Well, I have finally finished my E-Portfolio!
At first I found Mahara rather daunting, especially hearing people talk about all the things that could be done with it. I had built up an image in my mind that it was going to be complicated and difficult to use.
However, after playing around with the program a few times, and once I opened my first view, I soon found it to be a lot easier than expected. In fact, I became excited by the program and really began having fun uploading new documents and files. It was so straightforward to be able to display YouTube video’s on my view, and upload word documents. I now know how to link RSS feeds to web pages, and it is so simple it almost makes me wonder how I hadn’t figured it out before.
Unfortunately, at this stage I do not have a class with which to carry out the Kitchen Garden Unit I had planned, however I really look forward to finding a class in the future that I will be able to implement the learning activities with. The prospect of using the ICT's that I have planned for this assessment task is quite exciting for me, and I find it difficult to understand why so many modern schools are still reluctant to use many of these technologies.
I’m really quite pleased and proud of all that I have learnt through this course, and yet, slightly overwhelmed at the knowledge that there are still so many hundreds, even thousands, of educational internet programs and sites that I am yet to discover.
Thursday, October 1, 2009
Friday, August 21, 2009
REFLECTIVE SYNOPSIS
During the last six weeks I have been investigating and experiencing a collection of course ware for my university subject Managing E-Learning. Throughout this time I have been exploring a number of web based technologies, primarily focusing on how each of these could be utilised in a Primary school context.
Theorists such as Kearsley and Shneiderman (1999) speak of the importance of providing collaborative learning experiences which have a real life focus. Prensky’s (2001) concept of “digital natives” reinforces the need for providing learning experiences that modern students can relate to. The technologies I have encountered provide examples of ways that this can happen.
Over the past few weeks I have also had the opportunity to keep track of the blogs of my peers and it has proved a very enlightening activity. It is always interesting to read about the differing ways in which people interpret each topic and how they would embed the technologies in a learning environment. I have found many of these ideas to be quite insightful and innovative.
The encouragement that I have found through the interacting with other students has been considerable. Whilst engaging with some of the course work, I occasionally found myself lost or confused, however through finding that many of my peers were encountering similar feelings was very reassuring.
Information technologies should be used as tools to enhance learning. Through my research I can see that the interesting nature of many of the applications could easily detract from a learning experience if used inappropriately. It is important when designing learning experiences that we continue to reflect upon our failures and successes and to critique the effectiveness and efficiency of the activities that we provide to students.
Each of the technologies that I encountered have a place in an educational environment, however there are a particular few that I would be enthusiastic about using in my future classrooms. The photo editing program Picnik (2008) is a technology that I will regularly use with my students. Along with the quiz software and file sharing websites which allow users to share ideas and documents. VoiceThread (2009) was one technology that I was excited about. This was entirely new to me, and is definitely something that I intend to learn more about in the future as i recognise that it would be a great learning tool.
In summary I feel that through this blog and my reflections on the technologies I have been able to further my understanding of how ICT’s can be embedded in the teaching and learning process. Along with the importance of providing authentic and engaging experiences to cater for students in a futures orientated society.
Kearsley, G., Shneiderman, G. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Picnik. (2008). Photo editing made fun. Retrieved August 20, 2009, from http://www.picnik.com/
Prensky, M. (2001). Digital Natives Digital Immigrants. On the Horizon. 9(5), 1-6.
VoiceThread. (2009). VoiceThread. Retrieved on August 21, 2009 from voicethread.com
Thursday, August 20, 2009
Digital Storytelling
Digital storytelling is a combination of the traditional verbal method of storytelling and the use of multimedia tools (Torres, 2009). Students can use photos, drawings, sounds, voice and music to digitally recreate their narratives.
The process of creating a digital story incorporates a number of skills for the students involved. Not only do students need to employ their literacy skills to write the story, they are also using their technological abilities to utilise ICT's, and of course they stimulate their creative sides through the use of music and art.
Where once a upon a time, writting narratives in schools merely involved a pencil, a notepad and a childs imagination, it now gets students involved and experiences storytelling in an entirely new way. The process of developing a digital story can be closely associated with the Relate-Create-Donate process of the engagement theory (Kearsley & Shneiderman, 1999).
Students operate in groups to plan and organise their digital storybook, and this is similar to the Relate and Create stages of the learning engagement theory (Kearsley & Shneiderman, 1999), which allows students to work collaboratively. Along with this students can experience a real life example of their storybook by physically creating it through the use of photos, music and voice.
Digital storytelling can turn the sometimes mundane task of narrative writting into an exciting and interesting project!
Kearsley, G., Shneiderman, G. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Torres, M. A. (2009). Digital Storytelling for Educators. Retrieved Augut 21, 2009 from /www.lubbockisd.org/sfirenza/storytelling/
The process of creating a digital story incorporates a number of skills for the students involved. Not only do students need to employ their literacy skills to write the story, they are also using their technological abilities to utilise ICT's, and of course they stimulate their creative sides through the use of music and art.
Where once a upon a time, writting narratives in schools merely involved a pencil, a notepad and a childs imagination, it now gets students involved and experiences storytelling in an entirely new way. The process of developing a digital story can be closely associated with the Relate-Create-Donate process of the engagement theory (Kearsley & Shneiderman, 1999).
Students operate in groups to plan and organise their digital storybook, and this is similar to the Relate and Create stages of the learning engagement theory (Kearsley & Shneiderman, 1999), which allows students to work collaboratively. Along with this students can experience a real life example of their storybook by physically creating it through the use of photos, music and voice.
Digital storytelling can turn the sometimes mundane task of narrative writting into an exciting and interesting project!
Kearsley, G., Shneiderman, G. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Torres, M. A. (2009). Digital Storytelling for Educators. Retrieved Augut 21, 2009 from /www.lubbockisd.org/sfirenza/storytelling/
Online Quiz Software
Assessment is an integral part of teaching and learning. Traditionally exams and assignments have been completed in paper form and left up to the teach to spend hours marking and reflecting upon. However, the 21st century is upon us, and with it comes several new options regarding assessment.
There are many websites which offer quiz capabilities, and teachers can use these to create simple multiple choice quizzes for use in their classrooms. One of the main advantages of this, is that these quizzes can be automatically marked online! Websites such as Classmarker (2009) offer applications such as this, where you can create your own multiple choice and short response quizzes. You are then able to collate the results of the quizzes and use this data to inform your teaching.
As we have already discussed, profiling of learners is of utmost importance to ensure their success and engagement. Quiz software can provide you with the data you need to assess your students. Not only can you test your students knowledge at the end of a unit, but you can also create a quiz to use prior to the beginning of a work unit. This will allow you to establish what your students already know, and the areas in which they require more clarity and knowledge.
Classmarker. (2009). ClassMarker. Retrieved 21 August, 2009 from www.classmarker.com
There are many websites which offer quiz capabilities, and teachers can use these to create simple multiple choice quizzes for use in their classrooms. One of the main advantages of this, is that these quizzes can be automatically marked online! Websites such as Classmarker (2009) offer applications such as this, where you can create your own multiple choice and short response quizzes. You are then able to collate the results of the quizzes and use this data to inform your teaching.
As we have already discussed, profiling of learners is of utmost importance to ensure their success and engagement. Quiz software can provide you with the data you need to assess your students. Not only can you test your students knowledge at the end of a unit, but you can also create a quiz to use prior to the beginning of a work unit. This will allow you to establish what your students already know, and the areas in which they require more clarity and knowledge.
Classmarker. (2009). ClassMarker. Retrieved 21 August, 2009 from www.classmarker.com
VoiceThread
VoiceThread (2009) is a website which allows you to upload images, or documents and have them critiqued in a number of ways. I had a look through the website and watched several of the pre-existing VoiceThreads and was amazed at the variety that people had uploaded.
This type of technology would have several applications in the classroom, both simply for fun, and for more educational purposes. Some examples of how I would like to use this type of technology in a primary school classroom are listed below:
VoiceThread. (2009). VoiceThread. Retrieved on August 21, 2009 from voicethread.com
This type of technology would have several applications in the classroom, both simply for fun, and for more educational purposes. Some examples of how I would like to use this type of technology in a primary school classroom are listed below:
- As a means for students to safely express their opinion. Many students are shy and do not like to stand up in front of the class to give an opinion, this technology allows students to have their say without the added pressure of being the centre of attention.
- This would be a great tool for reflecting on projects. For example, if the class undertook a science experiment, the teach could upload some photos of the process and students can comment on what worked, what didn't work, and what they might change next time.
- Students could tell progressive stories, with the first student making a comment about the picture or photo displayed to start the story, and the following students responding to this comment by continuing the story. This is an activity which is already employed in many classrooms, using VoiceThread simply allows these fun games to be translated into the digital world.
VoiceThread. (2009). VoiceThread. Retrieved on August 21, 2009 from voicethread.com
Using Music on the Web
I love music! My whole life i have grown up being surrounded my different kinds of music. I play numerous instruments and never go a single day without listening to a CD. i am a strong believer in
Recent reports have shown that less than half of Australian schools recieve any music education. Needless to say i was particularly disappointed by these findings. However i do understand that this is due to a lack of trained musical educators and resources, I also feel that music does not have to be restricted to the Arts subject area.
As we know, most music is subject to copyright and therefore using music for educational activities can require we as teachers to jump through a few loop holes. The website Incompetech (2008) offers a range of royalty free tunes which can be downloaded to your computer and used as you wish. Websites such as this provide new options for teachers who wish to use music in their teaching. Some examples of ways that music from Incompetech (2008) could be used in a classroom include:
BGFL. (2009). Multiple Intelligences (Primary). Retrieved July 16, 2009 from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
Crittenden, S. (2009, July 19). Who Stopped the Music? [Radio Broadcast]. ABC Radio National
Macleod, K. (2008). Incompetech: Royalty Free Music. Retrieved on 20 August, 2009 from www.incompetech.com
Recent reports have shown that less than half of Australian schools recieve any music education. Needless to say i was particularly disappointed by these findings. However i do understand that this is due to a lack of trained musical educators and resources, I also feel that music does not have to be restricted to the Arts subject area.
As we know, most music is subject to copyright and therefore using music for educational activities can require we as teachers to jump through a few loop holes. The website Incompetech (2008) offers a range of royalty free tunes which can be downloaded to your computer and used as you wish. Websites such as this provide new options for teachers who wish to use music in their teaching. Some examples of ways that music from Incompetech (2008) could be used in a classroom include:
- Students could use these songs as background in a presentation or a video clip they create.
- Students could listen to a piece of instrumental music and identify sounds and recognise themes in the songs.
- I have often thought that it would be a fun activity to do with children of any age to have them hear a song, and write a narrative to match the feeling of the music.
BGFL. (2009). Multiple Intelligences (Primary). Retrieved July 16, 2009 from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
Crittenden, S. (2009, July 19). Who Stopped the Music? [Radio Broadcast]. ABC Radio National
Macleod, K. (2008). Incompetech: Royalty Free Music. Retrieved on 20 August, 2009 from www.incompetech.com
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