Week 6 Reflection

This week has some very interesting resources.

Scootle is a very valuable resource that teachers can use to create a learning paths for the curriculum which has planned resources for subjects such as a maths that includes year level and types of resources.

This week I decided to focus on mind maps and the one I chose to use was Bubbl.us. Although bubbl.us can incorporate a large amount of information, this resource is useful for those with all level of skills, as the instructions are easy to follow for use. This resource is a great scaffolding tool for the SAMR model as I can use it to initially give students minimum information that they can then add more information to and share with others. Information can be added at any time and others can view the updated version after the user has saved using the same link. This allows teachers to view what has been added each time. This is an effective way to gather all ideas together before the final project is developed.

Although I have not fully investigated these resources, the timeline resources are interesting as I can see how they would be useful especially for History and English. I am very excited about undertaking more exploring to investigate how I will be able to use this with my History field. Dipity was also one that I would like to investigate further. Tiki-toki has a more elegant design.

I can see that with the mind maps and timeline resources student would be able to create some very interesting assessment, which would allow them to share individual knowledge and understanding with others, both in and outside the classroom. These resources allow teachers to easily evaluate and access students’ participation.

Link to Bubbl.us site 

https://bubbl.us/?h=29a29f/53f7fa/27NcXnFNyX66I&r=1437157591

Week 5 Reflection

This week has been one of great interest, as I have learnt many more different ways to engage students.

I decided this week to show what other features were available with PowerPoint. Although I know a little about using PowerPoint, I found that I could start with a word document that could then be converted to PowerPoint. I was able to insert images from the internet and picture file. I also discovered that I was able to make the presentation more interactive by using hyperlinks. The insertion of YouTube videos was easy with the link that was available. I changed the design by using the design feature. This presentation was upload to share slide then embedded into my wikispace.

Using the SAMR model –

Substitution: For a PowerPoint presentation assignment students would be permitted to collect information, about what had occurred due the First World War.

Augmentation: As teacher, I would demonstrate the features of how to first start with a document then converting the word document to a PowerPoint presentation. Included in the demonstration would be addresses for various websites for students to access further information.

Modification: Students would place all researched information into a word document then convert to a PowerPoint. The students would be monitored as they performed this task on their own.

Redefinition: Students would collate all their information and images and save both as a slideshow. They would be able to share this presentation with either the whole class or just the teacher by using share slide and embedding code on to a site for everyone to view that had access. Students would also be encouraged to explore other features of the technology. As students’ progress through the various stages of developing their slideshows, teachers can effectively monitor and evaluate students learning and understanding of the topic.

This week I have developed a better understanding of the different media applications, which can be used both to engage learners, and to improve and develop skills. In a Technological society, these skills will be beneficial for both the students and teachers, both in and outside of the classroom environment.

My wikispace:

https://wikispaces.com/join/M4MFKP4

Week 4 Reflection

I decided to use Quickvoice  an app available on iPad for free, to do the voice recording which allowed me to email to my Gmail account. I then downloaded this to my computer and embedded into my wikispaces on a new page called multimedia technology. I found this to be an easy application to use which is beneficial for users with low technical skills.

For the movie, I firstly took images which I took using my iPad then I emailed these images to my computer. Then using Movie Maker I inserted the images and recorded a narration. Although this was not the way demonstrated in class, I realised that the final project could have had a better outcome if had I used PowerPoint first to set each image on slides to create different effects. Using YouTube I uploaded my movie, which I found easy to do as long as it was set to public, because if set on private you are unable to share, to get the embed code. After getting the embed code I proceeded to upload to my wikispace which now is a little less difficult for me to do after previous use.

To insert and resize images, I chose to use a program that I have use previously called Picasa. That program allows you to edit images using features such as cropping, auto contrast and colour. The main feature for resizing is under the export button at the bottom and allows you to choose size by the number of pixels with the image then loaded to the folder of your choice. On my wiki page I decide to display both an original and resized image along with a resized black and white image. This program may be basic but it is a good start for people with limited computer skills.

The technology I have decided to focus on this week is Windows Movie Maker, as it allows students to scaffold their learning by allowing them to add a personalised touch to their projects. The additional student advantage for this technology is that it promotes individual student creativity. Teacher can also use the technology to evaluate each student’s progress through the different levels of Bloom’ Taxonomy and SAMR scale.

Using the SAMR model,

Substitution - I would start by introducing my student to the topic for the history assessment on the local history of Bundaberg. Firstly we would use templates to discover what we may already know about the history of Bundaberg, followed by what we want to know more about.

Augmentation- As the teacher I would include information about Bundaberg and some of the most 

famous people of Bundaberg, along with families that have lived in Bundaberg from when it was first established. Included would be a prearranged list of people that are will to be in viewed by the student. To achieve this I would use a PowerPoint presentation to display all information. I would also provide and demonstrate that technology that students are about to utilise to present their final project, these would be the cameras, recorders and programs.

Modification - this is where students would collect all their information such as images, recordings and written information. This allows teachers to monitor student participation.

Redefinition - is where the students are able to bring together all of their ideas and data with other students, and working collaboratively in groups, create and present their movie presentation to the class. This provides the teacher with a further opportunity to evaluate the final element of the student’s learning.

My Wikispaces address : https://wikispaces.com/join/M4MFKP4