ICT is designed to transform
student learning and engage all learners, it is imperative that I indulge the
use of these devices to entice my learners and to create new and effective ways
of delivering curriculum content. If planning to use these tools I will need to
be aware of the appropriate way of incorporating them into my classroom
activities. To ensure this I must be aware of the TPACK Framework. I will also need to be aware
and model the Safe, Ethical and Legal Practice surrounding these tools. As a
future educator I will need to be familiar with these set of frameworks to
implement relevant technology within my classrooms, while considering the
importance of content and pedagogy, the safety and legal issues, and students Learning Styles.
Group
1 - Blogs
The
first group of technologies that were explored throughout the duration of the course
were blogs, wikis and websites these technological tools were observed and
reflected upon in my own educational blog, Group One Tools - Websites. The group
one tool that I have chosen to reflect upon was the use of educational blogs. Personally, I thought that the
idea of incorporating blogs into schools was a new, alternative and resourceful
way to entice student participation and to alter their attitude towards tasks.
Blogs are a great technological tool to embed within classroom activities as
they allow creativity, freedom of exploration and expression. When utilizing a
blog for my own educational purposes, I found that it allowed me to reflect on
what I had learnt and record my understanding of a topic. I have explored blogs
further in Blogs as an Teaching Tool.
There
are numerous teaching techniques that can be explored through the utilization
of blogs. This tool could allow reflective journaling, where students and
teachers are able to summarize class discussions or activities (Dunlap, Stevens, n.d). It is significant
to note that blogs allow students to articulate their ideas and perspectives,
while making their thoughts and opinions visible to a wider audience. More or
less they are given more control over their learning and it allows them to
become actively involved in creating content
(Grosseck, 2008). As
a future English teacher, I could incorporate the use of Blogs in my classes by
asking students to explore the three different styles of writing (Eg, short
story, letter and poem) and then posting an example of each, that they have
written themselves, with supporting images.
The limitations of the tool
have been explored in Group One Tools - Websites. However, as an English
teacher I believe one of the most concerning disadvantages is the informal
style of writing. The writing style used within blogs is casual and could
encourage poor grammatical habits.
Another downfall to this tool is that it limits collaborative learning
as it is more of a personal technological tool.
It is
believed that at a high school level one of the concepts that could be promoted
is Higher Order Thinking skills as this tool allows students to reflect and
look at topics in a greater depth. Blogs are a stimulating and effective tool as they help
students to become more independent, interactive and allow them to engage
socially with their peers (Centre for Implementing Technology in Education,
2008 p1).
Group
2 – Digital video
The second group of ICT tools
that were explored were multimedia tools, including digital images, podcasts
and digital videos, These tools were explored in Group Two Tools - Multimedia . The tool that I chose to
reflect upon was Digital video. Digital videos allow the combination of images,
video clips and audio files into a compact file. I believe that this is a
creative and engaging method of presenting content to students. In addition to
this the tool is also easy to manipulate. It is believed that the use of
digital videos will motivate students as they are
generally more enthusiastic about the use of new technologies, rather than
traditional teaching methods (The VideoAktiv
Project, 2006).
There are range useful teaching
techniques that could be produced using digital video; these have been explored
within my blog Digital Videos as a Teaching Tool. Digital Videos could be both
teacher and student centred creations. Teachers could use them to present
relevant information by including supporting video, images related to content
material, supporting audio files (such as recordings from a documentary, or a
recording of a war hero discussing his experience). This tool allows teachers to explore,
otherwise tedious content in a creative way by using a range of different
resources. Students could also use this to present group assignments or use
them as a visual aid containing supportive materials.
One of the main limitations
with this tool is teacher and student access to the relevant programs. It is
also time consuming and requires editing which may be a downside as it could
become frustrating and may result in the downfall of this tools effectiveness.
Digital Videos are already
being utilized within classrooms; an example of this is Saint Pius X Primary
School in Victoria. Digital video was integrated in this school to facilitate
meaningful learning. The school utilised video production to support learning
across a variety of learning areas including literacy, scientific inquiry and
numeracy (Department of Education, 2008 , pg23) it was found that by including
the use of this technologic device they were able to improve student
outcomes.
Group
3 – Prezi
Group three tools explored a
number of presentation creators including, PowerPoint, Prezi and Glogster,
these tools were explored in Group Three Tools - Presentations. Of these tools, Prezi was considered
the most beneficial and engaging tool. This tool was also explored in greater
detail in Prezi as an Teaching Tool. It is believed that Prezi is
a valuable presentation tool for the reason that it is an interactive and
creative way of presenting otherwise tedious information. Fasso, (2012)
suggests that it is successful due to its non-linear structure. It has the ability to embed a variety of
media including images, videos, text and supporting slides from PowerPoint. By
incorporating these multimedia files it allows the Learning Manager to explore
the content while catering for each student’s learning styles or
preferences.
There are limitations to this
presentation tool, Hill, (2012) explores the limitations to Prezi, and
expresses his concerns about the transition effects of Prezi (Zooming,
flipping, rotating etc). He points out that although it may initially gain
students attention; if the zooming and flipping is overused it may become
overwhelmed and cause students to avoid watching.
This tool could be utilized in
the classroom by the students as well as the teacher. For example the teachers
could use it as a way to present vital information relating to content. Whereas
the students could use this as a supporting visual aid in speeches. This tool
allows creators to use a digital canvas, where they can embed images, video,
slideshows and text to present their content. It is believed that students will
respond enthusiastically to this tool as it has the ability to actively engage
the students. This tool also supports collaborative work as there can be
multiple authors and editors.
Group
4 – Online Timeline
The tools that were explored in
group four included, Google Earth, Google Maps and Online Timelines, which were
explored in Group Four Tools. Of these tools would Online
Timelines were considered to be the most beneficial. This tool could be used to
support many teaching areas and enhance the delivery of information to actively
engage students; especially within History. This tool has been reflected upon
in detail in Online Timelines as a Teaching Tool.
Online Timelines allow Learning
Managers to create a timeline that are specific to their content area. Within the
dates that are added Learning Managers are able to included images,
descriptions, links to relevant information and students have the opportunity
to post comments asking questions or responding to content. I strongly believe
that this tool will be beneficial for both students and teachers. One of this
tools limitations is that it does not allow multiple users. Therefore it
doesn’t support collaborative learning.
Within my teaching area,
history specifically, I could use this tool by creating a timeline of events
that occurred in the current topic for example 1900 – 1930s. Students could
then choose a specific topic and expand on this in their own online timeline. The
teacher could include questions that the students are required to respond to or
if they have anything they are unsure of they could post the question and then
find the information to answer this. This supports self direct learning as the
students as individuals are able to take the
initiative and the responsibility for what occurs. They are able to select
their topic, manage their timeline, and assess their own learning activities,
which also supports life-long learning (Knowles, 1975).
Conclusion
Herrington
& Kervin, (2007) suggest
that the use of these tools will give students opportunity to learn in
innovative, challenging and creative ways, using technology as a tool rather
than as a one-way source of information. All
of the digital tools that have been explored throughout the duration of this
course are highly beneficial and could be utilized effectively within a
classroom, if used correctly and appropriately. It can be seen that these tools
actively support the constructivism and Cognitivism Learning theories. This is
believed as the tools as they allow online participation and interaction with
others. Advances in technological tools also allow students to preserve a
cognitive understanding of topics presented to them within a classroom
stimulate the memory allowing students to reflect and use their knowledge to
present ideas (Herrington & Kervin, 2007). I believe that as a Learning Manager I could
effectively use Blogs, Digital Videos, Prezi and Online Timelines to present
content. These tools permit creativity and individuality and provide Learning
Managers with new and interesting way to present information. It is believed
the students will respond enthusiastically as these are the tools that they are
interested in and used to.
Reference:
Center for Implementing
Technology in Education. (2008). Blogs, Wikis and Text Messaging: What are the
Implications for Students with Learning Disabilities, Retrieved from http://www.ldonline.org/article/27426/
Department of Education,
Employment and Workplace Relations. (2008) Exemplar
Schools: Using Innovative Learning Technologies, Retrieved from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Documents/exemplar_schools_report_pdf.pdf
Fasso, W. (2012). Prezi - a zooming presentation
tool, Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/page/view.php?id=13337
Grosseck,
G. (2009). To use or not to use web 2.0
in higher education?, Retrieved from, http://webpages.csus.edu/~sac43949/pdfs/to%20use%20or%20not%20to%20use.pdf
Herrington, J,. & Kervin, L. (2007) Authentic learning supported by technology:
10
Suggestions and cases of integration in classrooms, Retrieved
from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1027&context=edupapers
Hill, P (2012). Thoughts on using Prezi as a teaching tool, Retrieved from http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/
Joanna Dunlap,
J.,& Stevens, E. (ND). Fresh and
Forward-thinking: Using Blogs
for Educational Purposes, Retrieved from
Knowles,
M. (1975). Self-Directed
Learning, Retrieved from
Oliver, R. (2002). The role of ICT in higher
education for the 21st century: ICT as
a change agent for education, Retrieved from http://elrond.scam.ecu.edu.au/oliver/2002/he21.pdf
Teaching Today. (2006). Using Blogs to Integrate Technology in the
Classroom, retrieved from http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47/
The Video
Aktiv Project, (2008). Handbook on Digital Video and Audio in
Education: Creating and using audio and video material, Retrieved from http://www.videoaktiv.org/fileadmin/template/main/resources/handbook/VideoAktiv_Handbook_fin.pdf
