Reflective Synopsis

“Students are ICT-skilled and hold positives views about ICT in education. Most students own PCs, increasingly laptops. Students see ICT as a positive feature in teaching and learning. Most students have rather limited experience of ‘well-developed or sophisticated’ e-learning”
(Haywood, Macleod, Haywood & Mogey, n.d., p.4).

“E-learning refers to formal and non-formal education that uses electronic delivery methods” (Ministry of Education, 2009, p.1) These electronic delivery methods are now almost endless, this vast array of resources allows for, I as a teacher to cater for and engage all students in my classroom. The incorporation of ICT in the classroom aims to enhance learning, to engage students and to boost motivation levels. It needs to be understood that e learning is not just computers but a whole range of digital devices. This vast array of devices supports numerous teaching strategies. ICTs should be a replacement for another tool not an addition. This means that utilising e-learning tools, shouldn’t be an added pressure to the teacher it should instead be a relief, a tool not just for learning but to simplify teaching as well.

Technology plays a major role in current and future student’s lives. As a Bachelor of Learning Management Secondary student it’s important to me to explore the contexts in which I can improve student’s learning experiences. The way I incorporate ICT into my classroom will differ completely to that of how an Early Childhood teacher would utilise these educational technology tools. The tools and their application need to be suitable for the age and level of the learners. Garrison and Anderson (2003, p.34) define educational technology as those tools used in formal educational practice to disseminate, illustrate, communicate or immerse learner and teachers in activities purposively designed to induce learning. The only aspect of this definition I would alter is the “or” I would replace this with “and”. As a teacher I want to achieve all of these aspects, not just one and ICT will allow me to do this.

Although there are limitations and barriers with utilising e-learning, the positive results far out way the challenges. ICT allows for the breakdown of classroom walls. It allows for greater links to the outside world and promotes greater engagement in learning. A major challenge of teaching secondary school students is their motivation or lack thereof; many students at this age lack in motivation and therefore do not engage in the learning. As a teacher it is my responsibility to encourage the development of this motivation and ICTs aid in accomplishing this. For example in a Business Studies lesson, students are learning about office equipment and the procedures associated with them. A non ICT lesson would involve filling out worksheets, a decontextualised strategy. Brophy (2004, p.200) theorises that as a result of principles and skills being taught in circumstances far removed from the context in which they will be used the intrinsic motivation potential from school learning is removed. This potential can be recaptured through creating classroom tasks that resemble the situated learning that occurs in out of school settings. Incorporating a greater level of ICT allows this lesson to be contextualised, to create the real world experience. Using a Voki as a client entering the office and needing to leave a message, provides great contextuality than a written paragraph on a sheet of paper. Utilising this ICT does not only improve the engagement level of the students but also the quality of the learning. Without the use of the Voki and this technology, the level of quality could not be achieved.

As teachers we can only incorporate as much ICT into our classroom as the environment allows. For example I cannot utilise a PowerPoint presentation in a typical classroom, due to hardware restrictions or I cannot demonstrate the steps to creating a bubbl.us mind map without an internet connection to the classroom. So although incorporating e learning into a lesson is the teacher’s responsibility, as teachers we can only go as far as the infrastructure, resources and classroom architecture allows us. In addition to architecture providing a barrier for e learning other issues including firewalls provide another challenge. You Tube can also be used an engaging learning tool. Endless how to and information based short clips can be found here, the only problem, Education Queensland blocks this site for use by students. Student’s level of ability also provides another limitation to the use of ICT e learning tools. In a class of thirty, there is the very real possibility that there are thirty varying levels of ICT ability. So as with all teaching strategies, it is difficult to choose a tool that will suit all

As a result of the first seven weeks of E Learning I have chosen four tools which I believe are most beneficial in my context as a BLM Business Studies and English teacher.

Concept Maps
Concept Maps no longer require butcher’s paper and a pen, e-learning tools such as bubbl.us and Text to Mind Map are the new and improved version. In my Blog on Concept Maps, I defined this tool as a visual set out of ideas. My definition of Concept Maps is supported by Novak and Alberto (n.d., p.4) who states that they are a power knowledge representation tool. The visual nature of this tool allows for students who work well visually, to see ideas differently. It allows them to link one concept to another with just a line, Novak and Alberto (n.d., p.4) calls these cross links. This use of bubbl.us, also promotes engagement to students who need to work kinaesthetically, it allows students to be actively involved. Marzano and Pickering (1997, p. 210) recognise the benefit of using a graphic organiser, such as a concept map to aid in problem solving. Concept Maps allow for the layout and development of knowledge or a skill. Bloom’s hierarchy of six levels of cognitive domain knowledge, comprehension, application, analysis, synthesis and evaluation as explained by Isaacs (1996, p.2) can all be laid out and linked in a Concept Map. Bloom’s Cognitive Domain Hierarchy also links closely to that of the Year 11 English Syllabus which states that students will learn to “interpret, analyse, evaluate, respond to and create a wide range of texts” (QSA, 2010, p.5.)

PowerPoint
PowerPoint although somewhat an overused ICT tool is still beneficial to learning. As explored in my Blog PowerPoint’s do not have to be the usual slide with notes. Instead PowerPoint is a program which allows for interaction and engagement with students. PowerPoints can also be used as whole class collaborative activity rather than lecture notes. For example I created a PowerPoint which was used in a Business Studies class where we had no access (in this particular lesson) to actual equipment, so this provided information on how and when to use equipment. This PowerPoint was opened on each students’ computer and each slide was read to the class by one of the students. When it came to the activity each student worked independently. In this case PowerPoint was an introduction to a topic. It focused on the first level of Bloom’s hierarchy building knowledge, “the recall of specific terms”, for later application (Isaacs, 1996, p.2). Using a PowerPoint such as this helps students understand how specific knowledge is valuable. This PowerPoint explains “to students how this information will be useful to them later” (Marzano & Pickering, 1997, p.30)

Blogs
In my Blog I reflect upon how Blogs are used in a learning context. The main context in which a Blog should be used in a classroom is as a reflective and evaluative tool. Reflection and evaluation are two important skills that need to be developed and therefore students of lower year levels may not have the ability to utilise this e-learning tool effectively. The best way to improve these skills is to practice, and receive feedback. Blogs provide a space for both practice and feedback. Blogs allow for the development of the three highest skills on Bloom’s Hierarchy, analysis, synthesis and evaluation. Blogs support reflective thinking, which in turn supports the development of identifying relationships between concepts, pulling together concepts and making judgements on the value of concepts and ideas (Isaacs, 1996, p.2). Marzano and Pickering (1997, p.56) recognise that is it is important for student to discover new information for themselves. Blogs allow students to do this by reflecting and then linking knowledge and concepts.

Voki
A Voki is basically a personalised, animated avatar. An example of a Voki can be found in my Blog. This e-learning tool allows a teacher to speak to students without the need for the teacher to physically “speak”. The ability to personalise the Voki also allows for this tool to be used in a number of different teaching circumstances. An example I gave before explained how a Voki can be utilised as a client coming into an office in a Business Studies class. In this situation the Voki could be dressed business like and would speak in an appropriate manner. Another example in an English context when studying a novel and focussing on characterisation, a Voki character from the novel could be created by each member of the class, with the physical and verbal characteristics of their character. The use of Voki in the classroom either by the teacher or the student’s works well within Bloom’s Taxonomy. This tool can develop all six levels of Cognitive Domain whilst also encouraging interaction with the Affective Domain elements “receiving, responding, valuing, organisation and characterisation” (Isaacs, 1996, p.2). Voki assists in creating authentic tasks, “that is, related to life outside of school” (Marzano & Pickering, 1997, p. 31). Marzano and Pickering (1997, p. 31) theorise that students who clearly see the relevance of tasks are more likely to be engaged by them.

These are four tools of many that are beneficial to student’s education. The following links are to three constructive comments I have made to my classmates’ blogs.
Gary's Blog Comment

Rebecca's Blog Comment

Belinda's Blog Comment

This course, Managing eLearning has allowed me to gain experience with a number of different ICTs, most of which I had no prior experience with. This new knowledge will allow me to incorporate these tools in my classroom and provide a more engaging learning environment for the students.

References

Brophy, J.E. (2004). Motivating students to learn. Mahmah, NJ: Lawrence Erlbaum Associates Inc
Garrison, D.R., & Anderson, T. (2003). E-learning in the 21st century: a framework for research and practice. London, UK: Routledge Falmer

Haywood, J., Macleod, H., Haywood, D., & Mogey, N. (n.d.). The student view of ICT in education at the University of Edinburgh: skills, attitudes & expectations. Retrieved 24 August 2010 http://homepages.ed.ac.uk/jhaywood/papers/studentviews.pdf

Isaacs, G. (1996). Bloom’s taxonomy of educational objectives. Retrieved 23 August 2010 from http://www.teqi.uq.edu.au/downloads/bloom.pdf

Marzano, R.J., & Pickering, D.J. (1997). Dimensions of learning. Aurora, Colorado: Mid-continent Research for Education and Learning

Ministry of Education Tertiary Section Performance Analysis and Reporting. (2009). Profile & trends: finding out more about tertiary education. Retrieved http://www.educationcounts.govt.nz/publications/series/2531/54560/2

Novak, J.D., & Alberto, J.C. (n.d.). The origins of the concept mapping tool and the continuing evolution of the tool. Retrieved 22 August 2010 from http://cmap.ihmc.us/publications/researchpapers/originsofconceptmappintool.pdf

Queensland Studies Authority. (2010). English senior syllabus 2010. Retrieved 25 August 2010 from http://www.qsa.qld.edu.au/downloads/senior/snr_english_10_syll.pdf

Voki!

Get a Voki now!

images

http://www.flickr.com/photos/mamchenkov/113248878/

A phone?

No not just any phone - next week I am teaching a class about office equipment and why and how its used the office. So that's why this photo is an educational resource. I'm still searching to find one that it taken from more of a front on angle but if I don't I'll be taking the camera to work. A image is as close to the actual piece of equipment as I will get in the lesson I am teaching - so a good image is a very important resource.

Cliche but true - a picture can say a thousand words. Verbal explanation is good, and as a teacher being able to verbally explain and teach certain information is a tool that needs to be developed and maintained but verbal explanation isn't always enough. If you want to class to all picture the same thing the easiest way to do it is to show them. For example trying to explain the phone pictured above. It's dark grey, has a number of buttons, the phone is connected to the handset.... It doesn't work. Showing the picture and explaining the functions of the phone is much more effective.

Until this week I thought that flickr.com was just a site for sharing photos but I now know that by clicking on Creative Commons I am able to safely use images from the Attribution Licence section and acknowledging the source of the image without worrying about copyright. This will be a great resource for me as a unviersity student and as a teacher and also for students, as it provides great explanations of the allowed uses for each of the licences.

podcasts

I don't know a single person my age who doesn't have either an ipod, mp3 player or a computer. Podcasts can be listened to on any of these three devices and therefore are an accessible medium for students. They are also effective in helping students learn. In my prac I attend a year 9 English class who are studying Shakespeare. The main difficulties of learning this has been the reading and understanding of the texts. Difficulty with pronounciation has been a major issue. Also although their text has a thesaurus on the side of each page to help with understanding; it is difficult to read both and have the narrative flow. I have found http://www.shakespearecast.com/ which provides podcast downloads of a number of Shakespeare's works. Listening to this would allow students to follow along in their texts. They would then have a greater understanding of the pronounciation and would be easier to check meaning.

I haven't yet created my own podcast but will get onto to.

Week Three.

powerpoints.

Attention lecturers, powerpoint doesn't have to be as boring as you make it.
This is what I learn when I futher explored powerpoint this week.

O week left me with a slight dislike for powerpoints after term one of a particular subject (not lm or poul btw) I can say that I hated powerpoint but after learning a little more about the program I'm now open to a number of possibilities for its use in the classroom without boring my future students to death.

My university experience of power points has basically been a white slide with black writing. A visual aid? More like a visual bore. After my first couple of weeks of prac and also not leaving school too long ago I know that boredom is definately an issue that needs to be combatted in a classroom and using an unformatted, monochrome slide isn't going to achieve this.

Powerpoints aren't meant to be basic slides, the ability to incorporate links, movies, pictures and animations support this. Backgrounds, fonts, layouts and colour can be easily manipulated to create an aesthetically pleasing slide. Powerpoints can be intereactive. Utilising links can create a quiz for students eg. on one slide have a question and multiple answers that are linked - if the answer clicked on is correct a slide with positive feedback comes next, if the answer clicked is wrong a message about why it is wrond and a try again link can be clicked. Interaction!!

Visual learners will receive most benefit from a powerpoint, as it is a visual aid in the classroom. However powerpoints should not be set up and let run without further explanation or reinforcement from the teacher. The teacher's job is to further explain and extend on the notes or media presented on the powerpoint. Therefore the correct use of powerpoints will also benefit auditory learners, because it will allow them to see and hear the information.

As always there is a time and place for powerpoint to be used in the classroom, and that's not everyday for every subject but utilising this form of teaching taking into account the issues mentioned before will have a positive effect on learning. So now we know it's not powerpoint's fault that it is a bad reputation amoung university students, its due to the constant use of it and the lack functionality we see in our lectures and tutes.

Week Two.

blogs.websites.wikis

Last week I focussed just on bubbl.us and didn't incorporate any info or reflections on the use of a blog. So firstly to...

Functionality of a Blog
Blogs can be used in many different contexts. They can be used as a learning and teaching tool. For us as students blogs are a great reflective tool (the point of one assessment). They allow us to follow our thoughts and understandings throughout a particular learning experience. It allows us to look at our learning for a particular space of time or of a particular skill/knowledge.. In eLearning, it is every week.
As a BLM student, learning and teaching are two words which always work together - as when I learn I think about how others learn. So as a teaching tool blogs allow students to reflect (as we are doing). Analytical reflection is a skill that needs to be developed and therefore blogs of a reflective nature would not be suitable for younger students but in my case utilising blogs in at a secondary schooling level could be effective. Although students would need to be capable to use and have adequate access to technology. Blogs also take a level of self discipline and commitment to learning, basically like with most aspects you get out what you put in.
Blogs are a constructivist tool, the reflective use of this tool allows us and our students to work out what they know (prior knowledge) and build on it.

Websites
This week Wendy introduced us to weebly.com a site that allows anyone to create their own website without the need to know how to use a coding system. It simplifies the process with basic step by step instructions. In a classroom situation creating as a teacher creating a website like this allows for the easy spread of information without allowing students the ability to edit and alter the content. Utilising a website would allow for self paced instruction in the classroom. Students can work through set tasks at their own pace, referring back to the website for instruction. It would also help address the issue of students getting distracted using computers. Instead of students getting on the computer and doing their own thing until tasks are given, they would be given one instruction go to www.caseyfaulkner.weebly.com and follow instructions from here.

Wikis
Our class wiki today5 is just one great example. With all the uses a website provides plus the ability for public editing. The uses for this in the classroom are numerous. It also allows for the protecting of certain information, meaning, that if you only want students to work on one particular task, you can hide the rest. As you want them to move onto further tasks you allow these to be seen publically.

Each week my eyes are being opened to eLearning tools I've never even heard of. Sitting in a classroom last week I saw numerous opportunities where learning could have been improved by the incorporation of ICTs. This is the future of learning and I don't know about you but I'm looking forward to it.

Week One.

bubbl.us

This week Wendy introduced us to bubbl.us - a site that allows you to create your own mind map online. A mind map being basically, a visual set out of ideas. This site also allows for sharing of your mind map with "friends" on bubbl.us and if desired, to not only view but also edit. Utilising a program such as bubbl.us is a great improvement on the butchers paper and marker version of mind mapping. Bubbl.us allows for mistakes, no need for ugly cross outs and making use of the friends option also allows for anonymous sharing of ideas, eradicating the fear of embarrassment. It's a new and much improved version of the simple mind map. The idea of mind mapping works well in regards to the theory of Cognitivism. Bubbl.us further provides a better outlet for the organisation of information, which aids in linking information in order to transfer it to long term memory.

So that's a brief overview of bubbl.us, it's features and benefits to learning. Feel free to expand and add anything I've missed!

That's me out for now.
- Casey.



My eLearning bubbl.us mind map so far...

eLearning Intro.

This week was the intro tute for eLearning, so I've decided that this will be my intro blog entry.

First a little inspiration.