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Welcome Year four to our class blog!I am your Garden Buddy and you will have the chance to take me home and show me around your garden.You can then post blog reflections about our time together.You will also use this blog to communicate with a sister school in Far North Queensland, where you will share your observations and experiments. Bye for now and I look forward to seeing you in class and getting a name!

Saturday, August 21, 2010

Reflective Synopsis

This reflective synopsis aims to consolidate and synthesise a variety of e-learning tools that have been investigated and utilised over the course of this term. In doing this I will analyse tools that particularly lend themselves to consolidating and refining knowledge, transforming information to gain new insights, accessing and gaining information and presenting knowledge to an audience. Each tool will be viewed through the lens of Blooms taxonomy as a way to reflect on how e-learning can promote higher order thinking in classrooms. References to relevant frameworks and theories such as Dimensions of Learning, The Big 6 Model and Engagement theory will also be made as a way to demonstrate how learning can be enhanced and supported through the use of e-learning.

Once upon a time accessing information was a job for the teacher and students would gain insight from this information only through didactic rote teaching. Children today are now the accessors of information and as today’s students grow up in an information era, it is expected that they will know how to access pertinent information quickly and easily and their information gain can sometimes be largely dependent on their ability. As I discovered, the World Wide Web, including the investigation of web logs and wiki’s is one of the most beneficial ways for our students to access information and gain new knowledge. According to Futurelab.org (2010) as teachers we often mistake our students’ confidence in using the web for their ability to access appropriate, useful information. As I have learnt students need to be explicitly taught how to be critically literate and this is especially crucial when they engage with activities that involve accessing and gaining information from web sites. Through applying Eisenberg’s and Berkowitz’s Big 6 framework (2001), teachers can use internet searching and websites themselves as a way to teach their students to be critically literate when accessing information. For instance, the grade four students in my practicum class are required to produce a report on an Australian animal of choice. Step one in the Big 6 model (2001) would require students to define the task and identify the types of information needed to produce a sound report. Second, the students would need to implement information seeking strategies in order to determine the best sources of information. At this point the teacher would be scaffolding students’ critical literacy skills and encouraging higher order thinking by asking the students to evaluate the differences between information found on a wiki and that from an authoritative animal website. Blooms taxonomy suggests the students should assess different websites, justify their reasons for choosing certain sites over another and rank sites in order of usefulness. Through reflecting it has also occurred to me that students can gain pertinent information and knowledge through the act of designing and developing their own websites. I have deeply reflected on the use of websites as a collaborative way of accessing and gaining information in my blog reflections. Viewing and commenting on the blog of my colleague Justin Pembroke, has also extended my knowledge and ideas, as I am now considering different perspectives of how website creation can be used as way for parents and students to access information from home.

The notion of consolidating and refining information sits well with Marzano and Pickering’s Dimensions of Learning framework and in particular dimension two which is to acquire and integrate knowledge. According to Marzano and Pickering (1997) the act of gaining declarative knowledge necessitates the need for students to obtain new information and merge or consolidate this with previously learned knowledge. The authors go on to say that using graphic organisers can assist learners with organising declarative knowledge into patterns that emphasise the different relationships between pieces of information ensuring learners do not see knowledge as unconnected. Ausubel’s learning theory (1962) is also in line with this notion as a central emphasis is placed on consciously and explicitly linking new knowledge to what the learner already knows in order to make meaningful connections. A pertinent online tool to help students consolidate and refine information through consciously and purposefully identifying links in information is mind or concept mapping. I investigated a program from www.bubble.us and admittedly it took much reflecting with both colleagues and university lecturers for me as an audio learner to come to appreciate this tool. What I now understand is that regardless of my own learning style, increasingly the students entering our classrooms are more often than not, visual learners (Aziz Bin Mohamed Amin, 2005). According to Gerlic & Jausovec (1999) asking students to explicitly construct non-linguistic representations can stimulate and develop thinking. Personally I now feel that the use of an online graphic organiser such as that found on bubble.us is a better way for students to engage in mind mapping as they can concentrate on making meaningful connections between information rather than getting caught up in trying to draw accurate circles, write neatly or fit sentences into an organiser they have drawn too small. Online concept maps encourage students to focus on the content while the minor details such as layout and colours can be quickly and easily amended with the click of a button. According to Bloom's Taxonomy (Frangenheim, 2006), simple online concept mapping is a great way to lay the foundation thinking skills such as understanding, before higher order thinking skills such as analysing using double bubble maps can be explored. A further in depth discussion with my colleague Pauline White has enhanced and altered my understanding of the importance of online graphic organisers.

When students are transforming information to develop new understandings they are essentially following dimensions three and four of the Dimension of Learning Framework as they extend and refine their knowledge in order to use it in new and meaningful ways (Marzano & Pickering, 1997). Many e-learning tools can support and enhance the transformation of knowledge such as the development of a Class or group Wiki or through engaging with a learning object. One idea could be to have students create a Wiki that allows the students to collaboratively address environmental issues facing the local community. This would be scaffolded by the learning manager in order to transform learned Science, English and SOSE skills and knowledge into meaningful, real life contexts that is then accounted for in the Wiki. Students, parents and invited community members could then make comments and suggestions which the students would act and report on via the Wiki. Students could also select appropriate digital images to upload onto the Wiki as a further way of demonstrating their deeper understanding of the topic. The task of collaboratively designing and developing a Wiki then becomes as much about the transformation of knowledge as it is about teamwork, problem solving, communication and analysing perspectives. Not only are students transforming knowledge as they engage in updating their Wiki and online collaboration but they are appreciating how that knowledge can be transferred into lifelong learning skills.

Gone are the days of students being limited to writing copious amounts of information in their workbooks or presenting knowledge through disengaging handwritten work. The use of e-learning tools in the classroom has opened up new insights into how knowledge can be presented. Whether it is the learning manager presenting new knowledge to the class using a Voki Avatar, or the students demonstrating knowledge learnt, from demonstrating understanding through to designing a piece indicative of learning, there is an e-learning tool to fit. I found Kearsley and Shneiderman’s engagement theory (1998) a great lens through which tools for presenting knowledge can be viewed as the focus is on collaboration, authenticity and meaningful project- based tasks. For instance primary students using Skype as a way to engage with students overseas in order to master the skill of speaking another language while presenting their learning to a native speaker is much more authentic and purposeful than listening to the Australian born second-language teacher repeat the same words over and over again. Similarly, students could make use of multi-modal tools such as Windows Movie Maker as a way to record, detail and present their collaborative learning journey for a specific task. This tool is also beneficial as an engaging hook that could utilise images and visuals that the students or learning manager has captured in order to make the learning more authentic. It is also important not to overlook the power of PowerPoint as a tool to present and transform knowledge. Although this tool has been around since the eighties, it is forever being updated and improved. PowerPoint presentations work in the classroom context as they combine linguistic and non-linguistic representations which mean they cater for a diversity of learning styles and needs as they enhance and support learning.

Futurelab.org (2010) believes that technology is becoming increasingly significant in not only our cultures but in the lives of children in general, making the use of it in the classroom a necessity. The ability to use and engage with digital tools will be an essential life skill and one that will increase employability in future generations. Our students will be expected to know how to use and engage with a myriad of e-learning tools if they are to be critically literate, employable members of a digital society. Therefore as future learning managers it should not be a matter of if we teach e-learning knowledge and skills but how and how often we embed it into our daily teaching to facilitate, enhance, support and transform our students learning. Personally, I entered this e-learning journey as a digital immigrant (Prensky, 2001) and while it is not possible for me to become a digital native, I do think I have earned my right to be considered a digital citizen.



Reference List

Amin,A.B.M. (2005). Using Graphic Organisers to Promote Active e-learning. World Conference In Multimedia, Hypermedia And Telecommunication. Montreal, Canada. Retrieved from http://edt.ite.edu.sg/ite_conf/int_conf/pdf/et07.pdf

Ausubel, D.P. (1962). A subsumptive theory of meaningful verbal learning and retention. Journal of General Psychology, 66, 213-224.

Eisenberg, M., & Berkowitz, B. (2001). Big6 Skills overview. Retrieved July 11, 2010 from http://www.big6.com/

Frangenheim, E. (2006). Reflections on classroom thinking strategies. Loganholme, QLD: Rodin Educational Publishing.

Gerlic, I., & Jausovec, N. (1999). Multimedia: Differences in cognitive processes observed with EEG. Eductional Technology Research and Development, 47(3), 5014.

Hague, C. & Payton, S. (2010).Digital literacy across the curriculum, a Futurelab handbook. Retrieved August 21, 2010, from: www.futurelab.org.uk

Kearsley, G. & Shneiderman, B. (1998). Engagement theory. A framework for technology-based teaching and learning. Retrieved from: http://moodle.cqu.edu.au/mod/resource/view.php?id=91796

Marzano, R.J., & Pickering, D.J. (1997). Dimensions of learning. Teacher’s manual. Colorado: Mid-Continent Regional Educational Laboratory.

Prensky, M. (2001). Digital natives, digital immigrants. 9(5), 1-6. Retrieved from http://marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Monday, August 16, 2010

Podcasting

I have to admit I have been holding off blogging about podcasting. For starters, even after listening to the tutorial about podcasting I was still confused about what a podcast really was let alone how I was supposed to implement it in the classroom and secondly, when I tried to create my own podcast it seemed so easy and worked fine...until I tried to embed it into my blog! It is still lost somewhere in cyber-space, so for now I will just investigate what it is and how I could use it in my context and will save the creation until after some further discussion with fellow bloggers.

From my internet searches I have discovered that a podcast is a digital recording of a radio broadcast or something along the lines of an audio, that can be uploaded to the internet ready for downloading onto a personal audio player. This information almost had me finish this blog then and there as I don't have an ipod or MP3 player so I was about to deem this tool 'not for me' until I read that all you need is a computer and an internet connection!

Being an auditory learner I am suprised I had not thought of using this tool earlier. There is a podcast for everything and everyone. I found a great website www.buzzle.com that gave me some interesting ideas for using podcasts in the classroom context.

Using Podcasts in a classroom context:

  • Use it as a tool for students to practice their vocabulary at home
  • Have students practice their second language using a podcast
  • Have students create their own podcast to interact with other students or teachers
  • Program parents computers to automatically capture the schools broadcasts
  • Create student interviews on a podcast
  • Record sounds of things and places and use it for a listening skills lesson or to simply enhance a lesson
  • Podcasting allows teachers to turn a once deemed distracting divice into an effective learning tool that is viewed by students as 'cool'!

While I do think the above points are viable, to me I think this tool may be one that often gets used for the sake of using the tool and not for the sake of learning. In saying that I would love for someone to prove me wrong!

Google Earth

Google Earth just keeps getting better. It is constantly updating itself and adding new and exciting applications and ways for using it. To the left is a screen shot of what the google Earth site looks like. Interestingly it is actually called Earth.google. I think this is one tool where on first introduction students just need to be let loose and allowed to explore on it and find their streets and houses and friends places etc. before any explicit teaching of or with it is attempted. To the best of my knowledge no advertising appears on this site ( I certainly haven't seen any on my google Earth) so it is relatively safe to allow students to explore on their own. Of course there is always the risk of inappropriate content appearing from the time the google photograph was taken but this is so small and teachers just need to mindful of this and on the lookout.

Teachers downloading google Earth should also make use of the site google Earth for educators which provides a comprehensive list of ways to use google earth in the classroom including suggestions for each key learning area and lesson plans.

Some of my favourite ways to incorporate this tool into the classroom are:
  • Exploring literature through google earth, flying between places mentioned in books. My Prac class is currently studying Australian animals so I am looking forward to doing Possum Magic by Mem Fox with them. You can check this out on Google Lit Trips here.
  • Using real time coordinates to demonstrate distance calculations in a maths lesson
  • Studying Earthquakes using google Earth layers to study tectonics

I'd love to hear some other interesting ideas on how to use this tool in the primary classroom!

Gizmos as a learning Object

Today I discovered Gizmo's! What an amazing tool!

Gizmo's are a learning object or online simulation that can be found on www.explorelearning.com. They are specifically designed for maths and science for grades 3-12 and have been created as a way to offer deep conceptual understandings. The founder of explorelearning.com, David Shuster, explains that Gizmo's were created as a way to " Take a difficult concept and create an environment where kids can experiment, visualise and draw conclusions about the maths or science involved". This online tool does cost money, however it allows you to sign up for a free 30 day trial which I have done. In this time you have 100% access to all the simulations and you can use them in your classrooms. I have done a SWOT analysis on this tool to investigate it further. I think this might be one tool I will be forking out the cash for!

Strengths
  • Easy to use for both students and teachers
  • It is supported by frameworks such as Marzano's Dimensions of Learning
  • Includes an assessment section for each simulation
  • Answers to questions on each simulation provide further detail and in depth feedback if answered incorrectly.
  • Provides visually authentic problem solving and inquiry based activities
  • Each simulation provides lesson information and key vocabulary
  • Allows you to search for key terms
  • Professional Development and training is available for teachers on how to get the most out of this tool.
  • There are 450 Gizmos to choose from

Weaknesses

  • It costs money to join and set up
  • Some of the simulations take away from the real deal. For example, there are push/pull experiements and observation Gizmos such as 'The life cycle of a seed'. Personally I feel these experements and inquiries are much better to do as a hands on lesson with real materials to make the experience more authentic. I also feel young children need to be able to physically touch and manipulate some things when learning mathematical or scientific concepts. On the other hand, often time or resources are limited or unavailable so in this case the simulation would be an ideal alternative.

Opportunities

  • These learning objects can be linked and integrated with other KLA's
  • Will work in with most curriculums
  • Teachers can create an online classroom where they add favourite Gizmos or commonly used simulations
  • There could be potential to add learning objects from other key learning areas in the future.

Threats

  • As it costs money, other sites which provide free learning objects are likely to be more drawn upon
  • It currently only provides Gizmos for two key learning areas

I urge you take the time to have a look at this site and try a free 30 day trial. If you have already investigated this tool I am keen to hear your thoughts and ideas on it.

Friday, August 13, 2010

Incredible Images

Images! There is so much that can be said about the use of images in the classroom - whether the students are using a digital camera to create an image or browsing one of the many free websites to select an appropriate image, using images in the classroom is essential. Our classrooms are becoming increasingly dominated by visual learners and according to Sankey (2002.), visual images are becoming one of the most common forms of communication.

When thinking of images for use in the classroom it is important not to limit your thinking just to visual art. While of course visual art plays a major role in the classroom, images have so much more power beyond this KLA. Have you thought about using images when planning for the NAPLAN literacy topic "Persuasive Texts"? What about the all important diagram that explains your science observation? What would data collection be without a graphical representation? And how can our students really understand the impact of poverty when studying SOSE if they cannot see what it looks like?

Children need to be taught to be visually literate. They need to know the power images can have in persuading, influencing, evoking emotion and explaining. As Cameron Gibson said in his blog about images "A picture speaks a thousand words" and students need to know why this is the case and how to use it to their advantage. Can you imagine a world with no images? No colourful pictures in your storybook, no paintings on the walls, no photographs to explain the words and no image to describe the advertisements. Students need to know and understand images and accessing them on the web is a quick and easy way to find some of the most useful, thought provoking, incredible images.

I found two images that caught my attention on istockphoto. I feel these two images could be used in a number of ways in my current year 4 prac class and would provide for much discussion and debate.






I also found the below image from earthwisevalley.org and it is taken from Jeannie Baker's book 'Where the forest meets the sea' . What a wonderful book for amazing images and lots of her artwork can be found on google images.


What's the hype about skype?


Skype is definitely an essential tool for any primary classroom. It is a FREE software program that can be downloaded to your computer and allows you to make FREE voice calls anywhere in the world to fellow Skypers. If you have a camera attached to or embedded into your computer then you also have the added benefit of being able to see the person you're calling. This tool is really straightforward. It is simple to download, sign-up for and use, making it ideal for all age groups. I believe if your student can use a phone, they will be able to use this tool.

Being an avid traveller, this tool has allowed me to keep in contact with friends and family abroad and interstate. It has also proved beneficial from a university context as one lectureer chose to contact and communicate with us via Skype as he was frequently travelling.

From a classroom context, Skype can be used in a multitude of ways that promote collaboration, authenticity and open-mindedness. From communicating with students abroad about a particular topic to listening to an 'expert' discuss information, Skype is an invaluable tool to have in the classroom.

Pauline White has conducted a good SWOT analysis of this tool and has included a useful website about ways to use Skype in the classroom. I have had a further conversation with Pauline regarding this tool and you can view this on her blog by clicking here.

Happy Skyping!

Wednesday, August 11, 2010

Websites for the classroom

I have just created a website using weebly. Although it is still in its very basic form, unlike some of my fellow bloggers I found this quick and simple to set up and best of all it was free! If I had some more time on my hands I can see how this tool could consume you as you play with the various settings and designs and add pages etc. Have a look at my website here.



I suppose I have always thought of websites enhancing learning through the students navigating and discovering specific sites on the world wide web or as students being the 'finders' of information. Unitl now I hadn't thought of how websites could be of use if the students were being the 'creators' of their own sites or presenters of information.



In my prac classroom at the moment, year 4 are about to start writing reports on a chosen Australian native animal. Creating my own website has made me realise that this would be an exciting , creative and informative way of getting the students to report on their chosen animal. Similar to a report each page could represent a different aspect of their animals life such as its habitat, adaptations and food. Students could then learn from their peers websites and unlike a written report, add on or change information even after their work has been marked. It would be an ongoing learning tool. In addition, websites also have to ability to be interactive such as the webquests we built in SOSE last year.



In terms of having the students search for information from given websites or even search for appropriate websites, is a learning tool initself. It takes skill and knowlegde to be able to effectively search the web for specific websites. Thankfully and at the same time unfortunately, Education Queensland has security systems in place that protect students from inappropriate material. The down side of this in the classroom is that often perfectly educationally sound websites are often blocked and this can become frustrating for both teachers and students. Despite the frustrations, the World Wide Web is becoming an integral part of our culture so it is important that our students know how to be critically literate users of it and I think as future teachers we have a responsibility to show them how.

I thought I'd a quick PMI on use of websites in the classroom:

Plus
  • Can be used as researching tool for students
  • Students can be the creators of information
  • Can be used by teachers as a way of managing their classrooms i.e. communicating with parents, news letters, homework tasks and assignment information etc.
  • Can be a way for students to present information as well as access and gain information

Minus
  • Inappropriate content needs to filtered.
  • Security settings in the home must be set
  • Can be difficult to find what you are looking for

Interesting

  • According to Internet World Stats (2010), 1,966,514,816 people in the world use the World Wide Web. Yet how many teachers use it in the classroom?