Assignement Two : A theme park Adventure

Exploring the four groups of digital technologies for me was like being a kid in a theme park. The first group, the blogs, wiki's and web pages were the park itself, the lay out of the park and the other groups of technologies like the rides and stalls. Discovering each technology was exciting and thrilling but also scary and frustrating. Initially I was hesitant and unsure of using the technologies but by working through each one, my confidence grew to where I was keen to get on the next ride. Each technology led to another; each application had more aspects to learn, more ways to utilise in schools or for personal or work use. Just like a kid in the park, I often didn't want to stop playing, finding some of the technologies a little addictive, especially the ones involving imaging and with creative outcomes like Glogster (educational version) or Zooburst . Others were fascinating and mesmerising like Google Earth where you can take a virtual tour or choose to star gaze. I can imagine that given the resources, both financial and educational and a conducive school environments, utilising these technologies for primary students' education has the potential to engage and inspire students and school communities in a world of learning that is meaningful, constructive and fun.

The technologies require critical thinking as students need to observe, understand and analyse what is happening, plan and decide what to use, how and where. Then they need to engage with the technology and do the activity; utilise what they have created and establish how they will communicate this with the desired audience, publish it and then await review and feedback and maybe reassess and alter the publication to accommodate the feedback. Quite a process. (McLoughlin and Marshall 2000) discuss that technology use in education is not just about the delivery of information to students rather it is about scaffolding the learning tp assist students to construct their knowledge. Keeping this in mind and ensuring there is an educational purpose ICT's are a vital part of the learning process to prepare today's students for active participation in a global community.

My journey through the exploration of the four technologies is documented on my blog - Mezza's Blog which includes examples of technologies I have tried and references to other websites and documents that I discovered on my way. During this adventure I also created a webpage and a wiki, at both of these sites you can find the evidence of my learning of ICT's. Some aspects of the webpage - Mezzalearning  and the wiki -Mezzas wiki are rather rudimentary and require refining, some are okay; I found the experience of creating these challenging, time consuming and rewarding. Whilst creating these sites I kept in mind how utilising these technologies might feel for primary school children; I plan to keep in mind the;

• frustration generated when some aspect of the technology doesn't work
• elation felt when things work and you publish something that is uniquely yours
• time consuming nature of the tasks when you are not familiar with the technology
• need to scaffold the learning, keeping tasks and developmental process within the capabilities of the user initially and then extend them
• need to work within the availability of the technologies, equipment and resources within the school environment
• need to assess the students capabilities prior to using the technologies as many may be more familiar with using the technologies and less hesitant whilst some students may only have access at the school
• legal, ethical and safety issues inherent in using these technologies.

Further analysis of the elements of the four technologies can be found in my blog postings that are appendages to this posting. The following discussions centres on the ethical, legal and safety issues and the four technologies I think I will most likely use and be able to use (resources) in my teaching practice. Whilst they are my favourites, each technology I explored had merit and excitement, laced with creative potential and if available to use, would enhance student learning.

Using technologies raises some legal, ethical and safety issues for the users of the net and educators need to be aware of the issues especially with school children. Some websites include `safety hints' and rules on their pages that outline directly the precautions a user needs to take, for example the Tate Online Kids Gallery has `Tate Kids Online Safety'. Schools often conduct cyber safety workshops and advice for teachers, users and parents using the Australian Government safety guide (you can view it here at cyber {smart}), The rules are based around these issues;

1. keeping the users identity safe from predators, or others with ill intent, or unwelcome marketing (not sharing personal information)
2. keeping people from exposure to inappropriate material
3. keeping safe from bullying or harassment
4. theft of information or ideas, plagiarism, poor attribution to original material
5. believing everything on the net is true and factual.

The Stay Smart Online Website is a comprehensive website that outlines the issues and has programs for all types of users. In the section for teachers and schools it has programs the students can work through to increase their awareness of safety issues. Being aware of and making students aware also, and putting into place the appropriate safe guards as outlined in the `Stay Smart' website will significantly help teachers ensure students stay safe whilst using the web.

There are several resources  for information about being safe on the net (as mentioned previously) and others like Bianca Nolan  (2011) created a very useful ready guide for copyright and communication implication of uploading on a blog or wiki. It can be viewed here on her blog page Bianca's Blogging experience.

Blogs
Digital technologies Group One
The blog underpins the current course in ICT's that I am studying and is the launch pad for discovering and examining the other technologies. The benefits and drawbacks of using a blog are examined in this PMI and again outlined in the examination of Group one technologies in Appendix One and also found in my blog (Mezza's Blog). Blogs enhance and support modern day learners by being a platform for

• creating a personalised work space reflective of them as individuals (or collaborative work unit)
• summarising and reflect knowledge the students have already and acquired through using the blog
• comparison and contrasting various issues/topics/resources
• utilisation of various other technologies within the blog space
• thinking, planning, analysing and editing. Creating, publishing, sharing their learning. 

Using blogs, where the learning is well structured and supported by sound learning theory, has the ability to transform learning by making the learning student focused and student driven. It can be engaging and enjoyable - not like school work at all! I could envisage using blogs in the classroom primarily in two ways;

1. as a classroom blog to showcase work and classroom events and activities and share this with parents and the school community and to journal the classes journey through the year
2. for particular class lessons, for example a science project examining the solar system; Students could reflect on their learning, use google earth & sky to visit planets, utilise other websites like NASA for information and experiments.

Podcasts
Digital technologies Group Two

Although podcasting was initially tricky and requires more equipment, I think it is an invaluable learning tool for primary school education. Podcasts can be used by both the students to present their work and by teachers to deliver lessons or instructions. They can be played on various media and repeated, stopped and shared to enhance learning. They are also a creative forum where photos or videos can be included to enhance the audio content. A SWOT analysis of pod casts can be found in my blog at this posting: analysis of podcasts. I think blogs have the potential to transform learning because they take the learning out of the traditional classroom and the teacher becomes more of a collaborative partner and facilitator of the learning process.

I would use podcasting with a class to enhance thee students reading and speaking skills; Students could write a story, record it, design a photo/picture gallery to go with the story and then publish it. The skills involved in this sort of project are huge and it can be just as easily used by younger grades as older ones. As with all teaching/learning the learning activity needs to be structured, supported by sound theory and scaffolded to enable the student to achieve and move through the required tasks. I would also use podcasts for messages and notices in class wiki's or webs pages. More information about podcasting (and other group two technologies) along with the opportunity to view my own attempts at podcasting can be found in appendix two Group Two Technologies.


Powerpoint
Digital technologies Group Three

Power point is the stand out for me in this group of technologies as I believe it has many uses and is the `workhorse' of this group. Using power point for lesson planning provides a platform from which lessons can evolve, develop and be shared. I have outlined the benefits of powerpoint in blog posting entitled Group three technologies, (Brennan 2011). Please refer to Appendix Three for a more detailed analysis of power point and a discussion of how I have used powerpoint in my role as School Based Youth health Nurse with high school studetns. There are also useful sites for using powerpoint in the classroom.

I would utilise powerpoint most as a teacher because

• most classrooms have the facility to use powerpoint with projectors and laptops
• lessons are easily stored and retrieved using digital storage devise
• preparing lessons using powerpoint requires the acquisition of knowledge that can be transformed into a presentable style and I find in this process I gain a workable understanding of the information I am presenting. It allows for clarification of thoughts, plans, objectives and outcomes of the lesson.
• it is interactive and interesting for the student and can be stopped, started and can go backwards. The lesson can be printed off if need be. Shared
• Include video, audio and other media to enhance the presentation

Concept and Mind Maps
Digital technologies Group Four

Novak and Carias (2008) describe concept maps as a "...truly a profound and powerful tool' and that "... one begins to see that a good concept map is at once simple, but also elegantly complex with profound meanings." This is why I like concept maps; they are an effective tool for planning and for clarification of ideas, thoughts & concepts, to take notes and problem solve. The other reason I think they are a valuable tool is because they can be used by all age levels, by groups or individuals and in a variety of situations. Please refer to blog posting group four technologies for examples of concept maps along with a more detailed discussion of its uses. I would use concept maps for teaching and learning for myself to plan and organise ideas for lesson planning and I would teach the concept tool to students initially so they could grasp the simplicity of the tool and then use it to plan and organise their own work. I would initiate concept mapping at the beginning of project work for both groups and individuals to direct their work and develop their thinking.


In conclusion then I think it is about balance. The balance between;

• virtual experiences and real experiences
• sitting at the computer and being physical
• doing work and day dreaming
• thinking and producing
• working collaboratively and alone
• typing and writing
• creating a poster on line and one by hand

and the final underlying defining one is the balance between resources available, teachers ability to impact ICT's and the need to teach here and now with what they have at hand. It is a fun theme park.

Appendix List

1. Brennan. M, (2011) Group One Technologies Mezza's Blog.  Retrieved 15th April 2011 from  http://mezzas-learning.blogspot.com/2011/04/group-one-digital-technologies.html

2. Brennan. M, (2011) Group Two Technologies Mezza's Blog. Retrieved  15th April 2011 from http://mezzas-learning.blogspot.com/2011/04/group-two-digital-technologies.html

3. Brennan. M, (2011) Group Three Technologies Mezza's Blog. Retrieved 15th April 2011 from http://mezzas-learning.blogspot.com/2011/04/group-three-technologies.html

4. Brennan. M. (2011) Group Four Technologies Mezza's Blog. retrieved 15th April 2100 from http://mezzas-learning.blogspot.com/2011/04/group-four-technolgies.html



Reference List

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Retrieved 14^th March 2011 from Bloom's Taxonomy of Learning Domains in http://nwlink.com/donclark/hrd/bloom.html

Borsch, S. (2009).  Accelerating Change Insights and Ideas in Internet, Social & Web Technology. Retrieved 10th April 2011 from http://blogs.scholastic.com/accelerating_change/2009/07/having-information-and-facts-at-your-fingertips-about-the-internet--and-web-is-absolutely-critical-whether-youre-formulatin.html

Bratina T, Hayes  D, and Blumsack, S.  Preparing Teachers To Use Learning Objects. Retrieved 1st April 2011 from http://technologysource.org/article/preparing_teachers_to_use_learning_objects/

Churches A., (2010) Facilitating 21st Century Learning Retrieved 4th April 2011 from http://edorigami.wikispaces.com/home

Dickey. M, D (2004) The impact of web-logs (blogs) on student perceptions of isolation and alienationin a web-based distance-learning environment. Open Learning Vol 19, No. 3, Nov 2004. Retrieved 10^th April 2011 from http://mchel.com/Papers/OL_19_3_2004.pdf.

Downes, S. (2004). Educational Blogging. Retrieved 10th April 2011 from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920

 

Ferdig and Trammell (2004) Content Delivery in the `Blogosphere' Transforming  education through Technology Retrieved 10th April from http://thejournal.com/articles/2004/02/01/content-delivery-in-the-blogosphere.aspx

Hill, P. (2010). Thoughts on using Prezi as a teaching tool. Retrieved 10th April 20011 from
http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/


Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. Retrieved 10th April 2011 from http://net.educause.edu/ir/library/pdf/HR2011.pdf

 Kearney, M. and Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australasian Journal of Educational Technology, 22(2), 189-208. http://www.ascilite.org.au/ajet/ajet22/kearney1.html

Khan, S. (2011) Lets use video to reinvent education Retrieved 2^nd March 2011 from http://ted.com/

McLoughlin, C. and Marshall, L. (2000). Scaffolding: A model for learner support in an online teaching environment. In A. Herrmann and M.M. Kulski (Eds), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Perth: Curtin University of Technology. http://lsn.curtin.edu.au/tlf/tlf2000/mcloughlin2.html

Nolan, B,. (2011) Bianca's Blogging Experience Retrieved 10th April 2011 from  http://biancanolan.blogspot.com/

 Novak, J. D. & A. J. Cañas,  (2008). The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, Retrieced 12th April 2100 from  http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001

Robinson, K (2006). Ken Robinson says schools kill creativity. Ted talks. Retrieved 1st April 2011 from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Shaw, G  (2010) Powerpoint Magic, Presentations, Educational Games and Project Managment. Retrieved 4th April 2011 from http://www.pptmagic.com/

Smart copying the official guide to copyright issues for Australian schools and Tafe’. 2008. Retrieved 10^th March 2011 from http://www.smartcopying.edu.au/scw/go/pid/946

Stover, E. What are the benefits of Using PowerPoint and Slide Presentations in the Classroom? Retrieved 4th April 2011 from http://www.ehow.com/facts_5008796_using-powerpoint-slide-presentations-classroom.html.

Tusaloosa City Schools (2002) Using PowerPoint in the Classroom. Retrieved 4th April 2011 from http://www.online.tusc.k12.al.us/tutorials/pptclass/pptclass.htm.

World bank Report (2011) The Use of Mobile Phones in Education in Developing Countries. Retrieved 12th April 2011 from http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,html

Group Four Technolgies

Group Four Technologies
There are a huge array of online programmes, tools, games and resources that provide the user with a virtual experience. Some of these are specially designed for educational purposes, others are for a broad audience and others still are for specific users. They provide access to simulations for learning that students possibly would not have been able to access themselves, being the next best thing to the `real' experience (and has potentially saved a lot of frogs!)  The array and volume is expanding continually and with the increasing trend towards mobile `anywhere and anytime' access to Internet is changing the way in which society uses and processes information and has major implications for the role of teachers (Johnson, et al 2011). Students, when completing school, will be entering a world we now find difficult to imagine and preparing them for this world will require the integration of digital technology into most aspects of learning (Borsch 2009). Utilising `Learning objects' in the classroom may be one way to assist teachers to keep pace and cater to the students needs.

Learning Objects
A `Learning Object' describes an object that is designed for a specific purpose and can be reused. The specific purpose in this instance is to facilitate learning (Bratina, Hayes, and Blumsack 2002). Learning objects in this course refer to animations, simulations and other digital technologies like google earth and maps that facilitate learning. Learning objects like Salman Khan's `Khan Academy' (Khan 2011) can be utilised to support many curriculum areas and facilitate learning. They change the dynamics of the classroom, where the teacher is a facilitator or guide, the students learn online, at their own level and pace and can go backwards if a concept is not understood. Their progress is monitored, evaluated, recorded; it is supported by constructionalist theory and uses Blooms taxonomy of moving from simpler to more complex tasks. The other beauty of learning objects is that they can be accessed where their is no classroom, so with financial support, maybe available to students in third world countries via devices like the mobile phone (World bank Report 2011). There are several online resources for learning tools, these can be added to lesson to enhance the learning or used as lessons themselves. Edna is an Australian resource that is a treasury of resources free for teachers to utilise as is the Learning Federation.


Google earth, documents and maps
We are very fortunate as educators, community members parents or students to have access to Google in education. It is a massive resource that provides the opportunity for the users to literally explore their world from their computer. The resources can be used alone, together and have other technologies added to them. Google earth, maps and sky allows for a range of users and projects from simple to complex so is suitable for use at all levels of eduction. I had a small play in the various google applications  and they can be viewed on my blog in `google presentations'.  A quick google search of `using google in education' will reveal many things that are being achieved within google earth, other than viewing places and planning routes, for example;

• gather geographical information
• view the world
• measure the shift in glacial movement
• mapping disaster zones
• community mapping

There are a few disadvantages with these technologies; Google earth requires a relatively fast connection (and this is not always the case with school networks) and students may disengage if having to wait for data retrieval. It can also be time consuming, and whilst being free, it does require some computer skills to be able to navigate and use; some experience in geography is also helpful. I asked my 9 year old son to find our place using google earth without any assistance from myself; although he eventually managed to complete the task it took him some time and he was not familiar with the tools within the application he might use. This reminded me that if and when we use these types of learning objects within the class that they too need to be well scaffolded and the learning needs to be planned and goal driven to ensure they are  not just `play time'. Whilst play time can be useful it may not meet the criteria required for learning.

Concept Maps
Concept maps are great; easy to use, a tool for structuring and ordering thinking and ideas and linking concepts. The can be simple or complex and used for any activity form planning a holiday to exploring business ideas or for structuring school projects. They can be sued to show what someone already knows and have the potential to develop new knowledge with the links and ideas generated. (Novak and Carias 2008). They can display knowledge in an easy to view and understand manner. Concept maps can be used for curriculum development, to teach planning, assessment and review, organise thought and processes and for capturing and archiving expert knowledge (Novak and Carias 2008). I used an online concept map for organising what I needed to prepare for my teacher placement; it was simple to construct and save. Although a very simple map using only knowledge I already had; it is suitable to use for more complex thinking and with groups and individuals. A detailed PMI chart is available on my wiki page at concept maps. 

As a family we have used mind maps frequently; my daughter created one the other day to plan her class captain speech (she got vice). Mind maps differ from concept maps in that they explore a single concept whereas concept maps explore many.  I have discussed them before in this blog, see mind maps and posted two in this blog. I also used a fishbone map for planning for assignment two which is another tool for organising information. I find each types of maps applicable to home, education and work situations.


Zooburst

PLUS:

• creative
• simple to use
• suitable for all ages/ skill levels
• fun and engaging,
• interesting artwork, variety of backgrounds and effects
• can be collaborative or individualised
• require skill development - planning, story telling, narrative, sequencing, design, character development etc
• can be useful for students who find it difficult to write/read as they can achieve through telling and creating of a story

MINUSES

• require resources and access to computers/Internet
• Cost of publishing or printing works or else only viewed on computer
• is time consuming
• maybe a `toy' and distract from the real learning if not structured appropriately
• authenticity of work produced may be questioned
• originality of works produced may be questioned

INTERESTING

• Everyone can produce their own story books
• The learning acquired is more than just producing a book but can the same learning take place elsewhere?
• Does this diminish or add to the quality of work already established?
• Does it take away from some aspects of creativity? Drawing in particular with the characters already established? Does everyone need to know how to draw anyway?

.

Reference List

Borsch, S. (2009).  Accelerating Change Insights and Ideas in Internet, Social & Web Technology. Retrieved 10th April 2011 from http://blogs.scholastic.com/accelerating_change/2009/07/having-information-and-facts-at-your-fingertips-about-the-internet--and-web-is-absolutely-critical-whether-youre-formulatin.html

Bratina T, Hayes  D, and Blumsack, S.  Preparing Teachers To Use Learning Objects. Retrieved 1st April 2011 from http://technologysource.org/article/preparing_teachers_to_use_learning_objects/

Churches A., (2010) Facilitating 21st Century Learning Retrieved 4th April 2011 from http://edorigami.wikispaces.com/home

 

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. Retrieved 10th April 2011 from http://net.educause.edu/ir/library/pdf/HR2011.pdf

Khan, S. (2011) Lets use video to reinvent education Retrieved 2^nd March 2011 from http://ted.com/

Novak, J. D. & A. J. Cañas,  (2008). The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, Retrieced 12th April 2100 from  http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

World bank Report (2011) The Use of Mobile Phones in Education in Developing Countries. Retrieved 12th April 2011 from http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,html

 

Group Three technologies

Power point
Power point has been around awhile and used in a variety of educational and tutorial settings, developed, I wonder, from the old style of overhead projectors . It is a bit like the old work horse of the ICT's doing its job but without the glory. The benefits of PowerPoint are many;

• readily available
• free and supported by Microsoft with range of material, see microsoft templates and resources.
• easily modified and updated
• presentations can be evaluated, redesigned and represented
• shared amongst teachers/institutions/companies and online
• it can be the main focus of a presentation or playing in the background
• wide range of audience (children through to adults)
• wide range of users, teachers, students, trainers, organisations
• can be prepared by one and presented by another
• can be replayed for audiences to `catch up'
• accommodates other technologies, music, voice over, graphics and video
• already used extensively throughout all levels of education
• versatile, can be used to showcase work, provide information, quizzes, puzzles
• incorporate students work
• caters to a variety of learning styles
• presentation can be stopped, go forwards or backwards
• can be up to date with current events, latest trends etc
• can be used for collaborative works or individual
• space (template) for creative works
• evolving as technology evolves (mischief mouse)
• projected onto the big screen or used on computer
• array of templates, lesson plans, educational games and other gadgets freely available on the net like powerpoint magic and Brainy Betty
• can be uploaded into sharing programmes like Slideshare

I have personally used powerpoint in my role as School Based Youth health Nurse for presenting to high school students, teachers, peers and parents. I have also used it with community groups and created and shared presentations with colleagues. There are a few draw backs of powerpoint but they are more to do with how it is used rather than the technology itself. I (and I am sure others) have sat through long presentations where the speaker read volumes off the screen and the audience fought to stay awake. Powerpoint presentations can take a long time and much research to create. Creators need to be proficient with using the technology and designing the presentation to ensure it meets the educational goals and that the audience engages with the subject matter. Used as a `stand alone' teaching tool (i.e. no accompanying lecturer) can be tricky as the students may not engage with the material or it may not be scaffolded well enough to ensure the learning outcomes are met. Providing notes with the power point and ensuring they are well designed and presented may overcome these challenges. Of course there is always the slight undercurrent threat of technology failure that you need to be aware of (and maybe have a contingency plan for); the computer doesn't work, no electricity on the day, your logins have failed, the network is down or the classroom doesn't have a computer or screen.

As you can tell I am a fan of power point and I think that becoming proficient in its use a valuable tool to have in your armory as well as teaching it to students at all levels. I believe this because powerpoint presentations can be used in many employment positions and the skills required to become proficient are easily learnt and are transferable to most other technologies. This power point presentation on slideshare  highlights some of its uses in the classroom.

GLOGSTER

Glogster is fun and a great creative medium, it allows you to create posters in a scrap booking kind of way. Texts, photos, sound and video can be added and aspects can be highlighted. Glogster requires the user to have some technical skills but is well structured to support the novice through its many elements. It can be used for many presentation and according to SOMEONE has been readily embraced by teachers.  I can understand why. Whilst very popular, the loss of texture and tactile learning is a issue for me, and the materials used in scrape booking and for project construction often can suggest a direction or use. Also the physical skills, especially in younger grades, of cutting, pasting and drawing are lost as are the senses of feeling, smelling and touching; things like the feel of the scissors, weight of the pencils or the smell of cotton wool. The visual appeal of the materials is also diminished. These hands on skills and senses can be catered for in other subject areas like art and maths and science and I assume Glogster won't be used for all creations all time.It also allows for the students to create a project more sophisticated than they might do so without the aid of the technology. This may develop their online skills which may in turn influence their off line skills.

I created a Glogster about class rules which is posted on my blog.  It was easy to do and this sort of project could readily be used in class. I also was using De Bono's six hats to analyse power point and thought it might be cool to do it as a poster in Glogster. It was but it was also time consuming and maybe not the best devise to use to publish my analysis of Power point. It is there to take a look at if you wish.

PREZI

I'm not sure if it is my advancing years or failing eyesight or linear learning style but the zooming in and out of Prezi I can hardly bear to watch. It gives me an instant headache and I have an overwhelming urge to scream at it to stop moving! Prezi seems to be the next generation on from powerpoint, it is more interactive than power point and more interesting for students to use. Paul Hill (2010) describes aspects of creating a educationally sound Prezi. He talks about concepts like data, information, knowledge and wisdom and challenges us to think in new ways with what we create. For me the aspects underpinning a sound presentation are the same regardless of the technology used. Presentations need to;

• be engaging
• be informative
• meet the objectives
• have a clear purpose
• be well designed
• be well researched
• be delivered in an effective manner.

Prezi has these attributes and more. Prezi is a much more dynamic presentation tool and is interesting and fun to use (once I got over my nausea). One of its main attractions is that it can incorporate so many more technologies like flickr and Dipity and these add another dimension to explore and utilise. Documents, images and video can be uploaded, students can work together or individually and Prezi also provides an online `meeting' place. The versatility in what can be created using Prezi is amazing; and given students may not yet have had their imaginations spoiled, those given the opportunity and who develop the skills, may create Prezis that are works of art!. Tom Barret and others (2010) created a presentation on using Prezi's in classrooms that can be found at `Ideas to Inspire'; he outlines many interesting ideas applicable to the classroom.

The non-linear nature of the presentations maybe more acceptable to the `digital natives' (Prenski 2001) for my organisation style I prefer powerpoint because of the linear way it is structured. I also think that because power point is well established across organisations and learning centres Prezi might take awhile to catch on. Maybe it is the natural resistance we sometimes feel when something `new' comes along and we just want to stick with what we know (Phrases like `it's quicker to do it the way we always have' come to mind). Eisner (1998)  described how people tend to assimilate the familiar rather than accommodate to new when confronted with new information. I did enjoy having a play and produced a very rough and not well researched presentation called a `day in the Life of Me' (it can be found in my blog) and given the time and resources I could see how this would be fun and exciting to use.

elliot w. eisner, connoisseurship, criticism and the art of education

Reference List

Barrat, T, (2010) Using Prezi's in the classroom Retrieved 12th April 2011 from http://www.ideastoinspire.co.uk/index.html#1

Churches A., (2010) Facilitating 21st Century Learning Retrieved 4th April 2011 from http://edorigami.wikispaces.com/home

Eisner, E. W,. (1998) Connoisseurship, criticism and the art of education. Retrieved 12th April 2011 from http://www.infed.org/thinkers/eisner.htm

Hill, P. (2010). Thoughts on using Prezi as a teaching tool. Retrieved 10th April 20011 from http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. Retrieved 10th April 2011 from http://net.educause.edu/ir/library/pdf/HR2011.pdf

 

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001

Shaw, G  (2010) Powerpoint Magic, Presentations, Educational Games and Project Managment. Retrieved 4th April 2011 from http://www.pptmagic.com/

Stover, E. What are the benefits of Using PowerPoint and Slide Presentations in the Classroom? Retrieved 4th April 2011 from http://www.ehow.com/facts_5008796_using-powerpoint-slide-presentations-classroom.html.

Tusaloosa City Schools (2002) Using PowerPoint in the Classroom. Retrieved 4th April 2011 from http://www.online.tusc.k12.al.us/tutorials/pptclass/pptclass.htm.

Group Two Digital Technologies

Group Two technologies are about using images, pod casting and digital movie making. These tools provide a way for students (or others) to express themselves, communicate and interact with the learning and challenge themselves to master the technology and produce quality authentic work. They are perfect to use within communication spaces already established like the wiki, web page or blog. These technologies really allow for the creators to fully express themselves and topics to provide a rounded and interesting journey for the viewer/commentator/assessor of the space. Mastering these digital technologies is time consuming for the beginner but relatively easy. There are several free programmes that are accessible and simple to use. PhotoPeach for example is very easy to use, free and quick and would be very suitable for primary students. Quizzes and music can be added easily and the show can be edited and uploaded to a site or downloaded onto your computer. My brief and quick photopeach - shack girls- can be found on my blog.

Utilizing images for student work is enormous fun and of great benefit. Give children a camera and they will take some amazing shots uninhibited by what they `should' take or what might make a good photo. Images can be manipulated to create art and can be used in posters, for science, for newsletters and class forums. My daughter (8years) took these photos whilst waiting for her brother to finish training. I put them into a presentation to highlight the interesting pictures children take (see My daughters Random Photos in my blog). Images are a record of the `going's on within a school'. Often there are issues with releasing student photos from school (custody issues, student identification issues) and this can inhibit the sharing of photos on public spaces.

Thinking routines can support the use of digital imaging especially the `See, Think, Wonder' routine where the following questions are asked.

1. What do you see?
2. What do you think about that?
3. What does it make you wonder?

Personally I love these questions; mainly because it makes me revert to a more child like frame of reference requiring me to stop and assess what is it that I do see. What do I think about that? And wondering went out a long time ago! When asking children these questions their answers are so revealing and refreshing and sometimes surprising.

Pod casting was a challenge. I managed to create two that were okay to be posted - one of a voice recording and one with a photos collage set to music. They can be viewed on my web page http://mezzaslearning.weebly.com/ . Podcast have a myriad of uses within all settings, entertainment (listening to Hamish and Andy), educational to listen to speakers, lecturers etc, to share information, to communicate language, music, or singing, recite poetry to just name a few. Please refer to this blog posting for a SWOT analysis of pod casts. Although podcasting was initially tricky and requires more equipment, I think it is an invaluable learning tool for primary school education. Podcasts can be used by both the students to present their work and by teachers to deliver lessons or instructions. They can be played on various media and repeated, stopped and shared to enhance learning. They are also a creative forum where photos or videos can be included to enhance the audio content.

Digital video
Making a movie is more than just point and shoot, even if the movie is just for our own enjoyment. Movie making in education is about planning, writing, researching, creating, decision making, editing, using equipment, casting, communicating, summarising and evaulating. It can also be about team work, collaboration, conversations, understanding, acting and story telling. Not for the faint hearted! Kearney & Shuck (2006) suggest that using digital video in education is engaging and gives the students autonomy, allowing for the student to have a voice and ownership of the learning produced. Added to this it can be fun and not seem like `work' at all; it may provide for students to succeed in an area that is not noramally avaialble to them, another outlet for students but which still encompasses major learning if structered and supported.

Digital video can be used by teachers to monitor their own teaching style, it is amazing what we don't know about ourselves and how we present; it can highlight our strengths and weaknesses as well as any curious habits we may have. This can be a little threatening at times but a lot can be learnt by observing ourselves perform. Of course little children have no trouble performing for the camera but as they grow older they develop inhibitions and insecurities that can dampen there creative fire (Robinson 2006).

Video imaging is a powerful medium with which much can be achieved as long as there are clear learning goal/objectives in place. Sharing creations with others and wider school community has benefits in linking student to family and school to community.

I like the simplicity of this diagram to explain the relationships between the student activities that they can be engaged in when using digital imaging.





This diagram was adapted from REFERENCE

Engaging  - brings people to the learning situation and keeps them there
Doing      -  construction : combines attitude with skill and practice - evidence based students can see if they are improving
Saying     - declarative knowledge; what they already know; what they need to know
Seeing     - what is already there; what will the outcome `look like'


The down side to Digital imaging comes in three forms:

1. lack of resources, from equipment to teachers to environment condusive to engaging in the medium
2. being used as an add on; the learning not scaffolded to guide the students through the process of discovery to construct, produce and create.
3. the learning not valued by the teacher, school or parents as `proper' school work.

Voice Thread

Voice thread is fun to use and easy; I could easily use it in a classroom, evaluating works of art, sharing information with family, group project, maybe sahring with other schools. I produced a very quick voice thread using a photo of my mother's family. It could be readily adapted to course mork, utilising voice or written type to comment and share.


Reference List

Ferdig and Trammell (2004) Content Delivery in the `Blogosphere' Transforming  education through Technology Retrieved 10th April from http://thejournal.com/articles/2004/02/01/content-delivery-in-the-blogosphere.aspx

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. Retrieved 10th April 2011 from http://net.educause.edu/ir/library/pdf/HR2011.pdf

 Kearney, M. and Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australasian Journal of Educational Technology, 22(2), 189-208. http://www.ascilite.org.au/ajet/ajet22/kearney1.html

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001

Robinson, K (2006). Ken Robinson says schools kill creativity. Ted talks. Retrieved 1st April 2011 from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

 

Concept map for practical placement

Please click on photo to enlarge.

Mezza99's photostream

Mezza99's photostream on Flickr.

Just playing in flickr

Podcast swot analysis

Google presentations

Using Google maps :
The best place to eat in Gladstone (Thai)
My family love this resturant and this is how we get there; the food is good, fresh and not expensive.
We also use google maps to plan family holidays and to check out friends or family homes.

Using Google Documents:
I have not used google documents before but can realise their potential for collaborative work. I started a quick PMI for use of digital technology in primary school (see here to view). It is valuable for sharing information and working collaborately but so are many other spaces like wiki pages. It being free and accessible by most computer uses is an advantage.


Using Google Earth:  
This is so much funa nd being able to visit anywhere in the world is amazing, such a simple and valuable tool for general or specific use. I used google earth to do a quick tour of industry in Gladstone (there is plenty and more to come); given more time I might have added voice, pictures and comments but all this is relatively easy to do. You might like to view a quick tour by clicking  (http://bbs.keyhole.com/ubb/ubbthreads.php?ubb=download&Number=993330&filename=20110412005534-4da405769b5f27.57678781.kmz). I couldn't get it to imbed correctly - need to work onit some more!).

Group One Digital Technologies

The use of Blogs, wiki's and webpages as tools for learning has increased significantly since they became more readily accessible to the general public. They are an integral part of the world wide web and are used as communication forums, interactive social networks and creative outlets for individuals or groups (Williams and Jacobs 2004). They provide a place or space where people can collaborate on projects, publish and share information, reflect and create works.  The stand out for me is the blog; I enjoy using the blog, adding, editing, finding links, publishing things I have created and sharing with others. I like checking out other people's blogs too, especially other students and am always amazed by the variety and diversity of the entries and creations even though we are all studying the same subject. They reflect the individuality and personality of the `blogger' and their progress through the coursework: its fun and a little addictive! Blogs can be used for a variety of purposes; they can be collaborative or individualised and used for personal, professional or educational purposes. Whilst it is easy to analyse the use of blogs in education using a PMI tool  (visit Blog analysis), it is much more difficult to apply it to practice. One of the drawbacks of this course is that we don't really have the time yet to utilise the technologies in a meaningful way for students; so I feel we are playing with them. I realise my skills and abilities will continue to improve as I continue to utilise and apply the technologies. Whilst this is a fun, challenging and a vital part of the learning process and provides insight into how students may feel using the technologies, their real value and potential will be more apparent when they can be applied to actual learning situations. I have attempted to outline how I would use a blog in primary school in this PREZI but for ideas on how teachers have actually used blogs in education you might like to  go to http://huzzah.edublogs.org/ and peruse this page. I found it inspiring.

Using wiki's was initially quite difficult as I was not used to sharing information in such a direct way; I was hesitant in putting forward my thoughts or analysis and felt very unsure of myself. This is where the scaffolding was most useful; not only in organising my thoughts etc but also in providing a framework in which to share and collaborate. I created an analysis of wiki's in education (see wiki pmi in wiki page) which helped to clarify my thoughts on wiki's. The wiki's would be very useful in a classroom situation (given that the resources are available) for a variety of purposes that require collaboration. If they are well scaffolded and supported by the teacher they would provide an opportunity for the students to explore, contribute and plan their own learning experiences and then share them with others. This is a link to a wiki page - ABC ICT -that was created by a teacher with her Grade 6, 7 & 8 students; it really highlights for me what you might be able to achieve. It also further extends the students to challenge themselves to create things even they did not realise they were capable of! Another example of a wiki that is well established and resourced is Education Origami produced by  Andrew Churches (2011). I found lots of interesting and useful informatin in this wiki about 21st century learners.

Websites are such an integral part of the web that it is hard to remember a time when they weren't there. Web pages cover a myriad of topics, and designs, are major sources of information and are creative works in their own right (Ferdig and Trammel 2004). They are indeed a source of communication used by communities, institutions, companies, groups and individuals alike to provide a seemingly inexhaustible array of information. Using web pages in school at all levels seems to be a logical and valuable addition to education. The school itself can have a web page to promote the school, the events happening in the school and as an invaluable means of connecting with the wider school community especially parents and carers. Schools are having trouble keeping parents involved in school and this maybe one may of rectifying that. One high school in Gladstone conducted computer literacy classes for parents so they felt more confident in using them. Classes (or subject areas) could have their own web site - students might use web sites to

• promote and showcase their activities
• to design a motto for the class,
• map class rules
• explore legal and ethical issues,
• establish guidelines for use,
• profile students,
• upload photos
• flesh out topics
• share with parents and wider community
• explore the technologies within the web design
• tell a story (or report) about their journey

The skills learned by the students to create, develop and maintain the website would be immense and hopefully learned in such an engaging, creative and fun way that it might be student driven rather than teacher driven. The use of the various technologies within the web site design would further enhance the students skills and knowledge base and these could be applied to other areas of learning for example project work in science or presentations to peers or school assembly. The website I created in for practice is http://mezzaslearning.weebly.com/ which includes pod casts, photos, SWOT analysis of use of websites in education amongst other things. These could all be utilised by students.

Reference List

Borsch, S. (2009).  Accelerating Change Insights and Ideas in Internet, Social & Web Technology. Retrieved 10th April 2011 from http://blogs.scholastic.com/accelerating_change/2009/07/having-information-and-facts-at-your-fingertips-about-the-internet--and-web-is-absolutely-critical-whether-youre-formulatin.html

Churches A., (2010) Facilitating 21st Century Learning Retrieved 4th April 2011 from http://edorigami.wikispaces.com/home

 

Dickey. M, D (2004) The impact of web-logs (blogs) on student perceptions of isolation and alienationin a web-based distance-learning environment. Open Learning Vol 19, No. 3, Nov 2004. Retrieved 10^th April 2011 from http://mchel.com/Papers/OL_19_3_2004.pdf.

Downes, S. (2004). Educational Blogging. Retrieved 10th April 2011 from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920

 

Ferdig and Trammell (2004) Content Delivery in the `Blogosphere' Transforming  education through Technology Retrieved 10th April from http://thejournal.com/articles/2004/02/01/content-delivery-in-the-blogosphere.aspx

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report. Austin, Texas: The New Media Consortium. Retrieved 10th April 2011 from http://net.educause.edu/ir/library/pdf/HR2011.pdf

Tangient LLC.,  (2005).  ABC IT wiki Retrieved 10th April 2011 from http://abcict.wikispaces.com/home

My Prezi

http://prezi.com/your/

PowerPoint for Peace

PowerPoint for Peace

Digital Video and Cameras

This is my very own clown and my parents and families when they immigrated just after their wedding in 1955.

Oh what fun and what I time user! I use adobe photoshop for most of my photo work, it too is very time consuming; I also use Picasa and regularly share photos online. I also use snap fish and smilebox both of which are very easy to use and allow you to manipulate, store and send your photos. I will get to the relationship with using these resources in the classroom setting and relating them to underpinning theories of goo education. One thing that strikes me though is that to be able to effectively and confidently use these technologies in class I would need to be very comfortable in their capabilities ands functions. This would enable me to effectively scaffold the learning process for the students. Another point I read (requires referencing) is that the goal of the learning must be paramount doing stuff for its own sake is okay but as teachers we need to ensure what we do has the potential to achieve the learning outcomes we desire. There is also something to be said for learning as you go and `just in time' learning and I have found through experience that when the student can teach the teacher not only is the lesson remembered but they also feel proud and confident!

TIME FOR LEARNING

I don't really remember when I got my first camera, maybe after I left home. I do remember getting my first radio transistor; on my 16th birthday. I am 5th of seven siblings and some birthdays were designated presents. Watch at 13, radio at 16 piece of mums jewellery at 18 and so on. I also remember getting our first TV when I was 10. It only had two channels (we lived in the country) it wasn't allowed on during the day and dad insisted on watching the news, news and then four corners. It seemed pretty lame to me when you could read your book anywhere and there were millions of them and they weren't about the news. (I still don't watch the news or read the papers if I can help it - always sensationalised and always creating fear and disharmony amongst us).

Whilst I was reading about the different digital technologies it dawned on me (I know slow learner!) the vast difference between the generations. My children who are 8 and 9 have DSi, Wii, computer with Internet access and all its technologies, CD players, access to ipods, a digital camera each, TV with DVD player (and one for the car) and numerous electronic toys. We also have two mobile phones and a land line - they think my phone is lame as it doesn't have games on it!

A mother I was caring for the other day had two children aged 2 and 3 and she was keeping them amused by giving them her phone so they could play the games on them. They both knew how to play the games; I guess it reveals the extent to which this and coming generations are immersed in technology not as a tool but as an integral part of their lives. It also raises the question of how much of their identity is linked with the technology and what happens when it isn't available? How do they cope? Or will our future world and its citizens never be without technology? My son plays his DSi everyday and for a long as he can if allowed; My daughter would have music and stories through the iPod at every chance too. They identify with it; my son tells you he is a great pokemon player and he and his mates are.

As an aside there are studies into depression that show that being outside, mild exercise and interacting with nature are as effective if not more so that medication ( a whole debate in itself). I wonder if the balance between technology and `real' experience isn't tipping towards technology and what the cost of this might be in future generation in terms of health and well being? I am not anti technology as you can tell by the amount of stuff my kids have but I don't think it is the be all and end all either.

A little anecdote

My son in Grade 5 was given a task where he had to compse a letter to the principal about being allowed to use digital technology in class. He had to use persuasive text. He doesn't write very legibly and only ever wants to do the minimum amount of work necessary (although thinks he should always get a HD for eveything he does). I suggested that he present his letter to the principal using the technologies, maybe power point, maybe a little video of him using the technology to show how useful it would be in the classroom. I was very excited I could help him, maybe even use an avatar; how cool would that be?! I could apply some of my learning. NO WAY was his response. NO WAY was he going to put himself out there, NO WAY was he going to do anything the teacher didn't actually suggest. NO WAY was he going to embarrass himself in front of his friends. NO WAY was he going to take a risk and maybe be wrong! He wouldn't ask the teacher himself if it was okay nor would he let me ask her. NO NO NO was his reply to every suggestion. He eventually typed his letter in word and it was okay and what the teacher wanted but his disappointed mother had to bite her tongue.

Blogs for Learning

There is much positive information about using blogs (and ICT's) for learning but I can't find too much in the way of constructive criticism. From a very personal perspective I have loved the challenge and the joy when something works is tremendous and childlike. The draw backs however are;

• time consuming - one because I am so new to it all that I don't know what I am doing and everything takes twice as long. and two everything leads you to some other interesting thing that I swear I will only look at for a minute and ten maybe twenty go by and then that leads you onto something else. (I could always be lost in a library for a day or two so I suppose it is not too much different)
• frustrating - often there are glitches in the system, you `loose' your information, you spend time on a project only to find it is not compatible with what you are trying to upload it to
• senior moments - you forget your passwords and having written them down forget where you filed them on the computer - somewhere safe even from your own tired brain - sometimes I have even forgotten what I titled a page or wiki or weebly and cannot find it again!
• Is it really for a world wide audience? Who is really interested in the work produced except those who have a vested interest? I can envisage parents and teachers and even maybe other grades in other schools maybe even in other countries but everyone has their own business to attend to and are interested in the things they are interested in. I visit sites and blogs etc via photography, art or amusing videos, I would visit my children's school activities but not those sites that interest my husband for example (golf, kayaking, lean management etc). Even with our own course work, whilst I visit other students sites I rarely leave a comment as I feel nervous about this. This is why suppose when using blogs for education they need to have a direct purpose and be well scaffolded. maybe too younger children are not yet `grown up ' enough to censor themselves in unhelpful ways.
• Authenticity of information - any one can write anything and who knows what is true or how true or a little not quite true or nearly true and then you have true for one is not necessarily true for another
• Sensation and notoriety - a little opposite to what I said before; but with access to instant recording, reporting and the like we are a little like voyeurs and much of it is about nothing and doesn't seem to me to build community or connection. Often it seems like we are all sinking to a low level of communication, a mundane level and whilst we maybe tweeting a lot and face booking what are we actually physically doing to stay connected and build community. (I sound like one of those real old women now)
• Lack of fresh air, exercise and actual interaction with people; not to mention weight gain and bottom spread!!. - pretty obvious really but it is hard to get a balance between all the elements in one's life!