Reflective Synopsis

According to Waterhouse (2003), e-learning involves improving teaching and learning using instructional strategies enhanced by technology, especially computer technology (p.3). E-learning, at a basic level, involves using information communication technologies (ICTs) to engage learners, and enhance and extend their learning through a variety of innovative ways. ICTs are not limited to solely the computer, but involve a wide range of digital devices including digital cameras, video cameras, voice recorders, iPhones, iPods, etc.

Prensky (2001) believes that today’s learners can be categorised into two groups- digital natives or digital immigrants. Natives are born into and grow up enveloped by digital technology and therefore develop a specific language and syntax around the technology, while immigrants are forced to adapt to a digital world. “Students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations” (QSA, 2007). As future teachers we need to ensure we prepare our learners to be able to function and adapt within a tech savvy society. “ICTs are at the core of teaching and learning in the 21st Century. Queensland’s future depends on how successfully we integrate ICT in the curriculum and daily learning and teaching…Many teachers already use computers to enliven teaching and inspire students. In order to build a 21st Century schooling system……we need teachers to understand how ICT promote higher order thinking skills and deepen understanding in all key learning areas” (State of Queensland, 2002).

Queensland Studies Authority (2007) states that “students explore and experiment with a use of a range of ICT functions and applications. They develop the knowledge, skills and capacity to select and use ICTs to inquire, develop new understandings, transform information and construct new knowledge for a specific purpose or context. They communicate with others in an ethical, safe and responsible manner. They develop understandings of the impact of ICTs in society.”

Incorporating ICTs into the classroom can be done for a number of reasons, which may include the following:
· Connecting learners to other sources of information- human and non-human
· Connecting learners to a variety of multi- modal resources
· Assessment reasons- assessment upload, quizzes, etc.
· As a learning space for collaborative negotiation of learning
(CQUniversity, 2010)

As teachers we need to ensure that our learners are highly engaged and motivated to learn, and for this ICTs are highly beneficial. “Students certainly don’t have short attention spans for their games, movies, music, or internet surfing. More and more, they just don’t tolerate the old ways- and they are enraged we are not doing better by them” (Prensky, 2005).

The four tools that have been chosen to be analysed and discussed are Google Maps, digital video, Animations and the use of blogs. These tools were chosen for a number of learning purposes including to engage and enhance student learning, allow transformation of knowledge, and to teach learners the skills and knowledge they will need to survive in a tech savvy society.

Google Maps
Google maps are an online mapping system which has many uses. Through the online system you are able to take virtual tours, as well as explore cityscapes, landmarks, points of interests, find motels, parks and restaurants. Personal maps can also be created with your own key features and photos located. The tool allows for the Big6 framework to be used where learners are given a problem in which they solve by using a number of steps, including synthesising and evaluating. This tool helps learners become global citizens as it is difficult for them to investigate other countries, or even other parts of Australia first hand. For more detail and examples of how this tool can be used in the classroom, view my Google map blog.

Digital Video
According to a research study by Kearney and Shuck (2006), digital video has a range of common usages in schools, in particular for communication, observation and analysis, and reflection. As a communication tool, digital video facilitates students’ communication of messages, ideas or information. Digital video can also be used as an observation and analysis tool, enhancing students’ observations of phenomena, experiments or performances. Lastly, it can be used as a reflection tool to support student reflections on their own learning.

Windows MovieMaker is the most common and easy to use video editing program. It allows you to use still images, video snippets, photographs, music and voice over to produce your own movies.

Using videos in the classroom can allow learners to create, present, communicate, summarise and evaluate. For further detail on this or examples of how videos can be used in the classroom, view my Digital Video blog.

Learning Objects and Animations
Animations and simulations offer substantial advantages over print based material when it comes to complex interactions and abstract concepts. A virtual experience is also available when the real thing is too difficult or expensive to provide for the learners. On their own learning objects and animations do not constitute learning, however they can enhance learning if embedded appropriately. There are many online animations that offer an exciting and interactive alternative to the usually dull and boring classroom lessons. Online learning activities allow learners to apply their previously acquired knowledge in a number of engaging contexts. To view examples of learning objects or more detail of how they can be used in the classroom, view my blog.

Blogs
Many blogs provide commentary or news on a particular subject, while others function as more personal online diaries. Many blogs combine images, texts, links to other sites and other media related to its topic. Only the author of the blog can edit the information but allows the audience to respond and comment on what has been said in an interactive and collaborative way. Blog entries are organised by date which allows for sequential development of ideas to allow easy tracking and identification. Because of this feature a diary type task such as a reflective journal is ideal. Blogs can also be used as an effective tool for teachers to monitor students progression and understanding of a developing task. Further information can be found on my blog.

Students use ICT to access, integrate, manage and evaluate information. They use ICT to develop new understandings, and to participate as global citizens through collaboration across local, national and international borders. Digital pedagogy has been shown to transform learning. It enables students to develop a deep knowledge through inquiry, connecting to sources of information, both primary and secondary across the world. ICT supports thinking, organising ideas, planning solutions, modelling and visualising the invisible. ICT allows learners to build solutions and products through highly creative, expressive and reflective processes. Few of these processes can occur in equivalent face to face classrooms. Hence there is a compelling case for teachers to develop skills in using these technologies, and pedagogies that support their best use for learning (CQUniversity, 2010).

References:

CQUniversity Australia. (2010). FAHE11001- Managing E-Learning: Study guide. Bundaberg, QLD, Australia.

Prenskey, M. (2001). Digital natives, digital immigrants. Retrieved on August 20th 2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Prenskey, M. (2005). Engage me or enrage me: what today’s learners demand. Retrieved from CQUniversity moodle, FAHE11011 Managing E=Learning, http://net.educause.edu/ir/library/pdf/erm0553.pdf

State of Queensland (2002). Information and communication technologies for learning: School kit (2002-2003). http://education.qld.gov.au/itt/learning/docs/infokit.pdf

Queensland Studies Authority. (2007). Information and Communication Technologies(ICTs) Cross-curriculum priority by the end of Year 3. Retrieved on August 20th 2010 from www.qsa.qld.edu.au

Learning Objects and Animations

On their own learning objects and animations do not constitute learning, it is our role as a teacher and learning designer to embed them in a larger learning context. Learning objects, animations and simulations are a great tool used to engage and motivate learners. The tools cannot be used on their own, but they can extend and develop students understanding and knowledge. Often students can apply their knowledge to the tool to promote higher order thinking and reasoning skills.

The amount of learning objects are in no way limited, with many teachers accessing the Learning PLace to search and find suitable activities. Even as an adult I find myself engaged and interested when using learning objects, just the other day I completed my first knee surgery- virtually, using an internet site Edheads. Learning objects and animations can allow learners a virtual experience when the real thing is either too difficult to achieve or too expensive.

In my current prac class, I have seen learners be taught the basic content of a certain area- adding fractions with different denominators, within a regular classroom. Once students demonstrate that they have the basic understanding, they can then go online to a program called Mathletics, where students challenge others from around the world in the same content area that the teacher sets them to do. The learners that I have observed are all motivated to learn and use Mathletics to earn points online to alter their digital character. This is just one example of how interactive ICT learning can motivate and extend students learning.

Digital Video

Digital Videos can be created by using still images, photographs, video clips and music. The simplicity of many movie editing programs, especially MovieMaker, allows for learners of different ages and ability to use the tool effectively. The above video is what I produced during my first time experimenting with MovieMaker.

The tool can allow learners to create their own presentations and movies, in a number of different ways. As part of an art unit, learners may create mini sets with backgrounds and characters to create a story, either by video with sound, or a series of still images with recorded voice overs. Learners could also create a visual instructional movie to demonstrate how to complete something- making a cake, throwing a ball, etc. By doing this learners would be using higher order thinking to reflect and evaluate their own skills and processes and how to instruct others.

Digital Videos is a highly engaging tool for learners of all ages, as it allows for flexibility and allows learners to express themselves appropriately in a variety of contexts.

Google Maps

The above two photos were taken using a digital camera, then uploaded to a computer, and later on uploaded to Google maps to produce my own personal map with my own images. See the image below for my created Google map.

Personally I love Google maps, it is fun simply to find your own house, or check out where you would like to go. Google maps allows you to take virtual tours of almost anywhere in the world. Before heading to Bali a few years ago I used Google maps to see where my hotel was in relation to attractions, transport, food, etc. The tool can be highly valuable in a classroom as it has a number of ways in which different scenarios and contexts can be applied. As an example younger grades who might be following a research scientists travels, can track their journey electronically, uploading images at the site in which they were taken. Middle primary learners may use Google maps to plan a detailed holiday somewhere in the world, listing accommodation, restaurants, attractions, transport, etc. I have seen learners complete a similar task to this but without Google maps, which would enrich and engage the learners so much more.

The possiblities for Google maps are endless. The tool is simply a great way to compare and evaluate different countries terrain and building by getting an accurate satelite image and taking virtual tours.

View My first map in a larger map

Images

Due to copyright laws, the source of images need to be acknowledged and referenced. However on the website Flickr there is a creative commons section which consists of images that are copyright free- meaning they don't need to be referenced or acknowledged!

The image to the left was taken at Noosa National Park and could be used within a sustainability unit- investigating that layout and restrictions that Noosa Beach has (no high rises, etc) compared to Surfers Paradise. Students can then identify positives and negatives regarding each location in regards to the environment.

Being able to use images without having to worry about copyright laws is a real time saver for teachers who regularly use images within their lessons.
When uploading images to sources it is necessary to resize them if they are large. This will save alot of time as the size of the image will be dramatically smaller and will save space.

Podcasts

I had never had anything to do with podcasts- never really listened to any and had never created any. Before learning about podcasts in the lesson I had never thought about using them within the classroom. Podcasts can easily be created using mp3 players with a microphone, or with todays modern mobile phone. Once a podcast is created it can be uploaded to a number of websites including PodOmatic. Podcasts can be a great way to give instructions or directions to an auditory learner, as many of todays technolgies are directed to visual learners. Podcasts can be used as a great tool in the classroom, especially for activities like science experiments where learners can quickly and effectively record their observations without needing to write. When used within context podcasts can be a highly valuable classroom tool.

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