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

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