"Summary" Reflective Synopsis

"Summary" Reflective Synopsis

Over the last four months of the Managing E-learning course I have reflected considerably on what I have learnt. The area that I have engaged with and developed over the course is the vast resources of Information and Communication Technologies (ICT's) that are available for teachers to utilise in the classrooms and also in students’ homes. I was unaware of the different types of tools that can be used to engage students and keep them interested in their school work and was also very exciting and engaging for me. It gave me a new insight of how the learner best learns including expectations of me as a teacher in the 21st century. As the course progressed the colleagues have also developed their skills by sharing information by posting comments on each other’s blog sites, providing feedback on each posting of what we had created. In my reflective synopsis I will provide an overview of my selection of resources that I have chosen and where I believe that I can apply in the classroom to make my teaching more productive and efficient for students.

In future learning environments, students will be more and more computer savvy, engaging with anything that is computerised. This course has provided me with an alternative way of classroom teaching. In this discussion I will provide my overview of why I have chosen ICT's to be an integral part of my future lesson planning. Students have changed radically, after working as a Teacher’s Assistant at the Rockhampton Grammar School for the last fifteen months and I have seen first-hand the shift that students have made in the way they are learning. Almost every student possesses their own mobile phone and lap top computer. To engage these students with traditional teaching methods has little or no effect on their attention span. An activity such as reading or writing is difficult to teach without the aid of computer technology. I have always questioned why these kids are totally engaged with these technologies and blamed the media and today`s global society. I often reflect back to my generation and believe that if these technologies were available to us then, I would be just as engaged with them as the kids today. It is only since my recent studies and research (including this course) that I am now starting to understand the predicament of today's school children. Marc Prensky (2001)


Teachers and parents have witnessed for themselves the changes in the learning behaviours of students. Children, some as young as nine years old, now have the ability to self-learn sophisticated technology including computers and associated software. As a result, teachers need to become aware of the fact that students are now regularly engaged with this type of technology. This technology is so fascinating to them that they tend to gather in small groups and solve their own problems and construct their own solutions. Technology is forever changing and evolving. Children are being exposed to all types of computerized digital gadgets. It is not surprising that children find them fascinating to use. Children are predisposed to constructivism. They have the ability to learn new ideas simply by evoking previous knowledge to solve complex new problems. Learning is much more than just a result of good teaching and schooling. The human brain is forever changing as the environment around it changes, therefore the way we learn needs to be adapted to allow for the brain to reshape and respond to the changes of new technology. With a constructivist model each child has his or her own perception of the world and structures his or her own knowledge into a unique pattern, connecting each new fact. In a constructivist model, nature and nurture do not compete; on the contrary, they work together. (Abbott, Ryan 1999)

In my discipline area of Design Technology (the old Manual Arts) I can see how the different types of ICT can be used to engage students in a higher order of learning. Traditional methods of Manual Arts (Shop A and Shop B) were taught in a workshop environment. Students are usually issued with a handbook containing poor illustrations; a few sets of hand drawn structured working drawings possibly developed using an old style drawing board. The handout contains text where the students fill in the gaps by answering a few questions as evidence of their formal declarative assessment. While engaging in this course I see the potential of utilizing the technology in Design Technology classes, this is the way in the future to capture student’s attention, it will allow them to want to learn. Design Technology students are creating and inventing, so a lot of research is required by students to come up with their own tasks. By allowing students and encouraging them to use technology to come up with their best solution can only mean that they would produce some amazing work. Failure is virtually impossible given the present situation and that anything that is done can only improve the quality of work. I will be able to focus on my task, gain valuable experience, build self-confidence; and above all, will be able to witness instantaneous success if I apply my knowledge and skills of Engagement Theory correctly. (Kearsley, Shneiderman 1999)


Through the use of different technologies Learning Managers can actively engage their students in the learning journey, while also engaging all different types of learners. Learning Managers must “engage, enhance and extend learning in flexible and innovative ways, now and in the future” (Waterhouse, 2003). It is important that teachers in the 21st century embrace new technology in their class rooms, to provide interesting teaching techniques for children to gain meaningful learning; as a results, it allows for deeper learning, more class room engagement and because they are using something “cool” and new, this triggers their learning mechanisms in the brain and allows for more participation. Constructivists argue that, by definition, a person who is truly passive is incapable of learning. (Abbott, Ryan 1999)

The Internet has an unlimited amount of educational material and technologies which can aid in teaching and learning processes. Websites such as YouTube, Google Earth, Wikipedia and Vokis are effective educational sites that may enhance teaching and learning efficiency and enable students to actively engage in the learning process. They are all covered under copyright agreements to ensure the information is accurate and reliable, then enabling it to be communicated legally.

Discovering the benefits associated with investigating these ICT's, I have also discovered the human connection. These are the students I have collaborated with on the course through electronic communications learning journey. Considering this was my first experience in setting up a blog and applying an ICT, other than email to communicate with others, the experience has been very successful and constructive for me. I did find that communication between other students on the course did not really start until Blog posting were properly organised. Knowing this; it would be something I would take into consideration when establishing Blogs as a teacher with students in the future. From a learner’s perspective the comments posted to me on my Blog gave me a lot of confidence in my ability to use this type of ICT. I discovered some great ideas from other students, as well as, good constructive comments of how to improve myself. Some of the comments offered through blogs, also produce some worrying problems that harm students. As teachers it is our responsibility that students are protected from any harmful unwanted blog postings. Educating students of harmful predators do exist and while this is useful to protect students within a public environment or encourage victims experiencing a crisis to reach out to someone. Unfortunately Blogs can provide some with an opportunity to inflict harm upon others by issuing verbal abuse or threats. This is known as cyber-bullying (Media Awareness Network, 2010). I believe the best thing that came from postings is that most had similar interests by providing safe and engaging resources to allow our future students a higher order of learning through the use of ICT`s. This has now provided me with a need to learn more and to seek advice or assist others in return.

References

Abbott, J. Ryan, T. (1999). Constructing knowledge, reconstructing schooling. The 21st Century Learning Initiative 2010.November 1999 issue of Educational Leadership. Viewed 28th June, 2010.

Kearsley, G. & Shneiderman, B. (1999). Engagement A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm. Viewed 29th June, 2010.

Media Awareness Network. (2010). Web awareness. Challenging cyberbullying. Retrieved from http://www.mediaawareness.ca/english/resources/special_initiatives/wa_resources/wa_shared/backgrounders/challenge_cyberbullying.cfm. Viewed 12th August, 2010.

Prensky. M. (2001). Digital natives, digital immigrants. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. Viewed 28th June, 2010.

Prensky. M. (2005). Engage me or enrage me: What today’s learners demand. Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf. Viewed 10th August, 2010.

Waterhouse, S. (2003) The power of e-learning the past, the present and the furture. Retrieved March 30, 2010, from http://www.shirleywaterhouse.com/book.htm. Viewed 18th August, 2010.

 
MY BLOG POSTINGS

2 COMMENTS:

Miss C said... http://www.elearningonthego.blogspot.com/
I like the idea you had of using Voki character creation as an icebreaker for students. Students could add their Voki to a class wiki at the start of the term. I always like to see new ways of promoting a positive class culture! August 6, 2010 5:43 AM

ASH, s e - Learning said...
This is a great tool it would really get students attention and mind on the job. It is a fun way to get the students engaged with the class. August 15, 2010 6:32 PM

2 COMMENTS:

Karen Fox said... http://karense-learningblog.blogspot.com/
Hi Ash
Schuck and Kearney (2004) reinforce the benefits of using authentic digital videoing to enhance learning experiences. You are using wood work videos to help students gain learning experiences. The students are watching professionals at work. Do you agree or disagree (and why) that the students would benefit from working collaboratively to produce a video of their own work and showing this to the class? August 7, 2010 9:22 PM

ASH`s e - Learning said...

Hi Karen
I think it is a great idea and agree that students produce their own video of their own work. But watching master craftsman at work on YouTube to engage them of the potential of what they can produce would give them good declarative knowledge. August 17, 2010 5:50 AM

2 COMMENTS:

ASH`s Blog said...

I agree with power point being an excellent tool in Design Technology to present examples of safety to children. Using slogans to get the safety message across to students would definitely engage the learner and help them identify the risks involved. Safety is paramount in this field and a power point lesson would be appropriate tool for this lesson. August 3, 2010 2:21 AM

Cameron Szery said... http://szerymanagingelearning.blogspot.com/

Yes power points can be particularly useful tools in developing awareness among learners in relation to safety. Along with slogans, semi graphic imagery and diagrams can be incorporated in order to give learners further consolidation. Safety is definitely paramount. August 16, 2010 12:03 AM

The Big Bang Vodcast

This is a video of a controlled explosion using Power Gel. Take note of the shock waves when the explosion is in slow motion. Vodcasts like this are great for science classes and give the students the WOW factor. A great tool to use to get students attention of real life events.

Due to the size of my Vodcast I am having difficulty in uploading it.

Digital Video

The Big Six

Developed by Mike Eisenberg and Bob Berkowitz. Around the world the Big 6 is commonly used in K-12 schools and education institutions, corporate and adult trianing programs. The Big 6 information problem-solving model is applicable whenever people need and use information. The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks.
This application would be beneficial to students undergoing a course such as the Managing E - Learning. This would help students analyise problems to produce the best course of action.

1. Task Definition
Define the information problem
Identify information needed

2. Information Seeking Strategies
Determine all possible sources
Select the best sources

3. Location and Access
Locate sources (intellectually and physically)
Find information within sources

4. Use of Information
Engage (e.g., read, hear, view, touch)
Extract relevant information

5. Synthesis
Organize from multiple sources
Present the information

6. Evaluation
Judge the product (effectiveness)
Judge the process (efficiency)


Reference:
http://www.big6.com/

Video Podcast

Podcast can be created from original material by students and teachers or existing audio files can be downloaded for classroom use.
Creating a podcast allows students to share learning experiences. It provides them with a world-wide audience that makes learning meaningful and assessment authentic. Teachers can use the technology to provide additional and revision material to students to download and review at a time that suits them. The flexibility that such time-shifting offers makes podcasting a valuable educational tool.
Allowing such podcast as the one I have selected for may classroom gives students first hand knowledge from professional woodworking craftsman, it give students first hand techniques. It also helps students to be engaged with master craftsman and inspires them to produce quality work.

Please click on the web link below to see how Podcast or Youtube can be used in the classroom:

ASH`s VOKI

Vokis avatars are a great source for teachers to introduce course information, it will engage children with with the animation. Children can interact with each other by exchanging Vokis, it will also help with shy students engage with the rest of the class. An ice breaker excersie could be used with Vokis for students to introduce themselves to the class.




How to post a VOKI tutorial.







Reference:

http://www.voki.com/create.php

ASH`s Flickr

Flickr contains imagery that can be used in every aspect of teaching to help develop visual literacy skills, and in the process, help students understand intellectual property rights, while contributing greatly to a host of learning applications.

1. Anywhere visual images are required, such as presentation, etc.
2. Single image analysis
3. Single image writing prompt, sometimes called Flicktion
4. Multiple image digital storytelling projects
5. Creating slides shows within Flickr
6. Virtual Field Trips
7. Creation of visual arguments, e.g. biology classroom-The Case for Genetic
Engineering
8. Illustration of Poetry with Flickr, or Flickr meets Carl Sandburg
9. Using Flickr with Google Earth to teach Geography
10. Visual documentation of school events
11. Visual documentation of student artwork and other school products
12. Creation of digital visual portfolios, using the photoset function of Flickr
13. Social software applications: how to tag, how to make comments
14. Delivery of school/classroom visual information via RSS
15. Intellectual property rights lesson using Flickr Creative Commons licensing
16. The use of third party Flickr applications to produce classroom products:
. Motivational posters
. Magazine Covers
. Movie Posters
. Flickr slideshow
. Mosaic Makers

My Flickr photo posts. Click on link below to view them:


http://www.flickr.com/photos/ashbyel/

Dimensions of Learning (DOL) Framework

Reference:

Mclnerney, D. M., & Mclnerney, V. (2006). Educational psychology: constructing learning (4th ed.). Frenchs Forest, NSW, Australia: Pearson Education Australia.

Marzano, R. J., Pickering, D. J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S., ... Whistler, J. S.). (2006). Dimensions of learning teacher’s manual (2nd ed). Heatherton, Victoria, Australia: Hawker Brownlow Education

How does DOL relate to my teaching discipline area

In my teaching area of Design Technology and Industrial Processes it is important for students to stay up with the ever changing technology. Students are encourage to use ICT by the means of web sites to conduct their initial research of products they wish to manufacture. They have all information they require at their finger tips. This allows the students to produce their design analysis to start the invention process, it gives students confidence that they have achieved something by their own research. The teacher is more of a facilitator guiding the students and assisting them on their learning journey, encouraging students to make decisions. Out of the five Dimensions in the field of Design Technology and Industrial Processes I would say;

DOL 1: Attitudes and Perceptions pay an important role, giving the students the opportunity to have the best learning environment and tools for them to complete their assignments.

DOL 2: Acquire and Integrate Knowledge this allows students declarative and the procedural knowledge the understanding of knowing? (declarative) e.g. why we use certain timbers for different jobs and the practical side of the doing. (procedural) e.g. demonstrating the types of timber joinery.

DOL 4: Use Knowledge Meaningfully pays a very important part for this covers in the Dimensions of Learning model, there are six reasoning processes around which tasks can be constructed to encourage the meaningful use of knowledge:
•Decision making
•Problem solving
•Invention
•Investigation
•Experimental inquiry
•Systems analysis

DOL 5: Productive Habits of Mind
The most effective learners have developed powerful habits of mind that enable them to think critically, think creatively, and regulate their behavior.

Reference:

Marzano, R. J., Pickering, D. J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S., ... Whistler, J. S.). (2006). Dimensions of learning teacher’s manual (2nd ed). Heatherton, Victoria, Australia: Hawker Brownlow Education

Uses of Power Point Presentations in the classroom

Using the power point program as an aid to a presentation assists teachers remembering the areas of importance, or the key sentences that they have researched and, as a result, allows teachers to get their message across to the audience more clearly. Main points can be emphasized and the presentation itself can be enhanced by using graphics, animation, or sound to make it attractive to your audience and keeps students engaged. It also can add a flair to presentations with slide and bullet transitions and animated effects. Presentations can be used to make lessons more organized and flexible.
The text on a PowerPoint presentation is much easier for students to read than trying to read notes that are written on an overhead projector or chalkboard. Student interest can be stimulated through the use of graphics and cartoons, this helps them to relate to the message you are tiring to get across. Good productive pedagogy allows variety and this is the key to keeping the attention of students, as a result power point tools are available for use and a very flexible, so experiment to see what works best for you and your students.

ASH`s weebly site

Click on my link below to view my weebly



http://www.ashbyel.weebly.com/

ASH`s wetpaint Wiki

Wikis can be used in classrooms to encourage sharing, there many wikis on various topics.Students work together in one place to research, outline, draft, and edit projects within the wiki.Teachers can post homework, course materials, study guides.
They can also post questions for student brainstorming, or have students post papers for peer feedback. It also allows parients to gets involved to be a part of the classroom and stay up to date on classroom news and events.

Click on the link below to view my wetpaint site

http://ashbyel.wetpaint.com/photos

What is a Blog ????

A Blog site (a contraction of the term "web log") is a read, write, or edit a shared on-line journal.
The shared on-line journal where people can post diary entries about their personal experiences and hobbies; "postings on a blog are usually in chronological order.
Many blogs provide commentary or news on a particular subject; others function as more personal on line diaries.
As for teachers, Blogs provide a communication space that teachers can utilise with students whenever there is a curriculum need to develop writing, share ideas and reflect on work being undertaken in the classroom.
From an education perspective the availability and ease of use of blogging software makes creating blogs a viable classroom activity and a means for teachers to communicate with other teachers.

Concept Map for Week One

Learning Styles

Hi fellow Lifelong learners

As you can see from my Memletic learning style graph that I am quite even across all areas of the web. However, I am 5% stronger as a social learner. That means I would most probably learn best in a collaborative environment. So therefore, as a Learning Manager it is important to note that other people have different strengths in the way they learn and absorb information. As teachers it is very important that we met the needs of students learning style to ensure they stay engaged with their learning journey. This is where ICT can play an important part in catering for all types of learners, whether being visual, logical or any other styles seen on the web graph. For example, mobile phones are a great source of ICT ,by interacting and engaging students with dictation by the means of text messaging or even spelling test using SMS. All this technology is cool for children to use, therefore it is engaging.

Style Scores
Logical 16
Solitary 14
Visual 16
Social 19
Physical 16
Aural 12
Verbal 11