try it out.

SAMR Model

Substitution- QR code can be used as a shortcut, the same as a hyperlink to a webpage

Augmentation- Instead of using google to find a website or a search based website, the teacher will do all the work and use a QR code in its place

Modification- Instead of handing out multiple task sheets for assignments, teachers can hand out a page with different qr codes on it so students can download the tasks themselves.

Redefinition- Newsletters or school information packs can be used in a form of a QR code.

That's all for this week guys,

References

1. (Jisc, Mobile Learning, 2012) http://www.jisc.ac.uk/guides/mobile-learning/why-mobile-learning

Week 5- Reflection 4- Group 3 Technologies

 Reflection 4- Group 3 Technologies

This week we examined three presentation based programs; Prezi, PowerPoint and Glogster. These programs can be used to present, collate and mash-up learning or information. They are all capable programs of gaining the students attention, as video, audio, images and text can all be displayed in these presentation based programs.

I didn't choose to overview my thoughts on Microsoft PowerPoint as I have used this program for years on end and wanted to try something new. In previous years of study I have heard "Prezi" mentioned by lecturers as ways to display your point of view in a different way. So I decided I would overview Prezi for all of you and then run  SAMR model on the Prezi program to finish the blog off.

Prezi
Prezi is a online based presentation software program. It is used by many global companies as an alternative to Microsoft PowerPoint, it is a free program that can also be purchased as a downloadable software program for $20 per month. Having the downloadable program allows for use off line where internet sources are not available, or businessman can access from their laptops, smartphones and tablets at the ease of a downloadable app.

One of the main benefits of Prezi that I found was it's ability to zoom in and out on different subject choices, this can be rather important if you as a teacher want to focus on particular parts of your lesson more than others. You may have a topic such as osmosis which may be hard to define to students via text, but displaying osmosis in a picture may enhance the students learning. I think it is important as a teacher to mix up and change your teaching styles every few weeks to keep your students interested in your lessons. It not only keeps your students interested in what you are teaching them, but it gives you as the teacher some new teaching strategies as to what is best for each of your individual classes.

I have added two images below from a Prezi example, that highlights the use of text and images in one.

The teacher displays the definition of Osmosis first and then zooms into a picture hidden above the "i" in high.

The teacher then clicks the next arrow and a image of osmosis is blown up larger on the screen.

I had an attempt at making a Prezi myself, I found by using one of the pre existing templates made it easier to navigate and add your information along the way. If you do get stuck along the way there are multiple example videos given to you on the Prezi website- https://prezi.com/n-p8g_xcyp_m/thoughts-on-using-prezi-as-a-teaching-tool/.

 If you let your imagination flow with this program it is not just limited by the use of teachers and businessman, but could be used by coaches, parents and managers. This program can become important part of your teaching needs and students can begin to use it for there oral presentations as a terrific tool. I will continue to read articles on Prezi and use it as a extra tool in my classes, practice makes perfect right???

Please view my Prezi below I have used it as an online coaching tool for a soccer team, listing the line-ups, game-plans and improvements.



Prezi SAMR Model
Substitution- Rather than using PowerPoint slides for their assignments, students could design their particular assignment on Prezi instead.

Augmentation- Students can search a particular topic of choice from many of the free online samples of an online Prezi.

Modification- As a teacher you could prepare and present the lesson on Prezi, students will get to understand the information and how Prezi works at the same time.

Redefinition- Students could be given an oral assessment task, where they are to design, prepare and display their content using an online Prezi.

Thanks for your time again this week :) have a great weekend and get those assignments rolling.

Week 4- Reflection 3- Group 2 Technologies

Reflection 3- Group 2 Technologies

This weeks blog reflection looks at the use of Group 2 Technologies which consist of video, image and audio editing tools.

After having the week off with the "Man Flu" and missing the lecture I though it was a brilliant time to explore some of the video editing tools I have used in the past and try downloading MobaPhoto and Windows Movie Maker to see what this image re-sizing, cropping and movie creating was all about.

I will give a brief description of each of the tools I used this week and give a (SAMR model) to finish off the blog on further use of these tools in a educational setting.

MobaPhoto V 1.42

After reading the class lecture notes, Gary mentioned a simple and easy program called MobaPhoto which helps when re-sizing and cropping those photos you want to use in your classroom. MobaPhoto enabled me to edit Image 2 from 1.4 MB all the way down to 760 kb (Image 1). As you can see the quality of both Image 1 and 2 look the same, but will pixelate when zooming in further. This photo editing tool will be useful when uploading images to blogs, servers and computer classrooms, as the photo size is most of the time halved. As the majority of schools have slow and restricted internet speeds, this photo editing tool proves to be vital in a classroom setting.

Unedited Image 1.4MB
(Image 2)

Edited Image 760kb
(Image 1)

Cropped and Colour Changed Image
(Image 3)

Kinovea
Another program I have used in my past studies is Kinovea, it is a free video editing program that enables you to slow/fasten up videos, measure angles and distance. This program can be used in a Health & Physical Education back ground, and can enable students to study throwing, kicking, catching techniques as well as various other kinematic movements. Please see a video (click play to watch) and some images below where I was able to use a metre mark on a piece of aluminium to measure the first and second bounce of a golf ball.  

Windows Movie Maker & Podcast
The last of this week's tools looks at the video editing program called Windows Movie Maker, we were given the opportunity to make our own podcast, after recording the audio on my Smart Phone, I was able to upload this audio file to Windows Movie Maker, add a title and a few images and there was my first ever audio podcast. Windows Movie Maker can become a valuable tool in a classroom, as songs, recordings, images, videos and text can all be delivered into one. This program is simple to use and how to use videos can be found on YouTube.

"My NRL Round 4 Podcast"

Enjoy guys:)

SAMR Model

The SAMR model looks at how students can modify images and use them in their studies through the use of ICT's.

Substitution- Instead of students bringing a printed version of a photo, they can bring photos in off their phone, cameras, tablets etc. Students would then use these photos by uploading them onto a computer for use in a particular task.

Augmentation- Augmentation would be for students to scan these images onto a computer or use a over head projector to display these images, Students would then use a program such as MobaPhoto to crop, re-size and edit their photos.

Modification- After students have re-scaled their photos/images they could use these images to make a power-point slide show or even a short video clip with music embedded in the background. Using Windows Movie Maker or Microsoft PowerPoint.

Redefinition- These photos after being edited could be applied to the use of a blog, website, poster, flyer or even a still image movie if necessary.

Until again happy blogging people, and have a wonderful Easter :-)