Hello Fellow Blogger,
Please view my comments on various blogs via the following links:
http://dorris-youthink.blogspot.com/2009/07/blogging-with-students.html#comments
http://dorris-youthink.blogspot.com/2009/07/delicious-bookmarking.html
http://dorris-youthink.blogspot.com/2009/07/google-reader.html
http://mycuriousdangerousmind.blogspot.com/2009/07/new-course-new-understandings-new.html#comments
http://mythoughtslacs.blogspot.com/2009/07/blogger-delicious-and-reader.html#comments
http://reversingthenorm.blogspot.com/2009/08/1_17.html?showComment=1250774325944#c4294523283765710966
http://reversingthenorm.blogspot.com/2009/08/slideshare.html?showComment=1250774713099#c3379572044200867917
http://reversingthenorm.blogspot.com/2009/08/voki-avatars.html?showComment=1250774989623#c489385723122912248
http://reversingthenorm.blogspot.com/2009/08/1.html?showComment=1250775318607#c9037158454104156105
'Till next Time,
Happy Blogging!!!
Thursday, August 20, 2009
Tuesday, August 18, 2009
1000 Words ASS TASK 1
Hello Fellow Bloggers,
Reflective Synopsis
The roles of Information and Communication Technologies (ICTs) in school classrooms are becoming increasingly prominent, because of the need for children to develop skills that will empower them in modern society and because of the potential value of such technologies as tools for learning. One of the challenges facing educators is how to ensure that graduate teachers have the necessary combination of skills and pedagogical knowledge that will enable them to both effectively use today’s technologies in the classroom as well as continue to develop and adapt to new technologies that emerge in the
future (Gill & Dalgarno, 2008.)
ICTs are evolving technologies that are rapidly changing and finding their way into our classrooms. When ICTs are used interactively by students within the classroom this promotes lifelong learning surrounded by the environment of a society in the 21st century. The potential for enhancement of the “quality of the learning experience” and the transformation of pedagogy are other factors driving ICT integration in classrooms (McNair & Galanouli, 2002, p. 182.) In addition to this, the next generation of students are often referred to as the ‘Net Generation’, and are expecting the integration of Web 2.0 technologies into their learning and teaching programs (Thompson, 2007).
As a Pre-Service Teacher I have realised that I am conscious of my incompetence when it comes to computers and the resources that can be used within a classroom. Undertaking this course has enabled me to experience a vast range of tools and resources that can be used to actively engage students in meaningful learning experiences. Please refer to the individual blogs for explicit detail on each learning tool and the potential of classroom applications.
Keirsley & Schneirdeman’s engagement theory has emerged from experiencing teaching in electronic and distance education environments (see Shneiderman, 1994, 1998; & Kearsley, 1997). This fundamental idea of underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology. Keirsley & Schneirdeman, (1997) believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. Therefore the engagement theory is intended to be a conceptual framework for technology-based learning and teaching (Kearsley,1997.)
This engagement theory is consistent with constructivist approaches as it emphasises collaboration amongst peers and other learners. Engaging in learning means that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities (Brady, 2006.)
The ICT tools that are listed under the heading of ‘Engagement Theory’ are appropriate to be used in the classroom by teachers and students to promote collaborative learning that are project based with an authentic focus. These tools encourage students to be in control of their learning whilst using complex thinking processes (Keirsley & Schneiderman, 1998.)
Tools such as Weebly, WebQuests, Ed.Heads, Voki, PowerPoint, Slideshare and Mahara can be used to create meaningful collaborative learning experiences that are student centred with minimum teacher input.Learning designs refer to a range of ways of creating student learning experiences, (a sequence of types of activities and interactions.) A learning design can be considered the framework that supports student learning experiences. (Oliver, 1999.)
Learning designs are currently implemented with the use of Information and Communication Technologies. Oliver (1999) argues that a learning design comprises the following key elements:
• Tasks that learners are required to do.
• Resources that support learners to conduct the task.
• Support mechanisms that exist from a teacher implementing it.
Hence the term ‘learning design’ is used to describe the various frameworks that can be used to guide the design and choice of these three elements in the development of learning experiences for students, predominantly ICT-mediated learning experiences (Oliver, 1999.)
As a Pre- service teacher this Learning Design Framework is relevant to all planning of all learning experiences, units of work, assessment pieces and rich tasks. When planning meaningful learning experiences it will be imperative to select appropriate ICT tools for ‘Tasks, Resources and Support Mechanisms’ that will be relevant and beneficial to the students (Oliver, 1999.)
For example when planning an integrated unit on WATER, tools such as; WebQuests, Vokis, Weebly, Bubbl.us, Slideshare, PowerPoint, Pod casts, Videos, Wikipedia, Ning, Ed.Heads and Mahara can be well utilised for the ‘Tasks, Resources and Support” .
The Active Learning Framework relates to Edgar Dale’s cone of Experience (Dale, 1969) conveys similar ideas on learning in a graphic form. Dale proposed that learning is inspired progressively from concrete to abstract and believed that the foundation for instruction depended upon direct sensory experiences combined with purposeful interaction with stimuli sources (Martin, Arendale and Blanc, 1997.)
When incorporating ICTs within a classroom on a frequent basis this assists students in constructing meaning so they can learn at a deeper level. Active learning must be imbedded into every learning experience. Students retain more information by deeper the learning and reading, listening to a lecture, viewing a chart or graph, observing a demonstration, participating in a discussion, presenting a simulation, or engaging in an activity. The idea is that the more involved a student is in the process the better the recall of the new knowledge learnt (Martin, Arendale and Blanc, 1997.)
References
Brady, L. (2006) Collaborative learning in action. Frenchs Forest, State of New South Wales,
Australia: Pearson Education.
Dale, E. (1969). Audiovisual Methods in Teaching. Holt, Rinehart and Winston:
Austin, TX.
Gill, L. & Dalgarno, B. (2008). Influences on pre-service teachers’ preparedness to use
ICTs in the classroom. In Hello! Where are you in the landscape of educational
technology? Proceedings ascilite Melbourne 2008. Retrieved 16 August, 2009. from:
http://www.ascilite.org.au/conferences/melbourne08/procs/gill.pdf
Kearsley, G. (1997). The Virtual Professor: A Personal Case Study. Retrieved 16 August, 2009.
from http://home.sprynet.com/~gkearsley/virtual.htm
McNair, V. & Galanouli, D. (2002). Information and communications technology in teacher
education: can a reflective portfolio enhance reflective practice? Technology,
Pedagogy and Education, 11(2), 181-196
Martin, D.C., Arendale, D. and Blanc, R.A. (1997). Mainstreaming of Developmental
Education: Supplemental Instruction and Video-based Supplemental
.Instruction. In H. Levin (Ed.), Alternatives to Developmental Education. San
Fransisco: Jossey Bass.
Oliver, R. (1999). Exploring strategies for on-line teaching and learning. Distance Education,
20(2), 240-254.
Shneiderman, B. (1994) Education by Engagement and Construction: Can Distance Education
be Better than Face-to-Face? Retrieved 16 August, 2009. from:
http://www.hitl.washington.edu/scivw/EVE/distance.html
Shneiderman, B. (1988), Relate-Create-Donate: An educational philosophy for the cyber-
generation. Computers & Education, in press.
Thompson, J. (2007). Is education 1.0 ready for web 2.0 students? Innovate: Journal of Online
Education. Fischler School of Education and Human Services at Nova Southeastern
University. 3(4), Retrieved August 15, 2009, from:
http://www.innovateonline.info/index.php?view=article&id=393
Reflective Synopsis
The roles of Information and Communication Technologies (ICTs) in school classrooms are becoming increasingly prominent, because of the need for children to develop skills that will empower them in modern society and because of the potential value of such technologies as tools for learning. One of the challenges facing educators is how to ensure that graduate teachers have the necessary combination of skills and pedagogical knowledge that will enable them to both effectively use today’s technologies in the classroom as well as continue to develop and adapt to new technologies that emerge in the
future (Gill & Dalgarno, 2008.)
ICTs are evolving technologies that are rapidly changing and finding their way into our classrooms. When ICTs are used interactively by students within the classroom this promotes lifelong learning surrounded by the environment of a society in the 21st century. The potential for enhancement of the “quality of the learning experience” and the transformation of pedagogy are other factors driving ICT integration in classrooms (McNair & Galanouli, 2002, p. 182.) In addition to this, the next generation of students are often referred to as the ‘Net Generation’, and are expecting the integration of Web 2.0 technologies into their learning and teaching programs (Thompson, 2007).
As a Pre-Service Teacher I have realised that I am conscious of my incompetence when it comes to computers and the resources that can be used within a classroom. Undertaking this course has enabled me to experience a vast range of tools and resources that can be used to actively engage students in meaningful learning experiences. Please refer to the individual blogs for explicit detail on each learning tool and the potential of classroom applications.
Keirsley & Schneirdeman’s engagement theory has emerged from experiencing teaching in electronic and distance education environments (see Shneiderman, 1994, 1998; & Kearsley, 1997). This fundamental idea of underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology. Keirsley & Schneirdeman, (1997) believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. Therefore the engagement theory is intended to be a conceptual framework for technology-based learning and teaching (Kearsley,1997.)
This engagement theory is consistent with constructivist approaches as it emphasises collaboration amongst peers and other learners. Engaging in learning means that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities (Brady, 2006.)
The ICT tools that are listed under the heading of ‘Engagement Theory’ are appropriate to be used in the classroom by teachers and students to promote collaborative learning that are project based with an authentic focus. These tools encourage students to be in control of their learning whilst using complex thinking processes (Keirsley & Schneiderman, 1998.)
Tools such as Weebly, WebQuests, Ed.Heads, Voki, PowerPoint, Slideshare and Mahara can be used to create meaningful collaborative learning experiences that are student centred with minimum teacher input.Learning designs refer to a range of ways of creating student learning experiences, (a sequence of types of activities and interactions.) A learning design can be considered the framework that supports student learning experiences. (Oliver, 1999.)
Learning designs are currently implemented with the use of Information and Communication Technologies. Oliver (1999) argues that a learning design comprises the following key elements:
• Tasks that learners are required to do.
• Resources that support learners to conduct the task.
• Support mechanisms that exist from a teacher implementing it.
Hence the term ‘learning design’ is used to describe the various frameworks that can be used to guide the design and choice of these three elements in the development of learning experiences for students, predominantly ICT-mediated learning experiences (Oliver, 1999.)
As a Pre- service teacher this Learning Design Framework is relevant to all planning of all learning experiences, units of work, assessment pieces and rich tasks. When planning meaningful learning experiences it will be imperative to select appropriate ICT tools for ‘Tasks, Resources and Support Mechanisms’ that will be relevant and beneficial to the students (Oliver, 1999.)
For example when planning an integrated unit on WATER, tools such as; WebQuests, Vokis, Weebly, Bubbl.us, Slideshare, PowerPoint, Pod casts, Videos, Wikipedia, Ning, Ed.Heads and Mahara can be well utilised for the ‘Tasks, Resources and Support” .
The Active Learning Framework relates to Edgar Dale’s cone of Experience (Dale, 1969) conveys similar ideas on learning in a graphic form. Dale proposed that learning is inspired progressively from concrete to abstract and believed that the foundation for instruction depended upon direct sensory experiences combined with purposeful interaction with stimuli sources (Martin, Arendale and Blanc, 1997.)
When incorporating ICTs within a classroom on a frequent basis this assists students in constructing meaning so they can learn at a deeper level. Active learning must be imbedded into every learning experience. Students retain more information by deeper the learning and reading, listening to a lecture, viewing a chart or graph, observing a demonstration, participating in a discussion, presenting a simulation, or engaging in an activity. The idea is that the more involved a student is in the process the better the recall of the new knowledge learnt (Martin, Arendale and Blanc, 1997.)
References
Brady, L. (2006) Collaborative learning in action. Frenchs Forest, State of New South Wales,
Australia: Pearson Education.
Dale, E. (1969). Audiovisual Methods in Teaching. Holt, Rinehart and Winston:
Austin, TX.
Gill, L. & Dalgarno, B. (2008). Influences on pre-service teachers’ preparedness to use
ICTs in the classroom. In Hello! Where are you in the landscape of educational
technology? Proceedings ascilite Melbourne 2008. Retrieved 16 August, 2009. from:
http://www.ascilite.org.au/conferences/melbourne08/procs/gill.pdf
Kearsley, G. (1997). The Virtual Professor: A Personal Case Study. Retrieved 16 August, 2009.
from http://home.sprynet.com/~gkearsley/virtual.htm
McNair, V. & Galanouli, D. (2002). Information and communications technology in teacher
education: can a reflective portfolio enhance reflective practice? Technology,
Pedagogy and Education, 11(2), 181-196
Martin, D.C., Arendale, D. and Blanc, R.A. (1997). Mainstreaming of Developmental
Education: Supplemental Instruction and Video-based Supplemental
.Instruction. In H. Levin (Ed.), Alternatives to Developmental Education. San
Fransisco: Jossey Bass.
Oliver, R. (1999). Exploring strategies for on-line teaching and learning. Distance Education,
20(2), 240-254.
Shneiderman, B. (1994) Education by Engagement and Construction: Can Distance Education
be Better than Face-to-Face? Retrieved 16 August, 2009. from:
http://www.hitl.washington.edu/scivw/EVE/distance.html
Shneiderman, B. (1988), Relate-Create-Donate: An educational philosophy for the cyber-
generation. Computers & Education, in press.
Thompson, J. (2007). Is education 1.0 ready for web 2.0 students? Innovate: Journal of Online
Education. Fischler School of Education and Human Services at Nova Southeastern
University. 3(4), Retrieved August 15, 2009, from:
http://www.innovateonline.info/index.php?view=article&id=393
ICT Pedagogical Tool Table
Hello Fellow Bloggers,
I have created some tables to organise all the tools that I have explored.
Engagement Theory
(Keirsley & Schneiderman, 1998)
Relate (Collaborative Groups)
Blogs
Video
Bubbl.us
Weebly
Ed.Heads
Animations / Simulations
Voice Thread
WebQuests
Mahara / E.Portfolios
Wikipedia
Voki
Wikis
YouTube
Create (Project-Based)
PowerPoint
Flickr
E.Portfolio
Picnik
Podcasting
Music
Weebly
WebQuests
Donate (Authentic Focus)
PowerPoint
Vodcasting / Podcasting
Bubbl.us
Weebly
E.Portfolio
Active Learning Framework
(Dale’s Cone, 1954.)
Input
Wikis
Voki
LMS
Static Websites
Slideshare
E.Heads
Weebly
YouTube
Google Earth
Wikipedia
Processes
Quizzes
Weebly
Wikis
Blogs
E.Portfolios
Output
Powerpoint
Video
WebQuest
Podcasting
Music
Learning Design Framework
(Oliver, 1999)
Resources
I have created some tables to organise all the tools that I have explored.
Engagement Theory
(Keirsley & Schneiderman, 1998)
Relate (Collaborative Groups)
Blogs
Video
Bubbl.us
Weebly
Ed.Heads
Animations / Simulations
Voice Thread
WebQuests
Mahara / E.Portfolios
Wikipedia
Voki
Wikis
YouTube
Create (Project-Based)
PowerPoint
Flickr
E.Portfolio
Picnik
Podcasting
Music
Weebly
WebQuests
Donate (Authentic Focus)
PowerPoint
Vodcasting / Podcasting
Bubbl.us
Weebly
E.Portfolio
Active Learning Framework
(Dale’s Cone, 1954.)
Input
Wikis
Voki
LMS
Static Websites
Slideshare
E.Heads
Weebly
YouTube
Google Earth
Wikipedia
Processes
Quizzes
Weebly
Wikis
Blogs
E.Portfolios
Output
Powerpoint
Video
WebQuest
Podcasting
Music
Learning Design Framework
(Oliver, 1999)
Resources
Picnik
Media Fire
Delicious
Google Reader
My Learning Style
My Temperament
Podcasts
FeedBurner
Slideshare
Ed.Heads
Weebly
My EBook
Google Earth / Maps
Animations / Simulations
Incomptech
Ning
Digital Pen
Wiki
Tagcrowd
YouTube
Voki
Wikipedia
Interactive Whiteboards
Flickr
Static Websites
Tasks
E.Portfolo
Video
Quizzes
Podcasting
PowerPoint
Bubblus
Supports
WebQuests
Weebly
Supports
Animations and Stimulations
Blogs
Wikis
Learning Management Systems
Static Websites
This is how I view these tools related to the theories that I will be discussing in my 1000 words.
'Till next Time,
Happy Blogging!
MyEBook
Hello Fellow Bloggers,
MyEbook is a site where you can "Create, Publish and Share" (MyEbook, 2008) your creations such as a brochures, photo albums, magazines,novels and comics. It is completely free to register and use this site. When you have registered you have unlimited access to anything that has been created and submitted by fellow users from around the world (MyEbook, 2008.)
There are a wide range of categories that can be searched are MyEBook covers a wide range of genres as well. A teacher can create her own EBook to present information to the students in a classroom (MyEbook, 2008.) MyEbook can be used by students to create their own EBook on topics that they are interested in, genres they are interested in the format that they chose. This provides students a sense of ownership of their learning (MyEbook, 2008.)
Have a look at this site you will be amazed.. MyEbook
References
MyEbook.Ltd, 2008. http://www.myebook.com/
'Till next Time,
Happy Blogging!
MyEbook is a site where you can "Create, Publish and Share" (MyEbook, 2008) your creations such as a brochures, photo albums, magazines,novels and comics. It is completely free to register and use this site. When you have registered you have unlimited access to anything that has been created and submitted by fellow users from around the world (MyEbook, 2008.)
There are a wide range of categories that can be searched are MyEBook covers a wide range of genres as well. A teacher can create her own EBook to present information to the students in a classroom (MyEbook, 2008.) MyEbook can be used by students to create their own EBook on topics that they are interested in, genres they are interested in the format that they chose. This provides students a sense of ownership of their learning (MyEbook, 2008.)
Have a look at this site you will be amazed.. MyEbook
References
MyEbook.Ltd, 2008. http://www.myebook.com/
'Till next Time,
Happy Blogging!
Bubbl.us
Hello Fellow Bloggers,
Bubbl.us is a free web site that lets you brainstorm online and is straightforward to use for any teacher or student. When using Bubbl.us teachers and students can create colourful mind maps (graphic organiser) online, share or create work with friends, embed mind maps to blogs or websites, email / print out the mind map, and save the mind map as an image (Bubbl.us, 2009.)
Bubbl.us is a tool is that it is not disorganised and any level of computer user can use this tool. When mind maps are created on a blackboard or a whiteboard they become cramped and disorganised, yet when using Bubbl.us it is a neat process where thoughts can be added or taken away by the click of a mouse (Bubbl.us.)
Bubbl.us would be useful resource in any classroom as it allows learners to work collaboratively to create mind maps that are colourful and easy for everyone to read and understand (Bubbl.us, 2009.)
Have a go at Bubbl.us
References
Bubbl.us, 2009. http://bubbl.us/
'Till next Time,
Happy Blogging!
Bubbl.us is a free web site that lets you brainstorm online and is straightforward to use for any teacher or student. When using Bubbl.us teachers and students can create colourful mind maps (graphic organiser) online, share or create work with friends, embed mind maps to blogs or websites, email / print out the mind map, and save the mind map as an image (Bubbl.us, 2009.)
Bubbl.us is a tool is that it is not disorganised and any level of computer user can use this tool. When mind maps are created on a blackboard or a whiteboard they become cramped and disorganised, yet when using Bubbl.us it is a neat process where thoughts can be added or taken away by the click of a mouse (Bubbl.us.)
Bubbl.us would be useful resource in any classroom as it allows learners to work collaboratively to create mind maps that are colourful and easy for everyone to read and understand (Bubbl.us, 2009.)
Have a go at Bubbl.us
References
Bubbl.us, 2009. http://bubbl.us/
'Till next Time,
Happy Blogging!
Monday, August 17, 2009
Weebly
Hello Fellow Bloggers,
Weebly is a fantastic free site that allows teachers, students or anyone to create their own websites or WebQuests. This is site can be used in any classroom for many reasons. As a teacher I would use Weebly in the classroom in any Key Learning Area for any purpose such as the introduction of a unit, in the middle of a unit and at the end of the unit (Weebly, Inc. 2009.)
Weebly can be used as a simple class website, a teachers site for students to access, a student’s site for teachers to access and for WebQuests. The Weebly site offers many templates and styles to cater for any learner. Weebly could also be utilised in conjunction with other ICTs to enhance students' learning (Weebly, Inc. 2009.)
References
Weebly, Inc. 2009. Create a Free Website. Retrieved 15 August, 2009. from:
http://www.weebly.com/
'Till next Time,
Happy Blogging!
Weebly is a fantastic free site that allows teachers, students or anyone to create their own websites or WebQuests. This is site can be used in any classroom for many reasons. As a teacher I would use Weebly in the classroom in any Key Learning Area for any purpose such as the introduction of a unit, in the middle of a unit and at the end of the unit (Weebly, Inc. 2009.)
Weebly can be used as a simple class website, a teachers site for students to access, a student’s site for teachers to access and for WebQuests. The Weebly site offers many templates and styles to cater for any learner. Weebly could also be utilised in conjunction with other ICTs to enhance students' learning (Weebly, Inc. 2009.)
References
Weebly, Inc. 2009. Create a Free Website. Retrieved 15 August, 2009. from:
http://www.weebly.com/
'Till next Time,
Happy Blogging!
Ed Heads
Hello Fellow Bloggers,
Ed heads is a flash interactive / simulation site with a motto of "Activate your mind" (Ed Heads, 2009.) The interactive activities that are available from this site can be great resources that teachers can use within the classroom on an interactive whiteboard or simply in the computer room where each student is able to access the activities themselves (Ed Heads, 2009.)
Edheads assit students to learn via educational games and activities designed to meet state and national standards. The activities use a number of techniques that help to cater for most learning styles, for example: visual, audio and kinaesthetic (Ed Heads, 2009.)
So dive into an activity to let the fun and learning begin! Ed Heads
References
Ed Heads, 2009. Activate your mind. Retrieved 14 August, 2009. from:
http://www.edheads.org/
'Till next time,
Happy Blogging!
Ed heads is a flash interactive / simulation site with a motto of "Activate your mind" (Ed Heads, 2009.) The interactive activities that are available from this site can be great resources that teachers can use within the classroom on an interactive whiteboard or simply in the computer room where each student is able to access the activities themselves (Ed Heads, 2009.)
Edheads assit students to learn via educational games and activities designed to meet state and national standards. The activities use a number of techniques that help to cater for most learning styles, for example: visual, audio and kinaesthetic (Ed Heads, 2009.)
So dive into an activity to let the fun and learning begin! Ed Heads
References
Ed Heads, 2009. Activate your mind. Retrieved 14 August, 2009. from:
http://www.edheads.org/
'Till next time,
Happy Blogging!
Subscribe to:
Posts (Atom)