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.
No comments:
Post a Comment