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!