Students working in online environments and/or who are using other peoples created works need to have an understanding of safe legal and ethical practices related to their own practices.
It is important to keep students safe with regard to this subject. Firstly, students must be taught online etiquette and acceptable behaviour. Students must be made aware of policy relating to online bullying and the consequences for both bully and victim. Students must be made aware of how inappropriate postings of a slanderous nature, relating to individuals, businesses and services may result in legal issues. Having discussed the negative it is also important to provide examples and discuss appropriate online behaviour and how positive commenting on others works, can have an impact on collaboration. Students must be made aware of not posting personal information which may allow them to be identified to ensure they are kept safe. Teachers should continually monitor students and their online activities to ensure they are working within the policies and are kept safe.
Ethical practices involved with online interaction is an area under constant development. As new technologies are appearing so rapidly, there must be guidelines for it's involvement with students. Certain online technologies exclude children under certain ages from using the tools and students must be made aware of these. Academic fraud is an area students should be educated on as it is important to ensure that the work an individual has submitted is genuinely their own work.
It is essential to educate students on the importance of copyright legislation. Today's students can have access to just about limitless works of others that they can included in their own. Copyright is the rights that are given to the original creator/s of a piece of creative works to stop others from being able to copy without their permission. This gives control of the creative works to the creator/s. This allows them to make decisions about who can and how their works can be used by others. Copyright protect's images, text, music, dramatic works, films and moving images and sound recordings. Copyright protects images, text, plays and songs until 70 years after the death of the creator. Copyright protects films, MP3s and CDs for about 70 years after the works have been released.
Copyright cannot protect ideas.
Plagiarism is another area where students need to be educated. Plagiarism involves using another person's creative works and claiming it is your own.
It is important for teachers to be aware of the policy's relating to individual learning centers where they are involved with to ensure that they are not working outside of the established guidelines for that site and that students are protected.
When using the creative works of others, it is important to gain consent from the creator and/or be aware of what you can use and how much and how to attribute. I am aware of legislative requirement and I know where I can access more information relating to the specifics.
Students can be encouraged to provide links to the creative works of others rather than uploading as no consent is required for this. Most creative works require greater that 10% of entire works to be used before consent is needed to be gained, however attribution is required.
Link to further copyright information
http://www.smartcopying.edu.au/scw/go
Queensland Government Department of Education specific information
http://education.qld.gov.au/web/schools/riskman.html
Link to copyright information created for children.
Sunday, 17 April 2011
Google Documents in the classroom
Link to You tube video on Google Documents
This technology certainly has a place in education, whether that has a large place in the classroom, especially the classrooms of younger children is debatable. This certainly has the potential to create collaboration between teachers. The ability to link to online materials is a great way to have information contained in an easy to find place.
This technology certainly has a place in education, whether that has a large place in the classroom, especially the classrooms of younger children is debatable. This certainly has the potential to create collaboration between teachers. The ability to link to online materials is a great way to have information contained in an easy to find place.
Zooburst in the classroom
This is my attempt at a simple story. I believe children would like it. It does appear rather limited in features and unless you are prepared to pay money you really can't be overly creative. It is relatively easy to use.
Animations and Simulations in the classroom
Having looked at some of the animation links included in the course materials, I find some of the information and possibilities interesting. You would definitely need to carefully pick your topic and ensure that essential learning can be achieved. This will probably be an area of education that will expand and eventually have more possibilities for use in the classroom.
Google Maps in the classroom
The above are screen captures using Google Maps with the option of adding terrain and without. Other options include photos, webcam and video from the area. Once you enter your destination you can enter street view. This could be used to create a map for a journey, involving finding the shortest route. It is an easy tool to use but I feel it is limited when compared with Google Earth.
Google Earth in the classroom
I suggested an activity on my webpage which may be appropriate to use in the classroom that involves measuring and recording the distance from school to students homes. After consideration of having this information published online in a wiki, I would change that element and have the students document this information on paper in class and perhaps ask them to record other measurements online, so that in no way, students could be put at risk. While I would not have allowed them to publish their names or even necessarily the name of the school, I cannot fully predict what and how even the smallest amounts of personal information may be adversely used. To enable students to undertake this task I have made a small video which I uploaded to You Tube which explains how to achieve the measurement, to provide scaffolding for this task and also future tasks. Measurement of school to home one day, measurement of home town to other like sized towns internationally and even measuring the perimeter of a pyramid. I find Google Earth an easy tool to use, with many interesting options such as grid overlay. The ability to view the sky, Mars and the Moon and information from the data layers provides an interesting and interactive approach to learning. Activities for multiple learning areas can be included such as maths, history, science and geography. There is the opportunity to have collaboration in group activities as well.
Strengths-
Engaging
Easy to use
Helps to acquire spatial recognition
Allows for collaboration
Can support multiple learning areas
Weaknesses-
Requires internet connection
Not all measurement information is exact
Opportunities-
Nurture students curiosity about the world
Allow for more interaction with information relating to other places
Threats-
Students may get side tracked from required tasks
Saturday, 16 April 2011
Assignment task 2-Analysis of digital technologies
Since the development of digital technologies, education frameworks have been continually evolving to incorporate these tools, as an effective and productive enhancement in classroom teaching methods. 21st century learners are a new generation who have been surrounded by digital technologies since birth. Their individual constructivist learning journeys have been created using numerous digital tools. The challenge for education today, is to find ways of incorporating the digital world and the knowledge and skills required to use these tools, into today's modern classroom to support and enhance authentic essential learning. Patterson (2007) states that "Psychological studies have also demonstrated that the recallability of information is greater with visual images than text." This supports the inclusion and use of modern digital technologies in classrooms, to enhance learning opportunities ,as most digital tools have engaging, good quality visual features. It is important to ensure that students are kept safe while working online and using online materials and are aware of online etiquette. Students must be educated on the legal and ethical issues relating to the use of online technologies and their available resources. Appendix A provides a link to information relating to this issue in my blog. Included in this synopsis, is my discussion of four different digital technologies that I would like to include in my classroom teaching opportunities, as I feel they each have varying abilities to enhance learning outcomes for students, provided they are implemented and used appropriately.
The first digital technology I have chosen to to discuss is websites. An individual website contains a collection of webpages, which is available on a minimum of one webserver, accessible through a network such as the internet. Tingen, Philbeck and Hulcomb (2011) maintain "Classroom websites have the potential to support and enhance student learning by targeting 21st century skills, such as collaboration among teachers, students, parents, media literacy and interpersonal and self-directional skills as well as thinking and problem-solving skills.". Classroom websites in particular can achieve this as they can incorporate various categories of platforms which are available on the internet and include digital tools such as vokis, podcasts, video's, books and collaborative writing tools such as wikis and blogs. Anything that is available on the internet can be linked to the classroom website, which brings the world into the classroom and the works of the classroom to the world. Classroom websites can be designed to collaborate and link multiple subject areas and can structure the learning pathways for the class as a whole as well as the individual with scaffolding resources embedded into the webpages. Tingen (2011) suggests "By using classroom websites, teachers are encouraging students to seek out information themselves, which is a necessary skill for success in the 21st century." Classroom websites can incorporate pedagogy and allow for learning theories such as Bloom's taxonomy to be applied. This can be achieved through linking resources for knowledge acquisition and enabling the delivery of information to include multimedia which can improve engagement and therefore improve the opportunity for understanding and then application and creating to occur. Incorporating multimedia in presenting information, facilitates learning to be achieved across the various styles of learning. Students can then apply their knowledge and understanding by means of manually constructing assessment pieces or by the reciprocal use of Information Communication Technologies where they can create their own espace and analyses and reflect on learning tasks. Online elearning provides students with access to more resources and opportunities to gain 21st century skills. Halsey (2007) stated "Writing for a real audience is said to contribute to more thoughtful content and structure of the writing." However, not all learning centers allow students works to be placed in an online environment. For this reason, to date, classroom websites provide more opportunities when compared with blogs and wikis as they still provide access to online technologies and resources without requiring the students to post their work online. Classroom websites can incorporate these technologies as the learning centers allow, but even without blogs and wikis, websites are valuable enhancements to improve students learning outcomes. Boling, Castek, Zawilinski, Barton and Nierlich (2008) stated "Internet projects unite classrooms in exploring common topics.". With the internet becoming more popular and available, students need to gain skills in using this technology. A carefully created classroom website can provide a safer online learning environment. The biggest advantage for the teacher, is the ability to have their lessons and resources for multiple or all subject areas available at the click of a button. Having the links to resources already created and censored in the webpages provides smooth transitions and reduces opportunities for students to loose interest and disengage as compared with searching for the websites manually on an individual basis. Teacher created webpages can provide links to resources which can be used across numerous junction levels, as various learning topics are revised throughout the students progression of learning. This creates the opportunity to efficiently plan learning over various junctions through the reuse of already created resources. Appendix B is a link to my blog posting and my website to support my ability to use, at a novice level the digital technology, websites.
The second digital technology I have chosen to discuss is digital video. Digital video can take many forms such as silent, with sound, dubbed with music, black and white, colour, animated, motion or even stop motion created from still images. With so many options learning opportunities can be transformed in the classroom with the inclusion of appropriate digital video. As digital video can be multi sensory, it can appeal to students with diverse learning styles. The main feature of video is its ability to provide visual information. Digital video can be used to support learning to some extent across all essential learning areas. Quinones (2010) maintains "Media can illustrate scientific concepts, showcase the design process, introduce robotics, model three-dimensional geometric figures and connect students to real-life science, technology, engineering and math careers.". Authentic learning opportunities involving video can be achieved through either watching already created media as well as allowing students to develop their own. Students involved in making digital video, use higher order thinking skills throughout the process and engage their creative talents. Robinson (2009, p. 79) wrote "Creative work also reaches deep into our intuitive and unconscious minds and into our hearts and feelings.". This allows a strong sense of ownership to be brought to the projects. By involving children in the creation of digital videos they develop knowledge and skills with relation to film acquisition, editing and manipulation software and music inclusion which gives them an authentic experiences in roles such as camera operators, editors and producers. There are an ever increasing number of digital videos available to be viewed online. All online digital videos being considered for classroom use, need to be viewed in their entirety and censored for inappropriate audio and visual material and misinformation. Websites such as YouTube and Teacher Tube have a range of digital videos of varying levels of quality which can be used in classrooms. There are uses for both good and poor quality media. Poor quality media can be used with the intent of encouraging students to develop higher quality videos and obviously good quality educational videos can support learning. Everhart (2009) maintains that "Integration of YouTube content allows students to work at their own pace. The YouTube environment allows students to watch, review, pause and research in real time.". Another area where digital video can be an advantage is in learning languages. Harji, Woods and Alavi (2010) stated that "Employing multimedia, such as audio video appliances, in language teaching environments assists learners to receive the language through multi sensory channels.". Even more interesting is the potential for improving literacy through the use of same language subtitling. Kothari (2008) stated that "Reading of onscreen subtitles is automatic and this automatic reading does not require prior experience or habit formation.". The study involved adding same language subtitling to a nationally telecast music video program in India. Kothari (2008) reported that "Exposure to same language subtitling more that doubled the percentage of children who became good readers and halved the percentage of children who remained illiterate. It costs a song. Viewers like it, overwhelmingly. It even serves to make media accessible among the deaf." Perhaps more consideration should be given to the use of same language subtitles in early learning environments. Another area where video has repeatedly proven to benefit, is in the autism arena. Blum-Dimaya, Reeve and Reeve (2010) maintain "Video modeling can increase independence by reducing the need for an instructor to promote learning. Children with autism or other disabilities who can play games with their peers have increased opportunities to learn social skills from their peer interactions and may also improve their motor skills.". There is a range of video's aimed for children with autism, which model social skills and thinking skills for children of a variety of ages. The website link for this resource is http://modelmekids.com/ . These videos are also highly applicable to typically developing children of the same age. Digital videos for the classroom can be acquired and viewed both online and offline, therefore, allowing this media to be available to classrooms without internet access. Professional development opportunities also exist through videos, as viewers gain access to experts from their chosen fields who are posted in online websites. Appendix C is a link to my blog posting to support my ability to use and apply this technology.
The third technology I have chosen to discuss is Powerpoint. Powerpoint is a slide-show software program that is used widely in educational settings. Powerpoint has many features including different fonts, colour, sound, movement through animation, graphics and the ability to insert photos, quizes and hyperlinks to videos and other resources online. The features can be customised to meet the needs of individuals and classrooms and adapted for use and viewing via online, video conference and face to face modes. Powerpoint presentations can be very attractive, especially to young children, if used appropriately. Klem (2007) states "Misuse of slide show presentations can actually interfere with learning." Poorly designed presentations that create information overload by too much too fast or just by being text filled and disengaging, can negatively impact habits of mind with students resisting engagement with this technology. For these reasons, careful consideration must be used when developing presentations. Klem also states "Show only one or a few slides at a time, limiting their content. Give the students time to make their own rendition of what you say. Students are far more likely to remember information from their own notes. Pause and engage students in discussion, questioning and application activity. Accommodate the ten minute rule.". This ten minute rule suggests that after ten minutes of presentation time you should immediately allow for about ten minutes to give students the opportunity to apply the instruction preferable uninterrupted. This ten minute rule is important to incorporate as working memory has a limited capacity. This information has a credible basis as it is supported by previous research conducted by J. Sweller into cognitive load theory, which we investigated at the beginning of our course. Powerpoint can be developed to enhance all subject areas. One important area where its application has been proven to enhance learning is teaching word recognition with young children. Parette, Blum, Boeckmann and Watts research found "Powerpoint lessons significantly improve initial sound fluency. The literacy experiences of preschool children have a significant effect on their later abilities to read and write." This suggests that carefully constructed powerpoint presentations can enhance outcomes for essential learning's involving literacy. Again, involving children in the production of presentations provides the opportunity to develop numerous skills involving information communication technologies and allows students to have ownership of their works. Powerpoint does not require internet connection which may make the technology more accessible and it can be used by young users to gain a basis of 21st century skills that can be built upon as the students progress throughout their education. Powerpoint has survived the test of time and is still widely used in education and workplaces, which highlights the importance for students to develop skills with this tool. Powerpoint can allow for inclusion of activities, integration and collaboration with others which are key factors with integration of technology. Appendix D is a link to my blog posting to support my ability to use this technology.
The fourth technology I have chosen to discuss is Google Earth. Google Earth is a geospatial technology which is available as a download via the internet. The use of Google Earth in the classroom can encourage and nurture constructivist learning design and theory, as it provides access to authentic learning activities, involving real world data. This data can be included in individual and group work, which supports collaboration. Doering and Veletsianos (2007) maintain "Geospatial technology such as Google Earth allow individuals to view and examine the world through multiple layering of data within a spatial environment." Some of the available data layers include supporting videos and images and supplementary readings. Google Earth encourages spatial thinking and helps to improve critical thinking skills. The use of tools such as the grid overlay and the sun marking which shows where day and night are falling on the Earth, make this an engaging technology to consider including, when planning classroom learning and activities. Patterson (2007) stated "The very nature of Google Earth allows students to explore the earth in a dynamic and interactive manner, helping them understand the spatial context of their locale and engage in spatially oriented learning in an entertaining and meaningful manner.". Google Earth can be used to enhance essential learning in areas outside of geography including history, mathematics and science. Through the ability to measure and collect data for analysis, this technology can be used to support mathematical theory in an engaging presentation. Students can also use Google Earth to discover various animal habitats, visit historical landmarks such as the Great Wall of China and both plot and measure paths of historical journeys. This technology fosters human natures natural curiosity about the world around them. Google Earth has the potential to teach students key learning areas without them realising they are learning. Students can also access this technology outside of the classroom environment. Google Earth is not restricted to images and data relating to the planet Earth, it also encompasses the moon, the planet Mars and the sky. This allows students to gain meaningful knowledge relating to space and distance. Google Earth is easy to use as compared with some other technologies, which facilitates enjoyment during interaction and helps to create positive habits of mind. Appendix E is a link to my blog posting to support my ability to use this technology.
There is a wide variety of digital technologies available which can enhance the learning opportunities and outcomes of 21st century students. As learning centers and classrooms evolve, inclusion of effective digital technologies will become common place, as frameworks to support their use are created. The most important considerations for inclusion of these technologies is firstly to ensure that teachers are educated to correctly and effectively use and where possible create their own espaces. It is also important to ensure that technologies include pedagogy, provide authentic engaging learning opportunities and incorporate safe, legal and ethical practices.
Appendix B
http://mylearningjourney2011.blogspot.com/2011/04/web-pages-in-classroom.html
My web site
http://thetempesttardis.weebly.com/
Appendix C
http://mylearningjourney2011.blogspot.com/2011/04/digital-video-in-classroom.html
Appendix D
http://mylearningjourney2011.blogspot.com/2011/04/powerpoint-in-classroom.html
Appendix E
http://mylearningjourney2011.blogspot.com/2011/04/google-maps-in-classroom.html
The first digital technology I have chosen to to discuss is websites. An individual website contains a collection of webpages, which is available on a minimum of one webserver, accessible through a network such as the internet. Tingen, Philbeck and Hulcomb (2011) maintain "Classroom websites have the potential to support and enhance student learning by targeting 21st century skills, such as collaboration among teachers, students, parents, media literacy and interpersonal and self-directional skills as well as thinking and problem-solving skills.". Classroom websites in particular can achieve this as they can incorporate various categories of platforms which are available on the internet and include digital tools such as vokis, podcasts, video's, books and collaborative writing tools such as wikis and blogs. Anything that is available on the internet can be linked to the classroom website, which brings the world into the classroom and the works of the classroom to the world. Classroom websites can be designed to collaborate and link multiple subject areas and can structure the learning pathways for the class as a whole as well as the individual with scaffolding resources embedded into the webpages. Tingen (2011) suggests "By using classroom websites, teachers are encouraging students to seek out information themselves, which is a necessary skill for success in the 21st century." Classroom websites can incorporate pedagogy and allow for learning theories such as Bloom's taxonomy to be applied. This can be achieved through linking resources for knowledge acquisition and enabling the delivery of information to include multimedia which can improve engagement and therefore improve the opportunity for understanding and then application and creating to occur. Incorporating multimedia in presenting information, facilitates learning to be achieved across the various styles of learning. Students can then apply their knowledge and understanding by means of manually constructing assessment pieces or by the reciprocal use of Information Communication Technologies where they can create their own espace and analyses and reflect on learning tasks. Online elearning provides students with access to more resources and opportunities to gain 21st century skills. Halsey (2007) stated "Writing for a real audience is said to contribute to more thoughtful content and structure of the writing." However, not all learning centers allow students works to be placed in an online environment. For this reason, to date, classroom websites provide more opportunities when compared with blogs and wikis as they still provide access to online technologies and resources without requiring the students to post their work online. Classroom websites can incorporate these technologies as the learning centers allow, but even without blogs and wikis, websites are valuable enhancements to improve students learning outcomes. Boling, Castek, Zawilinski, Barton and Nierlich (2008) stated "Internet projects unite classrooms in exploring common topics.". With the internet becoming more popular and available, students need to gain skills in using this technology. A carefully created classroom website can provide a safer online learning environment. The biggest advantage for the teacher, is the ability to have their lessons and resources for multiple or all subject areas available at the click of a button. Having the links to resources already created and censored in the webpages provides smooth transitions and reduces opportunities for students to loose interest and disengage as compared with searching for the websites manually on an individual basis. Teacher created webpages can provide links to resources which can be used across numerous junction levels, as various learning topics are revised throughout the students progression of learning. This creates the opportunity to efficiently plan learning over various junctions through the reuse of already created resources. Appendix B is a link to my blog posting and my website to support my ability to use, at a novice level the digital technology, websites.
The second digital technology I have chosen to discuss is digital video. Digital video can take many forms such as silent, with sound, dubbed with music, black and white, colour, animated, motion or even stop motion created from still images. With so many options learning opportunities can be transformed in the classroom with the inclusion of appropriate digital video. As digital video can be multi sensory, it can appeal to students with diverse learning styles. The main feature of video is its ability to provide visual information. Digital video can be used to support learning to some extent across all essential learning areas. Quinones (2010) maintains "Media can illustrate scientific concepts, showcase the design process, introduce robotics, model three-dimensional geometric figures and connect students to real-life science, technology, engineering and math careers.". Authentic learning opportunities involving video can be achieved through either watching already created media as well as allowing students to develop their own. Students involved in making digital video, use higher order thinking skills throughout the process and engage their creative talents. Robinson (2009, p. 79) wrote "Creative work also reaches deep into our intuitive and unconscious minds and into our hearts and feelings.". This allows a strong sense of ownership to be brought to the projects. By involving children in the creation of digital videos they develop knowledge and skills with relation to film acquisition, editing and manipulation software and music inclusion which gives them an authentic experiences in roles such as camera operators, editors and producers. There are an ever increasing number of digital videos available to be viewed online. All online digital videos being considered for classroom use, need to be viewed in their entirety and censored for inappropriate audio and visual material and misinformation. Websites such as YouTube and Teacher Tube have a range of digital videos of varying levels of quality which can be used in classrooms. There are uses for both good and poor quality media. Poor quality media can be used with the intent of encouraging students to develop higher quality videos and obviously good quality educational videos can support learning. Everhart (2009) maintains that "Integration of YouTube content allows students to work at their own pace. The YouTube environment allows students to watch, review, pause and research in real time.". Another area where digital video can be an advantage is in learning languages. Harji, Woods and Alavi (2010) stated that "Employing multimedia, such as audio video appliances, in language teaching environments assists learners to receive the language through multi sensory channels.". Even more interesting is the potential for improving literacy through the use of same language subtitling. Kothari (2008) stated that "Reading of onscreen subtitles is automatic and this automatic reading does not require prior experience or habit formation.". The study involved adding same language subtitling to a nationally telecast music video program in India. Kothari (2008) reported that "Exposure to same language subtitling more that doubled the percentage of children who became good readers and halved the percentage of children who remained illiterate. It costs a song. Viewers like it, overwhelmingly. It even serves to make media accessible among the deaf." Perhaps more consideration should be given to the use of same language subtitles in early learning environments. Another area where video has repeatedly proven to benefit, is in the autism arena. Blum-Dimaya, Reeve and Reeve (2010) maintain "Video modeling can increase independence by reducing the need for an instructor to promote learning. Children with autism or other disabilities who can play games with their peers have increased opportunities to learn social skills from their peer interactions and may also improve their motor skills.". There is a range of video's aimed for children with autism, which model social skills and thinking skills for children of a variety of ages. The website link for this resource is http://modelmekids.com/ . These videos are also highly applicable to typically developing children of the same age. Digital videos for the classroom can be acquired and viewed both online and offline, therefore, allowing this media to be available to classrooms without internet access. Professional development opportunities also exist through videos, as viewers gain access to experts from their chosen fields who are posted in online websites. Appendix C is a link to my blog posting to support my ability to use and apply this technology.
The third technology I have chosen to discuss is Powerpoint. Powerpoint is a slide-show software program that is used widely in educational settings. Powerpoint has many features including different fonts, colour, sound, movement through animation, graphics and the ability to insert photos, quizes and hyperlinks to videos and other resources online. The features can be customised to meet the needs of individuals and classrooms and adapted for use and viewing via online, video conference and face to face modes. Powerpoint presentations can be very attractive, especially to young children, if used appropriately. Klem (2007) states "Misuse of slide show presentations can actually interfere with learning." Poorly designed presentations that create information overload by too much too fast or just by being text filled and disengaging, can negatively impact habits of mind with students resisting engagement with this technology. For these reasons, careful consideration must be used when developing presentations. Klem also states "Show only one or a few slides at a time, limiting their content. Give the students time to make their own rendition of what you say. Students are far more likely to remember information from their own notes. Pause and engage students in discussion, questioning and application activity. Accommodate the ten minute rule.". This ten minute rule suggests that after ten minutes of presentation time you should immediately allow for about ten minutes to give students the opportunity to apply the instruction preferable uninterrupted. This ten minute rule is important to incorporate as working memory has a limited capacity. This information has a credible basis as it is supported by previous research conducted by J. Sweller into cognitive load theory, which we investigated at the beginning of our course. Powerpoint can be developed to enhance all subject areas. One important area where its application has been proven to enhance learning is teaching word recognition with young children. Parette, Blum, Boeckmann and Watts research found "Powerpoint lessons significantly improve initial sound fluency. The literacy experiences of preschool children have a significant effect on their later abilities to read and write." This suggests that carefully constructed powerpoint presentations can enhance outcomes for essential learning's involving literacy. Again, involving children in the production of presentations provides the opportunity to develop numerous skills involving information communication technologies and allows students to have ownership of their works. Powerpoint does not require internet connection which may make the technology more accessible and it can be used by young users to gain a basis of 21st century skills that can be built upon as the students progress throughout their education. Powerpoint has survived the test of time and is still widely used in education and workplaces, which highlights the importance for students to develop skills with this tool. Powerpoint can allow for inclusion of activities, integration and collaboration with others which are key factors with integration of technology. Appendix D is a link to my blog posting to support my ability to use this technology.
The fourth technology I have chosen to discuss is Google Earth. Google Earth is a geospatial technology which is available as a download via the internet. The use of Google Earth in the classroom can encourage and nurture constructivist learning design and theory, as it provides access to authentic learning activities, involving real world data. This data can be included in individual and group work, which supports collaboration. Doering and Veletsianos (2007) maintain "Geospatial technology such as Google Earth allow individuals to view and examine the world through multiple layering of data within a spatial environment." Some of the available data layers include supporting videos and images and supplementary readings. Google Earth encourages spatial thinking and helps to improve critical thinking skills. The use of tools such as the grid overlay and the sun marking which shows where day and night are falling on the Earth, make this an engaging technology to consider including, when planning classroom learning and activities. Patterson (2007) stated "The very nature of Google Earth allows students to explore the earth in a dynamic and interactive manner, helping them understand the spatial context of their locale and engage in spatially oriented learning in an entertaining and meaningful manner.". Google Earth can be used to enhance essential learning in areas outside of geography including history, mathematics and science. Through the ability to measure and collect data for analysis, this technology can be used to support mathematical theory in an engaging presentation. Students can also use Google Earth to discover various animal habitats, visit historical landmarks such as the Great Wall of China and both plot and measure paths of historical journeys. This technology fosters human natures natural curiosity about the world around them. Google Earth has the potential to teach students key learning areas without them realising they are learning. Students can also access this technology outside of the classroom environment. Google Earth is not restricted to images and data relating to the planet Earth, it also encompasses the moon, the planet Mars and the sky. This allows students to gain meaningful knowledge relating to space and distance. Google Earth is easy to use as compared with some other technologies, which facilitates enjoyment during interaction and helps to create positive habits of mind. Appendix E is a link to my blog posting to support my ability to use this technology.
There is a wide variety of digital technologies available which can enhance the learning opportunities and outcomes of 21st century students. As learning centers and classrooms evolve, inclusion of effective digital technologies will become common place, as frameworks to support their use are created. The most important considerations for inclusion of these technologies is firstly to ensure that teachers are educated to correctly and effectively use and where possible create their own espaces. It is also important to ensure that technologies include pedagogy, provide authentic engaging learning opportunities and incorporate safe, legal and ethical practices.
Appendixes
Appendix A
Appendix B
http://mylearningjourney2011.blogspot.com/2011/04/web-pages-in-classroom.html
My web site
http://thetempesttardis.weebly.com/
Appendix C
http://mylearningjourney2011.blogspot.com/2011/04/digital-video-in-classroom.html
Appendix D
http://mylearningjourney2011.blogspot.com/2011/04/powerpoint-in-classroom.html
Appendix E
http://mylearningjourney2011.blogspot.com/2011/04/google-maps-in-classroom.html
Resources
Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich,T. (2008). Collaborative Literacy: Blogs and Internet Projects. Technology In Literacy Education, 61(6), 504-506.
Blum-Dimaya, A., Reeve, S., & Reeve, K. (2010). Teaching Children with Autism to Play a Video Game Using Activity Schedules and Game-Embedded Simultaneous Video Modeling. Education and Treatment of Children, 33(3), 351-370.
Doering, A., & Veletsianos, G. (2007). An Investigation of the Use of Real-Time, Authentic Geospatial Data in the K-12 Classroom. Journal of Geography, 106(6), 217-225.
Everhart, J. (2009). YouTube in the Science Classroom. Science and Children, 46(9), 32-35.
Halsey, S. (2007). Embracing emergent technologies and envisioning new ways of using them for literacy learning in the primary classroom. English Teaching: Practice and Critique, 6(2), 99-107.
Harji, M., Woods, P., & Alavi, Z. (2010). The Effect Of Viewing Subtitled Videos On Vocabulary Learning. Journal of College Teaching & Learning, 7(9), 37-42.
Klemm, W. (2007). Computer Slide Shows A Trap For Bad Teaching. College Teaching, 55(3), 121-124.
Kothari, B. (2008). Let A Billion Readers Bloom: Same Language Subtitling (SLS) On Television For Mass Literacy. International Review of Education, 54(5/6), 773-780.
Parette, H., Blum, C., Boeckmann, N., Watts, E. (2009). Teaching Word Recognition to Young Children Who Are at Risk Using Microsoft PowerPoint Coupled With Direct Instruction. Early Childhood Education Journal, 36(5), 393-401.
Patterson, T. (2007). Google Earth as a (Not Just) Geography Education Tool. Journal of Geography, 106(4), 145-152.
Quinones, D. (2010). Digital Media (Including Video!) Resources For The STEM Classroom and Collection. Knowledge Quest / STEM for Our Students, 39(2), 28-32.
Robinson, K. (2009). The Element How Finding Your Passion Changes Everything. Camberwell, Victoria: Penguin Group (Australia).
Schneider, S., Davis, K. (2007). The Dimensions of the Solar System. Science Scope, 30(9), 16-19.
Tingen, J., Philbeck, L & Holcomb, L. (2011). Developing Classroom Web Sites for 21st Century Learning. Kappa Delta PI Record, 47(2), 88-90.
Wednesday, 13 April 2011
Glogster in the classroom
Well looking at glogster, it is fair to say that this could be a lot of fun for kids to use as a tool for presenting class work. Unfortunately, children must be 13 years or older to be fulfilling requirements set by the site. As a preservice teacher I am obligated to work within the legal requirements and ethical guidelines when working with children in a professional arena. As I will be working with primary students who will not fit the criteria for using this site, I feel it would not be beneficial at this point in time to focus on a technology which I could not use with them. By allowing children under 13 years of age to use this technology under another name, you are opening the door to dishonesty, trust and compliance issues. Would you inform parents that their children will be or are participating in online environments which legally exclude them? What do you think their position would be? Where is the duty of care to ensure that the students are kept safe? Also, what happens if a student posts a link which is not correct and instead links to inappropriate material when they should not legally have even been using the technology? Yes this can happen anywhere online however, what are the implications of this occurring on technology which excludes the child from using in the first place? You will be liable, is your registration worth it? You must follow the rules you expect your children to abide by and it is our job to teach them the reality, so that they can become responsible online citizens. If you don't follow the requirements, how will your children know when and where to 'draw the line' and besides, can children of this age predict consequences of a legal and ethical nature? They will not always be working online within a classroom environment where a teacher can supervise their activity and we are leading the way for them to gain their own computer and online literacy skills. Important to note is that in this circumstance there are other tools which can be used it its place. The bottom line is, we are significant role models, involved in shaping the knowledge, skills and abilities of other peoples children who have been entrusted to us, under the understanding we will 'do the right thing'. Compliance is the gold standard that will provide protection for our children and ourselves.
Tuesday, 12 April 2011
Prezi in the classroom
I like prezi. It is easy to use and I am sure that children will engage with the technology. I feel that powerpoint has numerous advantages over prezi. Prezi requires internet access to use and view and there are more editing options in powerpoint. Prezi lacks the colour pallet of power point but it does have zooming movement that power point does not, certainly not at this point. I imagine this is a technology I will gladly use and incorporate in my teaching if it can be used appropriately.
Powerpoint in the classroom
Power Point has been the slide show vehicle for numerous years. It has stood the test of time and has evolved and upgraded features to improve functionality. Power Point is still widely used and for this reason I feel it is important for students to interact with this technology, to gain skills in developing slide show presentations. Power Point can be used to present information on just about any subject. It does not require the internet to use which can be a big advantage where the service is unavailable. There is plenty of information available on how to create a presentation which will enhance learning outcomes, as history has shown that there is a negative side to misuse of this technology. Presentations that are stale and data filled lack appeal and can overload students.
Plus-
Does not require internet connection
Can be used by young learners
Many features (font, colour, animation, links, images, graphics)
Can link to online websites or espaces
Can be interactive involving quizes
Minus-
Can take time to produce a presentation with animation
Negative experiences can inhibit future use
Animations within presentations do not appear to transfer through slide share
Interesting-
Can accommodate collaborative work
Students using images and materials that they have not created will need to understand requirements of referencing for copyright purposes
Friday, 1 April 2011
Digital video in the classroom
Yep, here it is. My very first stop motion video. I am far more proud of my children than my video making abilities.....however, a reasonable result in the end.
I like digital video technology as it really has great appeal for students. It has so many features which can be included or excluded that it really can be made to suit the individual. Having students participating in video development is a fantastic way of allowing them to create associated skills such as film acquisition through to editing and production. The experience is authentic and creative and can be performed as an individual or as a group activity. Already created video which can be used in the classroom is also growing in numbers and popularity. There is a need to ensure that all material is censored (even background audio), accurate and appropriate. Students using this technology need to be aware of legal and ethical issues relating to publishing images (still and moving) of people who can be identified without their consent and also with using the works of other people. A great example of censorship in use in everyday life is on Google Earth in street view, as it shows all individuals faces have been altered to protect their identity. Video technology can be used in an offline or online environment, which provides the opportunities to interact with multiple tools. This technology appeals to 21st century learners as it has a large amount of visual information, which is proven to make information recollection easier. Text or captions can be added to include people with disabilities such as deafness to engage and can be an aid to assist early reading skills acquisition. Video is also a great tool to use with children with autism (ASD) as it gives can them direction, and examples presented in an engaging format.
Plus-
Can be a highly authentic activity
Engaging
Includes many features
Develops 21st century skills with use of technology and collaboration through group tasks
Can be used offline and online
Minus-
Poor quality videos can cause disengagement
Misinformation can be included in already created videos
Already created videos can contain inappropriate material
Interesting-
Potential for text and captions to improve reading abilities
Video direction can appeal to children with ASD
Podcasting in the classroom
Podcasting is a great economical, easily accessible online resource. Auditory only podcasting is a great tool for those students who show strong preferences toward auditory learning styles. There are numerous websites who have libraries of podcasts available at the click of a button such as itunes and podmatic. Finding already created works which cover the information you require can be time saving in that you do not have to recreate the wheel and it involves the students with yet another ICT tool. Students can also participate in creating their own podcasts. Podcasting can be used for students to record themselves reading a book they have created or other class tasks requiring a verbal response. Video podcasting is perhaps, in my opinion, taking things up a notch. Video podcasting has the engaging visual aspect on top of the auditory. Again, there are websites full of available video podcasts which have already been created. Creating you own podcasts is an easy task. Having access to a computer is a must and information must be censored, appropriate and timely. Podcasts can be replayed to review the information as often as required. Probably the biggest negative relating to podcasting is the amount of time it can take to find a podcast which has already been created which is most suited to your needs. There are so many to look at and they all take time.
Images in the classroom
What is there not to like about using images in the classroom? The ability to manipulate images to increase student engagement is easy to do for teachers as well as the students themselves. There is usually a program installed on each computer as part of the operating system which allows for basic manipulation of photos, as well as numerous online free to download programs and software programs which can be purchased. Using images that the students have created themselves or are the focus of is the candy in the candy store. Images are very versatile pieces of data as they can be used in numerous ways within a wide range of classroom tasks. Discussion can center around the difference of one image which has been manipulated to discussion of numerous individual elements within another particular image or both. Photos of classroom tasks such as the construction of a lego city in a unit relating to community to photos taken while on an excursion enable students to easily reflect on the learning tasks and perhaps even see things in the photos, that they had not noticed while they were there at the time. Photographing students while showing good behaviour and then screening as a slide show at the end of the day may help to reinforce the desired behaviours. Another use is allowing students to acquire and add photos of their school community to a story they have written about their school, or an assignment relating to why their school is the best. Using your own images or those of your students alleviates the concerns relating to copyright as they are your and your students own work, which is the most authentic. Using your own images in the classroom does not require access to the Internet and if images are printed, it does not need access to a computer to observe. One of the best features of making your own images on a digital camera is that it can literally be done by babies. Anyone who can push a button can become a photographer and a creator of digital works. There are also an infinite number of images and photos on the internet which are available for use in the educational setting which can enhance the learning opportunities. Some image websites include Google images, flicker and taggalexy. This is a great resource as students will not be able to create images for everything they may require, such as an image of the heart or nervous system for a unit task on health. Using images from online resources will require the students to be aware of copyright legislation and therefore require them to understand how to reference the works of other people. Using images in the classroom will require students to interact with numerous ICT's but as a plus will not always require Internet access, which can be a barrier in some educational settings.
Web sites in the classroom
Web 2.0 in the classroom video
Link to my website
A class website has to be one of my favourite tools. Anything that you have access to on the www can be linked on a class website, making information and resources available at the click of a button. Webpages can contain information which is visual, audible or both. Class work can be structured to involve tasks being completed on the web page or linked pages which involves students interacting with multiple ICT tools. Without having to spend a lot of time you can start to develop a functional website with minimal difficulty. The potential of classroom websites to benefit teaching and learning through supporting ICT's are almost limitless. As you can link other teacher and student espaces to the classroom website, you can create a system for collaborative activities to occur where an audience outside of the classroom can become involved.
Strengths-
Interacting with ICT's
Can become the hub of information for the classroom
Does not require students to post their works online
Can expand to include more resources and links to ICT's as required
Weaknesses-
Requires internet to use
Requires links to be checked regularly as information may change to include inappropriate information
Opportunities-
To create collaboration between teachers, students, parents and wider community
To bring the world into the classroom
Threats-
Learning centers may not allow use
Learning centers may not have resources to support this technology
Link to my website
A class website has to be one of my favourite tools. Anything that you have access to on the www can be linked on a class website, making information and resources available at the click of a button. Webpages can contain information which is visual, audible or both. Class work can be structured to involve tasks being completed on the web page or linked pages which involves students interacting with multiple ICT tools. Without having to spend a lot of time you can start to develop a functional website with minimal difficulty. The potential of classroom websites to benefit teaching and learning through supporting ICT's are almost limitless. As you can link other teacher and student espaces to the classroom website, you can create a system for collaborative activities to occur where an audience outside of the classroom can become involved.
Strengths-
Interacting with ICT's
Can become the hub of information for the classroom
Does not require students to post their works online
Can expand to include more resources and links to ICT's as required
Weaknesses-
Requires internet to use
Requires links to be checked regularly as information may change to include inappropriate information
Opportunities-
To create collaboration between teachers, students, parents and wider community
To bring the world into the classroom
Threats-
Learning centers may not allow use
Learning centers may not have resources to support this technology
Wikis in the classroom
Video link for wikis in the classroom
My wiki link is...
My wiki link is...
A wiki is a web page which is designed ultimately for collaboration between the members of that wiki.
The biggest feature of a wiki is that each member has the ability to add and edit information on the wiki at any time, 24/7/365. A wiki shares some of the pros and cons as a blog in that, it can be populated (perhaps more easily) with multimedia such as videos, images and links. It provides an arena for the continual growth and development of language and literacy skills. The quieter students are given the opportunity to have their say in another environment. It provides the opportunity for group work which is the basis of collaborative learning, giving each participant the ability to read the information added by the other participants which may include ideas that the individuals may not have considered themselves thus enriching the learning experience. It can provide the opportunity for task work to be broken down into smaller parts and small group working on each to finally complete the overall task, this allows for more information to be gathered in one place more quickly. Again the learning topic should be as authentic as possible to allow for effective engagement in the learning. Some of the disadvantages of wikis include, group work may not suit all individuals and therefore they may not participate and can possibly be hidden amongst the larger group. A wiki is a place for group work and therefore the space is not as personal as that of a blog, therefore there may not be as much ownership possibilities as that of a blog. The ability for anyone to edit information may cause problems with information continually being deleted which if the occurrence was often, can be time consuming for the developer to repeatedly correct. The ability for editing to be undone is however, a big bonus. Wikis require a computer and Internet access to exist which may be an issue. Slander, plagiarism and copyright infringements can be a problem as the information is online therefore the students need to be aware of online etiquette and safe and ethical practices. Personally, I love wikis. This is a tool which can be used for early primary all the way through the educational paths of students. Scaffolding for the use of wikis can be provided in the wiki itself. Links to resources and examples of work from those outside of the classroom can also be provided on the wiki, improving confidence and participation. The information which is required to be added can be as small as a yes or no which works well to introduce new and young users to the technology, to well what ever you like. It is a fantastic tool to bring a group together on a task which also provides the opportunity to learn about ICT's as well. Wiki away.
Blogs in the classroom
Link to video on blogs in the classroom
The use of blogs in the classroom environment appears to be becoming more of a common occurrence. Having participated in creating and developing an ongoing educational blog for reflection and assignment posting I have personally experienced some of the benefits of using this tool. Firstly, it is easier to type than to write, especially for today's youth. Therefore, using this tool can encourage students who have poor handwriting skills, motor planning issues or issues with ligament laxity, the ability to continue to develop literacy and language skills at a more similar pace as their peers. It is important to not allow students with handwriting issues to fall behind simply because they cannot put their words on paper, the more important issue is the language and literacy, this will give more time to develop correct handwriting skills, take the emphasis off what can't be done and allow the student the time to develop those skills at a pace more suited to their requirements. Blogs can be used for a wide range of literacy and language tasks, such as responding to a classroom topic, reflective journaling about progress within a group project or posting assignment pieces. Importance must be placed on making the required blog postings and assignments as authentic as possible, to avoid students not engaging with the learning opportunity. Blogging would not be a tool for every occasion as it's over use would have a damaging effect through students either ineffectively using or just not participating. Another benefit of using blogs is that it gives the 'wallflowers', the quiet students a voice. By asking all students to respond by a blog posting to a topic or question, you are getting an answer from those students who may not wish to answer verbally in the class group. Blogs provide the students with a personal web page that they have ownership of. The students can populate the site with text, pictures, videos and other multimedia. The positive of this is that students can create a learning space that has them written all over it. Through personalising the pages, students take ownership of their work and can become aware of how it may impact others. The ability of the students to access the blogs of other students in the class provides the opportunity for collaborative learning to occur. Students can read other blog entries which may contain opinions or views about a topic that they might not have considered, thus improving the learning opportunities. Blogs can also create a filing cabinet for the students work, as potentially if the work had been written on paper it may have been discarded once completed and marked. The bonus of this is enabling the student to easily reflect on previous learning at any point in time, twenty-four hours a day, seven days a week..........provided they have access to a computer and Internet access, this potentially being a big barrier for some students. Blogging also gives the students an audience. The ability for students to view others posts and comment positively about their entries, could potentially help those students who have self esteem issues or those from minority groups to feel more accepted. On the coin flip, the potential for negative comments or bullying to occur can create a major issue. Blogs enable student to connect with people outside of their classroom. This idea alone raises many issues. On the plus, students have access to information they cannot get from books, such as information posted in blogs by students around the world. So much information is accessible at the click of a button allowing students to resource more information as well as obtain information from more sources. Student can also link with professional in different fields such as geology and astronomy. Of high importance is teaching students who are contributing information online, about online etiquette. Harassment and bullying would not only have a terrible effect on the victim but it may also affect continual use of the technology for others. Naming and shaming of businesses or organisations online as well as plagiarism and copyright infringements may lead to legal issues. Also, children can be exposed to inappropriate materials through links. For these reasons, students must either understand issues relating to being an online user or have their online opportunities provided within a secure network such as the learning place. Nothing can be 100% perfect, therefore as a teacher it is important to know where to access more information relating to safe and ethical online practices and find co-workers who can be resource people for problems.
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