Reflective Synopsis

Over the course thus far I have learnt that it is important that students in 21st century classrooms are given the opportunity to develop ICT capabilities to keep up with the continuing advancements of technologies within today’s society. With allowing learners to engage in these technologies will increase their vital skills to become informed and active members of society. Schools and teachers firstly need to educate themselves of the importance and benefits ICT’s offer, then implement ICT’s into their classrooms to develop the students ICT capabilities. The 21st century has been identified as the digital age and as addressed in The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008), the young people will need to be highly skilled in ICT’s. Therefore teachers need the ability to increase students’ knowledge and effectiveness of ICT’s within classroom activities. Teachers will need a variety of different technologies within the classroom for this to be possible. The utilisation of strategies, pedagogies and frameworks such as the SAMR model will enable teachers to increase the students ICT capabilities within the classroom by implementing these technologies.

Learning experiences designed by incorporating pedagogical approaches can be used to guide teachers in implementing ICT’s into the classroom using productive pedagogies. Productive pedagogies are broken down into four key areas, these include: Connectedness, supportive classroom environment, recognition differences and intellectual quality. Teachers are able to use productive pedagogies which are able to be embedded into the learning environment of classroom activities that incorporate the use of ICT’s. Examples of this is in the week four reflection, week four required student to create video’s explaining the process that they undertook, investigating the benefits of using multimedia. This task questioned student’s abilities and engaged them in higher order thinking skills, interpreting and analyse data. By creating a video and presenting their work, it developed the student’s ICT capabilities.

This activity allows students to address the productive pedagogy of intellectual quality as well as incorporating ICT within the classroom. The productive pedagogy of connectedness can also be incorporated into ICT centred classroom activities. The use of wiki’s in week three saw the idea of students engaging in tasks of both associated electives (IT@D and Geography), being communicated. This activity provides students opportunities to develop connectedness by being able to communicate with their peers in an online setting, also creating opportunities for students to work as a team and learn from their peers. In order to effectively embed these pedagogies and ICT capabilities into classrooms, teachers can utilised frameworks such as SAMR to guide and assist in designing learning experiences. The four levels of the SAMR framework can assist to redefine learning experiences, ensuring that ICT can be effectively used within classrooms. The substitution level allows teachers to take tasks and conduct them using ICT. An example of this is teachers utilising Glogster or Wiki’s, designing worksheets that students can complete over the internet, as reflected in the past weeks. This changes the interaction to computer based activities rather than paper based activities. Substitution and augmentation are the bottom levels of the SAMR framework and allow for guided instruction from the teacher, keeping the control over learning in the teachers hands. With the use of technology, teaching and learning can transfer from teacher centred to student centred, with the support of the last two levels (modification and redefinition) of the SAMR framework allowing students to take control of their own learning. As in my reflection from week 4, students are given the opportunity to create and produce a video to present to their fellow class mates also allowing them to work collaboratively on a local, national and global level. This enable students to share ideas and perspectives which can enhance the students’ ability to gain a deeper understanding.

With teachers utilising the SAMR model to design their learning experiences, the effectiveness of ICT capabilities is increased through student centred learning. Important factors that must to be considered when using technology within the classroom, are the legal, safe and ethical practices, these must be adhered to when using ICT. Teachers need to educate and make students aware of the importance of these behaviours as it will have an impact on their learning within the classroom. Teachers are able to do this by modelling the legal, safe and ethical practices to the students as well as creating classroom activities that incorporate these behaviours.

In conclusion, teachers need to address the importance the growing uses of technology within society. Effective learning experiences that enhance the students ICT capabilities can be achieved if teachers incorporate ICT’s into classrooms, through the use of productive pedagogies and the SAMR framework. It is imperative in creating successful 21st century learners that these capabilities are addressed within classroom practices.

Reference:

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne declaration on educational goals for young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf, Dates accessed 07/05/2015

 Reflection 6 : Collaboration

Throughout this course I have been asked to work collaboratively, I have found that the task has tested my abilities. As some of my past experiences of working collaboratively have shown that I need improvement of skills to move forward. I have however gained a greater understanding and can see the benefits of working collaboratively with others. By working collaboratively within this course it has shown advantages and disadvantages of what, when, how and why collaborative learning is utilised. It has been thought provoking and has helped me to become more creative with the use of technologies, enabling a deeper understanding of how to use connectivity on a larger scale (global), receiving and providing feedback on activities. I have found that collaborative learning is an effective tool to evaluate, analysis and synthesis and most importantly share thoughts and perspectives whilst engaging in higher order thinking. Throughout the course the activities have allowed collaboration with my fellow classmates and one that highlighted the benefits was in the first activity in week two. This activity enabled the sharing of ideas and understanding others perspective’s.  Some of the disadvantages of collaborating within the course is how time consuming it is to navigate through every ones blogs and post comments. Although this points out another benefit that is if it was not as time consuming then more are likely to contribute to collaborating on sites. Posting comments also showed that even if you had a negative point about another’s blog, I would not communicate feedback out of respect of the other person. I don’t consider myself educated enough to judgemental towards others and I have been brought up that everyone is entitled to their opinion, right or wrong. This is the most confronting part to these new era of blogging, twitting etc. I am, after weeks within the course gaining an understanding of posting both positive and constructive feedback, as this is developing the necessary professional skills that are going to be required to collaborate and teach in the 21^st century.  

 

Week SIX

During the past weeks of E-Learning we have looked at an array of digital technologies that we can incorporate into the 21^st century classroom. This week’s reflection will focus on the digital technology that we have used as part of this course, Glogster; which I have gained an understanding from the first week. Glogster a program that is relatively easy to use, allowing students and teachers to import and create interactive posters using text, images and videos.

Key benefits to the user is that it enables users to develop their capabilities within the classroom of ICT whilst enhancing the creative learning experiences of students. Students’ knowledge that’s been obtained throughout their course can be demonstrated by engaging with others through Glogster.Students benefit from using Glogster, gain learning outcomes including using technology tools to display knowledge and understanding in ways that allow classmates and others like local members to view and comment of works created. Being able to collaborate with fellow students, teachers and the world and receiving feedback. Being able to use writing processes, visual and media literacy to communicate understandings and by providing feedback to peers, with easily being able to edit posts. As Glogster can be used in a variety of ways, it’s easy to incorporate into any subject or lessons of any year level. The benefits of students using Glogster is that they are able to create posters on new knowledge, take notes from other posters and gather further information whilst being able to fully edit their own work. Glogster also enables Teachers the ability to design learning experiences which in turn engages students within classroom activities, maintaining a positive outcome for all.

Within my subject areas, I would use Glogster in a variety of ways through creation of classroom activities using the SAMR method. Within a Manual Arts or Geography lesson I would use Glogster, creating lessons based on Australian demographics or safety within a workshop. SAMR levels can then be used as below. 

Substitution: Create a posters, introducing the topic Australian Demographics/ Workplace Health and Safety and have the students taking notes on the topic.

Augmentation: Students contributing to posters on Glogster, poster created by the teacher. The use of a video or other media embedded into Glogster with questioning for students to answer, enabling students to re-post based on the video or media which then can be assessed for students understanding.

Modification: Students create informative posters on population Growth or Safety using a machine, using the information and statistics provided by the teacher, students design and create their own posters. These posters will be displayed for feedback from teacher, public and other students within the classroom to see, posting constructive feedback.

Redefinition: Students creating their own poster on the effects of Population Growth/ Workplace Health and Safety using the knowledge they have learnt about their topics as well as research information provided. The posters they have created will allow teachers to provide feedback on student progress as well as provide the students opportunities to creatively express new knowledge.

Glogster has proven to be an easy productive tool that is able to be incorporated into the 21^st century classroom at any level or subject. Students are able to display the creativity whilst increasing their engagement in the class with their peers and teachers, while improving the developmental processes of students ICT capabilities of technologies. This Glogster tool enables teachers to provide feedback on students at a constant rate enabling modification to learning to be adjusted as required.

 Week 5: Reflection
Power Point with the classroom.



This week with the Easter long weekend I have found it a little harder as to not engaging with the other students and teacher. My reflections this week are looking at the uses that PowerPoint has within a 21st century classroom. I have used power point presentations over the years for work using of texts, pictures, graphs, diagrams and tables to audiences but now I have gained a better understanding of uses within my classroom. Powerpoint can be used to create and edit images, create interactive presentations and create basic animations and can be used to create infographics, these can also be recorded and re-watched at a later date. These features enable teachers and students visual aids as well as use creative thinking skills, allow them to creatively present the skills and knowledge that they have learnt.



Teachers are able to use Powerpoints in a variety of ways to present relevant images to students within the classroom, supporting visual learners. Exercises like short quizzes are able to be constructed to test students’ knowledge which could be used at any time of that lesson to ensure previous lessons objectives have been cemented. Timing of quizzes could be while roles are being marked etc.

The PowerPoint could be used to assist with assessments allowing students to interact by voice record presentations. Students that are shy or not comfortable speaking in front of the class are also able to record in private, then present it to the class.

Teachers using SAMR model are able will be able to effectively implement PowerPoint presentations into the IT&D classroom.



Substitution: Rather than writing notes on the board or handing out printouts PowerPoint presentations can be used so students can access them at any stage during the lesson to revise key concepts through access via the class wiki.



Augmentation: Students knowledge can be tested using PowerPoint, from the previous lesson, saving on paper and students can access and use throughout the year for revision



Modification: Students create their own PowerPoint presentation to present ideas on the IT&D workshop. These PowerPoint presentations incorporating linked slide buttons ensuring that it is interactive for the users as well as present key messages. Presentations can then be easily shared amongst peers and can be used for further study.



Redefinition: Using the information and statistics that students have collected on the IT&D subject, creating the PowerPoint to display the information that they have collected, presenting to class. Students use creative thinking skills ensuring the information collected is effectively presents and the relevant information is shown. This information can then be displayed within the class wiki. Clearly Powerpoint is more than just a presentation tool, enabling teachers and students to engage in the learning process. Its ability to be support teachers and allow students to develop skills in ICT while enjoying the creativity that programs like PowerPoint can offer.











David's Glogster

David Prezi.

Week 4 Reflection

 Videos within a classroom

In this week’s lesson we discovered the power that using multimodal technologies within the classroom.

This technology allows students to obtain the skills and relevant knowledge that’s required to become 21st century learners and to think creatively delivering that knowledge within classroom activities that has been learnt. Older methods of teaching such as writing notes and using worksheets, can reduce student engagement within classrooms, but if teachers were to embed technologies into the lessons and think creatively, student’s engagement would increase.

For the purpose of this week's blog post the multimodal technology I have chosen is videos.

 

 
The classroom allows for the use of videos in a variety of ways for students to obtain information visually rather than just getting them to write it down. Research has shown that this method of delivery increases the retention rates of the information.

 The video that I have used for this example could be used to show workshop safety within the IT&D and are able to be reviewed in a student’s personal time like at home or uploading it to sites like Wiki for their peers to see.

Assessable task are also able to be produced by teachers via students creating tasks that allow students to create their own videos; using programs such as Movie Maker. Students in IT&D might be asked to produce a video of a power tool and the correct procedure on using the tools. Students can involve themselves within the video.

Again this week these lesson relates to the SAMR model, students creating a video. Creating tasks that allow students to use video technologies within the classroom encompasses the four levels.  

Substitution would be used to create links to videos and resources that deliver relevant information to the students that they can access from home allowing them to link to Wiki for their fellow classmates.

Augmentation could be used to create a slideshow that will act as a quiz to assess the student knowledge that had been obtained from videos watched in the previous lessons.

Modification, students create video’s using movie maker etc., demonstrating correct use of machines. Students will be asked to perform the task making a video that shows how they conducted the experiment.

Redefinition can be seen in the task outlined in the above paragraph by conducting investigation and creating a video about their findings, students use their skills, learnt throughout the term to complete the assessment task. The assessment task has been redefined as it does not require students to write out a report as they are capturing their findings as they work.

They will capture not only the conducting of the machines but their thinking process as students will be asked to demonstrate, observe and explain what is happening during the completion of the assessment task. Students can use their video, presenting to the class by uploading it to the class wiki. Below is a small video I have created.

  

 

 

 

 

 

Week 3 Reflection.

                                       Reference: Selwyn College .::. Digital Technologies

                                                                www.selwyn.school.nz

During week 3, I was introduced to tools that could be beneficial to me as a teacher within the 21^st century classroom. These websites like Weebly, Blog’s, Wiki’s and many others were explored to show how they can be used for collaborating and interacting with others and how they could be incorporated into the classroom. I have never attempted the use of such sites before and have found this confronting and challenging to grasp the understanding of such technologies, but now embracing these challenges will enable my confidence to grow and develop new ways of teaching in the 21^st century. My reflection this week will be based on the Wiki’s site and how I can incorporate it within a classroom to improve the outcomes of my students.

I have found that to understand the Wiki’s site, I must delve into what makes it work and how it can be useful for what I teach. Investigating this I have found that this online forum site allows visitors to join and collaborate with the organiser, contributing their information and ideas for further evaluation from others. The site also allows the organiser (teacher) to set up to site for privacy, selecting who can see it, an important feature for not only privacy but for legal and ethical policies within the education system. Wiki’s allows the ability to create false usernames for students, allowing them to remain anonyms for the creation of their work. This will further increase student’s self-confidence as they are able to speak freely without fear of others judging them personally. The ability of monitoring can still be done by the organiser (teacher) providing constructive feedback to the students without the other students being able to see, these features again illustrates that learning outcomes can be improved.

Wiki’s could be a valuable tool for both of my teaching areas, IT&D and Geography are well suited for the interaction of digital technologies. The application for industrial technologies and design means that wiki can be used for interactive video clips, workshop related instructional information, quizzes and collaboration between teachers and students. One of the links I have entered on the wiki site directs the students to another web site with information regards safety and links to another site for a quiz. Wiki itself can be set up to contain these worksheets, quizzes, online collaboration through discussions increasing their personalised knowledge. Whilst reflecting it is apparent that these synthesises with digital pedagogy and with the SAMR model of substation, augmentation, modification and redefinition. The substitution level addresses the sources given by the teacher to complete their set tasks e.g. the uploaded pdf of the information reading that the students must read before attempting the quiz. With the quiz that I have set could be synthesised to the argumentation level, using the knowledge acquired from the readings to answer the quiz. The teacher is then able to provide constructive feedback to the students online. Modifying the reading material to visual and even interactive, or encouraging the students to assist in their own learning could be seen as higher order thinking leading to students researching, developing, and designing their own work, embedding videos, pictures and interactive slides, presenting them to the rest of the class for feedback would see the students become more creative and active learners.

 

Reference: Schrock, K.(2013). SAMR and Blooms. Retrieved from http://www.schrockguide.net/samr.html


Wiki link
Weebly Link
Voki Voice Intro

I just made a new Voki. See it here:

I just made a new Voki. See it here:

Week 2: De Bono’s Hats

The Idea of De Bono’s hat work well for this activity, showing that you need to have a variety of perspectives. This week has seen the first real scaffolding activity of digital pedagogy in ICT, allowing the use of Wiki, using De Bono’s hats to further explore Mobile phones within schools has given the potential of collaboration of information with fellow students.  The activity we used both Bloom’s Taxonomy and SAMR model and found that they synthesise with the activity, the exercise linked to the redefinition stage of the SAMR model, allowing us to collaborate with students not only within class but to many others at the same time where in the Bloom’s Taxonomy allowed us to use higher order thinking and synthesise, analyse and evaluate of critical information to form new perspectives. For students that may struggle with technology at school this could work for or against them by not keeping them engaged in the learning activities.   

Week one E learning reflections.

The first week has seen an introduction to utilising ITC products in the 21st classroom to engage students with the teacher for improved learning. If teachers are going to successfully include ICT resources into their pedagogies, they will need to first understand the students they are working with. Part of the lesson was to use an IPAD with an app of QR reader and understand the benefits that it has within the classroom. After gaining the basic knowledge of this, we then had to find 9 Q-reader codes and develop 3 key ideas of the information contained within. Once completed, we then recorded the ideas and uploaded for comment. I found this very confronting as I am not a person that enjoys being in front of a camera. The lesion certainly reinforced the benefits of ICT to both the students and teachers, giving students the opportunity to work at their own pace or in pairing, thus giving ownership of one's own work.  This is a new area of teaching, digital pedagogy has open my eyes up to just how far we as teachers can go in improving learning outcomes with technology.  The exercise in this first week also made me realise how much the world has changed, regarding digital technologies and how it can be used. It’s made me realise that I have to change my thinking and showed me how I can use this technology within my selected subjects. Today's technologies are certainly far advanced compared to my day at school and will continue to evolve, meaning there is a constant learning environment for teachers as well.