Reflective Synopsis

In a modern technological world, where technology underpins most aspects of daily living, it is essential that students exiting the formal educational setting, are equipped with skills of digital literacy. This digital competency will be effectively used to achieve goals in educational, work and leisure settings and will promote inclusion and participation in society (European Commission, as cited in 2.2 Defining Digital Literacy, p5).

Teachers have a great responsibility in preparing students to be civic minded and responsible citizens for their communities. Therefore while it is important to have digital competency, it is just as important to have knowledge and understanding of subject matters to participate in society. Effectively combining knowledge and understanding with digital competency is an essential part of the learning process.

During the last few weeks of learning and using digital pedagogies, I have often felt challenged and underequipped. However, in contrast, I also recognise now that I have a new ‘tool kit’ that provides the creative teaching tools I need to engage learners. Moreover this set of tools and variety of teaching resources, will fit both myself and my students with knowledge and skills that can be used far beyond the formal educational arena. There are several key themes that I have identified in weekly reflections that will now be discussed.

Learning and knowledge can be promoted through scaffolding techniques such as the use of the bloom’s tonometry and SAMR models where teachers model and scaffold student learning and knowledge so that they can achieve a higher order of thinking. This can be achieved by using a variety of technologies and providing step by step instructions on the low levels of the SAMR to develop student’s new skills and greater understanding of subject matter. For instance, in week 5, I suggested that for History class, the teacher could initially model converting a word document to a PowerPoint presentation. With various websites to access information on the topic, each website and piece of information scaffolds previous learning. Collaborating with fellow students, to complete and presentation the final task further scaffolds learning. To make learning more engaging student s could also interview with the Quick voice app and use images to produce a movie Moviemaker. The strategy promotes a level of skills needed for students to develop a better understanding of the technology that they can use to produce a higher quality task.

Different technologies allow students to be more creative in their own individual way. Using a variety of technologies is effective in engaging students and promoting participation, because it addresses the learning diversity in each classroom.

Technology allows students to take responsibility for their own learning. Students can choose to use information from ‘their’ own choice of locations (within reason), have the ability to adapt their work to personal choice with the use of their chosen technologies. While “students need to know and practice responsibility for their academic learning”, it is the role of the teacher to facilitate student acknowledgment of this obligation (Purje, 2014. p16).

Access to a variety of technology resources promotes an enhanced understanding of curriculum content. Exposure to a variety of perspectives, explanations and views from other student’s online, websites, YouTube etc. promotes a global holistic understanding of topics. Lessons contain desired curriculum content but employ a variety of different ways to learn.

As for my own personal experience, I found that while I learnt skills from using the many technology resources, I learnt so much more from sharing with fellow students, which could be integrated into class learning and teaching. I definitely benefited from others knowledge, suggestions, explanations and views, as would students from fellow students and their exposure to online or technical content.

When starting this course, I thought that I had a good knowledge of what would be required in the way of digital learning, but I soon discovered that there was a lot more involved and a lot I didn’t know or had experience with. I have found that although I am not comfortable with wikispaces, I can see how this may benefit my students with feedback from others.

With the majority of student having access to ICT, 24hours/7 days a week, it makes sense that this should be utilised as much as possible in the classroom. However, I acknowledge that for students to have access to safe, ethical and legal use of technology, clear instruction should be given with class rules, induction, and tuition. To protect each user’s privacy and safety, a school password control system should be in place for all accounts (National Copyright Unit, 2015). It is vital that no images of students or staff should be publicly made available without prior permission of subjects.

Photocopying or scanning should be limited to 10 % of the total content and YouTube videos cannot be download (National Copyright Unit, 2015). Moreover, checks should be made on the legal use of online music and whether these can be used for educational purposes (National Copyright Unit, 2015).

This course has changed my perceptions of how teachers should and can teach. Previously, I believed that my role as teacher involved being up the front of the classroom, with maybe using the whiteboard, internet and Microsoft word. I now realise the importance of engaging students through challenging them to think out of the box. Moreover, not only can I see the benefits for students to improve their learning but also areas where I can improve my own knowledge and skills.

However, I now realise that to be an effective teacher, I need to facilitate learning, to incorporate technologies into my students’ learning journey; and to allow them to take responsibility for their own learning. I believe how, after my own interactions with learning different technologies, that the use of ICT in the classroom will both improve student engagement and participation, and enhance learning. It is only during these last few weeks, when I have been exposed to and used different technologies, that I can now more open to their use and possibilities.

References

Digital Futures in Teacher Education. (2015). 2.2 Defining Digital Literacy. Retrieved from www.digitalfutures.org

National Copyright Unit. (2015). Teachers and students using wiki or blog. Retrieved from www.smartcopying.edu.au

Purje, R. (2014). Responsibility Theory: Who’s got the power? South Korea. Paradigm Print Media.

Week 7 Reflecton

Although my online collaboration with others doing these activities was minimal, I did learn from them about different ways to use the technologies. I shared with fellow students how I struggled with using the various technologies and suggested that this maybe also a problem for students with limited technological skills. After reading some of the responds to my concerns, I believe that this raised an awareness of the issue, with one student creatively suggesting that a wiki could be actually used as a platform for struggling students to troubleshot technical issues. Working collaboratively exposed me to many different ways of using technology in the classroom for learning benefits of my students, but also exposed me to creative ways of teaching and communicating with others. An additional advantage of online collaboration with others was the encouragement we received from each other. It is often easier for some to encourage and praise others ‘from a distance’ rather than face to face. I believe that this aspect (encouragement) of online collaboration would also be very effective in motivating and engaging young learners.

A little praise goes a long way!!

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

Week 3 Reflection

This week has been one of interest, we got to explore more about blogs, wikis and websites (weebly).

I decided to focus on wikis. I have found this to be a difficult task as there are minimum features to add and design the wiki without tutorial help available. As a person with limited computer skills, this task became very difficult. Although I can see how this technology would be useful when studying history, this area of teaching and learning will be something that I will need to consider when using ICT within the classroom. I acknowledge that I will have to work more with the wiki to gain more confidence and skills. Wiki uses the Blooms taxonomy and SAMR as a base for modelling and scaffolding.

This technology allows students and teachers to build from the basic information to more detailed content through the use of websites and input from other sources. Teachers would be able to monitor and evaluate each student’s progress through their engagement with the wiki.

This technology also allows students to extend their projects from a basic word document to one that has a variety of input from various sources. One example is the ability of other students (or from other people in other towns or countries) to insert youtube clips about the task.

The learning outcomes that wiki supports in the classroom is the modelling and the scaffolding strategies used during activities. These strategies improve students and teacher learning and understanding of subject matter that can then be practically applied in real life situations. Wikis support more different types of material/ activities with the use of embedding of google docs and youtube clip along with templates.

ICT plays an important role in education. Teachers are able to set privacy that only allow people with assess to modified contents. Students are able to make user names that are not identified by other students.

Example based on SAMR:

Substitution	Teacher can design a template for student to add in information know about subject. Using the 5w’s and 1h concept, (Substituted for text and worksheets).
Augmentation	Allows teachers to post suitable website or fact sheet that students can use to find further information. This is done by using the file icon and inserting website link, (adding to and building on original template).
Modification	Allows students to contribute their own ideas to the task where they can insert their choice of images and information. This is where teachers can monitor student interaction.
Redefinition	Allows for input of others from other places with comments or extra information. This would be where there final project is assessed and evaluated.

My wiki link https://wikispaces.com/join/M4MFKP4

Week 2 Reflection

Week 2 Reflection

During to Mobile Phones wiki activity, I experienced and identified some drawbacks and benefits for learning. I acknowledge that the way in which the activity was based with (using the SAMR model) scaffolding strategies was extremely effective in promoting a greater understanding of subject matter. Introducing topics firstly with technology and then building on the initial information with modifications augmentation & redefinition brings different methods and perspectives, promotes enhanced understanding and knowledge of topics. The scaffolding technique supported the range of perspectives effectively so that while each activity was designed differently, the same concept was concluded by all, although explained in the different themes that suited our individual chosen disciplines. For example, one student explained their definition by using elements from their chosen discipline which was physical education, whereby saying that students have to start in the small pool before moving on to the diving board.

Participating in this activity encouraged me to think hard about how I can better engage learners and promote and improve the learning for myself and my students. The most important aspect for me was that as a teacher, I do not have to be fully responsible for students’ learning, but can involve others (including students) to provide extra skills and knowledge.

There are however, I feel, some drawbacks related to this teaching strategy. Classrooms are diverse and one would not expect all students to be fully competent with technology skills. For those times that some students may need additional support with mastering technology, valuable learning time could be sacrificed for both that student and others in the class.

Issues accessing the wiki due to set up problems were a problem for me during the activity and left me madly racing to catch up to other class members. An additional drawback I believe, are the privacy and security issues associated with wiki. So long as somebody has an account with wiki, they are able to edit material already submitted.