Digital Tool 7 - PowerPoint

PowerPoint presentations are one of the most easy and accessible digital tools a teacher can utilise. Although in its creation is simple enough, it can become disengaging to students who sit there and read off a PowerPoint lesson after lesson.

These days, we can add real images (not clip art), animations, videos and audio (all digital tools) to help engage our students.

But there is more out there in regards to presenting our content within PowerPoints.

PowerPoints can become more interactive than the traditional text-heavy presentations.

There are many ways to promote the students to learn and discover. These can include:

• hyper-linking to external websites or other slides
• creating multiple choice quizzes (action buttons)
• unattended presentations
• games

There are many unique ways in manipulating PowerPoint for educational purposes.

Here is a link to some interactive PowerPoints

http://www.abcteach.com/directory/interactive-powerpoint-interactive-files-9616-2-1

And here is a link to creating a Jeopardy style game using PowerPoint

http://www.joe.org/joe/2003april/tt2.php

Week Five

Group Three Digital Tools




PowerPoint                                                                                                           Prezi

                                                     

Glogster

Images sourced from Google Images.

Digital Tool 6 - Digital Video

You can use Digital video for pretty much nearly every KLA. 

Examples

Drama ~ They can use digital video camera to record and present plays, and individual assessments

English ~ Present or practice English presentations

HPE ~ Communicate water safety through making a short film

Science ~ Take pictures of fungi growth and put it in movie maker to show rate

Business - like a power point presentation by adding music and auto slide transitions

There are many different and effective ways to use Digital Videos in education. 

Here is a quick (RANDOM) video I made using Windows Movie Maker

Once I got the hang of what I was doing, it was actually quite fun to create.

Podcasting

Web based Podcasting

I've had a look around iTunes and there are many educational podcasts available. These can be really handy if students have iTunes at home (which many of them would have). Here you can advise the students of outside classroom resources or prescribed listening by telling them or linking which podcast to subscribe to and telling them which one to listen to before lessons.

I think podcasts are great. You can also download them into iPhones or iPods for podcasts on the go.

Image sourced from Google Images.

Digital Tool 5 - Podcasts and Digital Audio

An example of using digital audio could be creating a Voki.

Digital Tool 4 - Images

There is a natural progression in the way we process information: first the image, then the words. We run into trouble in schools when we try to reverse that order, when teachers use words and assume every student sees the same image.                                                             - Lynell Burmark

http://clifmims.wetpaint.com/page/Images+in+Education 

We have all been relating to images in education for decades. From picture books and posters to textbooks and now internet. Today, the 21st century is now demanding everything to be more digital including images (digital cameras, digital photo editors etc).

They say a picture is worth a thousand words and in education, it has become just as imperative. Especially if our students are more visual learners (explained more by Felder and Soloman). Visual learners are able to retain, understand and remember knowledge or concepts through visuals such as images.

Images are also a strong source for the learning theory of Cognitivism (which is the 3 stage model of the mental process of knowledge by the brain). According to this theory, the image is accessed by the visual sensors, the Working Memory organises the image for long term storage (short term memory) and is then deposited into the Long Term Memory Bank.

The image shown here was resized using MobaPhoto. MobaPhoto is a software where you can resize, crop and edit digital photos you have taken. I find it to be really handy for those restricted uploads.
For more information on MobaPhoto, click here.

This can be real handy if certain websites, wikis or blogs can't upload digital photos of a certain size (usually in kilobytes or kb) and resolution.

But you always have to be careful when uploading digital pictures. Some securities can be breached in according to licensing, permissions and identity protection.

In all KLAs across the school, digital images are capable of becoming very powerful visual activities to help and promote effective learning.
Here is a table of my two KLAs and what activities I could employ the students the be involved in.

Music	Business
Take pictures of instruments, pulled apart and how to put back together	Take pictures of what is appropriate business wear
Demonstrate how a stage could be set up	Show potential OHS hazards around the school
Take photos of school music events and recitals	Appropriate digital tool (digital camera) use
Show set ups of certain practical assessments	Uploading digital pictures to document creations

Here is a SWOT analysis for using and creating digital images in a learning environment.

Strengths      ·         Express creativity      ·         Visually engaging      ·         Powerful source for Visual Learners      ·         Ease of learning	Weaknesses      ·         Quality (resolution or pixilation)      ·         Appropriateness of subject or content
Opportunities      ·         Activities for student engagement                                    ·         A chance for student articulation of subject	Threats      ·        Online safety and copyright      ·         Image subject permissions and privacy

References

Fasso, W. (2013). Learning Materials; A Brief Overview of Learning Theory. Retrieved from CQUniversity e-Courses EDED20491 ICT’s for Learning Design, http://moodle.cqu.edu.au/mod/page/view.php?id=115326

Week Four

Group Two Digital Tools



Images                                                                                                         Podcasting & Digital Audio

Digital Video

Image sourced from Google Images.

Group One Digital Tools

These are the three Digital Tools which make up Group One. 

I've linked an interesting read I came across regarding pubic schools leaders embracing social medias today. 

Click here.

Image sourced from Google Images.

Digital Tool 3 - Websites Reflection

To view my website, click here.

Most schools these days have their own websites where students can access anything from homework, criteria sheets for assessment and loads more class materials.

This week, we were to create a website and see what purposes it could have in our learning areas.

Creating the website through Weebly seemed easy enough. All the designs and extras were easy to add.

Compared to blogs and wikis, websites don't allow for much interaction or inappropriate editing. They are simply there to host information for students to access. The scaffolding of these websites needs to be efficient enough for students to access their materials and be engaged in the content with ease.

In my learning area (business studies), much of the content is accessed online. Therefore my website would simply assemble certain materials students may not be able to access elsewhere. These materials could include:

• The discourse used in Business (Terms and Definitions, how to speak, etiquette in the boardroom)
• Instructions to make certain documents using Microsoft Word or Publisher
• Links to examples of business types (partnerships, sole traders, private, public and government)
• embedded devices such as YouTube videos on OH&S, marketing, international business etc.

I've added a PMI table below to reveal some o the positives, negatives and implications of using websites in the classroom.

Plus	Minus	Implications/Interesting
·      Any type of media devices can be added ·      Students may have quick access to other websites ·      24 hour access ·      Encourage self-learning ·      Entirely controlled by the one creator ·      Parents can monitor the students learning content ·      Unlimited amount of information (outsourced or not)	·      Anyone can access it ·      Can’t see who has accessed it ·      Internet security (Hackers) ·      Can become monotonous	·      Not a new concept to schools

Any more ideas?? feel free to comment.

Digital Tool 2 - Wikis Reflection

To view my wiki, click here.

I was very hesitant in creating and using a Wiki this week as its like a foreign language to me and I didn't enjoy our previous activity with it.

I believe that a wiki in the classroom could pose great difficulty, especially for teachers. From changing and designing to adding pages and documents can become more time consuming than blogs. I found it was a little harder in navigating where to change the design, colours and fonts.

All in all ( and if utilised correctly), a wiki can become a great learning tool for students. In saying that, it is important for not only teachers, but for students to understand the correct customs in using a wiki (etiquette).
This is so everyone has a fair say and equal rights when using and collaborating on a wiki.  Here are a few general rules for editing in a wiki.

In an music context, a wiki can become very useful. I could post videos relating to certain topics such as an example of Bebop, Cool Jazz and Funk and in a table students would have to analyse what the characteristics are and the differences of each style. For  another activity, students may be asked to find several examples of the music genres above in YouTube and add the links to a page created on the wiki. This is so other students can access the links and check it out for themselves.
In Instrumental Music, I could add warm up exercises for different instruments so students can access from home. I could also add videos of famous instrumentalists for students to see how technique is established. Also even a practice schedule so students can access and print it out in order to see what is expected for next lesson.

Below is a SWOT Analysis for the use of wikis.

Strengths

• Learning outside of the classroom
• Encourages students to take control of their own learning and interaction with others (Teamwork)
• 24 hr access for students
• Allows interaction in editing activities and comments
• Can upload many different tools eg. pictures, pdf documents, videos etc
• Connectivism - internet and other links

Weaknesses

• Cannot accommodate multiple authors editing at the same time
• Can become "messy" 
• Anyone can access it
• Students will need to be shown how to use a wiki
• Students (or anyone) can possibly edit, overwrite, or even remove content/information

Opportunities

• Students to learn and engage by themselves
• Can illustrate the progess of learning (evidence of content learnt)

Threats

• Internet security
• Cyber bullying
• outsiders access

Digital Tool 1 - Blogs for Learning Reflection

This week we were asked to reflect on a few digital tools we have set up and played around with in hope to see how they could be used in an educational environment.

Since we have been posting our assessments and reflections in this blog, I have quite enjoyed it. Creating the blog was not hard. I found everything from design to navigating pretty standard and easy to use. Blogs are one of the most easy Digital Tools where you can express and present your personality with flair.

Although blogs are not all that common in the classroom today,  I can definitely see the potential blogs can have in an educational sense. They can be used to upload videos, pictures and add links to other websites and allow for students to engage and interact in a unique way. They also allow for flexible learning. For instance, students are able to access their own blog from home outside school hours (24 hour access). It also allows the teachers to access and view students' blogs outside school hours. Working on their own outside the classroom encourages the student to progress into their Zone Proximal Development (explained by Vygotsky).

For an example of blogging in schools, I could use a blog in my Business Studies classroom for studying Occupational Health and Safety. I could post pictures of potential safety hazards and students would have to comment on why it is a safety hazard. I could also upload YouTube videos on fire safety where students can view and note how to deal with such situations in the workplace. Another example could be posting a link to a practice OH&S test where students can see whether their knowledge of workplace safety is at standard to be a potential workplace health and safety officer. Students could also create a blog for themselves where they can reflect on their own learning experiences after each lesson or in this case share their results, links and comments on fellow students.

In education, the use of blogs should not be the main focus of any classroom lesson. I would suggest only the use of blogs in conjunction with lesson plans.  You can't rely on one tool for the majority of the class as students can get bored very easily. If the class is Business and Communication Studies, it maybe wise to be proficient in using a number of digital tools to encourage yourself and students to learn efficiently.

Using a blog in the classroom can have its positive and negatives, hence why I have included a PMI chart (Plus, Minus, Implications) to demonstrate my analysis.

Plus	Minus	Implications
·      Control of information and content ·      You as the teacher are the only author ·      Get feedback and comments (engaging) ·      Show personality in design on blog ·      Flexibility of content ·      uploading ·      Digital tool – wider audience ·      Can increase communication ·      Outside classroom learning	·      Can’t control student interaction/feedback ·      Structured ·      Blog not protected ·      Can be time consuming ·      Anyone can get access ·      Inappropriate comments from students	·      Students engaging outside school hours ·      Connectivism (Internet)

 
If you can think of anything to add to the above, please comment below.

For an explanation of the PMI chart, click here.

Week Three

Image sourced from Google Images.

Reflection on Wiki's - de Bono's Six Thinking Hats

This week we engaged in an online activity on the use of mobile phones in the classroom. We did this via a Wiki.

For a definition of a wiki, click here.

In this exercise we were to utilise a thinking routine called de Bono's Six Thinking Hats. Each different hat represents a different perspective and when used correctly, can be powerful. The Wiki activity was created so everyone can contribute their perspectives on the use of mobile phones in the classroom. Being honest, I found this activity a little overwhelming. People were using unreadable colours to specify their entry, the outline and set up of a wiki was unrecognisable to me and it seemed too much. Yes, I agree it can be a helpful tool in creating opinions and making decisions but this activity was just not to my liking. The editing of the Wiki also scares me, because anyone could change or delete your entry. But in a sense, It does gives everyone (in that group) a voice and a chance to present their perspectives.

Below are the six hats and what perspective they represent.

I found this Wiki activity to be reflective of all the learning theories.

Behaviourism is present in the way we think, react and input into the Wiki as part of the activity. We gathered information and learn from the students who have posted their responses before us. This leaves us room to process our thoughts on what is being asked and be able to present our own perspective on mobile phones in class.
Cognitivism is obviously the though process we take before we post our opinions (what is required of us as a student to be involved in the activity).  Also when we read other people's posts and gather their input to create our own.
We see Social Constructivism in the fact that we are gathering support for our own perceptions and beliefs from others who have posted. Also from our experiences we may have faced with phones in the classroom.
Last, but not least, Connectivism. Connectivism had a large role in this activity, symbolised by our online usage and content input.  We could research what schools are doing today in regards to mobile phones and gather more information to support our inputs. We then contributed our perspectives on the Wiki (online).

The scaffolding of the learning environment I must say was well planned. We were able to support and respect the contributions of others (despite the editing problem). It allowed us make our thoughts and different perspectives visible so we can see how other students may have differ on the issue. And it gives us a record of what we have contributed so later we could justify and elaborate as our knowledge grows.

I found this activity to be very different and with a little more practice and use, I may come to enjoy working on a Wiki and be more fond of it's educational purposes. It can be a very useful educational tool.

I found this really helped my understanding of TPACK.

The TPACK Framework

What is TPACK?

Well, it is referred to as Technological Pedagogical Content Knowledge. In simple terms, It is about integrating your teaching pedagogy with content knowledge and also technological knowledge.

As teachers in the 21st century, we must be aware of the new technologies and where they can possibly (and sometimes become necessary to) help us in the delivery of our curriculum.  Proposed in 2006 by Mishra and Koehler, TPACK (previously TPCK) became a more developed model from Schulman's concept of Pedagogical Content Knowledge (PCK).  Schulman's PCK model identified that teaching pedagogy and the content knowledge were taught in sync with each other. In stating this, teachers are therefore encouraged to determine the appropriateness of the content and how it well it educates to the students.
Below is a diagram of PCK.

What TPACK now introduces to the above is Technology. Although Schuman's idea of PCK didn't involve technology, it did not mean it was not important  Classrooms have evolved immensely in this sense and its vital for teachers to develop and be able to manipulate their use of TPACK for effective teaching and learning. Below shows the integration of technology to Shuman's PCK.

An example of TPACK could include the content of international business ethics. As the teacher, you may show YouTube videos or even a slide show of how specific countries have different ethics and business practices. You then may ask the student to choose a country and search the Internet or other avenues to find what they can on that country's ethics and what would be appropriate if Australia were to conduct business with that country.  You could then have a discussion or create a table with all the students to determine what they found and compare to other students which may include greetings, etiquette and gestures (what is appropriate and what isn't).
(This was a major component in my year 11 high school class of Business Communication and Technologies)


The way I have summarised and explained TPACK above has given me more of an understanding of what it is and how it is utilised in effective teaching.  (In other words, I have to sometimes find a way to dumb it down to make sense.)  But it helps me :)




References

Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.

Week Two

Connectivism and Technology

Reflection on Connectivism

Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era. (Siemens, 2004)


Over the last 20 or so years, the employment of technology in learning has grown immensely. We no longer study from just textbooks. We no longer communicate mainly by telephone. Technology has become our way of life. 

George Siemens advises that Connectivism is the "learning theory for the digital age". Many from across the globe are engaging in this, all learning and grasping knowledge from each other. 

I do agree with Siemens that networking and connections are important to broaden and strengthen the knowledge that is acquired. In this sense, students are encouraged to unearth new, current and relevant knowledge through our ever evolving technologies. They can also learn from their own experiences and those of others. But concerning theories in the classroom, I personally believe Connectivism shouldn't be relied on in every lesson. While being quite effective,  Behaviourism, Cognitivism and Constructivism should still have some presence in teaching and presenting knowledge. This way, we may have a more of an understanding of our students and their grasp on the information at hand.