Reflective Synopsis

Reflective Synopsis

In today’s society with the increasing demand for the use of technologies in contemporary classrooms, educators and their students have the opportunity to thoroughly develop information and communication technologies. Educators must ensure that they are active and informed members in relation to the skills in which are needed for the successful implementation of ICT into classrooms today. In particular, the Melbourne Declaration (MCEETYA, 2008), identities that both educators and their students are required to use ICT in contemporary classrooms to foster the ‘digital age’. Furthermore with the incorporation of the SAMR Model and Bloom’s Taxonomy, educators have the opportunity to increase students ICT skills and competencies.

Over the duration of this course I have identified four particular dimensions of digital pedagogies which I believe are essential in the creation of effective learning experiences within the implementation of ICT. The four chosen dimensions include: Connectedness, Supportive Classroom Environment, Intellectual Quality and Recognition of Difference.

Throughout this course numerous weeks provided the opportunity to analyse and create activities which enable the fostering of information and communication into contemporary classrooms. One particular week that I have chosen to reflect upon is that of week 3; I have chosen to focus the ICT of Wikispaces. For instance this specific digital pedagogy tool provides the opportunity for students to greatly engage themselves in connectedness. This identifies ways in which students are able to effectively communicate with each other in both a classroom and global scale. In addition, this particular week has identified ways in which educators can ensure that their students are engaging thoroughly within collaborative learning. Students, with the aid of  ICT in contemporary classrooms are able to investigate, analyse and evaluate various forms of information thus ensuring that higher order thinking and student centred learning is present.

With the incorporation of information and communication technologies into contemporary classrooms, teachers must ensure that they continuously follow codes of conduct. In particular educators must focus on fostering safe, ethical and legal practices in all classrooms specifically those which include ICT.

Furthermore, with the incorporation of selected frameworks such as the SAMR model educators are effectively able to embed ICT and its capabilities into their classrooms. This chosen education framework consists of four levels, these include: Substitution, Augmentation, Modification and Redefinition. The SAMR model can be specifically used to ensure that students learning experiences are heightened and higher order thinking is obtained. With the implementation of the Substitution level educators are able to manipulate an everyday task with the assistance of Information and Communication technologies. Specifically, throughout this course using Blogger.com has been a great use for the substitution level as it has simply been adapted from a worksheet to computer based reinforcing the necessity of ICT in contemporary classrooms today. At the Augmentation level an educator is able to reinforce the importance of guided learning and instruction as it provides the students with an extended opportunity to continuously enhance their learning. In addition, with the implementation of ICT into contemporary classrooms teachers are able to replace teacher centred learning with that of student centred learning enabling the teacher to engage students in both the modification and redefinition stages in the SAMR model. By conducting activities in the classroom such as video creations, students, are able to heighten their learning whilst thoroughly engaging themselves in higher order thinking. With the implementation of ICT into contemporary classrooms teachers are able to use frameworks such as the SAMR model to ensure that their students partake in student centred learning.

For educators, it is essential to have the knowledge required to ensure that they provide students with the best educational opportunities. Specifically, the use of ICT identifies numerous ways in which an educators are able to enhance student opportunities and thus forming creative and informative learners.

 

References:

Lct. Gabriella, (2013). Retrieved from  https://gabriellalct.wordpress.com/  

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne declaration on educational goals for young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf,

Assessment Task 1 - Embedded Task 5

Throughout this week I have decided to engage myself further into the use of videos of in a classroom. Videos, can essentially be just as good as an instructor in communicating facts, they provide numerous opportunities for educators and students to engage in the enhancement of their research skills, collaborative working, problem solving, and organisational skills. For students, one of the greatest benefits is that they are able to digest and explore specific content at their own pace and even in the comfort of their own homes. Videos are a valuable teaching resource as they can be applied within a variety of learning contexts, by doing so they ensure an endless supply of opportunities are provided to students and their learning.

Videos enable ways in which students are able to reinvent themselves on a virtual level. Videos have numerous elements which include but are not limited to providing visual images with the incorporating of both audio and text. A video allows for students remain connected with the specific subject and having the ability to play, pause, fast forward or rewind ensures that students are able to review the set materials if they are experiencing difficulties. Whilst creating these videos students are also able to change filter colours, add borders and change pitch and tone of their virtual voice if necessary. All of these elements can be seen as essential when choosing a digital teaching tool as it must be one that caters for students needs but also keeps them engaged, videos allow for this to occur.

Below I have attatched the link to a short video I have created.

Specifically in the teaching areas of Home Economics and History I understand that I will most certainly require the use of digital artefacts to assist my students learning. The chosen component of videos provides students with a vast range of opportunities to enhance their learning and skills. The SAMR model can be applied specifically to the use of videos in a classroom environment.

Level of SAMR	Effect on Learner	Effect on Teacher
Substitution	These activities are more engaging than a class who does not present digital artefacts.	Using digital artefacts ensures that the resources are available at any time for use.
Augmentation	Students who have learning difficulties are actively able to participate.	Teacher is able to have more one on one time with students who are struggling.
Modification	Digital artefacts enables for both teacher and student to have access to materials regardless of the time or where they may live. Students are able to peer teach with the use of specific digital artefacts.
Redefinition	Students are provided with the opportunities to implement specific digital components. As stated above this can relate directly to all students and essentially leading to equal learning opportunities and resulting in improved learning outcomes.

 

http://goanimate.com/videos/0tkmfnFmJIsU

 

 

Bringing it all Together - Presenting Learning

This week I examined Presenting Learning: A Zooming Presentation Tool. The specific digital artefact that I have chosen to use is Prezi. Prezi is a form of presentation software and an interactive webpage where the possibilities of providing ideas and information to students are endless. Prezi is most commonly used to create interactive resources for both staff and students. Teachers are able to import images, documents and other files whilst having the ability to zoom in on key information points. Prezi is incredibly effective for students with disabilities as 9 times out of 10 they thrive with visual learning. With the incorporation of this technology into a classroom teachers are able to place work on the webpage for students to individually or collaboratively work from school or home.

Previously, teachers have used the 'plain Jane' method of PowerPoint presentations. As times have changed PowerPoint has become very outdated, a plain linear format where you can add and remove texts, images or video. Prezi on the other hand is unique in its own way, you are provided with vast template options, it is non-linear which allows the presenter to choose their own pathway whilst collaborative learning with other regardless of the distances between them.

Prezi provides students with the freedom of navigation, they are able to form connections easily between what they have learnt at school and make direct links to homework or assessment tasks. In a contemporary classroom time is always of the essence by using Prezi teachers and students are able to transfer vital information from a PowerPoint instantly rather than starting all over again. It provide endless opportunities for students to thoroughly engage with one another at the click of a mouse.

Level of SAMR	Effect on Learner	Effect on Teacher
Substitution	These activities are more engaging for a class that usually does not contain digital artefacts.	Using  this digital artefact enables students and teachers to have access to it at all times.
Augmentation	Students who have learning difficulties or disabilities have greater opportunities to actively participate.	Teacher is able to have more one on one time with students who are struggling or those who may have great learning difficulties.
Modification	Digital artefacts enables for both teacher and student to have access to materials regardless of the time or where they may live. Students are able to peer teach with the use of specific digital artefacts.
Redefinition	Students are provided with the opportunities to implement specific digital components. As stated above this can relate directly to all students and essentially leading to equal learning opportunities and resulting in improved learning outcomes.

Demonstration of Power Point -
https://stephaniebrocklehurst.wikispaces.com/Steph+E+Learning

Demonstration of Thinglink -
https://www.thinglink.com/scene/642524489136996353

Demonstration of Prezi -
https://prezi.com/qzconkuawlay/building-from-the-ground-up/

Demonstration of Glogster -
http://stephb1996.edu.glogster.com/digital-pedagogies-glog/

Digital Artefacts

This week in Digital Pedagogies in Secondary Schools we examined the role in which digital artefacts play inside the classroom. This specific topic discussed images, video and audio. I have chosen to specifically relate my reflection to all three components. I will explore ways in which one can apply these artefacts and their effectiveness in the classroom. The SAMR model will then be used to evaluate the learning opportunities that the artefacts provide.

By embedding the pedagogical tool of images into E-learning, teachers provide their students with the opportunity to analyse and evaluate thus promoting the use of higher order thinking. We are in the multimedia age where it is essential to incorporate a variety of digital artefacts.

Flickr is a fantastic website where you as an educator and your students are able to upload, manage and share images. Flickr provides educators with the opportunity to control how the students use this web space whilst addressing privacy issues.

 https://www.flickr.com/photos/130554016@N06/with/16817371038/

 When it comes to audio digital artefacts I believe that Voki is a very effective tool. Students are able to create characters in a fun and engaging way. Students when using Voki have the opportunity to improve their oral proficiency skills. It is a digital artefact that not only engages students but also challenges them along the way. Voki is a very effective pedagogical tool.

 Please see my created Voki in the link below:

 http://www.voki.com/create.php

 

Video digital artefacts are of great benefit for students as they are able to work through content at their individual pace. Students are then given the opportunities to enhance their learning experiences, increase student motivation, enhance teamwork, develop higher order thinking and also provide opportunities for staff personal development.

 
Below you will see the direct link to my video digital artefact:

https://www.wevideo.com/view/354035252

Specifically in the teaching areas of Home Economics and History I understand that I will definitely need the aid of digital artefacts to assist my students with their learning. I believe that the chosen three artefacts provide students with a vast range of opportunities to learn. These specific artefacts can also form direct links with websites, blogs and wikis. The SAMR model can be applied to evaluate these digital artefacts.

Level of SAMR	Effect on Learner	Effect on Teacher
Substitution	These activities are more engaging than a class who does not present digital artefacts.	Using digital artefacts ensures that the resources are available at any time for use.
Augmentation	Students who have learning difficulties are actively able to participate.	Teacher is able to have more one on one time with students who are struggling.
Modification	Digital artefacts enables for both teacher and student to have access to materials regardless of the time or where they may live. Students are able to peer teach with the use of specific digital artefacts.
Redefinition	Students are provided with the opportunities to implement specific digital components. As stated above this can relate directly to all students and essentially leading to equal learning opportunities and resulting in improved learning outcomes.

Over the course of this week I have determined that the digital artefacts of video, audio and images are essential pedagogical tools in contemporary classrooms. They provide students and teachers with the opportunities to drastically improve their academic learning and outcomes.

 

 

Assessment 1 - Embedded Task 2

Wikispaces classroom is an online educational tool used by thousands of teachers and students. Educators and students are able to easily and effectively communicate with each other whilst interacting in collaborative learning or completing tasks on their own. Wikispaces classroom, allows for information and tasks to be easily accessed. Teachers, when it comes to Wikispaces are the main creators of information that they wish for their students to view; documents and other academic materials are placed in Wiki for students viewing. Although, the teacher technically is the author of said documents, Wiki, can be used in a way that fosters student engagement. Students are able to incorporate their answers into Wikispaces as long as they have permissions to access such materials. This can be done on the teachers account by creating one particular wiki for all students to access or allowing students to create their own. With this being said there can be both positives and negatives in relation to students forming their own Wikis. The incorporation of customising wiki pages by creating colours and themes can be a time consuming tasks, however due to the nature of Wikispaces be accessible outside of school time this could easily be set as homework.  

 The greatest benefit for teachers in relation to Wikispaces classroom is that the educator is able to monitor student engagement in the course materials and tasks provided. This therefor links to the benefit of teachers easily identifying where students may be struggling and then adapting teaching styles to accommodate particular student needs. As an educator, Wikispaces, is quite easy to set up and operate, there are numerous guides and videos which demonstrate ways to easily incorporate required material. In conjunction, Wiki is a technology teaching tool that allows and encourages collaborative learning, sharing of group and individual ideas and perspectives; ensuring that it is a tool for all to easily use.

Personally, in my own classroom as a Home Economics teacher I would use the Wikispaces classroom education tool on a regular basis. I would form a practical cookery task where students are required to use Wiki. I as the educator would embed the required documents or materials on the Wikispaces classroom page where students are able to access them. In doing so students are able to engage in lower level of thinking which relates directly to the substitution level of the SAMR model and Blooms Taxonomy. As the learning experiences moves further into the SAMR model level of Augmentation, this specifically relates to the enhancement of students learning whilst still only engaging in lower order thinking. Following the SAMR model we reach the third level of modification. Wikispaces, allows for the transformation of set tasks, where students are able to actively and collaboratively engage in material, provide themselves with step by step instructions and engage in higher order thinking. Finally, we come to the transformation section of the SAMR model, redefinition, which allows for the recreation of set tasks. Students in the Home Economic sector will greatly benefit from the use of Wikispaces in their classrooms as they can be given a set task which they must modify and redefine the tasks that they are given. Wiki, allows for this to be completed with the opportunity for students to form their own tasks, evaluate others and consider ways in which they could be improved or in other words using higher order thinking. With the incorporating of Wikispaces into classrooms today it is clear that technology enhances students learning. I personally believe that by providing my students with various technologies to use my teaching practice will greatly expand as I will learn as the students do. Wikispaces is an essential tool that allows for students to be creative and collaborative with their learning whilst also ensuring that they are engaging in critical higher order thinking.

 

Below are the links that I have located to help aid with my knowledge and understanding of how Wikispaces classrooms work.

http://labconsortium.wikispaces.com/How+to+Use+Wikispaces

https://jenniferbarnett.wikispaces.com/file/view/Help.Wikispaces.Teacher_Presentation.ppt.

http://elearningindustry.com/how-to-use-wiki-in-the-classroom

Engagement Activity

Website Reflection

Usually a website is classified as a 1.0 web tool. This is due to the fact that websites such as Weebly are static, generally this means that students are unable to contribute their own ideas and perspectives. When it comes to websites, under many occasions they are considered to be the “read only” webpages as no interaction can occur and documents may only be changed by the creator if they feel the need to do so. In relation to the SAMR model, websites would be categorised under the substitution level as they are created to produce the same content that may be presented on paper.

Blog Reflection      

What I love most about blogs is that you have the ability to participate collaboratively where thoughts, ideas and perspectives are able to be easily shared. Blogs are classified as a web 2.0 tool as they provide individuals and groups with the ability to publish, share, upload and download work. Blogs unlike websites are categorised as “read-write” pages as they allow for work one to easily and effectively work inside these set spaces regardless of prior knowledge.

Blogs in particular are constructed specifically to provide an educational platform which provides vast amounts of information that can relate directly to teachers and there students. This is done by adjusting the width of entire blog and right side bar, altering templates and backgrounds, layout, type of text and text size. Blogs consist of navigational bars which include but are not limited to: about, contact, email, posts, side bars and comment bars. A blog can be created by the teacher where students are able to deconstruct, evaluate and synthesise documents and other media. Generally, customisation comes in the form of changing the page layout, colours, themes, titles and fonts. These particular customisations can only be completed by the author of the blog. On blogger.com the author is able to post various media, these include posting an image, video, specific images from the web and also Youtube videos. Blogger.com provides the opportunity for educators and their students to connect via team blogs, comments and following others blogs in this web space.

Educational tools such as blogs offer various ways for students to learn. Personally, I will be sure to use blogger.com in my classroom as I believe that it would provide my students with the opportunities to:

-          Enhance their ICT skills

-          Form closer classroom communities

-          Form greater connections between school work and home work (class materials can be easily accessed)

-          Students have the opportunity to connect with other globally

-          Students literacy and numeracy is greatly benefitted

 

A blog can easily be used at each level on the SAMR model, these include:

Substitution- the change of specific content

Augmentation – As simple as commenting on a post

Modification – The ability to provide presentations that individually have varying multimedia presentations and content

Redefinition – Bringing a new way to collaboratively share ideas and perspectives whilst providing the opportunity for students to share content locally and globally while engaging in higher order thinking tasks.

Blogs are an educational learning tool that can be set up in a way that scaffolds collaborative learning. By doing so I believe that this allows for information to be analysed and synthesised, thus resulting in the use of higher order thinking.

Wiki Reflection

Wikispaces classroom is an online educational tool used by thousands of teachers and students. Educators and students are able to easily and effectively communicate with each other whilst interacting in collaborative learning or completing tasks on their own. Wikispaces classroom, allows for information and tasks to be easily accessed. The greatest benefit for teachers in relation to Wikispaces classroom is that the educator is able to monitor student engagement in the course materials and tasks provided. This therefor links to the benefit of teachers easily identifying where students may be struggling and then adapting teaching styles to accommodate particular student needs. Wiki is a technology teaching tool that allows and encourages collaborative learning, sharing of group and individual ideas and perspectives; ensuring that it is a tool for all to easily use.

 

Digital Pedagogy Activity 1

Pedagogy	What does it "look like" in practice	What does it NOT look like in practice
Facilitating deep knowledge through higher order thinking	Using Bloom’s taxonomy a teacher examines information to uncover ways in which they can redesign with elicit and critical thinking strategies. An educator should locate both flexible and innovative ways to educate their students whilst always encouraging higher order thinking.	Without the use of Bloom’s taxonomy students may not have the correct structure to engage in elicit and critical thinking. As a result of this they are unable to be independent learners and reflection upon how it may apply to real life situations as they do not possess deep conceptual understandings that teachers provide with the use of this specific framework.
Facilitating collaborative learning in which conversations are important	Bloom’s taxonomy identifies specific skills that form collaborative relationships where thoughts, ideas and perspectives are examined, and recreated. ICT easily allows for this to occur on a local and global scale and therefor facilitates collaborative learning where conversation is developed.	Bloom’s taxonomy provides teachers with a range of skills to effectively educate their students. Without the use of Bloom’s teachers can struggle to form collaborative learning; Bloom’s provides a range of opportunities for students to learn. Teachers need to implement and review practice, identify effective teaching strategies, incorporate higher order thinking and form comparisons. Without the use of Bloom’s teachers may struggle to form collaborative learning.
Supporting students in knowing how they learn best	Bloom’s taxonomy is crucial in the transformation of both teaching and learning. Students, regardless of their varied learning styles are able to analyse, synthesise and/or evaluate. Students are then able to demonstrate and interpret ways in which they learn best, whilst taking control of their individual learning.	Without the incorporation of Bloom’s taxonomy in a classroom, it does not provide students with additional support and guidance. Many students are unable to argue and justify their opinions and Bloom’s framework helps to reinforce strategies that could be used to demonstrate multiple learning objectives and outcomes.
Planning learning that is problem-based, and situated in real life contexts	Students are given components where they must apply critical thinking whilst responding to focus questions based on real life situations. As an educator this allows one to challenge student thought processes and uncover how they apply their learnt skills.	Real-life target learning fosters high quality learning. Bloom’s taxonomy framework is essential in a classroom as it incorporates problem-based learning where students can incorporate reflective practice. Without the use of Bloom’s taxonomy, reflective and critical higher order thinking cannot take place as students are unable to make connections to key issues and life experiences.
Is relevant to students, and connects to their background knowledge	Bloom’s taxonomy encourages higher order thinking whilst referring to student’s prior knowledge to help accelerate and enhance students learning. Bloom’s identifies the six cognitive levels that identify and link directly to supporting and evaluating student’s prior knowledge to assist with the achievement of unit goals.	Bloom’s taxonomy framework enables both teacher and student to make direct links to prior knowledge. If this framework is not being used in classrooms, students are not able to critically think. They are unable to complete tasks which may include investigating, comparing and connecting and therefor are unable to enhance their academic knowledge and reach greater achievements.
Supports learning that is owned, controlled and managed by students themselves	Bloom’s taxonomy helps to identify that repetitive instructions enable students to learn how to take control of their own learning. Students under many circumstances begin to learn from others who generally do not portray similar ideas. This leads to viewing learning and student outcomes in both a local and global way.	Bloom’s taxonomy relates directly to learning, thinking and educational practices. It allows for students to take control of their own education. Although, if Bloom’s is not put into place in a school they may find that they fall out of practiced individual routines. Students are then at risk of this severely affecting their academic learning as many students require structures that this framework provides to control and manage their own learning.
Is socially supportive, engaging, and values cultural knowledge’s	With the support of Bloom’s taxonomy, teachers are able to reconcile relationships between Indigenous and non-Indigenous students. These relationships are celebrated inside and outside of the classroom to provide a supportive environment and therefore supporting the social and cultural development of students.	As a result of minimal values and support with in the classroom, students are unable to reflect upon the importance of values and cultural knowledge. Student may experience situations throughout their education where they feel as though their culture, values and beliefs are not supported. This results in student’s developmental stages encountering challenges along the way.
Is supportive of the development of active citizenship, and strong group identity	Bloom’s taxonomy encourages participation in the community which fosters student identity. A teacher uses Bloom’s taxonomy to form confident and creative individuals who are also active citizens in the wider community. Programs are frequently developed and evaluated to ensure that they are meeting the needs of their learners.	By not incorporating positive relationships into ones teaching practice results in a lack of student’s academic, social and cultural development. Many students can struggle to find their own identities without guidance and support thus resulting in minimal individual and group interactions.