Part B – Questions
PART B
CATERING FOR VARIOUS LEARNING STYLES
Which learning style/s does this ICT support?
Graphic organiser/Inspiration:
Visual
Video clip:
Visual, auditory and kinesthetic (if students making are making their own video
Sound file:
Auditory and kinesthetic
Online game:
Visual and auditory
Graphics and images:
Visual
How could this ICT be implemented as a good cognitive tool within the learning environment?
Graphic organiser/Inspiration:
Inspiration is a great cognitive tool that can be used within the learning environment. This program would be used by the teacher to create a mind map for a particular topic. The teacher can be creative and use a variety of catchy images. Inspiration breaks down text and makes it easier for the reader to comprehend. Students will therefore be able to categorise the information. Also students can create their own graphic organisers such as diagrams, webs and concept maps by selecting symbols to represent ideas and information. This shows the relationships between ideas; students link the symbols and add words to further clarify meaning.
Video clip:
Sometimes students need a break from the teacher talking throughout the day. A video clip can be incorporated into a lesson and add to the area of study. For example, if you are doing a lesson on natural disasters, you can show the class a video clip of the affects (the after result) of natural disasters.
Sound file:
A sound file can add and improve a lesson/learning environment. Some students find it better to concentrate with music or some sort of background sound. However some students find it extremely difficult to concentrate with music, so to implement this ICT tool the teacher should allow iPods in the class for those students who want to listen to music while working independently. In saying so, the teacher needs to monitor this so students don’t lose focus and fall behind.
Online games:
Students love games – It is a great way of learning (as it doesn’t feel educational to the student). This will be a great cognitive tool as it encourages constructive learning. This can be implemented in Key Learning Areas, such as English and Mathematics. You can find some effective/educational games on the Learning Federation website. These games can be used to re-enforce concepts and to learn new ones.
Graphics and images:
Images are a great visual tool. Teachers should incorporate images throughout their classrooms. Images can act as a reminder of certain things such as definitions. A collage of images can be used to represent a sequence of events.
How is this ICT enabling development of creativity?
Graphic organiser/Inspiration:
When teachers incorporate Inspiration within a lesson it provides variety and change to the students’ everyday routine. Within this program the teacher can be creative by using a range of images and visual elements. This will therefore encourage engagement. If the students decide to create their own graphic organiser they will explore the way data moves through various plot types where they collect, process, manipulate and analyse data/text.
Video clip and Sound file:
Students do not only have to watch video clips, they can become creative and develop their own mini clip in small groups. They can learn to edit scenes, change the colouring, add text and incorporate a sound file. Students can be creative in choosing an appropriate sound file that will suit the context of the video clip. For example, if the video the video is about tragedies that have occurred, the music will be slow and soft.
Online games:
An online game enables the development of creativity as it allows students to explore a range of educational activities that will benefit them. Therefore students do not only have to stick to the hands on games. Students will also learn to use computer skills such as access and surfing the internet. Students can compete with themselves – by trying to beat their previous scores. They are also allowed to work at their own pace – for example an English activity on the Learning Federation website may take 10 minutes for one student and 30 minutes for another. Students are also exposed to a range of activities and are able to choose for themselves.
Graphics and images:
Creativity can be explored through images. From an image students can gather important information that will relate to the text. Images can set off ideas within a student’s mind and thus encouraging creativity.
Week 5 Reflection -FINAL REFLECTION!
The Growth of Enterprise Pedagogy: How ICT Policy is Infected
Week 5 Reflection
This week in our tutorial we discussed what Wikis are and how they can be used effectively and efficiently in the classroom. A Wiki is an editable page on the internet that will allow students to work collaboratively. As a class we discussed the reasons of why and how we can use Wikis in schools:
· Group assignments
· Communication
· Whole school –teacher and parent communication
· It is another form of technology available to students
· Collaborative learning environment
· Allows for creativity
· Class discussions
We were also required to discuss this week’s reading which covers ‘the latest wave of policy initiatives that promote the adoption and implementation of new digital technology for learning and teaching purposes’ (Neo-liberalism, 2005, p.16). This article makes a conclusion saying that new ICT in school environments are problematic and that today’s culture needs to re-think and question certain aspects of modern day technology. The
· What are we really saying about ICT and why are we promoting it?
· How are different people understanding and responding to the new ICT?
I personally disagree with these statements. ICT in schools are not problematic. They may be problematic for teachers (for the only reason that they do not know how to use the new technologies) but for students it is an exciting learning adventure. Students need to develop the skills of new technologies – meaning teachers need to incorporate ICT in their lessons as well as be able to teach the skills required efficiently.
Finally I would just like to say thank-you to Joe. You have been a great tutor. You have provided us with all the information needed and have been really patient when it came to our long list of questions.
Reference:
Neo-liberalism. (2005). The Growth of Enterprise Pedagogy: How ICT Policy is Infected, 20(2), Retrieved from Blackboard,
Week 3 Part 2 Reflection
Digital literacy: how it affects teaching practices and networked learning futures – a proposal for action research.
Week 3 Reflection – part 2
This second reading also focuses on ‘digital literacy’ but in particular how it affects teaching practices and networked learning for the future. This reading has proposed strategies to adapt to the 21st century of literacy. This article defines digital literacy as being able to ‘access the Internet; find, manage and edit digital information; join in communications; and otherwise engage with an online information and communications network’.
In order to adapt to the 21st Century literacy a change must occur across Australian schools. For this to begin to progress we need to develop a strategic research agenda that will appeal to society and force them to recognise the need for change. Therefore you must then raise awareness and visibility to this field as well as providing the public with an experience of the new media technology in our world today. It is also extremely important to educate and empower our teachers with these 21st century literacy skills. By training and developing our teachers’ skills they will be highly informed about new technologies and will be able to effectively teach this in their classrooms. In addition, the sharing of this information with different bodies such as the community will combine everyone to help and work with each other by teaching one another different programs.
In conclusion I believe that it is critical that we develop programs and strategies to educate Australians and in particular educate the parents of our students that will evidently benefit by having these resources available to them in their classrooms.
Title of game: L8740 Wonderful words, creative stories: pets
Take from the Learning Federation
http://econtent.thelearningfederation.edu.au/ec/viewing/L8740/index.html
Week 4 Reflection
Webquests
Week 4 Reflection
This week in the tutorial Joe asked the class to discuss this statement and question: ‘Given what you have learnt about constructivist vs. objectivist learning styles. Which of these styles do you think Webquest best sit, and why?’ I believe the most suitable style would be the constructivist theory. The reason for this is that students are actively involved in Webquests, which as a result encourages productive learning. A Webquest can be defined as an ‘inquiry-orientated activity in which some of the information that the learners interact with comes from resources on the internet’ (Dodge, 1995).
A range of Key Learning Areas can be adapted and integrated into Webquest. These include areas such as Human Society and Its Environment (HSIE) and Science and Technology. For example you could create a short term Webquest on Mammals and their characteristics or a long term Webquest on Antarctica.
Webquest helps students:
- Work in teams
- Learn to solve problems by processing information
- They learn role play
- Learn to work on single discipline
A successful and learner productive Webquest should include:
· Introduction
· Task
· Process page
· Assessment page
· Conclusion
· Teacher’s page
· Credits/references
The second reading goes through step by step, describing how to create an effective Webquest. McKenzie (2000) clearly believes that students should be able to gather and choose from a range of resources in order to gain the best information and knowledge. She metaphorical refers to research as shopping and cooking. ‘We expect students to select and gather the choicest raw ingredients with great care and then cook their own meal. No microwave research reports! No fast food! No simple cut-and-paste (McKenzie, 2000, p.1). This reading also provides a variety of Webquest examples which I believe is an essential component throughout the site. By providing a range of samples it builds on the information it is feeding the reader. McKenzie goes through and clearly explains what makes a good Webquest and what makes a bad Webquest.
References
McKenzie, J. (2000, August). The Question is the Answer. Retrieved March 17, 2009 from Blackboard link
Dodge, B. (1997, May 5). Some Thoughts About Webquests. Retrieved March 17, 2009 from Blackboard link
Third graders work on a webquest. By Extrra Ketchup (Flickr)
Webquest. By Lady_ilaria (Flickr)
Webquest Evaluation
Reflection week 3 – Part 1
PREPARING STUDENTS FOR E-LEARNING
WEEK 3 REFLECTION – PART 1
This week in our tutorial and discussed the concept of E-learning and what it really means. Traditionally “literacy” means the ability to read and write, and to make meaning/understand. However with new technologies becoming more accessible and needed, society has come up with ‘digital literacy’. Digit literacy is the ability to understand and apply information conveys from a wide variety of sources via an increasing array of electronic or digital tools.
As a class we discussed Martin’s five elements of e-literacy. These were identified:
1. Awareness of the ICT and information environment
2. Confidence in using generic ICT and information technology
3. Evaluation of information-handling operations and products
4. Reflections of ones own e-literacy development
5. Adaptability and willingness to meet e-learning challenges
Support structures need to be in place to support the ‘digital native’ to be digitally literate. However in order to do so; more technology needs to be implanted in lessons; students will need a specific environment; therefore resources need to be available and updated; students will need to have some pre-requisite knowledge and than will need to be taught how to use their e-learning skills; and it is essential that students have some sort of support when they come across problems.
It is significant that as a teacher you engage students in e-learning and therefore the development of teaching and learning strategies is essential. These include:
· Content à this is designed for interaction and being able to keep students engaged
· Learner à the student must be disciplined, motivated to learn, has a need for learning, and self-directed
· Instructor à should be aware of their students needs/concerns and involvement levels. The instructor should attempt to draw students in to discussions early and provide resources for learners in need of additional learning
· Technology à should play a servant role. Tools should be selected that involve learners and help them to connect with each other/content/instructor.
· Organization à focused on learning, time and resources made available, and learners supported
In conclusion, E-learning has become a fundamental part in students (digital natives’) life, making it crucial that these resources are available and accessible to them in their school environment.
Reference
Cowley, J., Chanley, S., Downes, S., Holstrom, L., Ressel, D., Siemens, G., &
Weisburgh, M. (2002). Preparing Students for Elearning. Retrieved from
Blackboard
Inspiration
Week 2 Reflection
TRANSLATING CONSTRUCTIVIST THEORY INTO PRACTICE IN PRIMARY-GRADE MATHEMATICS
REFLECTION – WEEK 2
When asked in the tutorial to discuss in partners ‘how does social constructivist theory relate to ICT learning experiences?’ Elena and I came up with the following points
· It builds on what we know and thus enables us to learn from it
· By actively participating one on one at our own pace
· Allows for differentiation in learning – allows for different starting points in learning
· In direct relations to mathematics the computer provides educational games and activities such as webquest
· It allows for social interaction via the use of communication through technology. For example; emails and instant messaging
· The use of the computer makes the students excited to learn and becomes more appealing and less fearful
· It also allows for higher order thinking such as problem solving
‘Translating Constructivist Theory into Practice in Primary-Grade Mathematics’ was a study conducted on teachers to see if the style of teaching used in their classroom was a constructivist approach. Kamii (1985) defines constructivism as “the theory according to which each child builds his own knowledge from the inside, through his mental activity, in interaction with the environment”. After reading this case study I believe that a constructivist teacher is one who; makes learning an active and constructive process; ensures that new knowledge is built on prior knowledge; promotes autonomy; and encourages social interaction for knowledge construction and active learning.
I believe that it is crucial that the teacher actively engages her/his students to question, think aloud, and pose other possibilities and methods when developing mathematical skills. As Kamii and Lewis stated (1990) students should be involved in a “social discourse involving explanation, negotiation, sharing and evaluation”. Therefore, this will allow students to engage in high order thinking such as decision making and creating strategies for problem solving.
Reference
MacMost Now1: Ipods In Schools from MacMost Video Pod Cast (bliptv)
Week 1 Reflection
THE DIGITAL NATIVES’ DEBATE: A CRITICAL REVIEW OF EVIDENCE
REFLECTION – WEEK 1
‘Digital natives’ are described as people who are born between the years 1980 and 1994. The distinctive characteristic of ‘digital natives’ have been defined by two assumptions according to the British Journal of Educational Technology.
1. “Young people of the digital native generation possess sophisticated knowledge of and skills with information technologies.
2. As a result of their upbringing and experiences with technology, digital natives have particular learning preferences or styles that differ from earlier generations of students.”
One of the key claims made in this digital natives’ debate is that “education must fundamentally change to meet the needs of these ‘digital natives’.” I agree with this statement made as I feel that the Deparment of Education should be adopting new technologies and resources to meet the needs of the ‘digital natives’. Teachers need to continually adapt new technologies and discoveries to their programs so that students remain interested in learning and are able to relate their findings to their everyday activities. This may therefore mean the usage of iPods in the classroom as a part of educational lessons.
There are a number of arguments made for fundamental changes in education regarding the adaption of new ICT. It is argued that educational departments are becoming ‘outdated and irrelevant’ and are in desperate need for a change. An example made in the article is that educators and authorities need to give students the tools of modern technology. I believe that if students are updated and provided with ICT resources, schools will become a place of relevance and effective learning. Current teaching methods aren’t engaging students so a change in the style of learning can encourage students to actively participate in developing new knowledge. For example, schools should provide efficient numbers of computers so that students can spend quality time to learn at their own pace.
Portfolio Item #8
This is our final portfolio item and i chose to do my photostory on my year 12 school formal. My formal was at oatlands house however the photos will show the preparation, the pre-party and the foraml itself. Hope you enjoy a part of my life which I highly enjoyed. Click on the link to have a peek -> photostory1
