Reflective Synopsis.

Throughout history, technology has evolved significantly impacting the lives of today’s children, their interest, future, and consequently, their education. This has been a beneficial effect as technology, when used appropriately, transforms, and facilitates learning by supporting children’s curiosity, and assisting educator’s engage their learners, all while preparing them with the skills necessary to live a fulfilling future (Evanouski, 2009). For this to occur, educators must have sufficient understanding of all aspects of the tools, devices and programs they are using (Evanouski, 2009). Within the Australian curriculum ICT capabilities are embedded in discipline areas (ACARA, 2013). For these capabilities to develop in a manner which compliments the construction of new knowledge, it is fundamental educators are aware of, and confident with, the technology, current learning theories and frameworks. With this, educators are able to transform the way students think and learn, giving them greater control over how, when and where they learn. I feel very grateful for the last 5 weeks where I have had the chance to examine and analysis various e-learning tools in relation to theory, the SAMR model in context, and the importance of safe and ethical practice. This experience has invited me to consider how ‘e-learning’ possibilities will impact my pedagogy. Here I reflect on the previously examined tools and delve deeper into how they can be used to enhance learning.

Over the past few weeks, it has become clear that the use of technology in education expands the possibilities of the classroom, bringing optimism and opportunity into teaching and learning (Price & Kirkwood, 2010). All reflective tasks bought to my attention the importance of considering various learning theories when planning e-learning experiences. Contemporary learning theory respects the notion of learning being the process of active construction of new knowledge (Amin, 2004). Information communication technologies (ICT), such as space (websites wikispace, and blogs), presentation, multimedia and other tools, provide many opportunities for constructivist learning opportunity through their provision of student-centred experiences that are resource based (Amin, 2004). They also and enable learning to be understood and applied to various contexts. This assist critical thinking as students problem solve and move in and out of higher order thinking as they integrate traditional literacy with online literacy, incorporate images, video and audio, embed and navigate (O’Donnell, et., al, 2012)

Children today are exposed technology everywhere they turn, this affects their culture, and the way they socialise and comprehend (Amin, 2004). Amin (2004) advocate that the construction of learning occurs socially and that cognition is situated in specific context. In social constructivism, social interaction is fundamental as this is what occurs naturally throughout life (Chew & Wee, 2010). Most of the ICT tools explored, especially the space (blogger, weebly and wikispace) tools, marry naturally with social constructivism, as learners are encouraged to collaborate pre, during and post process. This ensures learning is not separate to relatable context (Chew & Wee, 2010). This process encourages learning extends outside a traditional setting and into place of leisure, ie home or library, at own time. This is supported by the behaviourist theory, as children are able to receive around the clock feedback and reassurance (O’Donnell, et., al, 2012).

The presentation tools promoted connectivism as learners were encourage to synthesis current knowledge with new (Chew & Wee, 2010). For example, programs like Glogster promote complex thinking, network and self-organising as they encourage the user to connect specialised information. The underpinning connectivist qualities of programs like Bubbl.us and Prezzi encourage the notion of continual expansion, as new and novel connections are understood (Chew & Wee, 2010). 

Under these theories and use of ICTs, it is fundamental educators plan and facilitate learning experiences with the consideration of the SAMR (substitution, augmentation, modification and redefinition) model. It’s fundamental educators understand what types of technology have a greater or lesser effect on various experiences and are able to identify at which point each stage of the SAMR model is appropriate (Puentedura, 2008). With this, students are supported with significant redesign of experiences which compliment the modern day students’ curiosity as they build on connections made at the substitution level, connect with peers and the community at the augmentation level, enhance their understanding and connectivity at the modification level and achieve and experience the previously unimaginable at the redefinition level (Puentedura, 2008). The week one ‘Mobile Wiki activity’ was a definite example of great planning and scaffolding which had the learner move in and our of higher order thinking while progressing through the stages of the SAMR model. 

With the rapidly expanding integration of technology in the modern age, it is fundamental children are aware of, and understand, correct safe, ethical and legal practice when using ICT tools. It important educators lay a foundation of respect for technologies and develop understanding of intellectual property for digital information of individuals and others, apply digital information security practices, apply personal protocols and recognise the impact of ICT in society (ACARA, 2013). This assists children gain an understanding of the benefits and consequences of ICT and the impact of ICT’s on the fabric of society (ACARA, 2013). Educators must model best practice by acknowledging 21^st century communication skills with integrations of conscious social media use, aside policies that actively teach internet access in school (Walthausen, 2014).  

For me, this has been an eye-opening experience. Although I feel I was not ignorant technology, I feel I was naïve to the opportunities technology brings, enhancing learning in a holistic manner. This aligns with key aspects of my personal philosophy. With research and reflection, I now understand the potential technology has, enriching experiences and deepening skills and understanding. It motivates and engages students, enhances higher order thinking and promotes creativity. ICT’s, with the consideration of the SAMR model, strengthen teaching as they foster an open-mind and life long learning.

Reference:

Amin, S. (2004). An Effective Use of ICT for Education and Learning by Drawing on World Wide Knowledge, Research and Experience. Retrieved from. http://www.nyu.edu/classes/keefer/waoe/amins.pdf

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). Information and Communication Technologies. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction

Chew, C., & Wee, L.K. (2010). Use of Blended Approach to Learning. Retrieved from: http://arxiv.org/pdf/1501.01527.pdf

Evanouski, L. (2009). The Impact od Technology in Education. Retrieved from: https://www.academia.edu/335899/Impact_of_Technology_in_Education

Puentedura, R.R. (2008). TPAK & SAMR models for Enhancing Technology Integration. Retrieved from: http://www.msad54.org/sahs/TechInteg/mlti/SAMR.pdf

Price, L., & Kirkwood, A. (2010). Technology Enhanced Learning – Where’s the evidence? Retrieved from: http://www.ascilite.org.au/conferences/sydney10/procs/Price-concise.pdf

O’Donnell, A.M., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., & Smith, J.K. (2012). Educational Psychology (1^st Australian ed.). New York, USA: John Wiley & Sons Australia.

Walthausen, A. (2014). Schools Should Be Teaching Kids How to Use the Internet Well. Retrieved from: http://www.theatlantic.com/education/archive/2014/02/schools-should-be-teaching-kids-how-to-use-the-internet-well/283807/).

This is cool!

I came across this video of 'The History of Technology in Education'. It interested me how the overhead projector was invented in the 1940's and they were still being when I was at school during the early 2000's. This triggered me thinking about the SAMR model and how new technology is not always going to make the learning experience better just because it's 'new technology'. As an educator I hope to consider all teaching and learning tools when planning a learning experience to determine what is the best fit for the learners to achieve best comprehension.

Week 6: Task 5

Zooburst

I had honestly never seen or heard of Zooburst before now, and I wasn’t disappointed. It’s a fun online 3D, popup book creating tool which allows the user to bring their story to life with animations and enrich the story telling process and experience, bringing stories to life. I find that Zooburst as a learning tool is comparable to the basic functions of PowerPoint in the way of slides, and animations. It is however more specific to story telling. Zooburst’s basic functions are free, and the premium version comes at a cost. Although I haven’t experienced the premium version I believe the function offered with the upgrade is what makes Zooburst fantastic. With premium the user is able to experience augmented reality as they can use a webcam to as a camera which recognises a certain symbol and the 3D Images ‘jump’ from the paper, into the room around them, or recognise certain gestures which flip the page. Here’s one that I made: (yay i know how to embed :)). 

Zooburst has a lot to offer, here are some of the technical aspect:

∆      Basic Functions are free, upgrade to premium version available at cost.

∆      Zooburst has password protected accounts for educators/ public and a separate account for students.

∆      Teachers can assign students names and passwords which allows them to monitor and manage their students accounts. This promotes a protected environment.

∆      Books can be made public or private

∆      Zooburst allows user to share via email, and embed into blogs etc.

∆      Premium version allows user to embed audio, to download, allows access to other books, imbed into powerpoint and printable books.

∆      Accessable via ipad – free app.

∆      Users have the option to allow comments to be posted/ discussion formus on their books. This promotes discussion and readers connecting with each other. These discussions can be moderated.

∆      Simple and clear to navigate

∆      Provides choice of free animations to use. This was a little frustrating as I was searching for specific images and choice seemed to be limited and I spent a lot of time searching various tags. Option to upload will be very helpful, however time consuming.

Some ways educators can use Zooburst in the classroom are as follows:

∆      Learing various story ‘types’

∆      Learning the difference between fiction and non-fiction stories.

∆      Teaching rhyming words and learning the alphabet

∆      Teaching History.

∆      Teaching Science concepts. Good way to explain steps in experiments

∆      Engaging way to provide instructions

∆      Teaching Grammar. There is no spell check so I found I was really having to pay attention to my contracting words.

∆      Setting up expectations for the classroom

∆      Time lines

∆      Support/ structure for Presentations (SAMR).

à       Substitution- Have studetnes use Zooburst as a substitute for powerpoint. It can be used to structure presentation and add a multimodal aspect.

à       Augmented- Have students use the webcam to flip to next page section of the presentation.

à       Modification- Have students upload Book onto blog or website

à       Redefinition – Have students import PowerPoint and integrate various PowerPoint functions with Zooburst.

Bubbl.Us

Bubbl.Us is a brainstorming tool that aims to develop critical thinking and enhance creativity as users create concept maps that move beyond the surface. Bubbl.Us is fun and while I was using it I began to try and think of more, and how my points connected so that I could keep on using the tool. Here’s mine. 

 Bubbl.Us is free, with an upgrade option. Unlike Zooburst the free version, im my opinion, is all you need with the basic functions available.

Bubbl.Us has a lot to offer, here are some technical aspects:

∆      Free to make and account, with an upgradeable option. However, users do not even have to make an account to create a concept map

∆      Users are able to import images (premium version) and export.

∆      Able to retrieve code that allows user to embed map into blog or website

∆      Able to download image

∆      Able to Print

∆      User is able to create various mind map folders.

∆      And share these

∆      Able to connect with peers by creating a team

∆      Auto saves every two minutes. Prevents loss of work.

∆      Bubbles are colour coded according to hierarchy

∆      Unfortunately only 3 concept maps can be saved, however this doesn’t matter if the user is able to download save the maps they make and then delete off their account

There are many ways educators can use Bubbl.Us in the classroom. These all seem to promote higher order thinking as they learner , here are some:

∆      Use the concept map tool for planning an essay, explore points and discuss their relationship. Greate for teaching how writing should flow.

∆      When brainstorming points for autobiography/ biography

∆      Formative assessment

∆      Note taking at presentations

∆      Discussing responsible risk taking by brainstorming advantages and disadvantages

∆      Reporting back on stories

∆      Building a family tree

∆      Teaching history

∆      Timelines

∆      Planning an event e.g., concert night (in relation to the SAMR model)

à       Substitute- Substitute paper for the bubbl.us tool to brainstorm what is is required to run the concert, namely, chairs, ticket booth etc.

à       Augmentation- Use the colour coding tools to establish priority of points.

à       Modification – Use the colour coding to allocate jobs and embed this into a class blog which is accessible by students and parents from home, to refer back to.

à       Redefinition- Enable collaboration on the one concept map by sharing the map with other bubble.us accounts through the team/contacts option.

Conclusion

In conclusion, i  beleive these two tools are effective for teaching and learning and i will, (like all of the others which i have explored) will be using them in my classroom practice. Although they are different concepts, and great for different learning experiences and areas, they both encourage higher order thinking as children integrate their traditional literacy with online literacy. Especially in Bubbl.Us, users are are encouraged to think critically as they delve deeply into, and discuss relations between points and a certain topic or text types. Learning theories such as social and cognitive constructivism support them both, as they are making sense of new concepts by themselves and in their zone of proximal development as they negotiate ideas with their peers (O’Donnell, et.al., 2012). Connectivism is also achieved, as children are able to connect through discussion and justify and reflect on points, facts and opinions (Duke, Harper & Johnson, 2013). While not as likely to expose users due to the nature of the tools, it is still fundamental educators expose learners to the importance of safe and ethical practice for both Zooburst and Bubble.Us. This is because they both call for personal information to begin an account, photos can be uploaded, and they can both be embedded in a blog. It is important learners are aware of their online footprint.

Reference:

Duke, B., Harper, G., & Johnson. (2013). Connectivism as a Digital Age Learning Theory. Retrieved from: https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf

O’Donnell, A.M., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., & Smith, J.K. (2012). Educational Psychology (1^st Australian ed.). New York, USA: John Wiley & Sons Australia.

I figured it out :)

Click this link to see a power point video

Week Five: Task 4

PowerPoint

Originally I thought PowerPoint was an easy way to create a multimodal aspect within a presentation. I thought is was simple and a little bit outdated… UNTIL, I engaged in this weeks lecture with Jacqui and oh my, there is so much more to PowerPoint. It’s almost a shame more people don’t know about the many functions. I look forward to making the most of PowerPoint in my classroom. It is an engaging learning tool and it became apparent, after my exploration and the PD (it was pretty much a PD) that Jacqui did with us, that PowerPoint is also helpful as a teaching tool as well. Here is a PowerPoint that I made for Art at the beginning of my degree (I've screen shot it as it was too is too large to upload using the council library's internet, as advised by the IT support there). 

Technical Aspects.

There are many, almost endless (im excited to find more time to explore further), technical aspects of PowerPoint. Some are as follows:

∆      Allows the user to combine text, image, and audio, simultaneously to create a professional presentation or documentation.   

∆      Able to save presentation in various formats. These allow up-loads and printable options.

∆      Able to print in various sizes (A4 and A3 etc.) and various formats (two images to a page, wallet size etc.).

∆      Able to insert image and text and move ‘boxes’ around, this is great for sorting activities

∆      Allows automatic functions.

∆      Has keyboard ‘shortcuts’

∆      Basic use is simple to navigate. More complex use of PowerPoint is easy to figure out after exploration. There are many helpful technical guides found on the Internet.

∆      Create audience interaction by enabling hyperlinks to websites or animating pictures that move, and move into place, when they are clicked.

∆      Removable background

There are many possibilities for PowerPoint in the classroom, some are as follows:

∆      Scaffold presentations

∆      Creating stories board – adding audio and video to these, reshuffling stories, re-writing the ending to stories

∆      Making brochures 

∆      Sorting activities

∆      Memory

∆      Teach the alphabet with pictures and audio

∆      Making movies

∆      Create a learning journey for a parent/teacher day

∆      Documentation of an individual reflective learning journey.

∆      Removable background and insert a picture and use as a writing stimulus

∆      Create anchor charts

∆      Create a time line with students.

∆      Promote constructivism by providing task instructions. Use PowerPoint to encourage children to research a topic (in relation to the SAMR model).

à       Substitution- Substitution of work sheet by present each step of the instruction on different slides of the power point.

à       Augmentation- Provide interactions, have a table of contents that is linked to specific slide/steps.

à       Modification- Insert videos at each step that provides further instruction, namely, examples/exemplars of the steps.

à       Redefinition- Provide hyperlinks to suggested research platforms, eg credible sources etc.

Prezi

Prezi is fun and is so simple and very effective when trying to engage an audience. In fact, the style of zooming into one image reminds me of the RSA Animation theme. My personal interactions with Prezi are limited to using it as an alternative to PowerPoint when one of my presentations at university called for a multimodal aspect. However, for the purpose if this assignment I thought I’d delve deeper into what is Prezi and explore what they have to offer. Take a look CLICK HERE FOR MY PREZI

Prezi has a lot to offer and some of the technical aspects are as follows.

∆      Able to choose various layouts

∆      Able to customise layout

∆      Able to embed audio, links, youtube clips, other video,

∆      Free to use, specifically designed for education and offers to filter the search for templates for you by asking your purpose for use, eg, when I signed up I clicked ‘higher-education’

∆      Able to embed into blogging tools and or upload into youtude, vimeo, social media etc.

∆      Simple and when trying to navigate

∆      Access via internet, this means accessible from iPads/ tablets

∆      Able to add members to Prezi’s and collaborate by co-editing or present in real time, with up to 10 people at one time.

∆      Presentations are very personalized,

∆      Students are encouraged to present and explore information in their own learning styles.

∆      Encourages Online Literacy.

Prezi is great. While it is similar to PowerPoint, it has very many different functions. When the two programs are used optimally, I feel they are quite different. Some of the ways educators can use prezi within their classroom to promote learning, are as follows:

∆      Have students scaffold presentation with prezi

∆      Have students document their own learning journey. Higher order thinking can be promoted here as they reflect on a certain topic and each section of the prezi can be a different thinking hat.

∆      Promote discussion around Online as prezi is an online application it contributes to the students online footprint (more so than PowerPoint as PowerPoint may not be uploaded.

∆      Use as a graphic organizer

∆      Create timelines

∆      Having learners display different literacy, eg one slide has audio, one slide has a picture of writing, one has a video of speaking/reading. They could also document their process and their improvement. This is a good way for students to recognise their success within learning.

∆      Have children write a whole class story or rhyme by writing a sentence/ paragraph each, insert an image to match.

∆      Present various writing stimulus (in relation to the SAMR model)

à       Substitution- Provide two or three pictures for the students to use as stimulus

à       Augmentation- Edit the stimulus pictures using the edit function to provide a different take on an image, eg edit a modern image with the black and white filter, or negative filter.

à       Modification- Provide audio to enhance stimulus, especially effective when teaching fables or reversed roles

à       Redefinition- Set the scene/ provide writing stimulus by displaying the first half of a video.

Glogster

Before now, I had never heard about Glogster. When I heard the about it, the name made me think it was something to do with monsters, oh how wrong I was. Now I have made one of my own , I realize that it is so much more, interactive, multimodal and engaging. THIS IS MY GLOGSTER Glogter’s cool! I would have loved working with something like this as a student. Especially because when I was going through school, they teachers were crazy about poster making as I had to make AT LEAST one a year.

Glogster has a lot to offer, here are some of the technical aspects:

∆      Glogster is free for the first 7 days and then the user has to upgrade to a paid subscription.

∆      Glogster has privacy settings

∆      Offers embedding function where user can embed video, image, youtube clip, iMovie, prerecorded audio, text and document. It’s important to note that these can take a while to load (this can be very frustrating), however is a great way to personalize, create authentic learning and encourage motivation

∆      Different themes offered. This is engaging.

∆       Program doesn’t work outside of internet

∆      Able to explore other Glogs. There is a search tool and discipline areas tabs, to streamline this,

∆      Able to save multiple Glogs to personal account, or to share it with other Gloggers.

Upon reflection it has become apparent Glogster is as much of a teaching tool as it is a learning tool. It can be very effective in the classroom- here are some ways how:

∆      Creating posters and anchor chats

∆      Creating an interactive story

∆      Creating timetables

∆      Have the children creating newsletters

∆      Promote higher order thinking by having students analyse and synthesis information for and create an interactive poster in a research based project

∆      Learners can document their learning growth and journey

∆      Glogster could be used as parent support for homework tasks

∆      Teacher could create an interactive ‘go to’ poster for online educational games for teachers and students.

∆      Leads to authentic opportunities to discuss online ethics/ etiquette in a meaningful way 

∆      Great way to document autobiography’s and biography’s (in relation to the SAMR model)

à       Substitution – Have student document their autobiography on the web poster

à       Augmentation – Have students embed pictures to match their text

à       Modification – Have students upload their autobiography into a blog.  

à       Redefinition –  Have student extend on their information provided for the autobiography by recording an audio that reflects on the image, ie drawn picture of them starting school and a recorded reflection of how they felt on the first day they started school. And then upload into a blog.

Conclusion

In conclusion, these three presentation tool are all very effective ways to enhance teaching and learning. Some similarities and difference are as follows. Their similarities include multimodal aspects such as functions that enable embedding of images, links, video, and audio. These functions encourage interactive opportunities. They promote quality learning, engaging each learning style and each learner, as they are encouraged to personalize their work to their specific interests, individualizing learning opportunities. They all also promote structure to presentation (PowerPoint and Prezi a little more than Glogter). PowerPoint and Prezi are similar in the way they are organised by slides, this encourages step by step structure. PowerPoint and Glogster are similar in the fact that they are just as helpful to teachers as a teacher tool as they are as a learning tool. They promote organization and interactive learning experiences. And Glogter and Prezi are similar in the sense they are modern and provide template that are themed and engaging to the view. They all have different functions to offer and if selected appropriately have the potential to really enhance learning experiences, especially with the teachers selection is influenced by the SAMR model. (http://www.hippasus.com/rrpweblog/archives/2014/08/27/SAMRInTheClassroom.pdf)

When using these learning tools it is fundamental teachers engage their students in learning opportunities which promote skills and knowledge around online practice which is safe and ethical (DETE, 2012). This is achieved when schools provide, safe, respectful and caring learning environments (DETE, 2012 ). Educators can use these learning tools as a platform to discuss individual online foot print and the importance of appropriate language, appropriate levels of personal information disclosed, i.e keeping full name and identity private, school policy, protocols and netiquette, as well as the repercussions (DETE, 2012).

Reference:

Department of Education and Training (DET). (2012). Ethical and Safe Online Communication. Retrieved from: https://classroomconnections.eq.edu.au/topics/Pages/2012/august/online-communication.aspx

Puentedure, R. R. (2009). As We May Teach: Educational Technology, From Theory to Practice. Retrieved from: http://www.hippasus.com/rrpweblog/archives/2014/08/27/SAMRInTheClassroom.pdf