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