Charlie and Lola part 2

listen to ‘Charlie and Lola part 2’ on Audioboo

Charlie and Lola Part 1

listen to ‘Charlie and Lola Part 1’ on Audioboo

Reflective Synopsis

We have a vast ocean of learning and teaching resources available on the internet these days. We also have access to tools with which to utilize these resources in the classroom. ‘e-Learning’ marries the learning potential of digital tools with learning theories, learning styles and good pedagogical practice.

Digital tools are adaptable and complimentary to each of the commonly referred to learning theories (behaviourism, cognitivism, social constructivism and connectivism).

·        On a behavioural level children learn new technological skills and experience success using these skills.

·        Cognitivism promotes learning in terms of sensory input which is processed onto long term memory after it is ‘learned’. ICT provides for all types of sensory input.

·        Connectivism emphasises the importance of knowing how and where to find information. Equipping children with this knowledge is very relevant with the ease of access to online resources.

·        Perhaps the most relevant learning theory for e-Learning is the social constructivist approach. Children learn from experience, social interaction and scaffolding. ICT’s have so many applications available to embrace these aspects. Children and teachers are able to investigate, communicate and collaborate. Online tools such as blogs and Wikispace open up opportunities for scaffolding and enriched learning experiences (see Appendix A). This wikispace activity is an example of how collaboration can occur to inform analysis and evaluation.

Digital tools are adaptable to each and every learning style. Interactive whiteboards (available in most classrooms now) allow for interactive PowerPoint presentations, video and projection of computer applications. Mobile devices such as iPods allow for participation by methods limited only by imagination. Children can participate in the simplest of educational apps or engage in their own video presentations (see Appendix B). They can resource information on any topic with access to the internet. Visual, auditory and kinesthetic learners can be engaged with considered choice of activity by the teacher. Learning experiences can be open ended and easily scaffolded (see Appendix C).  This example of a classroom wikispace exercise could be followed up with further research. Stages can cater for active or reflective learners, sensing or intuitive learners, visual or verbal learners, sequential or global learners (Felder, R., Soloman, B. n.d).

Children today are exposed to technology everywhere. Most can navigate a touch screen better than their parents. They are very much ‘digital natives’ (Prensky, M. 2001). Pedagogical practice needs to be ICT inclusive to keep children engaged in their learning. Lesson plans are not limited by content knowledge and pedagogical knowledge. We can add technological knowledge now that we have explored and are aware of the myriad of learning resources available electronically and online. We can identify the particular learning styles in the classroom and have a much greater choice in learning experiences that support the best possible learning.

This greater choice in learning experiences provides greater opportunity for promoting higher order thinking. Simple knowledge and understanding can lead to further questions and research, analysis and evaluation.

The Australian Curriculum includes requirements for including ICT’s in student learning. The following quote is from the “Scope of ICT Capability” within the curriculum.

“Students develop capability in using ICT for tasks associated with information access and management, information creation and presentation, problem solving, decision making, communication, creative expression, and empirical reasoning. This includes conducting research, creating multimedia information products, analysing data, designing solutions to problems, controlling processes and devices, and supporting computation while working independently and in collaboration with others.”

Given that the Australian Curriculum recognises the importance of ICT inclusion and requires deep experience for learners (from information access to creative expression and problem solving), teachers need to be technologically competent and able to address curriculum scope for ICT with productive pedagogies.

Lesson design with digital tools is easy to apply productive pedagogy dimensions to. The scope to extend and scaffold learning and thinking is as vast as the internet (see Appendix D). Mobile devices have immediate access to educational apps that can be quickly and easily sourced as needed.

The implications for myself involve improving my technological competence and exposure. This e-Learning journey has enlightened me to so many digital tools that I had not used before. I have explored along the way:

·        Blogs

·        QR codes and applications

·        Mind maps

·        wikispace

·        uploaded and embedded items to blogs

·        resizing photos

·        podcasting

·        video uploads

·        animation presentations

·        Prezi presentations

·        Glogster presentations

·        PowerPoint presentations

·        Educational apps for mobile devices

·        Working legally, safely and ethically online

I have learned about the infinite potential of these tools to provide enriching learning experiences for children. E-learning experiences can be designed to engage all of the learning styles in a classroom of young learners. They can embrace and enhance the social and collaborative qualities that good pedagogy requires.

Equipped with this knowledge I can develop my teaching capabilities to prepare appropriate learning experiences for young learners that will achieve the highest learning outcomes and promote higher level thinking. I can assess a schools’ resources and students’ learning needs. I can seek out resources and ideas online then apply innovative ways to meet them.

 

References

ACARA Australian Curriculum, Assessment and Reporting Authority – Information and Communication Technology (ICT) capability

Retrieved from

http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Scope-of-ICT-capability

 

Felder, R., Soloman, B. (n.d) Learning Styles and Strategies

Retrieved from

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

 

Prensky, M. (2001) Digital Natives, Digital Immigrants

MCB University Press, Vol.9 No.5, October 2001

 

 

Appendices

Appendix A

http://debonoshats.wikispaces.com/de+Bono+17

 

Appendix B

http://alliwarham.blogspot.com.au/2013/07/reflection-3-wk4-images-podcasts-and.html

 

Appendix C

https://alliselearningwiki.wikispaces.com/spinach+growing+project

Appendix D

http://alliwarham.blogspot.com.au/2013/08/reflection-5-wk-6.html

Reflection 5 Wk 6

As the final reflection in this exploration of digital learning tools I thought it fitting to focus on my favourite 'tool' so far rather than a particular software package or app. That is the iPod Touch. I have owned one myself for about 3 years now. I only used it for music until my daughters got their own last year and enlightened me to the wonderful world of apps.
Watching my children use them with ease and seeing how children flock to another child with an iPod shows what a fantastically engaging little device they are. Almost every child has access to an iPod, iPhone or iPad in their household and they know how to navigate the touch screen.

iPod positives -

• portability
• relatively cheap
• millions of available apps
• privacy and restriction settings
• most households/children have one or a compatible device
• internet accessibility - immediate download to blogs etc.
• user friendly

iPod negatives -

• social networking issues (cyber bullying)
• can be dropped
• charging needs (battery life is long enough for classroom exercises)
• cost of phasing in to schools - parents might not be supportive of supplying own devices

In an early childhood/early primary setting the app store offers a limitless supply of potential learning tools. I downloaded an app called "Starfall Pumpkin". This was one of 5 options that appeared when I searched "learn measurement". It has limited applications but could be incorporated into a Halloween theme or vegetable growing activity. Children can estimate the weight of a pumpkin by selecting a unit of measurement (1kg, 5kg or 10kg) and adding units to a scale until they match the pumpkin's weight. In this way children are learning to compare weights, estimate and choose appropriate units of measurement. Inclusion of real physical pumpkins and different types of scales in the classroom would provide for the 'hands-on' needs of young learners. IPods work beautifully to this end by providing visual, auditory and touch sensory input for children to process.

"Starfall Pumpkin" 





Children can use iPods to video (and upload to YouTube), photograph, record audio (Audioboo), as explored in previous blogs. As the school year progressed children could be assigned more detailed tasks that required more individual thinking and input. A research project on 'insects in the school grounds' could involve children photographing and uploading photos to a class page then resourcing information online on each insect as a class.
Personally I have found trying to teach early primary children in a "computer room" a fruitless exercise. There are always computers/headphones that aren't working and it is difficult to see each child and their progress behind the screens. It is difficult for the children to gain a teacher's attention. The activities seem quite clumsy when compared to touchscreen capabilities of the iPod touch.

Further examples:

Image from http://www.slideshare.net/jenjongste/mobile-learning-5096525.

Reflection4 Wk5 grp3 tools

This week we have explored the plethora of options available online that support the collection and collation of multimedia resources for presentation purposes. We focused on PowerPoint, Prezi and Glogster.

• The animations and simulations that can be used in presentations offer substantial advantages over print through complex interactions and illustration of abstract concepts.
• They offer a virtual experience where the "real thing" may not be feasible.
• They are web-based (PowerPoint can be uploaded) and accessible anytime.
• These tools can be embedded easily into a larger learning context.
• Glogster is an "online scrapbooking tool" that offers so many enhancements to learning in a fun way. Teachers can set up a class account and be emailed passwords for each student's private account within it http://www.educationworld.com/a_tech/columnists/dyck/dyck037.shtml.
• Prezi is a brilliant tool for "global learners" as it uses frames rather than the linear slides of PowerPoint (see blog entry below).

I have chosen to focus my exploration and reflection this week on PowerPoint.
My only experience with PowerPoint up until now has been limited to viewing presentations and offering "assistance" to my 10yr old daughter on a couple of assignments for school.
My basic presentation is the beginnings of a learning tool for recognizing time on a clock face aimed at early primary (prep) aged children. In the first slide I have listed the times of the school day that events occur. The second slide is a clock face with the first time. I have added a question with answer buttons 'yes' or 'no'. The buttons contain hyperlinks to an animated page for a right or wrong answer.
Questions can be added to each page following, varying the way children look at the time and apply it to their real life situation. We could ask "What happens at this time of the day?" and progress to, "How long is the lunch break?". Children could also click on and rotate the hands of the clock to different times.
PowerPoint can be used to

• analyse a process through sequence of events
• make interactive storybooks or quizzes
• group and ungroup illustrations to make start/stop animations
• create 'virtual museums' http://christykeeler.com/EducationalVirtualMuseums.html

PowerPoint presents a linear learning experience, good for sequential learners. This can be frustrating for the global learners though who look for the bigger picture first.

This is the link to my wikispace, where I have uploaded the "Tell the Time" PowerPoint presentation:

https://alliselearningwiki.wikispaces.com/Tell+the+time+Powerpoint

Exploring Prezi

http://prezi.com/d4wbdw9ysriv/present/?auth_key=q9o7t9i&follow=sd8q4qrpyadl
 This is the link to my first foray with Prezi. It seems a really attractive way of presentation. For early primary learners I can see the potential it holds to encourage logical problem solving steps when presented with a "big picture".

Reflection 3 Wk4 Images, Podcasts and Digital Video

This week we have continued our exploration of digital technologies and their potential in learning environments with images, podcasts and digital video. I have chosen to focus this reflection on digital video, purely because I enjoyed this one the most whilst exploring the tools. The four posts below provide examples of my exploration of Mobaphoto to resize images, Audioboo (podcast), YouTube (video) and finally a Voki.
Visual, tactile and kinaesthetic senses are particularly important for young learners (http://www.acu.edu.au/__data/assets/pdf_file/0007/195676/Chapter_3_Multimodal_Literacy_M_Walsh.pdf). Engaging young learners in activities involving digital movie making provides opportunity to cater to the many different learning styles of lower primary aged children. Also the additional sensory input from learning in this way creates linked memories enhancing retrieval (http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/%20).

As well as traditional literacy, children need to learn skills of visual and aural literacy. These skills help their understanding and abilities to think and communicate (http://moodle.cqu.edu.au/mod/page/view.php?id=145984).

Below I have embedded my first foray with the Voki application. As a digital video tool that is very easy to navigate, lower primary children could be engaged easily in their learning. Mobile devices such as iPods make individual contributions to group activities so accessible. Such participation provides learning outcomes like :

• higher order thinking skills
• communication skills
• presentation skills
• literacy
• organizational and teamwork skills

IPods allow direct upload to sites such as YouTube and Flickr, both of which are very secure and accessible to all participants.

The example I used with my Voki was a small history research assignment. Children could be divided into pairs or groups with an aspect or a few questions to research. Research could be using the internet or library books, or watching a suitable documentary. The Voki can be dressed and customized by the children. They could write their own script and record their own voices or select a voice from the Voki menu with an accent as I did. This required typing a script into the app (a literacy skill). The Voki provides a fun, engaging method of presentation after uploading to YouTube or a class Blog page.

Voki intro

 

YouTube

Audioboo

listen to ‘Where is that mower?’ on Audioboo

listen to ‘Audioboo intro’ on Audioboo

Resizing an image with Mobaphoto

This photo is my own.

Before resizing this image was 342KB. After resizing to "optimize internet upload" it is now 9156bytes.

Reflection 2 Wk 3 Wikis

I have chosen to reflect on wikis as an ICT tool. They have such a rich functionality as a learning tool. Wikis enable and encourage social interaction, collaboration and communication. Teachers can adopt a true constructivist approach with children learning from experience and social interaction (http://moodle.cqu.edu.au/mod/page/view.php?id=146071). Among its functions are :

• ability to track user history (encourage participation due to visibility of such)
• ability to track changes (control appropriate usage, edit when required)
• ability to track individual vs. group contributions (see any learning deficits)
• widgets to embed anything useful (encourage students' own resourcefulness and creativity)
• a comments facility (social interaction, collaboration)
• multiple user functionality (social interaction and collaboration)

One drawback with wikis is that they don't allow for concurrent authoring. Writers can inadvertently type over or wipe another's work. This can be tracked and corrected however with the history tracking function.

In an early primary classroom (grades 1-3) wikis could be used for any type of class project. Younger children could perhaps contribute to a class wiki through comments about individual artworks uploaded to tell the story behind it. This is a valuable literacy exercise as well as fostering ICT familiarity and socially interactive learning.
Grade 3 children could participate in wiki activities like tabulating experiment results, uploading photos and research. Small group wiki assignments enable equal contributions from participants at home as well as school and a tool to measure such contributions.

I have created a simple wiki on wikispaces. https://alliselearningwiki.wikispaces.com/ In the wiki I have created pages as I explored different functions. The last page created, "spinach growing experiment" is an example of an experiment a grade 3 class could experience. Children could be paired or grouped and a page created for each group to record their data. Children and teachers could comment on each others' pages to collaborate information and conclusions. Children may use the internet to research possible explanations for results and post links to such and photographs of their plants. They may even embed links to websites such as CSIRO and invite relevant researchers to their wiki.

Wk 3 reflections: Content Free Online Spaces

This week we have examined blogs, wikis and websites as potential learning tools in classrooms. I constructed simple samples of a wiki and a website. Personally, I will play with these some more to improve my competence and confidence. I am impressed by their possibilities and the relative ease with which they can be constructed (relative to familiarity).
These tools allow for much greater information upload than would be possible without them and also a fantastic scope for communication and collaboration on any learning topic.

Blogs

 

Plus	Minus	Implications
Record own learning journey	Excludes those children without a PC at home	Tasks would be kept simple so that completion in class time is feasible, offer time outside classes for these children
Reflection process	“Reputation control” issues with young people	Password protection and privacy locks a must
Encourage writing	Technology could be daunting for those with little experience	Children could work in pairs so experience can help inexperience.
Tool for assignment construction	Possible problems with poor readers/writers	Spell check could help with word recognition. Create a spelling blog with applicable words for each child.

In an early primary context, blogs could be used to encourage writing, visual spelling. On a class level, they could be used to document a class learning journey with prompted reflection for the comments. Artworks, videos, children's own research can all be uploaded or embedded to the blog.
Ref: http://b-7bobcats.blogspot.com.au/
Ref: http://www.aneverydaystory.com/feed/

Websites

Websites are a wonderful way to communicate with and keep participants up to date. They have a forum feature and links to social media for some interaction to occur. In an early primary context they could function as a newsletter or even curriculum information for families. Tabs/pages could be added to inform parents/carers of curriculum stages and class activities. This would be useful in instances like spelling development to explain the different stages and why children sound out words in particular ways. People wouldn't misinterpret their attempts as "bad spelling/bad teaching". I created a simple website in "Weebly" to introduce myself to website creation and functions available:
 http://wheelbarrowupahill.weebly.com/#/

Wk 2 Reflections on Mobile Phones Wiki

I found the design and presentation of the mobile phones wiki activity user friendly and easy to understand. This was my first experience with a "wiki" (I even had to Google the meaning). I used a 'connectivism' approach here to equip myself with a basic understanding of the intent of the task before I began. After viewing fellow classmates' blogs and other entries on the wiki itself, I was able to easily participate in the activity. The learning theory behind the task design is 'constructivist'. Participants learn from experience and social interaction. The use of "de Bono's Thinking Hats" provided valuable scaffolding to learning outcomes by encouraging thorough consideration of the topic (mobile phones in the classroom) and allowing multiple entries (further participation) in the wiki. As such I enjoyed the activity as an introduction to this learning tool, its purpose and scope. I added my comments to page 17 and have pasted them below.

• The page has been updated.

Mobile Phones - should they be used in the classroom?

Add your thoughts to this wiki, reflecting on mobile phones in education.You are welcome to put on and take off a new colour hat as your reflect on different issues and perspectives!

De Bono's Hats

If you are unfamiliar with de Bono's six thinking hats, visit Kurwongbah State School's diverse resources on the topic (http://www.kurwongbss.eq.edu.au/thinking/Hats/hats.htm). Then edit the table provided as scaffolding, add your ideas, opinions, and where possible your research. How will a collation of diverse perspectives from 19 different people inform your thinking? How could you use this in your classroom?

Colour Hat	Names of students adding ideas	The colour perspective	Your ideas, research, perspectives and arguments
	Allison W	Judgement: What is wrong with this? Why will this not work? Is this safe? Can this be done?	Potential for damaging/dropping phones, particularly if they are students' own phones. Haves and have-nots distinction among students (discrimination). How to police correct/appropriate usage.
	Allison W	The Process: Where are we now? What is the next step? Where have we been? What sort of thinking is needed?	Right now students are not all resourced with smart phones. Mobile phones haven't been used as a learning strategy. Can we resource the schools with ipods as a cheaper means to access the learning potential of these devices?
	Allison W	Creativity: What new ideas are possible with this? What is my suggestion for success? Can I create something new?	.   Mobile phones have enormous potential in the classroom. They can incorporate many different learning styles and enable students to resource their own learning. Mobile devices should be a standard classroom tool for our digital age. Lesson plans could suggest how they would be better delivered with mobile devices to encourage school purchases or parental support for use of children's' own devices.
	Allison W	Feelings: How do I feel about this? What do I like about the idea? What don't I like about the idea?	I love the idea of mobile devices in the classroom. They must be accessible to everyone though. They are much easier to negotiate than computer screens that you can't see over and that constantly freeze etc. The educational app world is endless and incorporates all learning styles. I don't like the idea of using children's own devices. They could be broken or stolen meaning angry parents. Also this practice would not be inclusive for children who don't have access to their own mobile device.
	Allison W	Benefits: What are the good points? Why can this be successful? Why is this a good thing?	Access to educational apps, ability to resource own learning, adaptability to different learning styles. Mobile phones have the potential to be a positive tool in the classroom.
	Allison W	Information: What information do I have? What are the facts? What information do I need? What do I want to KNOW?	Mobile phones are traditionally not allowed in the classroom. At present children are not trusted to use them appropriately independently. We need to look at rules and guidelines and how to ensure their success. What options are available for internet/usage filters? Cost feasibility of school supplying devices?

 

 

 

 

 

 

 

 

 

 

 

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Wk 2 Reflections on TPACK

TPACK : I am a popplet monster!

Week 2 Reflections on Pedagogy

Pedagogy Reflections

Week 1 reflections

Well I hit the ground running with this course! After being 5 minutes late to my first tutorial as previous tut ran overtime I was bamboozled by iPods that didn't turn on the same as mine and then was unable to find the required app for something called "Q-tags". With the help of a couple of kindly students I was put on the right path, a rather steep five minute learning curve. I now know what those little black and white square thingies are and how to scan them with an iPod. Phew.
I am glad to report that the tutorial calmed down for me after this experience. I feel reassured from Wendy's communications that my "technology experience deficit" is temporary and I am  approaching my learning in this course confidently.

I found the learning materials and readings interesting. My first day learning experience involved visual, auditory and kinesthetic learning styles under the VAK classification system.
Using Felder and Solomon's Inventory, I felt we were expected to be "global" learners whereas I am more "sequential". I am very much a "digital immigrant"!

The 4 learning theories are all relevant and intertwine. This week's tutorial used a constructivist approach as it was very hands-on and involved social interaction.

On a cognitive level, the skills learned are now in my long term memory. I had a play with "Mindomo" to map the learning styles and theories. I really need to hone my formatting skills before I can embed a creation here, or try a different online concept mapping tool as my topics just wouldn't stay close together :/

Looking forward to more learning :)

First day tomorrow, reflections to follow...