Week 8 Synopsis

Reflective Synopsis

In the modern workplace and society in general, the use of information and communication technology (ICT) has crossed the point in which it would almost be impossible now to function and communicate efficiently without it. It can be argued that globalization and technological change are placing greater demands on education and skill development to keep up with the shift in the nature of jobs available to young Australians (Robinson, 2006). As a result of this and the rapid and continuing advances in ICT, The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) has identified the need for young people to be highly skilled in the use of ICT. From this it is clear that there is a need for educators to teach and promote digital literacy to not only enhance students learning and improve engagement, but to create lifelong learners who will ultimately become active and informed members of society (Acara, 2013).

The generation that we are teaching now are different to those before them and this has some pedagogical implications. Research has shown that an adolescents brains has evolved to process more information at faster speeds, as well as handle larger mental challenges cognitively. However attention spans are shorter and keeping their attention can be difficult. The differences between the generations is enormous social, emotional and learning styles differ greatly. For example these days it is common for students to frequently seek education and knowledge research online, with a large amount often resorting to social media as a research tool. The power of collaboration in modern classrooms is immense and valued greatly as a teaching style. ICT is well positioned to cater to all learners and styles. Because in a traditional classroom, providing sufficient resources to present information in a variety of styles is often difficult, ICT can be used to facilitate learning and engage students, providing much needed resources which is vital in modern day classrooms, now more than ever.

For educators ICT is an effective way to communicate and engage students on a platform that is relevant and current to them. Once ICT is embraced the teacher must create a safe and productive learning environment for students that incorporates digitally rich learning experiences and enhances or extends their ICT capabilities (AITSL, 2015). Teachers will need to employ a range of pedagogical strategies to achieve these improved learning outcomes. For example developing a digital pedagogy to facilitate, transform and ultimately improve learning outcomes in a flexible and innovative way through the use of ICT.

There are many digital tools that an educator can use to allow ICT to reach its full potential and transform the nature of collaborative learning. This can be facilitated by using instructional strategies enhanced by technology to engage, enrich and extend learning in a pedagogically sound, flexible and innovative way. An example of this is Wiki classrooms which is multi-author, social writing platform that can be used to share information, knowledge, experience, ideas/views, create assignments, share resources, make announcements and foster discussion. This outstanding tool permits social interaction and allows for the pedagogy of connectedness, by permitting learners to collaborate with peers, an opportunity for peer tutoring in the classroom and online, both locally or globally. Moreover it permits the teacher to follow and model legal and ethical codes such as copyright laws, to create a safe private network for students to participate and achieve in many great leaning opportunities.

The use of ICT to educate learners and develop digital literacy provides many opportunities to foster a student’s creativity, as well as in regards to blooms taxonomy, to facilitate deep knowledge through developing higher order thinking skills such as analyzing, evaluation and synthesis (Robinson, 2006. & Willis, 2011). This might look like building on prior knowledge or supporting learners in their capacity to apply social and ethical protocols whilst consulting multiple resources to make informed decisions about the information’s usefulness and validity to a given task. Furthermore it permits important opportunities for student centered learning by supporting learning that is owned, controlled and managed by students themselves.

The SAMR model is a useful framework in which educators can assess their learning plans to determine whether they have effectively embedded these digital pedagogical tools to transform the learning and support ones understanding of the ways in which ICT and e-learning have become integral to learning. This model helps the teacher where appropriate, ensure that ICT is used as a transformative tool rather than just supporting or enhancing their lessons. For example potentially allowing students to develop critical thinking in regards to problem based learning that has relevance and meaning to the student, posed by the educator. Moreover it extends a teachers understanding of the types of thinking they can support by influencing their ways of questioning and designing education to facilitate this learning.

It can be seen that the outcomes for students through the use of ICT are beneficial and abundant. The benefits include effective higher order thinking, communication, organisational, teamwork and skills development. Teachers can no longer be regarded as the sole source of learning and the values of genuine learner-centeredness, authenticity, collaboration and flexibility are now possible to achieve in a variety of ways. Learners are now able to be responsible for their own learning and the role of the teacher has now become one of facilitator rather than expert and education must change to meet the needs of today’s generation.

References

Acara.edu.au, (2013). Educational goals | ACARA. Retrieved 5 May 2015, from http://www.acara.edu.au/reporting/national_report_on_schooling_2009/national_policy_context/educational_goals.html

AITSL. (2015) (1st ed.). Retrieved from http://acce.edu.au/sites/acce.edu.au/files/TTF%20-%20Graduate%20Teacher%20Standards%20-%20ICT%20Elaborations%20-%20200411.pdf

Robinson, K. (2006). Transcript of "How schools kill creativity". Ted.com. Retrieved 5 May 2015, from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en

Willis. (2011). Big Thinkers: Judy Willis on the Science of Learning.

Week 6 Embedded Task 5

The Use of Video as a Pedagogical Tool

This week I have taken this opportunity to further investigate the use of video as a digital educational tool. The use of videos as an innovative teaching tool is becoming more common with educators using technology as a learning medium which allows students to create their own knowledge representation with learning efficacy being supported and enhanced throughout the process. Also due to the ease of access to equipment, teachers will find little difficulty in implementing video projects in classrooms for students learning. Video has pedagogical strength as it can provide instruction through sound, motion, and visuals and can be highly engaging as students are fascinated by video media and are familiar with the symbol systems. Those who produce a media product will experience the process of media production involving analysis, evaluation and reflection, with the creation usually being socially constructed and circulated. There are a variety of educational uses beyond the delivery of lecture content such as student reflective videos and the creation of subject specific play-lists available to anyone anywhere from non for profit providers such as Kahn Academy. This is particularly beneficial to for people in developing and developed countries who want an education but potentially are unable to gain access or afford it. All of these possibilities allow for very flexible delivery to smart-phones and tablet computers as well as the more traditional desktop PCs and laptops at a time that is convenient to the consumer.

As an Information Technology and Design teacher I can see many opportunities for the use of videos in my classroom such as YouTube links to safe operating procedures for machinery to skills demonstrations. In relation to the SAMR model it can be seen that this digital instrument satisfies the requirements through each level through to redefinition. At the Substitution level my students would be able to access information on the internet regarding the correct and safe use for example of a pedestal drill. At the Augmentation level students can use a word processing application or document to produce some signs or lists using spell check, clip art, graphics and images to enhance their props. At the Modification level the use of video creation allows for the students to really cement their learning by becoming experts on the topic and having to present it on video. Finally at the Redefinition level the ability to create a new task and take more time at home to research and produce the activity allows for better observation of connections of ideas and concepts. Also during the creation of the video the ability to collaboratively work with their peers locally lets the students gain different perspectives, evaluate and synthsise the information which in regards to blooms taxonomy, are all activities that display and promote higher order thinking.

My Video Example:
http://goanimate.com/videos/07EjAo3cyPyQ

Week 5 Reflection

This week I have chosen to focus on the digital instrument Prezi. After some exploration on the site and creating a presentation with this tool I have been able to gain a better understanding of how and why this technology would be very useful in a modern contemporary classroom. In the past teachers have used more traditional means for presentations such as slide shows which potentially deliver information sequentially and at times too fast. This method can be seen as lacking and unengaging when compared to the possibilities that Prezi’s zooming canvas can offer. This visual learning tool is an online, flash based presentation creator that provides the opportunity for the classroom to become more engaging by opening it up to interactivity and active learning. Prezi can deliver content in a non-linear way and with its zoom in and out feature, would help more global type learners who at times may need to see the big picture. Prezi can be kept in the public domain and therefore accessed by your students on the Internet. If they choose to at home they can navigate the Prezi themselves, observe connections of ideas and visualise concepts.

In relation to the SAMR model it can be seen that this digital instrument satisfies the requirements for each level through to redefinition. At Substitution and Augmentation levels Prezi can be used in a similar way to and be a direct substitute for PowerPoint with the functional improvement of the zoom in and out feature. At the Modification level Prezi allows for significant task redesign by allowing for the classroom to become more interactive. Finally at the Redefinition level the ability to create a new task and open up the chosen activity to the internet and therefore the world, allows multiple positive engaging learning opportunities such as students may gain different perspectives on an idea from students in another country or the ability to take more time at home to observe connections of ideas and visualise concepts.

My Glogster demonstration.
http://alfio.edu.glogster.com/alfio-gangemi/
My thinglink demonstration.
https://www.thinglink.com/scene/642522748450504704
My Power Point demonstration.
https://alfiogangemi.wikispaces.com/Basic+PowerPoint+demonstration
My Prezi demonstration.
http://prezi.com/yyjsahkwbj7-/?utm_campaign=share&utm_medium=copy

Week 4 Embedded task 3

Digital Tools.

This week my reflection is on digital tools such as audio, video and pod-casts that can be used in the classroom. Whether using these tools as multi-sensory learning aids to enhance a particular lesson such as slides and pod-casts to reaffirm ideas or used as leaning experiences outright. For example 'how to' videos on YouTube, these digital tools can help significantly with student engagement and visual literacy (the ability to see, understand, think, create and communicate graphically). With these aids, educators can present learning resources to students with the purpose of engaging thinking (knowledge, understanding, analysis, evaluation), influencing feelings or supporting skill development such as communication, observation and reflection. The skills necessary to identify details of these mediums are included in many disciplines; for example, careful observation is essential to scientific inquiry and the ability to analyse and evaluate the enormous amount of images and information etc. available would be beneficial to learners in all disciplines. Because all of these media types can be digitally stored, it enables students to access the content at their own pace. With the ability to pause and rewind if need be and participate or explore content more deeply during lesson activities with the potential freed time.

I have chosen pod-casts to elaborate further on in this reflection as I was not familiar with them before now and I have found them an interesting and convenient educational tool. The ease of accessibility to pod-casts enables students to access the information any time they want and download the information to the device of their choice to listen/watch, whenever they are free. With pod-casting, learning is no longer a sedentary activity. As every lesson can be downloaded on their iPod or MP3 player learning can occur even when a child is mowing the lawn or while lying on their bed. Teachers also have the ability to record their classes then upload them online creating an archive of lessons and moreover with the ability of updates (where students subscribe to a particular podcast) the student will be notified if there is an update available potentially eliminating the chance of the student forgetting.

All of these digital instruments are beneficial to educators as they have the ability to engage and stimulate different types of learners, whilst having the ability to encourage higher order thinking through the use and/or creation of one or all of these tools.

My video example:
http://goanimate.com/videos/07EjAo3cyPyQ
My audio example:
http://www.voki.com/pickup.php?scid=11217043&height=267&width=200

My image examples:

Edited Photo

Original photo

Week 3 Embedded task 2

Assessment 1, Embedded Task 2

This technology is a valuable educational tool that is used by many teachers and students to participate and achieve in many great leaning opportunities. It is a multi-author, social writing platform that can be used to share information, knowledge, experience, ideas/views, create assignments, share resources, make announcements and foster discussion etc, not just locally but around world. Content including videos, images and documents etc from the web are able to be embedded potentially creating a more interactive and engaging experience. A wiki allows the teacher to follow legal and ethical codes to create a safe private network for students that is not static and if permissions allow, is open to editing/contributing which has the advantage of being able to constantly evolve. Contributions can be flexible with anonymity through protection of identity to allow students to add ideas without feeling judged.

One of my elective subjects is chemistry and with the use of this tool I am able to alter one of my learning activities given to me by a mentor teacher and evaluate it using the SAMR model. At the Substitution level my students would be able to access information on the internet regarding global warming and some preventative action. At the Augmentation level students can use a word processing document using spell check, clip art and thesaurus etc to enhance their paper/findings. At the Modification level students will be able to create a document demonstrating their knowledge on the actions that humans can make to positively impact on the environment using graphs, charts and graphics created then imported from other programs. Finally at the Redefinition stage with the use of the Wiki, the students are able to compare and comment on other classmates posts. This is an opportunity for the students to gain different perspectives, collaborate, evaluate and synthsise the information which in regards to blooms taxonomy, are all activities that display and promote higher order thinking. Through the use of this tool the teacher is able to provide relative formative assessment by being able to have direct insight into student engagement and contribution and identify, anonymously, which students may need extra help or challenge those who are ahead. The collaboration power of this instrument is abundant with the final objective being more enthusiasm, participation and engagement in the classroom.

WIKI Link

Weebly Link

Voki welcome message

Debono reflection week 2

Upon reflection of the mobile phones Wiki and its scaffolding I can identify characteristics of the learning theories/frameworks that were used to create this educational activity. The Wiki itself was a digital pedagogie that allowed ICT to reach its full potential and transform the nature of collaboration. It was in the transformative – redefinition stage when referring to the SAMAR model because the technology allowed us to collaborate with a far greater number of students then otherwise possible. In relation to Blooms Taxonomy, this in turn then forced us to use higher order thinking to analyze, evaluate and then synthesize the information at hand to help build/form our own perspectives. The benefits of participation in this Wiki for me and my potential students would be that it really helps to focus thinking by analyzing and evaluating others peoples perspectives, viewpoints and beliefs on the topic. A potential drawback perhaps is that some students may only use other people’s ideas and not generate any new thoughts therefore not fully engaging in the learning activity.

Week 1 Reflection

Hi All,
Today was the first lecture for digital pedagogies. I have to admit that I am not tech savvy however, I found that the technologies although a little confusing were very interesting. I could see how the use of these technologies in the classroom environment will help to differentiate the content of my lessons for example, the use of qr codes. I think these will be particularly helpful for times such as safety demonstrations in the workshop environment. Also the youtube clip on boredom was interesting as I was unaware that it was an actual real (studied) state of mind and that unless I find ways to combat this in my classroom my students will may not reach their full potential.