Synopsis

The 21st Century has launched a dynamic technological revolution. Student’s today seek more than the conventional style of learning and require critical engagement with technology in the classroom. E-learning is a growing trend among many higher educational institutions. Learners and teaching professionals are attracted by the many benefits of e-learning, such as the flexibility of learning anywhere, at any time and at an individualised pace (Leung, 2003). The usage of technology outside of school hours has risen dramatically and there has been a significant drive for ICT’s to be implemented into the curriculum. It is essential for teachers’ today to stay educated and up to date with digital teaching tools to facilitate opportunities for students to learn through different technologies. The following synopsis will focus on a range of digital tools which I have explored and analysed to determine their potential and usefulness in the classroom. To support my learning and understandings of the technologies I will be using Dimensions of Learning and Bloom’s Taxonomy, in addition I will discuss engagement theories such as The Big6 and provide details of the advantages of the tools in association with pedagogy in the classroom.

Prior to interacting with the coursework I believed that I had reasonably good knowledge of digital tools and how they can be utilised effectively in the classroom (see Week One post). However, after examining and exploring all of the digital tools available for both students and teachers I came to see the unlimited possibilities that allow students to share, gain and explore new information such as blogging (see Blog, Blogging, Blogger! post). According to Oravec, (2003), ‘Blogs are emerging in many educational contexts as vehicles for personal expression and the dissemination and critique of Internet materials.’ It also suggests that ‘constructing weblogs can be of aid in motivating students to write and do research over an extended period of time (as well as share their efforts), giving them a platform from which to analyse the various Internet materials they obtain both independently and in the course of their classroom studies.’ Blogs, pedagogically help students collaboratively learn and both peer and self assess. Giving students the opportunity to work with their own blogs allows for personal growth and to ‘help students work in groups towards a common goal, when structured appropriately, can help students feel accepted by their peers’ (Marzano & Pickering, 1997). Online blogging contributes significantly to the overall students learning, through scaffolding, peer and self assessment and transforming information to develop new understandings.

Another interactive digital tool that I have explored is concept mapping using Bubbl.us which is a online website where you can make clear and easy to read concept maps (see Concept Mapping post). Online concept mapping tools are valuable for gathering and organising large chunks of information and streamlining this content into a chart which can be used to display complex information. I believe that online concept mapping is extremely beneficial for all students and their learning styles because it provides student's the opportunity to construct knowledge for themselves by organising learning content into a clear, concise concept map. Concept mapping is seen as a teaching strategy, according to Chiou, (2008) the concept mapping strategy can significantly improve students’ learning achievements compared to using a traditional expository teaching method. Marzano & Pickering, (1997) highlight the value of providing students with graphic organisers and representations to help them understand and use the process of acquiring knowledge and using it meaningfully. ‘Teachers can help students become highly engaged in tasks, whether students perceive the key knowledge as meaningful or not. By allowing students to be involved in the construction of the tasks, meaningfulness and relevance is achieved, therefore, student’s level of engagement can increase’ (Marzano & Pickering, 1997). This blends with the Big6 framework (see The Big6 is well...Big post) which allows the learner to classify, group and present information (Eisenberg, 2001).

Another digital teaching tool that I have explored and analysed is Weebly which is an online site where you can create your own website (see Websites post). This tool is a great way for students to become engrossed in their own learning, simply because you are giving the students the opportunity to discover or figure out new information for themselves (Marzano & Pickering, 1997). By creating their own Weebly website students can decide what content is to be posted and no one else can change it without permission from the author. Adopting Bloom’s Taxonomy framework as a lens, I see that making a website fits with the synthesis stage of learning where students are able to invent, compose and construct a new product, which they will name and plan a marketing campaign (Dalton & Smith, 1986). Teaching and learning can take place anywhere, at any time, and at any pace. However, there are still critical inhibitors to e-learning, such as insufficient telecommunications infrastructure for multimedia communication, the high cost of course development, privacy issues (see comment about website privacy) and the cultural change required for both the teaching staff and the learners. According to Leung, (2003) an important goal of e-learning is that it should be equivalent to or better than the learning provided through other delivery modes, such as the traditional face-to-face and classroom-based methods of instruction. I created an S.W.O.T analysis of the website that I developed (see Websites post) which prompted my Higher Order Thinking by asking certain questions and other pedagogical elements such as analysing central concepts from a range of different viewpoints.

Another tool that I encountered throughout my learning is YouTube (see YouTube post). YouTube is a website which allows people to upload videos or view them in a matter of seconds. This tool can be used for innovative ways, especially as a platform that could play an important part in your students learning process. It depends on how the teacher uses the video to support and extend learning, teachers must know not rely on the videos but to use it as an aide to start a discussion, serve as a writing prompt, start an investigation or a hook at the beginning of a unit. According to Bloom’s Taxonomy using this digital tool links with the beginning phase, knowledge, where you can ask students to describe, locate, list or name, this gives students the opportunity for Higher Order Thinking and begin to be engaged in the topic at hand (Dalton & Smith, 1986). In relation to Marzano & Pickering, 1997, they believe that student’s initial attitudes and perceptions have a major impact on what will be learnt, they say that ‘when our attitudes and perceptions are positive, learning is enhanced; when they are negative, learning suffers’. While analysing this digital tool it became apparent to me that according to the framework of the Big6, digital videos uses the information, synthesis and evaluation phases, which allows many uses through schools such as analysis and observation (Einsenberg, 2001). Using digital video doesn’t cater for all learners, however, according to Cheng, (2009) ‘video uniquely conveys the visual-auditory presentation of information which is inherently beneficial to cognitive learning’.

Prior to this course I thought I had strong knowledge of how to use digital tools and the purpose of them. However, it was only until I created my blog journal and began exploring, discovering and analysing the purpose of digital tools I now know that they are used to transform, support and enhance learning in the classroom. To guide my thinking throughout this course I have adopted frameworks such as Bloom’s Taxonomy, Dimensions of Learning’s and The Big6. Those particular frameworks allowed me to critique through a diverse lens. Teachers in the 21st Century need to keep themselves updated with technology and what it has to offer, not only for themselves but their learners. In addition, educators need to keep in mind the importance of working legally, ethically and safely on the World Wide Web by testing videos, websites and interactive material before sharing it to your learners. Digital tools should enhance, support and extend students thinking and learning, as digital tools are merely mediators of learning. Educators alike need to remember when using digital tools in the classroom that ‘the product of education is a continuous process of learning. It is also common belief that learning is strongly associated with the teaching process’ (Kanji, 1996).


Discussions with peers (Click on links below to view comments)

Concept Mapping comment
Concept Mapping comment
Wiki comment
Images comment
Google Earth comment
Websites
YouTube

References

Cheng, Gary and Chau, Juliana(2009) 'Digital video for fostering self-reflection in an ePortfolio environment', Learning, Media and Technology, 34: 4, 337 — 350

Chiou, Chei-Chang (2008) 'The effect of concept mapping on students' learning achievements and interests', Innovations in Education and Teaching International, 45: 4, 375 — 387

Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp36-7, Retrieved August 5, from: http://www.teachers.ash.org.au/researchskills/dalton.htm

Eisenberg M. (2001). The Big 6. Retrieved August 5, 2010 from: http://www.big6.com/2001/11/19/a-big6%e2%84%a2-skills-overview/

Kanji, Gopal K.(1996) 'Quality learning', Total Quality Management & Business Excellence, 7: 2, 147 —152

Leung, Hareton K. N.(2003) 'Evaluating the Effectiveness of e-Learning', Computer Science Education,13: 2, 123 — 136

Marzano, R.J., & Pickering, D.J. (2006). Dimensions of Learning: Teachers Manual (2nd ed.). Heatherton, NSW: Hawker Brownlow Education

Oravec, Jo Ann(2003) 'Blending by Blogging: weblogs in blended learning initiatives', Learning, Media and Technology, 28: 2, 225 — 233

Voki

Get a Voki now!


Voki's are so much fun! I had no idea how interactive and engaging they are. Basiclly, Voki is a free service that allows you to create personalised speaking avatars and use them on your blog, profile, in email message or in the classroom. I have made a avatar who is a super hero called 'Zee girl' who can't remember how to save the world and it is up to the student's to write a what 'happens next' story. I would use this as a beginning hook tool for my student's to get involved, engaged and give them another element of interaction to experience. Voki's can be used with a number of subjects ranging from SOSE to Art and even Mathematics. You can use the voki as an aide to support the lesson and learning, student's I think will respond positively to the avatar and will want to make their own. It's fun, interesting, creative and most of all interactive and purposeful for the student's. I would defiantly implement this into my lessons and give student's the opportunity to use this digital tool.

The Big6 is well..Big

The Big6 is a framework developed by Mike Eisenberg and Bob Berkowitz. The Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. 'The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools – K through higher education' (Eisenberg, 2001). Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. Here are the six stages we call the BIG6, they include:

1. Task Definition

2. Information Seeking Strategies

3. Location and Access

4. Use of Information

5. Synthesis

6. Evaluation

The Big6 framework clearly gives students essential life skills that will able them to accomplish task in and out of the classroom. Applying the Big6 in ICT will make sure that all learning phases are explored therefore maximising students learning. in the furture I will use this not only in lessons but for my own learning and teaching.

Podcasts

A podcast is a digital audio media file which is broadcast or downloaded over the internet. Basiclly, podcasting is a convinent way of downloading video or audio to your computer. You can then transport these files to your MP3 or video player. I have tried to create a podcast using www.podomatic.com which is free site where you can make your own but it didn't allow me to make one at this time. I will try another time because I'm very interested in the features and benefits it can have in the classroom. The most obvious one, would be to have a connection overseas with other students in the same year, this could be a great way to learn about other countries or just to have pen pals so to speak. The teacher can use this as an interactive tool for home work, setting a task or giving students the opportunity to create their own for assessment purposes. Personally I havn't used podcasts in or out of the classroom, so what are some ways we can use it in the classroom, any ideas or experiences where it worked well?

YouTube

In recent times the Internet has become a 'place' not only where you get information or use it for communication purposes, but it has become apart of billions of peoples lives, some not being able to live without it. Our 'right here, right now' attitude is how we view the Internet, we need our news fast and always up-to-date. The Internet is allowing greater flexibility for people to work, learn and keep in contact with people all over the globe. In 2005 a little website called http://www.youtube.com/ came onto the scene blowing every possibility about video file sharing out of the water. YouTube allows people to upload videos or view them in a matter of seconds. It's easy, fast, effective and most of all entertaining. YouTube is so powerful it has become apart of Internet culture, launching the music careers of Lilly Allen, Soulja Boy and Justin Bieber.

Aside from the success stories of millionaire sixteen years olds and mindless entertainment, YouTube can be used for innovative ways, especially as a platform that could play an important part in your students learning process. It depends on how the teacher uses the video to support and extend learning, teachers must know not rely on the videos but to use it as an aide to start a discussion, serve as a writing prompt, start an investigation or a hook at the beginning of a unit. Just like everything you do in the classroom you must make sure there is no inappropriate content or pop-up ads before showing the class. Children in the 21st Century have grown up with the Internet from the word 'go' and the attitude that comes with it, every teacher either computer literate or not can use YouTube in the classroom and will gain interest from student's and guaranteed engagement!

How would you use YouTube in your classroom?

Google Earth

What is Google Earth?

According to googleearth.com, Google Earth is a free virtual globe program that shows the earth by the superimposition of images obtained from satellite imagery, aerial photography and GIS over a 3D globe. Anyone, anywhere can use this tool to view all over the world, students can zoom in, zoom out, spin and travel the world in one lesson! This tool would be great to use in the classroom to explore other countries and the differences between us and them, measure distance, graphing their town or school, mapping and take virtual tours of the world. Google Earth is an amazing tool tht can be used for many different subjects such as SOSE, Science, Maths, English, Geography and History. Google Earth is a great teaching tool to aide and add interest to any lesson or topic!

Images Courtesy of Google Earth

The power of images

I came across this beautiful image using Flickr, I have always felt comfortable using technology for miscellaneous purposes, it is only now that I realise how much of an impact it can have on today's children and the endless uses it has in the classroom. This image caught my eye and it made me want to explore it further. I automatically think of using this in a classroom context, it could be the hook or the engaging tool for the beginning of a unit on Australia's wildlife. Learning styles also come into mind, caters for all but mostly visual learners. Images play an important role in everyday living, giving a visual stimulus won't only engage student's but will ultimately enhance rich learning experiences.