Synopsis

We are living in a new world, where the development of new communication technologies, the globalisation of economies and changes to world cultures are resulting in adaptations in the ways in which we live and work. (Queensland, Literate Futures Project, 2002). A rise in the availability and accessibility of knowledge and an increase in globalisation have resulted in the creation of a knowledge economy. With this new knowledge economy, the traditional skills and teaching practices are becoming increasingly obsolete, not able to equip students with the skills that they will require to navigate through life (Houghton & Sheehen, 2000).

When I attended school the majority of my lessons were based on the traditional chalk and talk method, occasionally we would watch an educational movie but the extent of ICT usage within the classroom was very limited. However, in modern times as learning managers, it is imperative that we supply our students with the skills and competencies that are required for them to progress through life in the knowledge economy. Skills such as the selection and efficient use of information, collaboration, problem solving, critical or higher order thinking and putting knowledge into practice in different and unique situations are becoming more important (Houghton & Sheehen, 2000 & Heath, 2001). We are seeing a shift from focusing on what students know or can retain to how they are able to utilise this knowledge and/or skills they have developed in different contexts in everyday life (Smith, Lynch, & Mienczakowski, 2003). ICT’s offer a way in which we can deliver all this and more to our students.

Through this course I have been introduced to a wide variety of different ICT’s, some of which I had used before and some which I had not. My embedded professional learning has allowed me the opportunity to observe and interact with students in the classroom, to better understand how students best learn and are engaged in a learning experience. I have been able to discuss the potential and current use of ICT's as a platform for students engagement in a learning experience with colleagues and my mentor teachers and had the opportunity to integrate ICT's into learning experiences which I have carried out.


Some of the technologies I have investigated and discussed their potential to enhance student learning and their effectiveness and efficiency in the classroom are blogs, wiki’s, PowerPoint, iPods, animations, video, interactive whiteboards, desk cameras and avatars. I have been fortunate enough to have also utilised a few of these technologies in the classroom to get first hand experience. Further information and discussions relating to their integration and effectiveness in the classroom for each of these ICT’s can be found in my blog postings.


The engagement theory suggested by Kearsley & Shneiderman (1999), is based on the concept that learning experiences which emphasise collaborative efforts which are project based and with a non-academic focus will result in learning that is creative, meaningful and authentic (Kearsley & Shneiderman,1999). A mixture of ICT’s could be used in order to facilitate this type of learning and engage students. For example, students could collaborate between each other, the teacher and other representatives through online blogs or wiki’s. Students define their own topic within a given context to result in a more student centred learning approach and finally, the students are able to present or “sell” their project to stakeholders using a variety of ICT technologies such as the interactive whiteboards, PowerPoint, desk cameras, videos and animations, individually or with different technologies embed within a larger presentation.


Active learning follows on from the engagement theory in that it promotes learning that is effective and efficient through inputs from a variety of sources and senses, the interaction or collaboration with other people and/or resources and the production of a solution or a response. Dale’s cone is often used to measure the effectiveness of learning according to the media involved. ICT’s offer a wide range of resources to facilitate the different styles of media. When I develop a learning experience I attempt to incorporate a variety of different media styles so that I am catering for different learning types and therefore increasing the effectiveness of the learning. An example of a learning experience which I recently carried out that integrated a variety of ICT’s and media styles was for a year 11 Multi-strand class. I integrated the use of visual and verbal learning through a PowerPoint display which had notes, pictures and animations. I also used the desk camera in the class to demonstrate part of the lesson so all the students were able to see. This lesson could have been further improved or more effective if I had included a video or hands on activity where the students were required to suggest a solution to a relevant problem like global warming, which I could have used ICT’s to facilitate.


Problem based learning aims to put students in the role of problem solvers, using real-life situations, which helps to develop higher order thinking, disciplinary knowledge bases and skills which can be used in a variety of contexts. Reflection of a task is a type of higher order thinking and as such blogs could be utilised to develop student’s critical analysis and reflection abilities.


An encompassing factor that I found was that ICT’s all have elements and the potential to enhance engagement, active learning and problem based learning through the facilitation and scaffolding of learning. However, while the potential of these technologies is phenomenal, often in the classroom it stays as potential. Without teachers who are innovative, creative and have the ability to utilise these technologies this potential is wasted. Teachers also need to have access to the resources, interactive white boards may be amazing pieces of technology with the power to revolutionise the modern classroom, but without access to these teachers are without the opportunities to integrate this technology into their learning experiences. We also need to be aware as teachers of social-economic diversity and not simply assume all students have access to a computer or the internet for tasks set outside the classroom.

As learning managers it is our duty to provide learning experiences for students which develop higher order thinking, focus on application rather than regurgitation, which are authentic and relevant, are student centred and which are engaging to all students. ICT’s are a great way to facilitate and scaffold this student learning, not only are they an effective and efficient educational tool but they also create interest and engagement in a learning experience.



References


Active learning
http://www.acu.edu/cte/activelearning/whyuseal2.htm

Heath, G. (2001). Teacher Education and the New Knowledge Environment. Freemantle Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.

Houghton, J. and Sheehan, P. (2000). A Primer on the Knowledge Economy, Victoria University. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au.

Kearsley, G & Shneiderman, B. (1999). Engagement Theory: A Framework for technology-based teaching and learning. Retrieved on 10 April 2010 from http://home.sprynet.com/~gkearsley/engage.htm

Problem based learning
http://pbl.cqu.edu.au/

Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6)(2): 23--37. Accessed from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465

State of Queensland (Department of Education, Literate Futures Project). (2002). New Times, New Literacies. Brisbane: Author.



Blogs I have commented on:


http://learningjourneycaro.blogspot.com/2010/03/activity-43-how-could-you-blogs-be-used.html

http://eplumb10a2.blogspot.com/2010/03/my-first-experience-with-avatars.html

http://tonijordan.blogspot.com/2010/04/power-point-for-teachers.html

http://kyliegupwell.blogspot.com/2010/04/interactive-whiteboards.html

Promethean board - the next best thing since sliced bread...

Prior to going into my school I had heard about the new interactive whiteboards and how great they were, but I didn't really understand just what they were and what the capabilities for the classroom entailed.

I was lucky enough to be placed in a school where they had just had interactive whiteboard installed in the majority of their science rooms. After watching a quick demonstration on the boards and having a bit of a play myself I was sold, the potential for these boards really is mind blowing. I did a little research and found a site promethean planet which has a whole heap of ideas for teachers and programs which can be downloaded.

However, for this potential to be transformed into anything more than potential teachers needs to be creative and have the ability to use the boards effectively. Sadly, the majority of classes I have observed use the board for no more than a projection screen for PowerPoint presentations or for the desk camera, which in itself can also provide for valuable learning experience, however there is so much more the boards can be utilised for.

The potential of these boards to create learning experiences which scaffold student learning and focus on active, problem based learning which is engaging for students is phenomenal.

There are training courses available for the boards and I would recommend at your first opportunity you take the course to learn more about the boards and how they can be used in the classroom to create learning experiences that are engaging and valuable.

Here is a pretty cool example from YouTube of an interactive whiteboard being used.

The use of videos in the classroom

Videos can be very useful tools to engage learners in the classroom, especially shorter interesting clips that extend on information the students have already learnt or know. They could also be utilised as the "hook" for a learning experience to draw students engagement into the lesson.

I was discussing the use of videos with one of the science teachers and he advised me that the school I am at has a resource called Click View, which is basically an online library of a whole collection of videos that can be used directly over the intranet or saved on the teachers computer for use in class. In schools where such useful resource is not available, YouTube has an amazing collection, I don't think there is much available that you can not find on YouTube.

Below is a video from YouTube that talks about Global Warming.



And here is a cool little clip from a BBC production called Weird Nature



I can see the integration of these types of clips as part of a learning experience would enhance the value and the engagement of students, Dale's cone suggests that video/TV is a more effective learning tool then, verbal, visual, audio and still picture and motion pictures.

References

Active Learning online
http://www.acu.edu/cte/activelearning/whyuseal2.htm

Wiki's - Collaborative Learning

I can't say that I am well acquainted with wiki's and how they could be used to their full potential. However, after having a bit of a look around I believe they could be a useful resource for project based learning where collaboration between students and the teacher is required.

Kearsley and Shneiderman's (1999) engagement theory is based upon the principles that in order to achieve engaged learning, students need to have activities that promote team work and involve communication, planning, management and social skills (relate). The activities should also be creative and purposeful focusing on student centered learning, where the students define the nature of the activity (create). Also if the activity is authentic and has a "real life" focus or "customer" the students can see relevance in carrying out the learning experience (donate).

I have created a wiki site called The Green Page. The year 11 Multi-strand class that I have been taking are doing an Environmental unit, later in the unit we will start looking at Environmental Issues. My intention is to incorporate this wiki into my learning experiences in a way that satisfies the engagement theory of Relate, Create and Donate. However, as yet I am unsure how I will achieve this but am in discussion with my mentor teacher, looking at possibilities.


References

Kearsley, G & Shneiderman, B. (1999) Engagement Theory: A Framework for technology-based teaching and learning. Retrieved on 10 April 2010 from http://home.sprynet.com/~gkearsley/engage.htm

Desk cameras, more than they appear

Setting: I have prepared a lesson for a year 11 Multi-strand class, during the lunch break before the class, I head to the classroom to set up my laptop and make sure the power point will display correctly..... It's does not work, I have 10mins until class. What am I do??? In my attempts to get my laptop to display the power point through the interactive white board, I accidental turn on the desk camera, which projects onto the white board. The previous night before I had printed out a copy of the slides for my own reference I have these with me, why couldn't I use the desk camera to project these print outs? What could have been a rather stressful situation for a student teacher is resolved simply and effectively.

Desk cameras are a wonderful tool that can be utilised for positive learning outcomes in the classroom. After my slight debacle I was discussing the desk cameras with one of my mentor teachers, she said that she believed they were possibly one of the best technologies available to teachers in the classroom, especially for teaching and learning science. Just imagine the possibilities for performing demonstrations and reactions in front of the class, being able to engage the students because they can all easily see what is occurring. Another use would be carrying out experiments that may have safety concerns, the teacher is able to carry it out up the front, students at a safe distance but still able to see the reactions, this in many ways can increase the quality of learning.

Desk cameras in many ways can replace the overhead projector, they can do all the same applications plus additional functions and uses made possible through the digital accessibility of the modern classroom.

This is just a few example of the uses of desks cameras, I am sure there are plenty more and I look forward to developing my knowledge and understanding of further uses and applications to enhance students engagement and learning outcomes.

Problems with ICT intergration

ICT's are a fantastic resource, they allow for immediate learning in the case of the Internet and search engines, the answers are literally at students fingertips, they also allow for student centered and higher ordered thinking if used effectively. The use of ICT's often involve authentic tasks which are engaging for students and relevant to real life. However, teachers are very much limited by the resources and facilities available and also by their abilities and creativity in designing and implementing learning experiences that utilise ICT's to their full potential.

Often the reliability of technology is often brought into question, I would like to mention here that often this could be a result of user inability and not so much the technology but there are occasions when servers go down or the technology simply will not work.

I had an experience yesterday in my 11 Multi class where I had designed a PowerPoint for the first section of a learning experience, however, possibly due to my lack of knowledge, the projector would not register my laptop. Luckily I had another ICT option available to me and I used the desk camera to project my printed slides onto the interactive whiteboard. The students were quite impressed and we had a discussion about the desk camera and I demonstrated other functions that we could use in later lessons. I guess being flexible and having resources available definitely helped in this case.

Using animations

Animations are a great way of demonstrating how something works or the process undertaken. In my last post, the PowerPoint about succession has two animations embedded into the presentation, I find it often helps the students to conceptualise the theory or process being taught, making it easier to commit the knowledge to memory and increase understanding. They are also great for student attention and engagement in a lesson.

Something that after undertaking the learning experience I would say is that while animations are very useful they can also be distracting, I had to flick the screen off the animation to get the students attention focused on the questions and discussion I wanted to hold regarding the process of succession.

There are some great sites which have a variety of different animations but having a science back ground I found the science ones most useful.

Here is an example of one of the animations I think would be useful for students to understand the nitrogen cycle.

PowerPoint in the classroom

I am a huge fan of PowerPoint presentations, I find that they are such a versatile presentation tool, not only are they often visually pleasing but they are a great scaffolding tool. I can have a notes page where the students are given the information they require, I can then embed pictures, animations, photos, videos, audio.... the list goes on, to give real life examples to lead into discussions with the students and the developing of higher order thinking and linkages.

I am careful when I use power point not to turn it into a kind of glorified "chalk and talk", while some students do benefit from this kind of teaching, often it does not develop higher order thinking or engagement of students in the learning experience. I can also include sections where I ask what is this or how does this relate to what we have been learning and discussing in previous classes? PowerPoint allows the teacher to regulate the pace of students work and gives a good opportunity to walk around the class and interact with students while they are learning, to determine individuals strenghts and weaknesses and be further able to cater for individual learning requirements.

When I am using PowerPoint I also like to incorporate, questions, class/ group discussions, main points and diagrams on the white board and demonstrations. This way I am catering for a wider variety of learning types: audio, visual and to some extent kinesetic. Gardner's, Multiple intelligences, gives some insight into different 'intelligences' that we need to be aware of in the classroom and to incorporate learning experiences that don't simply focus on verbal or visual intelligence, therefore disadvantaging other students. Also allowing for more active learning, then simple verbal or visual presentation would entail.

The power points below that I have developed were created for a Year 11 Multi-strand class that I have been teaching and have been used in the classroom. They were used in conjunction with activities, discussions, questioning, examples, and diagrams on the whiteboard. I linked the three lessons together as much as possible to integrate the knowledge the students are learning, and get them to start thinking that the ecosystem is complex and of all the interactions and links that occur. I find that you can never have too many examples for students and the more weird and wonderful the better!!!


Nutrient Cycles PP


Interactions Between Organisms


Biological Succession

In order to embed these PowerPoint presentations into my blog I used a site called Scribd, it was simple and very painless.

References

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Active Learning Online
http://www.acu.edu/cte/activelearning/whyuseal2.htm

Voki Avatars

I have had a little play with the voki avatars and created the guy below, I had in mind a year 11 Multi-strand class that I have been teaching who will be beginning an Environmental Unit shortly. While I think perhaps they might be a little old and vokis may be a little more suited to the younger grades, the introduction of one of these guys every now and then would definitely be an attention grabber. Vokis could be utilised in the classroom as a fun, interesting and unique way of presenting important points, or telling students their next task. Bringing interesting and authentic components into the classroom has positive outcomes on students learning outcomes by encouraging positive student additudes(Marzano & Pickering, 1997). Vokis could be integrated into learning outcomes to help students establish positive attitudes and perceptions about the subject and that learning can be a fun and enjoyable process (Marzano & Pickering, 1997).

Here is my little fella telling us about the three R's, hope you like


Get a Voki now!




References

Marzano, R. & Pickering, D. (1997). Dimensions of learning: teacher's manual (2nd ed.). Alexandria: ASCD

iPod's in the classroom the debate.

Could iPod's be used in the classroom as a viable teaching resource? Or would they be too much of a distraction to students?

Why couldn't iPods offer a unique way for students to learn, and what a great resource for children who are strongly audio learners.

The sites below have some good examples of how iPods could be used in the classroom.

Educational world

iPods in Education


The below video also offers some unique ways to introduce iPods into the classroom to engage students.




A problem would be having the resources to purchase or use a class set of iPods. Lynch's 8 LMQ - Question 4 - What resources do I have? (Smith, Lynch & Mienczakkowski, 2003)

What about students bringing their own iPods into class could this be a resource to utilise??

Most schools have a ban on the use of iPods in the class room but couldn't teachers use iPods in the classroom for positive learning outcomes?

Watching my younger sister study she always has her iPod in listening to music to help her concentrate and 'zone' out everything else. Now while I do not benefit from listening to music, I believe I am too easily distracted, by not allowing students the opportunity to work in the way that best suits them are we disadvantaging these students? I asked her if she thought in a classroom it would help her work and she said yes, it helps her zone everyone else out so she can concentrate on her work, she said it would be especially useful in revision lessons.

The use of iPods in the classroom would need to be monitored carefully and with students having a clear understanding of the expectations. While I don't believe they would be useful in all lessons, the learning outcomes for students if implemented effectively could be very valuable.

When considering the use of students iPods in the classroom, again the have and have nots debate needs to be considered, so students are not disadvantaged in any way.

References

Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability", Change: Transformations in Education, (6)(2): 23--37. Accessed from http://moodle.cqu.edu.au/mod/resource/view.php?id=44465

Social diversity

Something that did get me thinking on ICT's is that we will need to be very careful not to disadvantage students who don't have home access to different technologies and further widen the gap of social- economic diversity. In the classroom using school property this would not be such an issue but if we expect students to access blogs or wiki's on the Internet at home, we would need to be careful that all students first have access to Internet facilities. Just a bit of food for thought of some possible issues with ICT implementation outside the classroom.

EEI's and blogging a perfect match?

I was introduced to Extended Experimental Investigation's (EEI) when I observed my first senior biology class. Basically the students are required to design an experiment completely of their choosing but it needed to somehow relate to Biology and have relevance to the 'real world'. Student's were allowed to work in small groups or work on their own to carry out the experiment and write up of results. WOW, was my first reaction what a great concept, students get to choose their own experiment to carry out, which needs to relate to real life and are in complete control of how, when and where. The teacher is there to help when asked but the students have complete control of their learning. Isn't this the type of work that all the literature wants students to undertake??? Engagement theory for one Relate, create and donate, its all there (Kearsley & Shneiderman. 1999).

I started thinking about EEI's and how you could incorporate ICT's into them, the majority of the students used Internet research to find information about their projects but I was sure there had to be more. I then discovered that as part of this assessment the students were required to keep a running record or journal of the investigation. Didn't bells go off then..... what type of Internet based technology would be great for that, where students could document their learning pathways and teachers could monitor this and leave comments or perhaps give a few ideas..... The humble blog. I was so excited by the whole prospect that I mentioned it to the Head of Department (HOD), Tony Muller, why couldn't students use a blog to make a journal of the process that the teacher could monitor and make comments when required? He advised that he also thought that it was a great idea and had in fact implemented a similar idea not long ago.... however, and there is always a however..... what about students who don't have access to the Internet at home, is it fair that these students should be disadvantaged? Needless to say a rather lengthy conversation ensured about have and have not's, Socioeconomic diversity and what could be done. I can't say we came up with a definitive answer but why couldn't this also be a students choice, a choice to write a blog for those who would learn better this way, a journal on the computer or handwritten in a diary or similar for those who would benefit from less technology based learning? Students are then allowed the choice of what would better suit their learning capabilities to get the best outcome and further develop their skills.

References

Kearsley, G & Shneiderman, B. (1999) Engagement Theory: A Framework for technology-based teaching and learning. Retrieved on 10 April 2010 from http://home.sprynet.com/~gkearsley/engage.htm

EPL reflection 1

Two weeks into my EPL and I am starting to see new and interesting ways that I could incorporate ICT's into lessons to increase their value and students engagement in lessons. I have to admit as a learner, I myself need to see things put into context, I guess I am a very visual or hands on (active) learner. Simply reading about different ICT's and trying them out for myself, while I could begin to see their worth, I needed to be in the classroom, I needed to immerse myself in the education system to truly see the links where these technologies could really be incorporated for the best possible student outcomes.

I spent the first two weeks basically like a sponge, for lack of a better analogy, I soaked up every bit of information I could, observed every lesson I was able to, from a variety of different subjects, grades and teaching styles. I observed the teachers different teaching methods, while watching the students to determine the effectiveness. I observed different methods of gaining the students interest and tools used to keep students engaged in a lesson.

In the classroom I quite often found that a tool regularly used to engage students was the usage of ICT's. From my observatory role the evidence of the effectiveness of these tools in the classroom was often quite obvious. In later blogs I will discuss the usage of ICT's that I have observed in the classroom, as well as some technologies that I have not observed, but where I think they could be implemented with positive outcomes for students.

A little bit about me....

Hi Everyone,

Welcome to my very first blog.

I'm a student studying at the Central Queensland University undertaking a Graduate Diploma of Learning and Teaching (GDLT). I am studying to be a secondary school teacher in the subject areas of Biology and Multi-strand. Previously I have completed a Bachelor of Science through the University of Queensland.

I begin my very first prac week in a school next week and while extremely excited about finally being in a classroom I am also a little apprehensive. Will I be good enough, do I know enough, what will I do if this happens, will I be able to engage all students in the lessons.... these are questions I'm sure plenty of student teachers ask themselves before they go into a classroom and questions that I'm asking myself right now. But I'm excited about this challenge and look forward to growing as a teacher and as a learner.