In the Twenty-first Century, younger generations are often considered to be more capable of living and learning in this digital world (Hague and Williamson, 2009). Prensky (2001, pp.1-2) says that students in this era can be referred to as “digital natives”, who are “native speakers” of the digital language of these emerging technologies. These students or “digital natives” prefer graphics before text, random access and function better when networked. When digital technology is embedded into the curriculum, educators are enhancing the abilities of their learners, to not only use these digital tools or the new technology, but to improve the skills, and knowledge and understanding required of learners in this Twenty-first Century.
In this synopsis, I aim to communicate and emphasise a range of digital tools, which I have reviewed and see as having a great potential and impact in and on learning. As I reflect on these tools I will look through the lenses of the frameworks which I believe fit well with the technologies, such as Marzano and Pickering’s (1997) Dimensions of Learning, The Engagement Theory and Big 6. When analysing these tools I will look at them under five different purposes. There are tools that may appear under a number of purpose categories, this is because they can be used for various purposes in the classroom and learning. For easy access to my blog postings on these digital tools I have linked the names of the tools every time they are mentioned within the different categories to my postings.
When the purpose for students using technology is to access and gain information there are a number of digital tools which can be valuable. Tools which I have reviewed in my blog and believe to be valuable for this purpose include YouTube, Websites, RSS, Wiki, LMS, Podcasts and Voki. Blogs are another digital tool that can also give students an opportunity to access and gain information. The Western Australia Department of Education (2010) say that blogs are web pages which contain chronologically arranged posts of information which can be in the form of a diary, journal, or link to other pages. Looking at blogs from an education perspective the availability and easy use of blogging means that in the classroom blogs can be a viable and valuable tool, for students and teacher collaboration. Students can also use blogs to access and gain information from not only their peers but professionals in various fields that may be maintaining a blog. According to Lesley Instone (2005, p. 306) there are three features of a blog. These features include; “flexibility and ability to recontextualise information, public face of blogs and connectedness across time and between groups and conversation as learning”.
By utilising blogs in the classroom, students are meeting three of the Queensland Government (2009) ICT expectations. These include; the use of ICTs in the process of inquiry and research, exploration of different media to communicate and collaborate and applying standards and conventions when using ICT to communicate. Not only do blogs meet three of the ICT expectations but one of the major benefits of using a blog is that it promotes collaboration between students. "Collaboration" the term used by Bruner (1996, cited in Brady, L., 2006, p.8)"implies a higher degree of student proactiveness and interaction in learning". This collaboration also fits with one of the major principles behind the Kearsley and Shneiderman (1999) “Engagement Theory”, which states that students should work in a group context. By setting up blogs, students are able to collaborate with their peers. By reading the blogs of not only their peers but professionals in different fields students are using this digital tool to access and gain information.
The next purpose for using digital tools in the classroom is to consolidate and refine information. Tools that can be used and have been blogged about include Online Concept Mapping, Blogs and Wikis. From my analysis I believe wiki is a great tool in consolidating and refining information. A wiki is similar to a blog in that, it meets similar ICT expectations, has a similar connection to the frameworks and has a collaboration benefit. Wiki however differs from Blogs in that students can change the content of their own and other wikis.
Parker and Chao (2007, p. 57) say that wikis “can be used to enhance the learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others in a collaborative environment”. Students therefore can strengthen and improve their knowledge and information using a wiki, by having the wiki edited by their peers, and/or other communicators. It can also be used in students accessing and gaining information before returning to the wiki to make changes. In conversation with my colleagues we have discussed the different possibilities for wiki use in the classroom (this discussion can be viewed here), with the points and conversation stemming from the Smart Teaching (2008) “50 ways to use a wiki” article.
Transforming information is another purpose students have for using digital tools. The tools for this purpose, that have been blogged about include Voki, Learning Objects, Podcasts, Movie Maker, Images and Skype. Learning Objects however I believe hold the most value in assisting students to transform information. Miers (2005) defines learning objects as digital resources which provide content that supports learning and is usually provided in multimedia format. Metiri Group (2008, p.12), suggest that while research in this field is still being developed, there has been research that shows “that significant increases in learning can be accomplished through the informed use of visual and verbal multimodal learning”. From this research, results also show that “students engage in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes” (Metiri Group, 2008, p13). Therefore, when embedded into learning, learning objects can engage learners, gauge prior knowledge and give information.
Learning objects can also be used in learning to transform information. Annick and Robin Janson (n.d., p. 1) say that learning objects “enable students, both individually and collaboratively, to work hands-on with complex content and ideas.” This suggests that learning objects provide content and ideas which are complex and also allows students with an opportunity for hands-on experience with this. Learning objects can require students to “manipulate and experiment with variables, carry out simulations, design and publish storyboards, prepare exhibitions with authentic artefacts and explore new concepts in game formats” (Janson and Janson, n.d., p.1). They also further suggest that learning objects can challenge students to “question, investigate, analyse, synthesise, problem solve, make decisions and reflect on their learning” (Janson and Janson, n.d., p. 1). These elements fitting within Blooms Taxonomy, higher order thinking skills, analyse, evaluate and design (ITC Publications, 2010).
These higher order thinking and problem solving elements and connections fit well with the Eisenberg and Berkowitz (2001) Big 6 framework. This is because it would be an advantage if students had a framework to work with, that could assist them in completing a learning object that requires a problem to be solved. In a discussion with a colleague (which can be accessed here) we discussed and compared the Engagement Theory and Big 6 Framework. It was in this conversation that I pointed out how the skills in the framework could assist students in processing and using information successfully (Eisenberg and Berkowitz, 2001). By gaining an understanding of this framework, students will be better equipped with strategies for transforming information, to a higher order thinking level.
The next purpose for using digital tools is to present knowledge to an audience. Tools that I have analysed in my blog and believe to be capable for use to meet this purpose include Skype, Prezi, PowerPoint, Websites, Wiki, Concept Mapping, Blogs, Fodey and BigHugeLabs. However after further analysis I believe that Movie Maker is another tool, that is truly valuable for this purpose. Students can use Movie Maker to present the knowledge they have gained on a topic or concept, and/or document their learning journey. From the (2004) Kearney and Schuck research report there were a number of positives established from using student generated digital video. The research found that it can develop understanding because students need the content before they can construct and present their movie. Student generated movie can also motivate students, promote active learning, provide opportunities for a specific language development and develop students technological and digital literacy (Kearney and Schuck, 2004).
The last purpose for using digital tools is to engage students. Many of the tools explored and blogged about can be used for this purpose. However the main tools for this purpose include Storytelling Online, YouTube, Podcasts, Digital Video, Voki, Fodey and BigHugeLabs. One of the tools I had never seen before and found truly engaging is the Voki. Prensky (2005, p. 63) states that in his view “it’s not ‘relevance’ that’s lacking for this generation, it’s engagement”. By utilising Voki as a digital tool, teachers can teach or introduce content through an engaging medium.
Now that the different purposes and their associated digital tools have been analysed it is important to highlight how the frameworks fit within the learning of these digital tools. I have already stated the Engagement Theory, Big 6 Framework and Blooms Taxonomy for higher order thinking. These frameworks have been highlighted, by looking through the lens of where they fit with the different tools and the benefits of utilising them. Another framework that I have not yet analysed within the synopsis but believe to have an appropriate match with a variety of tools is Marzano and Pickering’s (1997) Dimensions of Learning. Many of the tools and purposes can be classified under dimension two, three and four. In these dimensions there are connections to the tools and their purpose from where the student’s knowledge moves from being acquired and integrated, to extended and refined before being used meaningfully. A number of the dimension one strategies may also be used in ensuring the students have positive attitudes and perceptions about the digital learning environment, tasks and tools. While the dimension five habits of mind can also be utilised and promoted when students need thinking skills and strategies.
While it is important that students meet the ICT expectations, and gain digital knowledge and skills there is also an importance in ensuring that students leaving the classroom, comprise the characteristics of an effective digital learner. By ensuring that students use digital tools in the classroom, for various purposes there are a number of characteristics that students can establish. A couple of these characteristics include; “exhibit a sense of self, confidence and enjoyment, are able to research effectively and have information fluency, and have developed digital literacy and understanding technology operations and concepts” (Queensland Government, 2008, p.10).
In conclusion, the above digital tools and various frameworks which I have evaluated and reflected on can provide different platforms for students. These platforms can better equip students to gain, consolidate, transform and present knowledge and understandings and skills in a variety of ways. They can also help to engage students, help students meet ICT expectations and establish characteristics of an effective digital learner. From my analysis I also believe that when these tools are embedded into learning for the various purposes they provide an engaging and informative way for students to gain knowledge. The tools analysed also provide great opportunities in the classroom as they have some alignment with frameworks such as Engagement Theory, Big 6, Dimensions of Learning and also promote higher order thinking of students. I believe that this alignment, these platforms and the multiple benefits of using these advancing digital tools emphasises the value of this learning and the tools in the Twenty-first Century.
For more information, view Academic Reference List and Professional Blog Comments List (For access to comments on the Professional Blog Comments List, click on the links to redirect you to the comments).
Wednesday, August 25, 2010
Friday, August 20, 2010
A fun and easy engagement tool
Hi,
I have just visited BigHugeLabs (available here) and Fodey.com (available here) and what great tools these sites provide. BigHugeLabs allows visitors to the site to create or add different digital items. For example create a jigsaw, magazine cover, mosaic and/or movie poster, and the list goes on. Fodey.com is similar however it allows you to create a newspaper clipping, clapper board, etc.
These sites are great for creating engaging images, objects for the start of a unit. Students could also use the sites to create or publish their presentation items. However when students access these sites there are times when there is inappropriate advertisements on the sides of the pages. I am not sure how this could be overcome so it is possible that the only option for using these sites is to create the images and objects and publish them on virtual classrooms or classroom posters, etc as a tool for engaging students.
Image from my own personal collection, Jigsaw created at BigHugeLabs.
I have just visited BigHugeLabs (available here) and Fodey.com (available here) and what great tools these sites provide. BigHugeLabs allows visitors to the site to create or add different digital items. For example create a jigsaw, magazine cover, mosaic and/or movie poster, and the list goes on. Fodey.com is similar however it allows you to create a newspaper clipping, clapper board, etc.
These sites are great for creating engaging images, objects for the start of a unit. Students could also use the sites to create or publish their presentation items. However when students access these sites there are times when there is inappropriate advertisements on the sides of the pages. I am not sure how this could be overcome so it is possible that the only option for using these sites is to create the images and objects and publish them on virtual classrooms or classroom posters, etc as a tool for engaging students.
Image from my own personal collection, Jigsaw created at BigHugeLabs.
Resource for Mentor Teachers
Hi Followers,
In recent discussions with my mentor teacher, I was sharing with her some of the tools or ideas that have been shared with us during our E-Learning journey. She asked me for a document detailing with all of these ideas. So I went through my notebook and created a document. I thought I would share this with you just in case your mentor would like something similar.
•www.fodey.com
Can create different images/pictures of things. For example could create a movie clapper board with your details.
•www.bighugelabs.com
Similar to fodey different options though.
•www.cooltext.com
Can create online graphics, logos, buttons etc.
• Kid Vid
Download a you tube clip – never go live to you tube, don’t know what is going to come up.
• You Tube – “plain english”
These clips explain different digital tools really well.
• RAMSAR – looks at wetlands on google earth.
• Scribble maps – write over maps in google earth.
• Lit trips – seeing the places from books.
• Historical Voyages and events – google earth.
• eTc – search through the learning place.
Have different year levels activities and lessons for Maths, Science and English.
Year six did not have much when I checked.
• Wiki
50 ways to use a wiki article can be accessed at: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
•Skype
50 ways to use skype article can be accessed at: http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/
• Voki
Create talking characters.
Useful ideas in the classroom include:
Students can create avatars that are similar in looks or personalities and record a message that tells about themselves.
Students can exchange these avatars with e-pals either within their own setting or anywhere in the world.
Students can generate questions to ask their avatar e-pals.
ESL (English as a Second Language) students can use the speaking avatars to practice and listen to their speech. They may use the computerised voice first then record their own voice when they feel more comfortable. Writing, reading and pronunciation are all practised.
Students can create an avatar that resembles a character from a story, add a setting and give it speech. The speech could be from the story or a creative point of view (POV) from the character on an event.
Ideas from http://www.squidoo.com/voki#module9149859
• NASA – a lot of useful information, and have a kid section.
• Podcasts
Useful places to look:
Teachers TV
Nat Geo
How things work
• Sentence starters at Teachers TV
• Storyline Online – Screen Actors Guild Foundation
Stories read by different stars. Activities/questions available.
Accessed at: http://www.storylineonline.net/
• Worth1000
Strange images
Photoshop competitions.
Accessed at: http://www.worth1000.com/
• Online concept mapping
http://bubbl.us
Also hoping that if you have any tools that I have missed you will let me know.
Thanks and I hope this is useful for you.
Kelly
In recent discussions with my mentor teacher, I was sharing with her some of the tools or ideas that have been shared with us during our E-Learning journey. She asked me for a document detailing with all of these ideas. So I went through my notebook and created a document. I thought I would share this with you just in case your mentor would like something similar.
•www.fodey.com
Can create different images/pictures of things. For example could create a movie clapper board with your details.
•www.bighugelabs.com
Similar to fodey different options though.
•www.cooltext.com
Can create online graphics, logos, buttons etc.
• Kid Vid
Download a you tube clip – never go live to you tube, don’t know what is going to come up.
• You Tube – “plain english”
These clips explain different digital tools really well.
• RAMSAR – looks at wetlands on google earth.
• Scribble maps – write over maps in google earth.
• Lit trips – seeing the places from books.
• Historical Voyages and events – google earth.
• eTc – search through the learning place.
Have different year levels activities and lessons for Maths, Science and English.
Year six did not have much when I checked.
• Wiki
50 ways to use a wiki article can be accessed at: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/
•Skype
50 ways to use skype article can be accessed at: http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/
• Voki
Create talking characters.
Useful ideas in the classroom include:
Students can create avatars that are similar in looks or personalities and record a message that tells about themselves.
Students can exchange these avatars with e-pals either within their own setting or anywhere in the world.
Students can generate questions to ask their avatar e-pals.
ESL (English as a Second Language) students can use the speaking avatars to practice and listen to their speech. They may use the computerised voice first then record their own voice when they feel more comfortable. Writing, reading and pronunciation are all practised.
Students can create an avatar that resembles a character from a story, add a setting and give it speech. The speech could be from the story or a creative point of view (POV) from the character on an event.
Ideas from http://www.squidoo.com/voki#module9149859
• NASA – a lot of useful information, and have a kid section.
• Podcasts
Useful places to look:
Teachers TV
Nat Geo
How things work
• Sentence starters at Teachers TV
• Storyline Online – Screen Actors Guild Foundation
Stories read by different stars. Activities/questions available.
Accessed at: http://www.storylineonline.net/
• Worth1000
Strange images
Photoshop competitions.
Accessed at: http://www.worth1000.com/
• Online concept mapping
http://bubbl.us
Also hoping that if you have any tools that I have missed you will let me know.
Thanks and I hope this is useful for you.
Kelly
Saturday, August 14, 2010
Voki
Once, again I was entering a world of unknown. In the first week, when I accessed the Moodle site for Managing E-Learning, I was unable to see or hear the voki, but in the lecture the lectures and other students were all talking about it. When I finally looked at week two I seen my first voki, and what a great tool. However it wasn’t until this morning when I gained enough confidence to create my own (above) and how easy, there was really no point in being nervous.
In analysing this tool I have used a PMQ:
Positives
• Easy to create own.
• Fun tool.
• Engaging.
• Students can create their own to present information.
Minuses
• Can be distracting from the actual content.
• Requires students to have an account.
• It can be slow loading at times.
Questions
• How do you improve the pronunciation of certain words?
• Can voki’s, be created to look like special guests?
In the classroom, I think voki can be used to present information, possibly setting up a special guest. It can also be used by students in creating a tool for presenting their own presentations.
I would love to hear what you think about voki.
Kelly
Storytelling Online
After, weeks and weeks of thinking I must do a search to see this website I finally found/made time to access this site. I viewed two of the stories on this site, “No mirrors in my Nana’s house” and “A bad case of stripes”. After viewing these stories I looked at the activities and found them to require comprehension and literal reading behaviours, as well as being very relevant. I found this site very bright and colourful as well as easy to navigate.
I think in the classroom, the stories being read by famous people, creates another opportunity for downtime in the classroom. While the story is being read, there is also the possibility to pause the story and question students about the book, characters, setting, etc. Overall I really love this tool and can’t wait to share it with my students and the teachers during my time on prac and when I have my own class.
I also recommend you have a look at this site here.
Kelly
I think in the classroom, the stories being read by famous people, creates another opportunity for downtime in the classroom. While the story is being read, there is also the possibility to pause the story and question students about the book, characters, setting, etc. Overall I really love this tool and can’t wait to share it with my students and the teachers during my time on prac and when I have my own class.
I also recommend you have a look at this site here.
Kelly
Learning Objects
As stated in my profile I am a second year BLM student, and in my time on prac in primary schools, I am yet to see teachers utilising these great digital learning tools. According to Jackie Miers (2005) learning objects are digital resources which provide content to support learning, usually provided in multimedia format, consisting of any of the following components; sound, graphic, text, video and animation.
For another point of view and definition on learning objects see, Stephen Downes (2004) here, who argues that “what makes a learning object is not what it is, but rather how it is used”. Here he is suggesting that a learning object may not be a digital resource.
In the classroom learning objects can be used to engage learners, gauge prior knowledge, present information, and create interactive learning opportunities. There are many positives with using learning objects, these include:
• Students can complete the learning object individually or as a class.
• Students can gain knowledge and skills from completing the learning object.
• Learning objects are interactive.
• Learning objects can be fun.
• Learning objects are easy to access and reliable sources that support learning.
In my maths lesson on Tuesday, I am planning to use two learning objects which as a class we will complete. These learning objects have been added to the lesson to make it more engaging and gauge the students’ prior knowledge. The first of the two learning objects (with username and password can be accessed here) is one that requires students to read the digital time and move the analogue clock hands. The second learning object (accessed here), requires students to read different analogue clocks and write the digital time.
In my second lesson on Tuesday, which is on the Dimension Three process, Analysing Perspectives, I am planning to use, the learning object which can be accessed here. From this learning object I am going to click on the whale image and click to hear the different opinions and/or thoughts on this. While this learning object is not interactive, I believe it will be engaging and make my different perspective point clear.
After my lessons on Tuesday, I will be back to comment on how effective these were within my lessons and what my students thought of these.
Kelly.
For another point of view and definition on learning objects see, Stephen Downes (2004) here, who argues that “what makes a learning object is not what it is, but rather how it is used”. Here he is suggesting that a learning object may not be a digital resource.
In the classroom learning objects can be used to engage learners, gauge prior knowledge, present information, and create interactive learning opportunities. There are many positives with using learning objects, these include:
• Students can complete the learning object individually or as a class.
• Students can gain knowledge and skills from completing the learning object.
• Learning objects are interactive.
• Learning objects can be fun.
• Learning objects are easy to access and reliable sources that support learning.
In my maths lesson on Tuesday, I am planning to use two learning objects which as a class we will complete. These learning objects have been added to the lesson to make it more engaging and gauge the students’ prior knowledge. The first of the two learning objects (with username and password can be accessed here) is one that requires students to read the digital time and move the analogue clock hands. The second learning object (accessed here), requires students to read different analogue clocks and write the digital time.
In my second lesson on Tuesday, which is on the Dimension Three process, Analysing Perspectives, I am planning to use, the learning object which can be accessed here. From this learning object I am going to click on the whale image and click to hear the different opinions and/or thoughts on this. While this learning object is not interactive, I believe it will be engaging and make my different perspective point clear.
After my lessons on Tuesday, I will be back to comment on how effective these were within my lessons and what my students thought of these.
Kelly.
Wednesday, August 11, 2010
Digital Videos - Movie Maker and YouTube
Hi all,
After my conversation with Sarah about Movie Maker hiccups (which can be accessed here) I decided that when I reflected on how to use digital video and the benefits of this in the classroom, I would think back to a lesson that could have been improved and made more engaging. During the lesson, the only engaging feature was a poem which as a class we read and deconstructed. While this worked for some of the students, it did not engage all students.
To have a play with Movie Maker I decided to go back and design a video that incorporated images and the words of the poem. Below are screen shots taken while my movie was playing (with the text from the poem being displayed)and while I was creating my movie.
After having a play, I decided to look at the positives and negatives:
Positives
• Students can create their own movies as a way of publishing their work.
• Requires students to have knowledge of the concept and how to explain it.
• Motivates students.
• Helps students to become independent workers.
• Has a hands-on play, experimental aspect.
• Teaches technological and digital literacies. (Schuck & Kearney, 2004, p.38-42)
Negatives
• Can be a time consuming project.
• Students may be reluctant to create their own.
• Images and videos placed in student created movies may not follow copyright laws.
In the classroom, Movie Maker can be used by students to present their knowledge on a topic or concept and/or document the learning journey. In the classroom, teachers can also create and use Movie Maker to present knowledge to students. It can also be used to share stories, and or news with parents about what is going on in the classroom. At the end of the year Movie Maker could be used to publish a class year book, highlighting the year’s events with pictures, videos and/or quotes.
After looking at and having a play with Movie Maker and how it could be used to improve my lesson, I decided to do a search on YouTube for a useful clip that could have been used in the lesson. Below is a clip I could have played to evoke emotion and engage interest.
After having a search through the bank of YouTube and different websites with videos, I have started a collection of useful videos for different topics. I think using these videos in the classroom can inform students, engage students, encourage students, and motivate students among other possible options and uses. It is important to note that there is so much available and some of it is useful while other parts are not very useful and/or reliable, therefore there is a requirement that teachers sift through and find the most appropriate resource.
Students could also search for and use the different clips in their presentations. This however would have to be closely monitored to ensure students were not searching or coming across inappropriate material. This could be monitored through the setup of a virtual classroom where the useful clips found by either the teacher or students (at home) could be embedded rather than going live.
Overall, I love the opportunities digital video presents in the classroom and I think there are benefits in both the teacher and students using it.
I would love to hear what you think.
Kelly.
After my conversation with Sarah about Movie Maker hiccups (which can be accessed here) I decided that when I reflected on how to use digital video and the benefits of this in the classroom, I would think back to a lesson that could have been improved and made more engaging. During the lesson, the only engaging feature was a poem which as a class we read and deconstructed. While this worked for some of the students, it did not engage all students.
To have a play with Movie Maker I decided to go back and design a video that incorporated images and the words of the poem. Below are screen shots taken while my movie was playing (with the text from the poem being displayed)and while I was creating my movie.
After having a play, I decided to look at the positives and negatives:
Positives
• Students can create their own movies as a way of publishing their work.
• Requires students to have knowledge of the concept and how to explain it.
• Motivates students.
• Helps students to become independent workers.
• Has a hands-on play, experimental aspect.
• Teaches technological and digital literacies. (Schuck & Kearney, 2004, p.38-42)
Negatives
• Can be a time consuming project.
• Students may be reluctant to create their own.
• Images and videos placed in student created movies may not follow copyright laws.
In the classroom, Movie Maker can be used by students to present their knowledge on a topic or concept and/or document the learning journey. In the classroom, teachers can also create and use Movie Maker to present knowledge to students. It can also be used to share stories, and or news with parents about what is going on in the classroom. At the end of the year Movie Maker could be used to publish a class year book, highlighting the year’s events with pictures, videos and/or quotes.
After looking at and having a play with Movie Maker and how it could be used to improve my lesson, I decided to do a search on YouTube for a useful clip that could have been used in the lesson. Below is a clip I could have played to evoke emotion and engage interest.
After having a search through the bank of YouTube and different websites with videos, I have started a collection of useful videos for different topics. I think using these videos in the classroom can inform students, engage students, encourage students, and motivate students among other possible options and uses. It is important to note that there is so much available and some of it is useful while other parts are not very useful and/or reliable, therefore there is a requirement that teachers sift through and find the most appropriate resource.
Students could also search for and use the different clips in their presentations. This however would have to be closely monitored to ensure students were not searching or coming across inappropriate material. This could be monitored through the setup of a virtual classroom where the useful clips found by either the teacher or students (at home) could be embedded rather than going live.
Overall, I love the opportunities digital video presents in the classroom and I think there are benefits in both the teacher and students using it.
I would love to hear what you think.
Kelly.
Sunday, August 8, 2010
Podcasts
Once again I was introduced to a tool that I had heard of, yet had no experience or knowledge about. Before blogging about podcasts I thought it would be best to get a definition so I knew exactly what a podcast was. According to an online podcast tutorial by Jason Van Orden (2008) podcasts are “’radio’-style talk and music shows to listen to on you iPod or other MP3 players every day, they allow listeners to listen to what they want, when they want and how they want… the word podcast is a play on the word broadcast combined with the word iPod.”
In learning more about Podcasts, I decided to do a search to see if there were podcasts that related to Antarctica and might be useful in my prac lessons. Upon conducting a search I found two podcasts from Todd Carmichael’s 2008 Antarctic Expedition available here.
I think podcasts could be useful in:
• Students hearing from experts on particular topics.
• Students creating their own as a means of publication or presentation.
• Following podcasts of interest.
Benefits of podcasts include the fact that they are available 24 hours a day, 7 days a week. The major benefit being that they appeal to audio/visual learners. According to Cebeci and Tekdal (2006, p.49) “perhaps, one of the most important pedagogic characteristics offered by podcasting is learning through listening. For many people, listening may be more attractive and less tedious than reading.”
I look forward to learning more about podcasts in the future.
In learning more about Podcasts, I decided to do a search to see if there were podcasts that related to Antarctica and might be useful in my prac lessons. Upon conducting a search I found two podcasts from Todd Carmichael’s 2008 Antarctic Expedition available here.
I think podcasts could be useful in:
• Students hearing from experts on particular topics.
• Students creating their own as a means of publication or presentation.
• Following podcasts of interest.
Benefits of podcasts include the fact that they are available 24 hours a day, 7 days a week. The major benefit being that they appeal to audio/visual learners. According to Cebeci and Tekdal (2006, p.49) “perhaps, one of the most important pedagogic characteristics offered by podcasting is learning through listening. For many people, listening may be more attractive and less tedious than reading.”
I look forward to learning more about podcasts in the future.
Images
In classrooms images can be used to:
Evoke emotion
Spark creative stories
And create confusion
In analysing the use of images in the classroom I have used a PMI.
Positives
• Images can spark interest, conversation and story writing.
• Images are worth a thousand words – one image can say more about a topic than words.
• Images can be edited, for example resized or cropped.
• Give students ideas without the teacher explicitly highlighting ideas.
• Creates learning opportunities to highlight the importance of checking the source.
• Creates learning opportunities to analyse copyright and legal sharing rights.
• “New technologies give teachers and students easy access to the means of production and manipulation of images in their classroom” (Fetherston, 2008, p. 17).
Negatives
• There are so many images available, sometimes difficult to find the right one.
• Students sometimes take photos without recognising the source.
• Some of the images are not realistic, after being edited to this point.
Interesting
• There are so many images.
• There are some really interesting images.
• No matter what the topic is, there always seems to be an image available.
• Images can be edited.
Fetherston (2008, p. 29) highlights that when images are used in the classroom they “are brought into the world of discourse and meanings are constructed from and through them”. Therefore it is important, in the classroom that teachers, teach students (“digital natives” who have ease at using and handling images) how to ‘see’, ‘look’ at and ‘read’ images (Fetherston, 2008, p.17).
Images retrieved from Flickr and Worth1000.com
Evoke emotion
Spark creative stories
And create confusion
In analysing the use of images in the classroom I have used a PMI.
Positives
• Images can spark interest, conversation and story writing.
• Images are worth a thousand words – one image can say more about a topic than words.
• Images can be edited, for example resized or cropped.
• Give students ideas without the teacher explicitly highlighting ideas.
• Creates learning opportunities to highlight the importance of checking the source.
• Creates learning opportunities to analyse copyright and legal sharing rights.
• “New technologies give teachers and students easy access to the means of production and manipulation of images in their classroom” (Fetherston, 2008, p. 17).
Negatives
• There are so many images available, sometimes difficult to find the right one.
• Students sometimes take photos without recognising the source.
• Some of the images are not realistic, after being edited to this point.
Interesting
• There are so many images.
• There are some really interesting images.
• No matter what the topic is, there always seems to be an image available.
• Images can be edited.
Fetherston (2008, p. 29) highlights that when images are used in the classroom they “are brought into the world of discourse and meanings are constructed from and through them”. Therefore it is important, in the classroom that teachers, teach students (“digital natives” who have ease at using and handling images) how to ‘see’, ‘look’ at and ‘read’ images (Fetherston, 2008, p.17).
Images retrieved from Flickr and Worth1000.com
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