Mahara View

Assignment 3 has rolled around and I have thoroughly surprised myself by my new found skills in ICTs. For my learning experience, I designed a task which incorporated digital storytelling, Wikis, Diigo, power points and more. I have completed exemplars, linked and uploaded and incorporated RSS feeds. I am very happy with the results and would be proud to show it to prospective employers! Check it out at http://cqu-mahara.netspot.com.au/view/view.php?id=2180

Go me!!

Proscope

Not sure that the Proscope is actually information communication technology but thought it was well worth mention in my blog as a useful piece of technology in the classroom, particularly for science teachers. If you've never seen one, or your school hasn't got one... get one!

It is simply a microscope an a camera in one.... the possibilities are endless. This has allowed students who are either lacking confidence with microscope use, or perhaps just simply bored by it, the ability to become engaged and bewildered by the amazing little critters that surround us everyday. My previously non-participating, non-engaged, bored-out-of-their-brains students have decided that this little tool is fun. It enables you to take great photos of microscopic 'things' in a digital format.

I have used these to print photos for our classroom walls, projected them onto the board with the digital projector as part of a lesson, and though not implemented have been taken with the idea of uploading the photos students have taken to their own blog as part of a journal or something similar. I have encouraged students to take pictures and use them as part of a presentation I had them do on insects - what a great way to explore an antennae, see the texture of a butterflies wings or check out the thousands of eyes on a fly! Best of all, students can do it themselves, it is very interactive and they can get immediate feedback, encouragement and rewards by seeing the photos they have taken come up on the computer screen.

The lab techs at my school are equally as enthusiastic. It was a large investment but worth every penny!

New Found Respect for Power Point

Trusty old power point eh?! Though I didn't give power point the best wrap in previous postings, since using it on numerous occasions during my EPL, I have been surprised by its benefits. It provides an easy way to incorporate lots more visually stimulating material into my lessons and the students seem to really appreciate it! It has also left me more confident with topics I am unsure of as the power point slides prompt me to deliver the correct information in the right order and I don't feel as if I am constantly referring to my lesson plan or notes. This goes a long way to making me feel confident and thereby making my students feel more confident.

I have experienced a small amount of unreliability with incorporating technology (digital projectors, limited use of laptop, slow internet and videos that just wouldn't play!) but overall I have been very impressed with its usability, practicality and benefits in the classroom. Plus, one the power point presentations have been created, they can be stored as a resource to use when teaching the topic again. My mentor teacher has asked me to pass on a few of my presentations, which is very encouraging... must be on the right track!

Go Power Point!

The end.... or is it just the beginning?

The compulsory component of my blogging journey is drawing to close, but thankfully not my learning journey. Throughout this challenging yet worthy expedition through education in the 21st century, I have explored many ICT's and suggested ways in which they can be used to facilitate engaging and exciting learning. Gone are the days of chalk 'n talk, of lectures and dry curriculum. Contemporary learning is about student centredness and creating an environment that is conducive to learning, for all learners. We have left behind the idea of teaching to the student and are moving into an age of teaching for the student. What an exciting time to be entering the teaching profession.

The concept of student centredness, or a focus on student needs rather than those of the teacher, is intrinsically linked with Engagement Theory (Kearsley & Shneiderman, 1999). This idea of utilising technology in a project where students undertake collaborative learning under the notion of an authentic scenario in order to 'relate', 'create' and 'donate' a relevant product into the community is an exciting one. Essentially, Kearsley and Shneiderman (1999) assert that learning that is 'real' is far more engaging than learning that is removed from context and reality. Also linked to this idea is Dales Cone and the Learning Pyramid, which stress that active learning or learning through experience, that is by doing and teaching others, leads to better retention rates and should be used as a core pedagogical strategy in the classroom. Additionally, Dimension 4: Use Knowledge Meaningfully, of Marzano and Pickering's Dimensions of Learning (1997) concurs, encouraging the application of knowledge in a genuine context.

As I have noted in my posting "Blog-a-what? Discovering Blogging in Education," blogs, specifically as a reflective journaling or collaboration and discussion tool, can be used both in the 'relate' stage of engagement theory, thereby encouraging student collaboration and self and peer directed learning, as well as in the 'donate' stage. It is within this latter component of the framework, that the key to the success of blogging for learning becomes clear. "When student projects are put up on the web, this provides an incentive for them to do their very best possible work, since they know their work will be viewed by their classmates and possibly the whole world." (Kearsley and Shneiderman, 1999). I have attempted to point out in others blogs (Abby's e.Journal), that the apprehension we felt as students of being analysed and reviewed by our peers is in fact a positive motivating factor that will easily translate to our students when we embark on our teaching careers.

Indeed this motivation is also relevant when considering the use of WIKIs in the classroom (Wiki Wiki Wild Wild West: Using Wiki's in the Classroom) . Referring directly to Engagement Theory, I suggest in this post that "As a planning tool, students can use a WIKI site as a base for developing, monitoring, editing and contributing to the 'plan of attack' for the project on which they wish to embark...in this way, the project encourages self-directed and collaborative learning with a meaningful goal." Thus, as Kearsley and Shneiderman (1999) encourage, enabling students to "define the nature of the project."

Mahara is another tool enabling self-directed learning within a student centred setting. In my posting, "Mahara in the Sahara: Using e.Portfolio's in 21st Century Learning", I explain how Mahara as a virtual classroom and as an assessment tool both present opportunities to "undertake a self-directed learning approach" allowing students to "make choices about their learning in a student-centred environment." Engagement Theory and it's links to active learning and student centred pedagogies is a fundamental approach to education in the 21st century and provides many opportunities to incorporate valuable ICT's into the classroom.

The diversity of students in the classroom is also a fundamental concept worth considering. Felder (1991) suggests that learning is achieved differently by different people. He created an Index of Learning Styles in which these are grouped and described. Indeed personality can also impact the way we learn and Jung and Meyers-Briggs (n.d.) created a similar classification tool to identify patterns in various personalities. These ideas are strongly linked to Gardners (1975) theory of Multiple Intelligences, which similarly suggests that learners have a variety of abilities in different areas, classifying these into eight 'intelligences. ' In the same vein, Constructivist theorists propose that "the mental processes that occur in learners' brains is not the same for learners for identical tasks and activities" (Aldred, 2010). The way that a student learns must be taken into account in order to present information in a way appropriate to them and to facilitate the achievement of positive outcomes in the classroom. Indeed, Lynch (2003) points out within his 8 Learning Management Questions that this is a valid and essential component for successful learning experience design, "How does my learner best learn?" ICT's that support the diversity of students in the classroom include animation via Voki avatars, images via Flickr and Picnik, video via YouTube and simulations, and of course music (please refer to "Avatar: More Than Just Blue Aliens", "Flickr What a Kicker! Using Flickr Technology", "What a Nice Picnik", "You Tube, I Tube, We all Cheer for You Tube: YouTube in 21st Century Education", La La La: Music in the Classroom)" By using the multi-modal, multi-dimensional texts available through these technologies when presenting information to students, teachers can appeal to and engage all types of learners. The well known verse, 'A picture speaks a thousand words' is fundamental here, for if we compare words on a page to words spoken through a picture, a video, a simulation, an animated avatar or music, the value of such technologies becomes apparent.

Lastly, Marzano and Pickering's Dimensions of Learning (1997) are an important framework to consider for education in the 21st century. Dimension 1 of their framework, Attitudes and Perceptions, is about ensuring students are able to learn in a supportive environment. (refer to "Billy Madison Teaches us About Dimension 1: Attitudes and Perception. This has close ties to Maslow's Hierarchy of Needs (refer to "Maslow's Hierarchy of Needs") which suggests that a feeling of belonging is essential before learning and achievement can take place.

Technology often provides students with a safety net, a virtual wall behind which they are protected and safe. In this way Blogs and WIKIs provide a space where students, who may in other settings feel timid when it comes to expressing ideas and opinions, can participate and be heard amongst their peers. I state in my posting, Wiki Wiki Wild Wild West: Using Wiki's in the Classroom, that this "enable(s) students who would normally not feel confident enough to contribute ideas in the classroom environment to participate in online discussion."

Within Marzano and Pickering's framework (1997), Dimension 5 is equally as important. 'Habits of Mind' incorporates critical, creative and self-regulated thinking, skills which are important if students are to undertake life long learning. Critical thinking when using technology is vital, particularly during independent online research. Wikipedia (refer to "Wikipedia: A New Age Encyclopedia") allows an opportunity for students to practice this habit so that they may continually question 'who says?'. Creative thinking can be achieved through the flexibility of Blogs. I personally enjoyed the freedom and flexibility warranted in this form writing, in a space that was controlled only by me (refer to comments made at http://sallyjames2010.blogspot.com/2010/04/why-blog.html#comment-form). It encourages creativity in a way that would translate well to students in a classroom setting, particularly in a reflective journaling task. Lastly, self-regulated thinking has been mentioned widely throughout my posts on ICTs in the classroom. As previously mentioned, Blogs, WIKIs and Mahara all have potential to incorporate self-directed and self-mediated learning.

Engagement Theory, student diversity and the Dimensions of Learning are all fundamental frameworks within which e.Learning pedagogies can be implemented. It has been a steep learning curve, but one which has seen me progress to become a more technologically literate pre-service teacher who is passionate and enthusiastic about implementing ICTs in the classroom to create an interesting, exciting and engaging learning environment. But it is indeed a life long learning journey and one which I will endeavor to continue. Who ever said school was boring!

References

Aldred, S. (2010). Learning Design Fundamentals. Rockhampton, Queensland, Australia: Central Queensland University.

Felder, R. (1991). The Index of Learning Styles.
Retrieved 12 March 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

Gardner, H. (1975). Multiple Intelligences.
Retrieved 12 March 2010 from http://www.howardgardner.com/MI/mi.html

Jonasson (1991) cited in Mergel, B. (1998). Instructional Design and Learning Theory.
Retrieved 26 April 2010 from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism

Jung & Meyers-Briggs. (n.d.). Human Metrics.
Retrieved 12 March 2010 from http://www.humanmetrics.com/cgi-win/JTypes2.asp

Kearsley & Shneiderman. (1999). Engagement Theory: A framework for technology-based teaching and learning.
Retrieved 1 March 2010 from http://home.sprynet.com/~gkearsley/engage.htm

Marzano & Pickering. (1997). Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Responsible Kids Network. (n.d.). The Learning Pyramid.
Retrieved 8 March 2010 from http://www.responsible-kids.net/learningpyramid.html

Smith, R., Lynch, D., & Mienczakowski, J. (2003). The Bachelor of Learning Management (BLM) and Eduction Capability.
Retrieved 9 March 2010 from http://search.informit.com.au.ezproxy.cqu.edu.au/fullText;dn=132470;res=AEIPT

The Albiene Christian University Adams Centre for Teaching Excellence. (2000). Why Use
Active Learning?
Retrieved 8 March 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htm


Evidence of Professional Discourse

Comments made on peer blogs can be viewed at the following links:
http://kyliegupwell.blogspot.com/2010/04/powerpoint.html
http://sallyjames2010.blogspot.com/2010/04/why-blog.htm#comment-form
http://abbysejournal.blogspot.com/2010/04/confronting-my-fears-and-establishing.html
http://sallyjames2010.blogspot.com/2010/04/epl-wk-1-reflection,html#comment-form

In addition I have replied to all comments made on my blog.

I have also had the following professional conversations and activities during my EPL:
20.04.10

• Spoke to teacher during EPL today during lunch about using Google Earth in the classroom. He was intending to use the virtual tour facility in his geography class. I suggested he also look at Google Sky for other topics.
• Also spoke to teacher today about the use of iPods in the classroom (commented on this in my post on Music)
• Noticed today that students are free to carry mobile phones with them and whilst they are not actively used in the classroom, there is a new found freedom and acceptance of this technology at school.

27.04.10

• Suggested using blogs as an assessment tool for Year 10 Living Science class I am creating a unit for. Spoke to mentor teacher about using blogs as a journaling tool for recording observations on tadpole-frog cycle being followed in class by the students. Suggested uploading Proscope pictures being taken of the tadpoles to the blogs.

29.04.10

• Actively sort to implement previously mentioned blogs. Have questioned policies surrounding this prospect and have sort assistance to set up blogs for students this week.
  
• I implemented a power point presentation for my Year 10 Living Science class today. I experienced some technical difficulties but intend to seek help to solve these for my presentation for tomorrow's class. Technology was received well by students.
  

Diigo: No Not an Australian Dog, an ICT!

Just when I think the list of ICT's to learn for this course must surely be exhaustive, I am introduced to Diigo. This site allows you to carefully guide a students research by downloading a toolbar which allows you to bookmark useful and scholarly websites and add them to a library. Students can access this library when you add them to create a 'group' so that, whilst self-directed, their research is safe, effective and relevant.

Additionally, and this is the part I loved, there are sticky-notes, yes, sticky-notes. On any web page on the Internet you can highlight areas and apply sticky notes that will appear for the student to view when they open the page. These can contain comments, suggestions and questions posed to students for reflection, learning, assessments and homework. It allows additional activities to be supplied to those students wishing to excel and can be used to present concepts in many different ways for those that are struggling to grasp a particular topic.

Overall very useful and well worth a visit. Check it out @ Diigo!

Slide Share Sucks!

By my title you could probably safely assume that I am well and truly lost with this particular technology! I get it, I really do, or at least I get how it would be handy to use in the classroom, in the fact that it enhances PowerPoint's usability. But this, at least somewhat technologically savvy person I believe myself to be, has been well and truly beaten!

I obviously need to spend more time mastering this one, and isn't this the point of life-long learning? But for this moment I give up! My time has run out and so with a bitter taste in my mouth I admit defeat.

The 'flexibility' of external study is, I can assure you, not all it is cracked up to be. I would love in situations such as this, to be able to look across to a peer, lecturer, tutor, anyone! and ask... please HELP!

I have exceeded my expectations in this subject, and have until this point, been able to both use and indeed see the uses for all of the technologies we have covered thus far. Don't get me wrong, Slide Share has not been a complete failure, I have managed to successfully upload my PowerPoint to the site, and have also managed to include a YouTube video into the presentation (please see my post: Battle: Phebe Vs PowerPoint). Alas, at the final hurdle however I have fallen in a heap when trying to upload an audio file and synchronise it to my display. Not all is lost, my PowerPoint presentation (or part there of) is embedded in my blog, and even this, a skill I would've thought impossible at the beginning of this course, is a testament to how far I have come in 7 weeks. Though obviously, there is still much learning to do... the story of a teachers life I guess!

Earth to Google Earth,.. You are Fantastic!

Before today I had only looked at Google Earth once, to have a look at the house I would soon be moving to a few weeks before our big move up to North Queensland. It was exciting enough when I thought that a distorted picture of my street was its only feature! However, after some time spent 'getting to know' Google Earth, I have discovered it is yet another wonderful tool to use in the classroom. What ever did we do without it!

The Google Earth Website boasts that using the site can give you (and your students! - lets not hog it!) access to multitudes of useful educational opportunities including exploring the moon and mars, viewing historical images, discovering the ocean floor and shipwrecks, viewing how landscapes and suburbs have changed over time (think coastal erosion, melting icecaps and perhaps the volcano that is currently erupting in Iceland...). It also features the ability to design buildings and take virtual tours anywhere in the world.

Specific to science, this being my teaching area, Joe Woods Blog has some wonderful ideas on how to apply Google Earth. In his post 'Google Earth (and Maps) in the Classroom' (2008)
he suggests accessing real time earthquake and volcano information or using the information supplied directly from NASA and National Geographic. He also suggests using Google Sky, a subset of Google Earth to access information about space.

The key to Google Earth in the classroom is the fact that is interactive. For this reason, incorporating it into the classroom will appeal not only to active learners (see Felder's Learning Styles) but will also lead to increased retention rates according to the Learning Pyramid as a result of 'learning by doing'... and it makes learning more fun and engaging to boot!

Attention all teachers: this is an ICT that can have links to just about any topic or subject area and is well worth your time and efforts exploring the opportunities.

References

Wood, J. (2008) Google Earth (& Maps) in the Classroom. Joe Woods Online. Retrieved 19 April 2010 from http://www.joewoodonline.com/google-earth-maps-in-the-clasroom

La La La: Music in the Classroom

Another great resource for teachers is music. Like images, it can create a learning experience that is far more interesting and entertaining (and therefore memorable!) and ensures that your lesson appeals to musical learners (Gardner, 1975).

Most popular music however is subject to copyright laws and so appealing to 'cool' adolescents may be harder than initially thought. Websites do exist that contain downloadable royalty-free music but the music here is not exactly your Top 10 Hits of the season.

Still, they are useful if, for example, you would like to play background music in the classroom as a calming influence or to use when exploring concepts of emotion. I have heard, for example, of PE teachers using music in topics on sports psychology, getting students to play sports with different types of music playing (such as hard rock, classical or pop) and allowing them to discover how different music can make them feel (and thus play) differently. Music can also be added to power point displays, be played in isolation when analysing lyrics, or be used as a cue in the classroom to indicate when an activity will start and finish. Additionally music can be created by students, not only in a music class, but in any subject area as an active learning strategy, to assist in memorising and to make tasks more engaging. The video below is a good example of making a boring topic fun!!



As an aside, I couldn't help but include this video as another example of music engaging students. What better way to 'waken up' a boring topic than to put it to music? All you Sister Act II fans, enjoy! All of you who are not... you should be!



Always be aware, music has power, especially with children and adolescents. It can change moods, stimulate emotion, engage and entertain. Particularly in the world of adolescents, where (contrary to when I was at school, and I'm sure many others) music is a vital tool for focus, as well as for communication and image. I was once told a story demonstrating the reliance many students have on music. It began with a teacher, struggling to manage a class (haven't I heard this one before?). All of the students had iPods and desperately wanted to listen to them... all of the time! This teacher decided to harness the power of music, setting ground rules for the use of iPods in the classroom (i.e. not to be used when I am talking!). The students agreed to the rules and thoroughly enjoyed listening to their music whilst doing the tasks they were set. The teacher was amazed and fascinated to discover these students were in fact more focused and on-task whilst listening to their music. Free from distractions and feeling more positive, they also achieved more. Now isn't that worth trying?!

I have included the following YouTube video as a last example of how music can be used in the classroom. I think it is a great way of broaching a sensitive topic, bullying, in a way that is relevant and appealing to students.



References

Gardner, H. (1975). Multiple Intelligences.
Retrieved 12 March 2010 from http://www.howardgardner.com/MI/mi.html

The Albiene Christian University Adams Centre for Teaching Excellence. (2000). Why Use
Active Learning?
Retrieved 8 March 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htm

Wikipedia: A New Age Encyclopedia

Wikipedia is here (well its been here a while actually!). An online encyclopedia based on the simple format of a Wiki website. Wikipedia has its foundations in knowledge sharing, a concept that educators love! Anyone from anywhere can share their knowledge on just about any field by creating and uploading articles to the site. This information is then freely accessible, downloadable and usable by the (Internet using) public. At the time of writing this post Wikipedia stated that there were 3,260,250 articles in English published on their site.

But how usable is this information? Is it accurate? Trustworthy? Wikipedia itself warns against taking the information on the site at face value. They state:

"Properly written articles cite the resources, and a reader should rely on the Wikipedia article as much, but no more, than the sources the article relies on. If an article doesn't cite a source, it may or may not be reliable."(cited in O'Neil, 2006)

There are no special qualifications needed to publish on Wikipedia, nor to edit someone else's article. The information is however continually updated, monitored and edited by both the public and Wikipedia staff and so they go on to suggest that,

"older articles tend to be more comprehensive and balanced, while newer articles more frequently contain significant misinformation, un-encyclopedic content, or vandalism. Users need to be aware of this to obtain valid information and avoid misinformation that has been recently added and not yet removed" (Wikipedia, n.d.)

They add that these articles should not be used for assignments or formal academic writing of any kind. So whats the use of it then?

Wikipedia firstly gives a starting point for research. For many, researching on the Internet is a scary prospect and is a task (and I'm sure many of you will agree) that can lead to A LOT of time wasting. Why not use Wikipedia to guide you (and your student's) research? Use it as a base, a jumping off point or a way to identify key words that you can explore further. (O'Neil, 2006)

Given the warnings about the reliability of information given on the site, this would also be a perfect place to teach critical literacy. Luke and Freebody's Four Resource Model (1990) for engaging in reading cites "Text Analyst" as a fundamental component of becoming literate. This set of skills involve the "critical analysis of texts... What kind of person produced this text? What are the origins of this text?" (Anstey & Bull, 2004). Teaching students to question the things that they read, particularly on the Internet, is vital in the knowledge economy where technology is the way of the future.

The best thing about Wikipedia is that it is a relatively safe environment to allows students to be self-guided in their learning. Because the information is collaboratively written articles are essentially quite neutral in view point, presenting up-to-the-minute information on relevant topics. It is interactive and multi-dimensional text, whereby students can follow links to get a rounded view of the topic. It is also visually appealing and includes many images to make learning more engaging, particularly for visual learners (Felder, 1991).

If using an Engagement Theory type learning experience (Kearsley and Shneiderman, 1999), this can be a good place for students to begin their research to get their projects underway. Alternatively, why not use Wikipedia as the actual 'authentic product' that is produced. Anyone can contribute, why not link this to the 'donate' phase.

For such a simple concept, knowledge sharing can open up a wealth of opportunities for learning to take place. Wikipedia most certainly has a place in the 21st century classroom.

References

Anstey, M. & Bull, G. (2004). The Literacy Labyrinth. Frenchs Forest, NSW: Pearson Education Australia.

Felder, R. (1991). The Index of Learning Styles.
Retrieved 12 March 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

Kearsley & Shneiderman, (1999). Engagement Theory: A framework for technology-based teaching and learning.
Retrieved 1 March 2010 from http://home.sprynet.com/~gkearsley/engage.htm

Luke, A. & Freebody, P. (1999). Further Notes on The Four Resources Model. Reading Online.
Retrieved 2 March 2010, from http://http://www.readingonline.org/

O'Neil, C. (2006). Using Wikipedia in the Classroom: A Good Starting Point. Retrieved 19 April 2010 from http://www.edutopia.org/using-wikipedia-classroom

Wikipedia. (n.d.). Help/About.
Retrieved 10 April 2010 from http://en.wikipedia.org/wiki/Help:About

You tube, I Tube, We all Cheer for You Tube: You Tube in 21st Century Education

As you can see from my previous postings, I am loving You Tube at the moment! I have never thought of You Tube from an educational perspective, hell when I was at school watching a video meant some old extremely boring documentary from the 60s that was dull, outdated and featured an indistinct American voice droning on in the background!

The future of education is however well and truly here! Kids LOVE You Tube! (given, they are usually looking up considerably less useful and informative things than what we will be showing them in class but still...). There are so many informative and relevant video's on this site (and others: see Teacher Tube)... and they're entertaining to boot! They can be used to introduce topics, present varying perspectives and can add a knew dimension to understanding.

Videos can be used in the classroom to present, introduce or develop topics more efficiently that a 'chalk n talk method'. They can also help to ensure that the information you are presenting appeals to visual as well as auditory learners (Gardner, 1975). Catering for the various learning styles in your class will mean lessons are more engaging and knowledge is more successfully attained and retained by your students, according to the Learning Pyramid.

But alas, I have restricted my comments to You Tube when in fact worthwhile videos can be accessed via many sites on the Internet. Under the scope of video's, we could also look at the various simulations and animations available for use in the classroom. These can often be used to present concepts that can sometimes be difficult to explain. As our lecturer, Scott Aldred (2010) has explained, they can offer "virtual experiences where the real thing is too expensive or difficult to provide for the students" and also have the flexibility of being accessible outside of the classroom. The simulated dissection at this site is particularly relevant to my science teaching areas and could be offered for students who were unable to attend a practical class, or for those who wish to revisit the learning at a later date. It may also be useful in situations where resources are limited.

Whilst this form of learning offers some opportunity for interaction, it will never be quite as engaging, interactive and memorable as actually having a student participate in an activity. It does however provide flexibility where time and resource limitations may be hurdles in implementing certain learning experiences.

The Explore Learning Site also provides some valuable tools for presenting concepts, specifically in maths and science, that have traditionally been difficult for students to grasp. The simulations in this site are called Gizmos and provide students with the opportunity to interact in order to discover what would happen when they change variables within the simulation.

Essentially, including video's and simulations within learning experiences can help to make learning student-centred and interactive and also appeals to various learning styles to support diversity within the classroom.

References

Gardner, H. (1975). Multiple Intelligences.
Retrieved 12 March 2010 from http://www.howardgardner.com/MI/mi.html

Responsible Kids Network. (n.d.). The Learning Pyramid.
Retrieved 8 March 2010 from http://www.responsible-kids.net/learningpyramid.html

What a nice Picnik!

I have just discovered Picnik, a free site for image manipulation which enables you to upload a photo and change it in any number of ways and then save it, either on your Flickr account or directly onto your computer, for use however you wish. Whilst it is not an ICT that I would necessarily use in the classroom, it is certainly one I could use for the classroom. It is an important 'tool' to have in a teacher's 'toolbox' as it allows us to take the images we wish to use and make them applicable and appropriate for use in a classroom situation. For example, making an image smaller or changing its shape may mean that it is a better fit within the Wiki, blog or web page that you are creating. The cropping feature may mean that you can make pictures more appropriate or relevant by cutting off parts of the photo. The colour and exposure can also be altered or you can simply use, and this is my favorite, 'auto-fix', a quick and easy automatic option to improve the image quality. Check out my travel pic below, before and after Picnik:

Here I have taken out the 'irrelevant' subjects in the picture (i.e. me and my husband!).

A similar cropping strategy could be used to zoom in on a picture to make it more relevant to a topic being taught, in this example, the first photo could be used in reference to the Egyptian ruins, and the second in reference to the traditional dress of Egyptians.

Including images in resources and when teaching ensures that visual learners (Felder, 1991) are catered for in the classroom. Education Queensland's The Learning Place suggests that "if you are using strategies which cater for children's learning styles, you are promoting effective teaching and learning approaches in your classroom" (The Learning Place, n.d.). They also suggest making "handouts (that are) visually appealing." The Learning Pyramid also suggests that audio-visual learning leads to a higher retention rate than simply lecturing or reading alone. Thus, using visual resources when teaching not not only promotes better learning but also adds interest and variation. Picnik in this way is a very important tool in making images more usable in the classroom.

References

Felder, R. (1991). The Index of Learning Styles.
Retrieved 12 March 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

The Learning Place. (n.d.) Learning Styles. Retrieved 17.04.10 from http://www.learningplace.com.au/deliver/content.asp?pid=45767

Responsible Kids Network. (n.d.). The Learning Pyramid.
Retrieved 8 March 2010 from http://www.responsible-kids.net/learningpyramid.html

Creativity Break Through

I've finally done it! After many weeks of enviously looking on as other students come up with idea upon idea for engaging kids in the classroom and being totally and utterly unable to come up with an original, even remotely interesting idea of my own, I've done it!

One of the assessments we must all undertake is developing a learning experience in Mahara (refer to previous post). This calls for an idea, not just any idea, a fantastic idea that would encompass the concepts of Kearsley and Shneiderman's Engagement Theory. The two basic components of this theory are using ICT's and using a 'real-world' scenario or problem to make learning relevant and enjoyable. The ICT's part is, well, not easy but manageable. I am discovering quite quickly how to apply the ICT's that we've learnt to a classroom situation. But the idea... the big idea... the 'real-life' scenario, well that's another story! I have sat staring blankly at an empty word document for hours waiting for something to come to me.

But finally, the light bulb came on....

The inspiration: CSI! Yes, CSI, the TV series on Crime Scene Investigation.
Image courtesy of Brick at http://www.csiguide.com/wallpaper.aspx

The scene: One of the teachers, Mr 'X' has been found unconscious in the science lab by the lab tech Mrs 'A' with a broken beaker on the ground. Mr 'X' recalls hearing footsteps behind him as he entered the room and then...nothing. There are signs of a struggle with hair and blood on the beaker. There is also a hand smear on the door handle and dirty footprints strewn across the room. Mrs 'Y' states that she heard a loud crash at about 2 pm. Mrs 'P's' diary is found under the desk. Who attacked Mr 'X'????

Within the scenario, I can incorporate literacy and numeracy and it could also be applied to a plethora of other subjects including English, maths and film and TV. They can learn how to collect, analyse and make conclusions from data... and so much more.

Its nice to have broken through the creativity barrier, at least for now. Nothing better than feeling excited about getting students excited... might just mean that teaching is for me after all.

Billy Madison teaches us about Dimension 1: Attitudes and Perceptions

Marzano and Pickering (1997) give "Respond positively to students' incorrect responses or lack of response" as a key strategy in establishing a classroom environment where students feel accepted by their teachers and peers, a component of Dimension 1 in the Dimensions of Learning. I thought I'd post this to give us all a good look at what NOT to do when giving feedback!!



Similarly, this next video links with Dimension 1, but rather with the component of "Experiencing a Sense of Comfort and Order" within the classroom environment. Here, Marzano and Pickering (1997) warn teachers to be aware of bullying and encourage a swift and deliberate response to such behaviour, in order to enhance the comfort and safety (and therefore learning) of students in the classroom. "Make sure that your students know that you are looking out for their safety and well-being. Be certain that they understand that you will take action on their behalf", adding that "It is difficult to learn when you feel physically or psychologically unsafe."



Please note: The behaviour management techniques of belittling and physical force are perhaps not the best example but you get the point!

References
Marzano & Pickering, 1997. Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Learning in the Digital Age: What will our students LOOK like???

Just a video to make us all stop and think, times have changed and so have our learners... and so must we change as teachers.

George Lucas' Edutopia

I found this interview with George Lucas inspiring and insightful. He has created such a wonderful resource for teachers in the 21st century, Edutopia, a website I predict I will be using frequently in the future!

Maslow's Hierarchy of Needs

After reading Norman Kunc's article (1992), The Need to Belong: Rediscovering Maslow's Heirarchy of Needs, I felt compelled to blog. Before undertaking this course, I had a general idea of Maslow's theory and the concepts it entailed, but thought it not particularly relevant to education. However after reading this article, it seems there is such an obvious link... no wonder students do not embrace and engage in the school community, it is a place where basic human needs are not met and they are forced to seek fulfillment of these needs elsewhere. It seems such an obvious farce that the very foundations on which educational philosophy are based are essentially an inversion of Maslow's hierarchy.

Kunc's ideas tie in with the ideas of active learning in that group work and peer support are focuses of active learning, and within this format, children are more likely to associate themselves as being part of a team, as belonging and contributing to the group. In this way their need to 'belong ' is fulfilled and learning/achieving will come more easily.

Similarly Kunc's concept links with the idea of learner diversity and the separation of those students considered to have disabilities from main stream schooling. When this occurs, the students feel disconnected and the feeling of belonging that is such a fundamental human need is taken away, and with it the motivation to achieve and learn. Instead, if we are to recognise the special gifts and talents within every student first and foremost, regardless of their ability, they will feel appreciated, supported and loved within the school community, becoming known for the things they can contribute rather than the things they cannot. In this way they too feel as if they belong to the school community and will there by seek to accomplish the next hierarchical need of achievement and self actualisation.

At the same time the students who are achieving in the main stream format begin to notice that acceptance does not come as a result of achievement but is given freely for simply being an individual. Belonging is the motivator not the motivation for achievement.

This concept also relates to the Dimensions Of Learning: Dimension One, specifically Positive Attitudes and Perceptions regarding the classroom environment. Marzano and Pickering (1997) assert that if students feel accepted by teachers and peers and experience a sense of comfort and order, positive outcomes will result.

References
Marzano & Pickering, 1997. Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Kunc, N. (1992). The Need to Belong: Rediscovering Maslow's Hierarchy of Needs. Baltimore: Paul H. Brookes Publishers.

The Appeal of Avatars

Last night, I, for reasons unknown, decided to teach my husband (also a teacher) how to use avatars. He was sitting in our pokey little office trying desperately to write up a unit for his HPE class (yes, it was to be used during Term 2, leaving things till the last minute has always been his style!), whilst I slaved away on the laptop with my uni work... a riveting and very social Sunday evening for us! I poked my head in and saw the document he was creating on muscles, and surprised myself by suggesting he use an avatar to introduce the topic. I was proud as punch at showing him something useful and we managed to lighten our dull evening with a giggle or two. So I thought I'd post his avatar introducing muscles... with his very clever impersonation of Borat... we both agreed the kids'll love it!!

Flickr, What a kicker! Using Flickr technology

My Easter break (not much of a break!!) of technological learning has culminated in Flickr, a photo sharing website where you can both upload and download images which are for the most part freely usable. I have successfully been able to upload my own photos and make them accessible to whomever I choose (see one of my travel pics!) and have also discovered a seemingly never-ending stream of photos and pictures that others have so kindly shared, some of which I can save, print, embed and use however I like. This presents another great resource for teachers which I have promptly added to my 'tool kit' for the pre-service I will soon begin and, of course, beyond into the big bad world of 'real' teaching.

Using pictures when presenting information not only makes a document more visually appealing and entertaining, it also appeals to visual learners (Felder, 1991) and can provide some relief and variation to long blocks of text.

"Pictures speak a thousand words" has never been more true than in the classroom and incorporating pictures with text and verbal teaching can add another dimension and enhance understanding for many students. (Image courtesy of Wikipedia)

Pictures can also be used as a memory tool when trying to achieve rote learning. Although memorising information shouldn't be the main aim of any given learning experience, there are certainly instances where using information storing strategies is necessary and useful. By attaching a personally appealing symbol or picture to a concept of piece of information, obscure information can be made more relevant and therefore easier to commit to long term memory. Dimension 2 of the Dimensions of Learning (Marzano & Pickering, 1997) support this notion stating, "The most powerful memory strategies are those that use imagery." Flickr is a great resource for finding symbols that will appeal to students in this context, for example, students could find images that represent/remind them of some of the elements in the periodic table and the symbol for each. e.g helium balloons to remember helium.

In these ways, pictures are a vital component of learning and Flickr is a tool that makes their use in the classroom even more accessible.

PS Check out this link for more ideas on Flickr in the classroom.

References

Felder, R. (1991). The Index of Learning Styles.
Retrieved 12 March 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

Marzano & Pickering, 1997. Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Are smart boards really that smart? Interactive Whiteboards in the Classroom

I have just finished learning about interactive whiteboards and their potential for improving learning engagement in classrooms and can honestly say... I'm sold. What a fantastic innovation for teachers and schools.

Having never seen or used one, this video had me amazed, I'm talking jaw the the ground shocked... since when was all this possible?



This video was also full of inspiration with fellow teachers describing the technology as 'engaging', 'interactive' and 'entertaining'. They described the benefits for students with varying learning styles, such as visual, auditory and kinaesthetic, and also for enhancing the social skills of shy students and for using natural competitiveness amoung students to promote effective revision using the interactive voting pods. This technology allows teachers and students to have an unlimited access to information via the world wide web as well as through the sharing of resources between schools, teachers and communities, described by these teachers as a "community of practice". One teacher so aptly summarised, "It makes ordinary teachers extraordinary."

I could see from this short presentation that the potential for using interactive whiteboards in the classroom is huge. They effectively enhance learning design, learning potential and engagement, thereby increasing positive outcomes and limiting disengagement. It is the interaction possibilities that is key, the opportunity to learn by doing, a strategy which has proven to be far more effective and engaging (see the Learning Pyramid) than traditional teaching methods. It encourages the mental habit of creative thinking (Marzano and Pickering, 1997), appeals to many different learning styles, particularly kinaesthetic and sets up a "fluid shared communication space" between students and teachers (Hennessy, n.d.) Hennessy's study explores the various pedagogical strategies used by teachers when using an interactive whiteboard in the classroom and gives useful lesson plans specific to science that give examples of how to effectively use the interactive whiteboard in a secondary science setting (p.15). This is also a useful resource specific to the use of interactive whiteboards in science.

I have either just been sucked in completely by some impressive marketing or have discovered a very exciting tool for my future in teaching, I'm hoping it's the latter!

References
Marzano & Pickering. (1997). Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Hennessy, S. (n.d.) Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. Retrieved 12/04/10 from
www.educ.cam.ac.uk/research/projects/istl/LMT_IWB.doc

Battle: Phebe vs Power Point

I have just completed the tutorial on power point... something I thought I had a significant amount of expertise and experience in. I was horribly wrong... yet again! Whilst I have long known the basic applications and operations of power point, as I was trying to come up with a presentation to show off the numerous possibilities, I was quite quickly confronted with my shortcomings. So, it has taken me almost an entire (very valuable I might add) day to come up with the first 6 slides of a presentation about photosynthesis the completion of which has been thrown in the 'love to play some more but have no time' pile (a pile which continues to grow!). What did I find so tough? Mainly trying to find and then (here's the kicker!) CONVERT video and audio files to embed in my presentation, am I frustrated... YES! And after all that effort I can see now that the music didn't work! (just to set the scene... I had What a Wonderful World by Louis Armstrong playing for the first slide!) NB: Slide Share is yet to be learnt... this may be where I need to look! Keep your eye out for a post about it to see how I went... or if when you read this the music works then you'll know I've worked it out!

Photosynthesis Presentation

View more presentations from phebemoore.

Who knew boring old power point had so many features - music, videos, animation.... I'm not shy to admit I always just used a template and filled it with numerous boring bullet pointed text, not even once attempting to throw something interesting in. But, having now explored the options available, I can see Power Point as being a somewhat valuable tool in the classroom. I think it lies somewhere in between chalk 'n talk and Voki Avatars on the 'exciting teaching practices' spectrum (please see previous postings), if only for the fact that a. the technology is well recognised and not 'new', and b. students are still being talked at, rather than learning by doing. The Learning Pyramid asserts that it is the latter type of learning that leads to the highest level of engagement and information retention, and whilst a power point presentation has the potential to appeal to varying learning styles, including visual learners, and even auditory learners when sound and music are included, information is still being presented in a non-interactive way. Indeed, this software gives teachers the opportunity to mix things up a bit, and provides a means by which videos and images can be presented to students in the context of information and content, but in my opinion teachers should be wary of overusing it - is it really promoting a different (and more effective) way of learning or just a different way of teaching?


To be fair, it is a technology that students would benefit in knowing how to use, if only for the technology skills that they will no doubt require in the workplace. Perhaps a valid use then would be in presentation of assessment, to ensure students have appropriate skills for producing professional presentations. Another use suggested in the online tutorial I completed was to set up power point as an online revision and testing tool. Whilst in this application, overall results are not recordable, the student is instead redirected back to the question if the answer they select is wrong, promoting self-monitoring and ensuring students are learning from their mistakes.This notion fits ion nicely with Marzano and Pickering's concept within (1997) Habits of Mind: Self-regulated thinking.



If we do choose to utilise power point in the classroom, a few common errors to be avoided are in the following video... how many times have we all seen these ones done! Snore.....






Hopefully I can avoid some of those shockers and come up with some creative, engaging ideas for using power point in the classroom.

References
Marzano & Pickering (1997). Dimensions of Learning. Alexandria, Va: Association for Supervision and Curriculum Development.

Mahara in the Sahara - Using e.Portolio's in 21st Century Learning

Today came the introduction of Mahara, an online tool used to create an e.Portfolio. With an 'e.Portfolio' assessment looming and time seeming to fly by at a great rate of knots, I very studiously took notes and viewed the tutorial's as instructed... and I'm glad I did! My previous impression was that Mahara was a resume'... a complex resume', but a resume' none the less. Indeed, I had underestimated its potential, both for me as a job-seeker, as well as for my future students.

Mahara allows you to essentially create a website all about you! Its like an iPhone... not just a phone, not just the Internet, it can give you emails, reminders, maps, a camera, a video recorder, a diary, a calender, and much more... but enough about the iPhone, it gets enough marketing already don't you think? My point is, Mahara is not just a glorified resume', it's also a social networking program, a web page, a blog, a forum, and the list goes on. It can be used to communicate with whomever you want, whenever you want, about whatever you choose. It is simply overwhelming to think of the options available - what to include, what not to include, and where to include it. So how does this apply to the classroom?

Obviously, students, particularly those currently or soon to be in the work force, can use this as a professional portfolio tool for employers, on which students can display not only their qualifications and education details, but can also use to demonstrate their very relevant and up-to-the-minute ICT skills.

This, though, is but a mere fraction of the possibilities that Mahara can offer. This program can be a one stop technology shop for teachers in all areas of the school to offer rewarding, engaging and relevant learning to their students. The two examples outlined below involved Mahara as a virtual classroom and as an assessment tool.

Mahara as a Virtual Classroom
This program offers teachers the opportunity to teach and students the opportunity to learn whenever and wherever they choose, in essence making learning possible outside of school hours where once it wasn't. Teachers can upload all types of information and content on a particular topic via links to websites, relevant and current articles, pod casts and videos,etc. which students can then access at will. Essentially, it is a medium whereby teachers can provide students with all of the knowledge and understanding they require from the curriculum. This is described as Mode 1 knowledge in the article Teacher Education and the New Knowledge Environment (Heath, 2001). Displaying the information in this way not only encourages self-directed learning as described in Engagement Theory (Kearsley & Shneiderman, 1999)and can be made to appeal to a whole variety of learning styles (Felder, 1991), but also frees up valuable time within the classroom for teachers to guide students through higher order thinking skills and complex reasoning, referred to as Mode 2 by Heath (2001) and Dimension 3 in the Dimensions of Learning (Marzano & Pickering, 1997). The classroom could also becomes paperless so trees will love the idea!

Mahara as an Assessment Tool
Mahara could also be used by teachers as a form of assessment, with students preparing e.Portfolio's on any number of topics, from planning a cocktail party in Home Ec to creating a site on a particular sport for PE or perhaps designing and undertaking an experiment in Science. The forum sections can be used to encourage active learning through peer teaching, the blogs to display self-reflecting and the views to promote literacy skills. In this way the flexibility and freedom of choice offered within the program offers students the opportunity to undertake a self-directed learning approach and allows them to make choices about their learning in a student-centred environment. Aldred (2010) explains that student-centred learning "builds students ownership which in turn makes the learning meaningful and engaging."

In all of the ways explained above, the use of Mahara has endless possibilities to encourage students to become life long learners, and ultimately survive and thrive in the knowledge economy.

Reference List

Aldred, S. (2010). Study Guide. Week 2: Learning Design Fundamentals. Rockhampton, QLD, Australia: CQ University

Felder, R. (1991). The Index of Learning Styles.
Retrieved 12 March 2010 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html

Heath, G. (2001). Teacher Education and the New Knowledge Environment. Fremantle, WA, Australia: Australian Association for Educational Research Conference.

Kearsley & Shneiderman, (1999). Engagement Theory: A framework for technology-based teaching and learning.
Retrieved 1 March 2010 from http://home.sprynet.com/~gkearsley/engage.htm

The Albiene Christian University Adams Centre for Teaching Excellence. (2000). Why Use
Active Learning?
Retrieved 8 March 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htm

Avatar, More Than Just Blue Aliens

Week 5 of my journey into teacher-hood has seen me create my very own avatar. Here I am thinking an avatar was one of those blue people that lived on Pandora in James Cameron's latest movie, oh how wrong I was! (Image courtesy of Flickr)
I created my Voki avatar quite simply and was a little overwhelmed by the choice and amazed at the price tag... absolutely FREE! And so I ask, why don't we use these in the classroom? To which my husband (a PE teacher) adamantly answered WE DO! Oh how education has changed in the few (ok, not exactly few) years since I left high school. Avatars could have such an impact in the classroom, what an amazing tool to engage, entertain, energise and inform students. Think of the possibilities...

• Use an avatar as the bait, the attention grabber that will snap students into action from the first second of the class. The avatar can introduce any topic in a far more interesting way than any teacher ever could, purely through the use of technology... and kids LOVE technology! Linus (2005) states that “attention-grabbers...sustain students’ interest in your topic, thus enhancing your lesson.”

• Getting students to create their own avatars in order to teach their peers something new within the topic is a great way of using this technology. Students who have the opportunity to teach a topic will not only be more engaged but will ultimately have learned the topic at a more complex level than if they were simply 'talked at' by a teacher at the front of the class.The Learning Pyramid shows that the highest retention rate is achieved when students teach others. Additionally, avatars would give students another 'tool' in their ever-expanding 'ICT toolkit', a skill which they will no doubt find useful in the emerging knowledge economy, “It is now necessary to master the increasing range of technologies available.”(Literate Futures Project, 2002)

• In embracing diversity within the classroom, avatars could easily be used as a language tool for those who speak English as a second language, when making presentations to the class e.g. an oral presentation or speech as part of assessment. Ultimately, peers will benefit from the clear presentation of information (and be more engaged because it’s an avatar speaking, not a person... oh the excitement!) and indeed the student will be more able to demonstrate his/her knowledge successfully. Similarly, students who struggle with shyness do not necessarily have to be disadvantaged during oral presentations, they can simply be given the opportunity to present information to the class via an avatar instead of having to complete the daunting task of public speaking. (Hey, some people just aren't made for public speaking!) I can relate to this personally, although a confident adult, as a student I was frozen with fear at the thought of having to do an oral assessment in front of the class. Wanting desperately to achieve high marks I was forced to deliver an over-practiced, monotone (except for the quiver in my voice) presentation spoken as quickly as my (dry) tongue would produce the sounds! I had the knowledge, I had the understanding, but alas I was simply not able to speak publicly, especially as an awkward teenager in front of a bunch of potential bully's... yuck! What happened to feeling safe in the classroom? Well, avatars have the potential to make the classroom an accepting, safe, fun environment and thereby help to achieve of Dimension 1 of the Dimensions of Learning, “a primary objective of every teacher, then, is to establish a climate in which students feel accepted by teachers and peers and experience a sense of comfort and order" (Marzano & Pickering, 1997).

• Lastly, if an avatar can help those who struggle with speaking skills, it also has the potential to help those who struggle with reading skills. Reading ability is indeed an issue for many students in schools today, and perhaps the prospect of taking away some of the reading opportunities students have in the classroom will meet with some criticism. But I have to ask, is it fair to impede the learning of a student merely because they struggle with one element of literacy? Isn't listening also an important component of literacy? Cope and Kalantzis (2008) give “Audio representation” as one of their Modalities of Meaning, signifying its significance amoung the other elements of literacy.

In these four simple yet effective ways, avatars can be used, not simply as a medium to present information, but as a way of engaging, including and encouraging students to participate in learning.


Reference List

Cope, Bill and Mary Kalantzis. (2008). Multiliteracies: New Literacies, New Learning, forthcoming in Pedagogies: An International Journal.
Retrieved 13 January 2010 from World Wide Web: http://newlearningonline.com/~newlearn/wp-content/uploads/2009/03/Kalantzis/ResearchandWriting/M-litsPaper13Apr08.pdf

Linus, M. (2005). Ideas on Teaching: 10 Attention Grabbers that Work. National University of Singapore, Singapore: Centre for Development of Teaching and Learning.
Retrieved 30 March 2010 from http://www.cdtl.nus.edu.sg/Ideas/iot96.htm

Marzano, R. & Pickering, J. (1997). Dimensions of Learning. Alexandria, Virginia: Association for Supervision and Curriculum Development.

State of Queensland (Department of Education, Literate Futures Project). (2002). New Times, New Literacies. Brisbane: Author.
Retrieved 8 March 2010 from the World Wide Web: http://education.qld.gov.au/curriculum/learning/literate-futures/pdfs/reading-part2.pdf

Responsible Kids Network. (n.d.). The Learning Pyramid.
Retrieved 8 March 2010 from http://www.responsible-kids.net/learningpyramid.html

Wiki-Wiki Wild Wild West - Using WIKI's in the Classroom

Along with my blog and RSS feeder, I have now successfully developed a WIKI (http://phebemoore.wetpaint.com). Barely two weeks ago I did not have the faintest idea what a WIKI was or why one would be used, let alone that they could be useful in the classroom. So for me, this creation has been a significant achievement. From my understanding, WIKI's are a web page that, when created for a specific purpose, can be contributed to by other people in order to share ideas and communicate effectively online within a group. The author or creator of the WIKI is in complete control over who can see and contribute to the page making it a valuable tool both inside and outside the classroom. The WIKI I have created, ICT's for Learning in Science, is designed to be a collaborative effort by science teachers wishing to implement ICT's into their classrooms. It is a place to pool ideas, suggestions and experiences with the vision that it become a resource specifically for teachers of the science field.

As a tool in the classroom, WIKI's have enormous potential. As a student-centred planning tool, students can use a WIKI site as the base for developing, monitoring, editing and contributing to the 'plan of attack' for the project on which they wish to embark. With security settings available, access to the plan can be limited to just the students within the group, but students can also invite experts to contribute and suggest ideas and provide links on the site, such as possible sources of information, possible hurdles and encouragement. In this way, the project encourages active, self-directed and collaborative learning with a meaningful goal. It focuses on the "Create" component of engagement theory and Dimension 4 of the Dimensions of Learning: Use Knowledge Meaningfully, as it enables students to "define the nature of the project" and mould it into a topic of interest. (Kearsley & Shneiderman, 1999; Marzano & Pickering, 1997). It also enables students who would normally not feel confident enough to contribute ideas in the classroom environment to participate in online discussion and allowing students to feel safe in their learning environment, as encouraged by Marzano & Pickering (1997) in Dimension 1 of their Dimensions of Learning.

WIKI's could also be used to provide additional resources to students, including articles, images, pod casts and links to websites, either for assignment work or to enhance understanding of a topic discussed in the classroom, in a format where they can make notes, express thoughts, summarise, answer questions and reflect. These resources could be used to assist those struggling to grasp concepts and also for those wishing to excel and move ahead.

WIKI is yet another addition to my teaching 'tool box' and I look forward to implementing these ideas and more in my teaching career to engage learners of the 21st Century.

Reference List

Marzano & Pickering. (1997). Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Kearsley & Shneiderman. (1999). Engagement Theory: A framework for technology based teaching and learning.

Retrieved 1 March 2010 from http://home.sprynet.com/~gkearsley/engage.htm

Felder, R & Soloman, B. (1991). Index of Learning Styles.

Retrieved 10 March 2010 from http://www.ncsu.edu/felder-public/ILSpage.html

RSS Aggregator's - Keeping Up to Date

I have recently discovered the rather complex sounding but very simple RSS (Really Simple Syndication). It is currently allowing me to monitor every new post made by my peers in a single place. A simple tool you may think, and indeed it was easy to set up and is relatively user friendly, but it has become essential when trying to keep up to date with online information. The world wide web is complex, changing and continually growing and it is important that, when a relevant piece of information or source is found, that it be useable and monitorable. RSS Feeders give us this ability.


Its applications for the teacher are just as important as those for the student. There is a maze of information and suggestions available online that can become an important resource for teachers. By using an RSS feeder, teachers can monitor favorite and useful websites for up-to-the-minute information, ideas and suggestions. An RSS Feeder could also be used to monitor new postings from student blogs and is a way to streamline ongoing formative assessment of these activities.


Students too can benefit from using RSS feeders in conjunction with blogs so as they can monitor their peers posts and respond appropriately. Responding to peers ideas and thoughts allows students to learn and operate in a collaborative environment and is associated with the "Relate" component of engagement theory (Kearsley & Shneiderman, 1999). Within a project such as the 'Creating a Diet' idea explained in my posting "Blog-a-what? Discovering Blogging in Education," an RSS feeder could also be utilised to monitor incoming information from relevant online sources, and thus be able to contribute new information to the project as it becomes available. In this way student learning is self-directed, gaining a "sense of control over their learning" (Kearsley & Shneiderman, 1999) and the teacher, rather than being seen as an authority on the topic, can become a 'learner' too.


RSS Aggregator's can be used in many simple ways to benefit both teachers and students and to enhance the learning experience.


Reference List
Kerasley & Shneiderman. (1999). Engagement Theory: A Framework for technology-based teaching and learning. Retrieved 1 Match 2010 from http://home.sprynet.com/~gkearsley/engage.htm

Blog-a-what? Discovering Blogging in Education

The concept of blogging was a relatively new concept for me, surprising considering I believe myself to be a member of (or at least on the cusp of) Generation Y and (at least somewhat) computer savvy. And so here I sit, my blog (Web Log) created, a relatively simple process thanks to You Tube, I am making my first blog posting and feeling, well in all honesty, daunted by the prospect of my work being read and scrutinized by any number of peers and experts in the field. What a wonderfully motivating prospect, for me as a pre-service teacher, as much as it would be for a student in my class.

The applications of Blogs in the classroom are endless, and I will endeavor to share my ideas later in my post, but it is this motivating factor that I believe holds the key to engaging students, giving them the opportunity to share their very best work with the world in a meaningful way. Too often students, particularly adolescents, feel demoralised and misunderstood in the tumultuous teenage years that we can all associate with. Imagine giving them an outlet through which they could truly be 'heard.' It is an outlet that, as well as giving them valuable ICT and literacy skills, is a way a sharing there thoughts, reflections and ideas in an ideal environment - where they are safe from judgement, an important ideal according to Marzano and Pickering's (1997) Dimension 1, and yet motivated to share their very best work. "When student projects are put up on the web, this provides an incentive for them to do the best possible work, since they know their work will be viewed by their classmates and possibly the whole world." (Kearsly & Shneiderman, 1999).

So, how might we implement such a useful tool in the classroom? My first instinct is always to first take note of how I am using it to learn, I am after all a student too. Reflective Journaling is an excellent way of incorporating "Text User" and "Text Critic" literacy skills (Luke and Freebody, 1999), along with ICT skills, into whatever subject content is being taught at that particular time. For example, within science, students could blog about what they had learned in class on the digestive system. Using guiding questions, the students could share their ideas on how the knowledge they have gained could be used to discover the effects of diet and nutrition (Text User). As their knowledge progressed, the students could compare and contrast different diets regimes and who developed them (Text Critic) and ultimately decide on and design a dietary plan for a particular group of people, e.g. athletes, obese, Coeliac's Disease. In this way, whilst ICT skills are used in the blogging process, various "roles" of literacy within the Four Resource Model (Luke and Freebody, 1999) are are also being practiced. Teachers are then able to assess both formatively and sumatively whilst students work toward a meaningful goal, the 'Donate' stage of engagement theory (Kearsly & Shneiderman, 1999) and Dimension 4 of The Dimensions of Learning: Use Knowledge Meaningfully (Marzano & Pickering, 1997).

Alternatively, students can use a blog to post questions regarding homework, assignments, class work and concepts in a way that encourages discussion and help amoung peers in a group learning environment. This ties in with the "Relate" component of engagement theory, whereby student collaboration encourages students to "clarify and verbalize their problems" (Kearsley & Shneiderman, 1999). This concept also links with active learning and allows students to drive their own learning in a student centred pedagogical approach.

These ideas are practical applications of the theories I have discovered within an e.Learning Pedagogy, I'm sure there will be many opportunities to learn, design and implement such ideas as I progress in my Embedded Professional Learning (EPL). I wonder now, as I suspect I will many more times over the coming months as I discover more ICT's for my ever-expanding classroom 'tool kit', how on earth did we ever survive without it?!

For some inspiration, here is a video about the use of blogs in the classroom:



References:

Luke, A. & Freebody, P. (1999). Further Notes on The Four Resources Model. Reading Online.
Retrieved 2 March 2010, from http://http://www.readingonline.org/

Kearsley & Shneiderman, (1999). Engagement Theory: A framework for technology-based teaching and learning.
Retrieved 1 March 2010 from http://home.sprynet.com/~gkearsley/engage.htm

Marzano & Pickering. (1997). Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

The Albiene Christian University Adams Centre for Teaching Excellence. (2000). Why Use
Active Learning?
Retrieved 8 March 2010 from http://www.acu.edu/cte/activelearning/whyuseal2.htm

Allow me to introduce myself...

My name is Phebe Moore and I am currently studying a Graduate Diploma of Learning and Teaching at CQ University. I will be commenting regularly and sharing my thoughts, ideas and reflections as I immerse myself in the world of teaching in the 21st century.

Something to make us all think about where education is heading in the 21st century...


Please feel free to comment on my ideas. Enjoy!

Phebe.