Webquests are a form of web based learning activities. They are most commonly inquiry based experiences and involve a sequence of tasks relating to a topic which can be completed primarily on the internet. Although these WebQuests do take quite a lot of time to create they are interesting and innovative learning tools which allow students to progress through activities at their own pace.
Last year a friend and I created a Webquest using WebquestDirect (2009) for an assignment. It was quite a time consuming process as we were still trying to learn the ins and outs of the creation process. However, it was a great learning experience for us and I certainly learnt alot about how these programs can be implemented in the classroom.
I can see that Webquests would not always be appropriate for classroom use, and would be more effective with middle and upper primary students. Although I do feel that if a class were to complete at least one Webquest per year would provide both a new and an interesting form of assessment and experience for the students, whilst not consuming too much of the teachers time to prepare it.
WebQuests are an innovative way of learning through the use of ICTs, and I feel that, when appropriately administered in a classroom, would certainly maximise the engagement and involvement of all students.
WebQuest Direct. (2009). WebQuest Direct. Retrieved 20 August, 2009 from www.webquestdirect.com.au
Tuesday, August 18, 2009
Prensky and Podcasts
These days, with all the new advances in technology, it can become pretty difficult to keep up. However, the younger someone is, the more aptitude they seem to have for utilising electronics. Prensky (2001) introduced us to the terms “digital natives” and “digital immigrants”, which refer to the fact that the younger generations in our communities have been brought up with all of these digital devices, which is why they use them so proficiently. Where as, the older people in our communities are “immigrants” to the digital world, and often find it more difficult to utilise these devices.
This can present teachers with quite the predicament at times, with their students being more familiar with technology than they are. However it is imperative to keep our students engaged and interested that instead of shying away from technology, we harness it and all its power and use it to our advantage in the classroom!
I recently came across an article that, I feel, takes classroom technology use to a whole new level. A school in New York has been donated hundreds of mobile phones and other devices to be used by its students for educational purposes. Obviously, these phones have restrictions on what can be accessed and there is a barring on all calls being made during school time.
These devices are to be used by teachers and students to access electronic learning materials such as podcasts. Well, immediately I thought “WHAT AN IDEA!”
Podcasts are an effective learning tool, and can allow students to listen or watch short presentations. Podcasts work well for students to may have missed a lesson at school and need to catch up on work or to be used as an introduction at the beginning of a new or more advanced topic.
Teaming the use of Podcasts with mobile phone devices as this New York school has done, is a wonderful innovation as it means that now students can access their Podcasts wherever they go, at any time!
Prensky, M. (2001). Digital Natives Digital Immigrants. On the Horizon. 9(5), 1-6.
Samsung. (2008). Hope for Education. Retrieved on 14 August, 2009 from http://www.samsungcamerausa.com/us/hopeforeducation/about.html
This can present teachers with quite the predicament at times, with their students being more familiar with technology than they are. However it is imperative to keep our students engaged and interested that instead of shying away from technology, we harness it and all its power and use it to our advantage in the classroom!
I recently came across an article that, I feel, takes classroom technology use to a whole new level. A school in New York has been donated hundreds of mobile phones and other devices to be used by its students for educational purposes. Obviously, these phones have restrictions on what can be accessed and there is a barring on all calls being made during school time.
These devices are to be used by teachers and students to access electronic learning materials such as podcasts. Well, immediately I thought “WHAT AN IDEA!”
Podcasts are an effective learning tool, and can allow students to listen or watch short presentations. Podcasts work well for students to may have missed a lesson at school and need to catch up on work or to be used as an introduction at the beginning of a new or more advanced topic.
Teaming the use of Podcasts with mobile phone devices as this New York school has done, is a wonderful innovation as it means that now students can access their Podcasts wherever they go, at any time!
Prensky, M. (2001). Digital Natives Digital Immigrants. On the Horizon. 9(5), 1-6.
Samsung. (2008). Hope for Education. Retrieved on 14 August, 2009 from http://www.samsungcamerausa.com/us/hopeforeducation/about.html
Google Earth
Google Earth is a program that I am particularly familiar with. My family regularly have visitors from foreign countries and other parts of Australia and during each visit we will often ask our guests to show us where they live on Google Earth. By doing this, not only is it a great conversation starter but it also enables us to learn more about our visitors.
This program could easily be used in a similar way in a classroom. The new student in a class could use a computer, or interactive whiteboard to show his/her classmates where they used to live. Along with this, Google Earth could be used by students during geography lessons to compare the topography and landscapes of other parts of the country.
Many students in remote parts of Australia have never even been to the beach, yet they are studying a unit on ‘The Ocean’, Google Earth gives an opportunity for these students to get a better look at these unfamiliar environments.
Through my own use of the website I have discovered that many parts of the United Kingdom are unavailable for closer inspection through the program. This is an interesting fact which could be used to make a point to older students who may be studying the different political structures or safety codes of other countries, and indeed the reasoning behind such issues.
Programs such as Google Earth are marvellous learning tools, because they combine a number of factors to engage students. Not only do they utilise and appeal to the students’ electronic interests and abilities, but they also provide a real life connection with what they are learning about in school, as well as aiding inclusive education practises by allowing students to learn about their peers and share their own experiences.
Google. (2009). Google Earth 5.0. Retrieved on 15 August, 2009 from earth.google.com
This program could easily be used in a similar way in a classroom. The new student in a class could use a computer, or interactive whiteboard to show his/her classmates where they used to live. Along with this, Google Earth could be used by students during geography lessons to compare the topography and landscapes of other parts of the country.
Many students in remote parts of Australia have never even been to the beach, yet they are studying a unit on ‘The Ocean’, Google Earth gives an opportunity for these students to get a better look at these unfamiliar environments.
Through my own use of the website I have discovered that many parts of the United Kingdom are unavailable for closer inspection through the program. This is an interesting fact which could be used to make a point to older students who may be studying the different political structures or safety codes of other countries, and indeed the reasoning behind such issues.
Programs such as Google Earth are marvellous learning tools, because they combine a number of factors to engage students. Not only do they utilise and appeal to the students’ electronic interests and abilities, but they also provide a real life connection with what they are learning about in school, as well as aiding inclusive education practises by allowing students to learn about their peers and share their own experiences.
Google. (2009). Google Earth 5.0. Retrieved on 15 August, 2009 from earth.google.com
Friday, August 14, 2009
E-portfolios for E-Learning
E-portfolios, such as Mahara (2006), provide a domain where one can create an online portfolio.
Along with this, these webpages often have social networking and blogging capabilities. For personal use as a teacher or educational institution a Mahara account can provide opportunities to upload and share teaching idea, strategies and activities with the other users within your network.
I have recently developed an account through Mahara and although I have not yet started creating my own portfolio, so far it seems as though it should be relatively easy to operate and utilise for professional development and learning.
In terms of school use, programs such as Mahara and other e-portfolios can be used in a similar way. I personally feel that these programs would be best used, not necessarily for use by individual students, but on a whole class level.
Classes could upload details about the term theme and the class projects that students are undertaking. Students could connect with classes from other school of the same age group and compare their own learning experiences with that of the other students.
E-portfolios can be used both at the professional and administrative level for teachers, and also for use in the classroom and I look forward to further developing my own Mahara account to discover some more possibilities for learning.
Mahara. (2009). E-portfolios. Retrieved on 10 August, 2009 from mahara.org/about/eportfolios
Along with this, these webpages often have social networking and blogging capabilities. For personal use as a teacher or educational institution a Mahara account can provide opportunities to upload and share teaching idea, strategies and activities with the other users within your network.
I have recently developed an account through Mahara and although I have not yet started creating my own portfolio, so far it seems as though it should be relatively easy to operate and utilise for professional development and learning.
In terms of school use, programs such as Mahara and other e-portfolios can be used in a similar way. I personally feel that these programs would be best used, not necessarily for use by individual students, but on a whole class level.
Classes could upload details about the term theme and the class projects that students are undertaking. Students could connect with classes from other school of the same age group and compare their own learning experiences with that of the other students.
E-portfolios can be used both at the professional and administrative level for teachers, and also for use in the classroom and I look forward to further developing my own Mahara account to discover some more possibilities for learning.
Mahara. (2009). E-portfolios. Retrieved on 10 August, 2009 from mahara.org/about/eportfolios
Thursday, August 13, 2009
Interactive Whiteboards
Interactive WhiteBoards (IWBs) are large digital devices, with similar functions to a computer but which have a large touch screen which can be wall mounted in a classroom. Loaded up with an abundance of teaching and learning software they are truely wonderful resources.
I have been lucky enough in my time as a student teach to seen these IWBs in use. From what i have seen the children absolutely loved it when they got to use the Interactive WhiteBoard during a lesson, and they were more likely to be engaged and interested in a task. The IWBs have a number of aplications for almost every lesson you could imagine, from handwriting to mathematics and interactive learning games.
However, I have also witnessed these devices being very rarely used or being used simply as if they were a large computer. I suppose what this necessitates is that for the IWB's to be an effective learning tool, the teachers and schools who possess them need to be very proactive about encouraging and educating their staff about how to use them and the benefits involved.
I have been lucky enough in my time as a student teach to seen these IWBs in use. From what i have seen the children absolutely loved it when they got to use the Interactive WhiteBoard during a lesson, and they were more likely to be engaged and interested in a task. The IWBs have a number of aplications for almost every lesson you could imagine, from handwriting to mathematics and interactive learning games.
However, I have also witnessed these devices being very rarely used or being used simply as if they were a large computer. I suppose what this necessitates is that for the IWB's to be an effective learning tool, the teachers and schools who possess them need to be very proactive about encouraging and educating their staff about how to use them and the benefits involved.
WIKI's and Education
After reading about the online WIKI technology i was presented with the question of 'how could this technology be used in a learning environment?'
I must admit that i had never considered using such technologies for educational purposes, but faced with the idea of this i soon came to realise that the capabilities for use in a classroom environment are numerous. I can recognise where this would be a useful tool for students to use during group work or research projects. This would allow students to conduct their own individual research and post this to the WIKI so that it is available for viewing by the rest of the class.
Along with this, simply for a class to have their own WIKI site that is ever changing and that has new pages added throughout the year would be a great learning tool. As a student teacher i can only imagine the possibilities of having an online 'word wall' or using the WIKI's to write progressive narratives.
At the end of the day, i believe that the possibilities for the use of WIKI's as learning tools are only limited by your imagination.
Tangient LLC. (2009). WIKISPACES. Retrieved on August 10, 2009 from http://www.wikispaces.com
I must admit that i had never considered using such technologies for educational purposes, but faced with the idea of this i soon came to realise that the capabilities for use in a classroom environment are numerous. I can recognise where this would be a useful tool for students to use during group work or research projects. This would allow students to conduct their own individual research and post this to the WIKI so that it is available for viewing by the rest of the class.
Along with this, simply for a class to have their own WIKI site that is ever changing and that has new pages added throughout the year would be a great learning tool. As a student teacher i can only imagine the possibilities of having an online 'word wall' or using the WIKI's to write progressive narratives.
At the end of the day, i believe that the possibilities for the use of WIKI's as learning tools are only limited by your imagination.
Tangient LLC. (2009). WIKISPACES. Retrieved on August 10, 2009 from http://www.wikispaces.com
Tuesday, August 11, 2009
Student Profiling and Learning Styles
Profiling learners is an essential tool in order to ensure the success of learning activities. It is important when developing learning plans for students that the learning manager is aware of the things that the students already know and understand, the interests of these students, as well as the ways in which they learn best.
There are several tests available which can be used to determine outstanding traits which people have. Some examples of these tests are the Meyer’s Briggs personality test, Richard Felder’s Learning Styles quiz and the Multiple intelligences test which was designed by Howard Gardner in 1975. In terms of use in a school context, I personally feel that although each of these tests give some insight into the minds of our students, the multiple intelligences could be the most useful.
This test can be done online on the Birmingham Grid for Learning website (2009), and the results are displayed on a colourful pie chart. This is the type of test that I feel would be well suited to be completed by students at the beginning of a semester. The easy to read results chart would give the learning manager a great overview of their classes strengths, weaknesses and interests. In turn, this information can be used to design learning experiences which will maximise interest and success for ones students.
Ultimately any one of these tests, when used appropriately, give the opportunity for learning managers to better understand their students and therefore enhance the teaching and learning process.
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
There are several tests available which can be used to determine outstanding traits which people have. Some examples of these tests are the Meyer’s Briggs personality test, Richard Felder’s Learning Styles quiz and the Multiple intelligences test which was designed by Howard Gardner in 1975. In terms of use in a school context, I personally feel that although each of these tests give some insight into the minds of our students, the multiple intelligences could be the most useful.
This test can be done online on the Birmingham Grid for Learning website (2009), and the results are displayed on a colourful pie chart. This is the type of test that I feel would be well suited to be completed by students at the beginning of a semester. The easy to read results chart would give the learning manager a great overview of their classes strengths, weaknesses and interests. In turn, this information can be used to design learning experiences which will maximise interest and success for ones students.
Ultimately any one of these tests, when used appropriately, give the opportunity for learning managers to better understand their students and therefore enhance the teaching and learning process.
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
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