Reflective Synopsis

My journey along the ICT path could easily mirror any student that I may encounter as I teach. I began this process with trepidation and very little enthusiasm as I was entering an unknown world. I am quite proficient in office based technologies such as Word, email, PowerPoint, the Internet etc but to go that on step further and explore many new ICTs was quite daunting.I therefore had to really force myself to engage in the coursework – which is the focus of this entire course – how do we engage our learners.How ironic.

Many educators have posed this problem and many theories have been put forward. Engagement Theory, also known as Relate-Create-Donate focuses on the learner connecting with a project, having some sense of control over its content and direction and producing a real world outcome that has meaning to someone outside of the classroom. The role of technology in Engagement Theory is to facilitate all aspects of learner engagement (Kearsley & Shneiderman, 1999) the key word is ‘facilitate’. The traditional approach to teach technology is to show students how to use it but we need to go one step further and use ICTs across the entire curriculum so they become tools rather than a ‘subject’. This is vitally important if we are to mould students that can operate in the Knowledge Economy where know-how and expertise are as critical as other economic resources (Wikipedia, 2010).

A critical aspect of using ICTs in the classroom is to ensure they have an authentic purpose and not to use them just for the sake of it. This is one aspect I am struggling with at the moment. Being introduced to many new digital tools at once I am trying to work out where I will integrate them into the curriculum and not being very experienced in the classroom does make this difficult. I have been exploring all of the new tools and then bookmarking them for future reference. A few that I have really gelled with immediately are Wikis, Vokis, YouTube/Teachertube and Blogger. These were all new to me and to find that they were quite user friendly will ensure that when I use them with my students I will be able to convey my enthusiasm.You can view my first reaction to Wikis here and Vokis here.

Another light bulb moment for me was also realising that Word, PowerPoint and the Internet are also ICTs that are to be used with my students. As I use them so often I forgot that these are basic tools that will need to be taught, so I have more confidence in myself to be able to integrate ICTs.

It is important to stop and reflect on how ICTs contribute to active learning not what due to the rapid changing face of technology. This enables a Learning Manager to interchange digital technologies with one another especially in order to be responsive to student input. There will be many students who will have experience with new and innovative digital technologies and will be able to share them with there peers (and their teacher!).

Reviewing my fellow GDLT student's blogs has exposed me to new ICTs as well. Carolyne Thorton found a website to make online digital posters called glogs. Click here to read more about them and see her great glog! Using digital posters allows for students to be creative who may not have the tactile skills required for the traditional approach. It also allows students to use sound which adds another dimension. Glogs would engage older students who may view using paints, pencils, glue and other art materials as kids stuff.

Emma Plumb wrote about music for teaching in her blog. I was very interested to explore this and found Chris Brewer describes the process as taking a 'Learning Journey by playing reflective music while you verbally lead them on an imaginative journey related to an academic topic'. This is a great way to use a variety of senses to acquire and integrate knowledge as discussed in Dimension 2 of Dimensions of Learning (Marzarno & Pickering, 1997). By using music to give an LEP heavy in information content it would avoid a 'Chalk and Talk' lesson. View my posting to see a more in depth example of using music to teach with this method. There are so many ICTs out there it has been very helpful to me to have my peers recommend great classroom resources. It will be important to adopt a lifelong approach to learning by remaining open to continuous learning as described by Costa (n.d.) in his Habits of Mind.

While discussing digital media it is essential to be aware there is a widening gap between media-rich and media-poor children (Russell-Bowie, 2009). Many children and some schools do not have the economic resources to supple technologies such as iPods, mobile phones, digital cameras and computers. If the plan is to use ICTs during a lesson it may only be feasible to use them during the school day, adding homework that involves access to a computer may be insensitive to the child that does not have one at home. I posed this question on my blog and it created some interesting dialogue with my peers.

The old focus of ICTs was to teach students how to use technology; the new focus is to integrate technology seamlessly across the entire curriculum. By doing this and creating authentic activities we can engage our learners in the classroom.

References:

Costa, A. (n.d.). Describing the 16 Habits of Mind. Retrieved March 15, 2010, from http://www.mindfulbydesign.com/sites/default/files/16%20Habits%20Info.pdf

Kearsley, G., & Schneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved April 08, 2010, from http://home.sprynet.com/~gkearsley/engage.htm

Marzano, R. J., Pickering, D. J., Arrendondo, D. E., Blackburn, G. J., Brandt, R. S., Moffet, C.A., Paynter, D. E., Pollock, J. E., & Whisler, J. S. (1997). Dimensions of Learning Teachers Manual (2nd Ed). Denver, Colorado, USA: Mid-continent Research for Education and Learning.

Russell-Bowie, D. (2009). MMADD about the arts! An introduction to Primary Arts Education. Sydney: Pearson Education Australia.

Wikipedia. (2010, February 21). Knowledge Economy. Retrieved from April 12, 2010, from Wikipedia, The Free Encyclopedia http://en.wikipedia.org/w/index.php?title=Knowledge_economy&oldid=345461413

Music for Teaching

Incompetech provides royalty free music and is a great resource for the classrrom. The possibilities for use are many - for student projects, background music during lessons and use during lessons like drama. I had only planned to use music in those ways but while reading Emma's blog I discovered Songs for Teaching. Thanks Emma!

Chris Brewer describes the process as taking a Learning Journey by playing reflective music while you verbally lead them on an imaginative journey related to an academic topic.

Set the scene by having students get comfortable and close their eyes (optional). Play music for a moment or two to allow students to relax and develop focus on the sound. Begin your Learning Journey. For example: have students imagine that they are seeing inside of a cell and as you describe the cellular environment and each of the specific parts of the cell, talk about color, shape, textures. Speak slowly, using a calm voice. Explain what each part does and how it affects the rest of the cell and the organism it is in. When you have finished your journey bring students “home” to your classroom and slowly fade out the music. Students love these quiet reflective times and the journey information will be securely bonded into their memory.

This is a great way to use a variety of senses to acquire and integrate knowledge as discussed in Dimension 2 of Dimensions of Learning (Marzano & Pickering, 1997).

References:

Marzano, R. J., Pickering, D. J., Arredondo, D. E., Blackburn, G. J, Brandt, R. S., Moffett, C. A., Paynter, D. E., Pollock, J. E., & Whisler, J. S. (1997). Dimensions of Learning Teacher’s Manual (2nd ed). Denver, Colorado, USA: Mid-continent Research for Education and Learning.

Youtube

This is a great video to use in HPE. It's a great way to engage students into talking about healthy food choices. The guy is quite entertaining so would keep the student's interest.

The benefit in using video as part of a lesson is the ability for students to re-watch if they wish and absent students can catch up on the lessons or even view from home. The other benefit is there is no point re-inventing the wheel, if someone has produced a clip that says what you want to say in an informative and entertaining way - use it!

"Chalk & Talk" from one of my favourite movies - Ferris Buellers Day Off

I found the photo editing site Picnik quite easy to use. I have used similar programs before so I was quite familiar with the tools available. The ease of integration with Flickr is great and adds more tool for the students to use. I changed the colour saturation and sharpened the image in this picture of my daughter.

~ DragonFly Macro / All Sizes ~

~ DragonFly Macro / All Sizes ~
Originally uploaded by ViaMoi

Check out this fantastic photo I found in flickr. The one thing I love about flickr is that photography is celebrated. It's great to see people are still out there taking photos.


Flickr is a great way for students to keep photos and a great resource to access. Part of the learning process is making them aware of what is available for their use. They may use Flickr in a class lead project but also in other assessments. The fact that Flickr is free from copyright infringement as long as the images are referenced - actually Flickr may be a good starting point to discuss copyright with the class.

Flickr is another tool to engage students in a lesson as described in Dimension 1 - Attitudes and Perceptions (Marzano & Pickering et al, 1997).

Reference
Marzano, R. J., Pickering, D. J., Arredondo, D. E., Blackburn, G. J, Brandt, R. S., Moffett, C. A., Paynter, D. E., Pollock, J. E., & Whisler, J. S., (1997). Dimensions of Learning Teacher’s Manual (2nd ed). Denver, Colorado, USA: Mid-continent Research for Education and Learning.

Powerpoint Presentation

The Moon

View more presentations from rlball20.

Another achievement. I have successfully created a powerpoint, uploaded it to slideshow and embedded it in my blog.

My powerpoint is an introduction to the moon and it's phases for year 3 Science. I found a great clip on youtube showing the phases but I have only put a hyperlink in my presentation as I don't know how to put the actual clip in. I'm waiting on replies from the forum for help.

Powerpoint is so different from how I had lessons in school. To be able to do a presentation with photos and video all linked seamlessly is great. Makes a great change from the teacher writing on the blackboard, showing some overheads and maybe playing a video (after wheeling the huge TV into the room). It keeps the flow of the lesson on track and to be able to research using books and the web gives a variety of information for the students.

I have employed parts Kearsley and Schneiderman's Engagement Theory as follows: students work in a group to research moon facts and they have a project where the students create a moon phases diary. This engages the student by having them really look at the moon over a month rather than just looking at pictures in a book. They use a table to record their moon picture - collating data. Further lessons would look at the moon's effect on the tides using the moon phases diary.

Access to technology for low-income students

There is one thing that has been on mind as I have been completing the ICT tasks and that is students that do not have computers at home and the many families that cannot afford a broadband subscription. By using more and more technology within the classroom it may begin to highlight the 'have' and 'have-nots' withinh the Australian Education system. The students that do not have home computers do not have the ability to consolidate their knowledge at home, so as teachers we need to be aware of this.

The education system needs to address this imbalance so that students do not become disadvantaged within the school system. I remember a laptop scheme for students? I think this is for high-school students, when really primary students needs this technology.

I think it will be important to set tasks within the classroom in relation to ICTs and if we use them for homework - ensuring all students have access to a computer out of hours.

Voki

Wow, this was actually quite easy to do and I enjoyed it. This is going to be a great tool to use especially for writing tasks attached to any of the KLAs. What child wouldn't want to write a story or report so the voki could speak? This tool will show the sudents that writing isn't just about books but that you need these skills for the internet as well. This would address DoL 1 Attitudes & Perceptions - perceiving the task as valuable and engaging the student in the task.

Vokis would encourage children who are poor writers to become excited about writing by showing them a real world application. It encourages creative thinking and easily combines ICTs within any of the KLAs.

Combining a voki and a wiki would be a great way to engage any primary class. I am feeling better equiped as we go to be able to integrate ICTs in my LEPs.

Wikis

The possibilities are endless and the ability to have group input is fantastic. I remember having to do a web page years ago at uni and having to type the format. It was so time consuming.

I think students will love this. Plus they can be as simple or as complicated depending on the students level of ability and still have a great looking end product.

This would be a great tool to 'Create-Relate-Donate'. It could be used for an ongoing research assignment that would enable students to update information as they progress through a subject. They could have a forum page built in to ask questions that their classmates could answer, which I could overview. They could post group work or individual work. I think a wiki would really engage the students to contribute in a meaningful way.

Google Reader

Well I have set up google reader and I am very impressed. I didn't know this existed - I love things that save time when you are using the web.

Blogs would be a great way for students to interact and a great way to encourage writing. I love the creative writing blog for the young girl. Excellent for engaging students who don't respond to writing on paper. This would ensure all students felt included in the classroom. I think I would expose my students to each of the methods and then let them choose which they would like to use. Some students are tactile and still like to use paper and pens/pencils while others would love web based writing.

This is my first experience with blogging. I must confess ICT is the one subject in this course that I am nervous about. I must admit I don't have a huge interest in this stuff. I understand the importance of using ICTs in teaching but my greatest challenge will be keeping up with the new developments. I love the web and the info you can find etc but I guess it's the social-networking side I find hard to embrace. I joined facebook but then I found it a chore to maintain, like it was another thing on a 'to-do list'.

I'm looking forward to gaining some new skills and hopefully coming out the other end of this a bit more ICT savvy.