Synopsis

ASSIGNMENT 2

"Today's teachers have to learn to communicate in the language and style of their students."  (Prensky 2001).  I have come to the understanding that the greater the knowledge is of this language i.e.: digital technologies that the more successful I will be as a teacher.  To be a successful teacher of the current 21^st century learner a teacher needs to be flexible.  Being flexible also means being a lifelong learner because things are changing all the time.

In this synopsis assignment, I have firstly reflected on my personal learning experience achieved on participation in the mobile phone wiki activity.  Secondly, four of the many researched technologies are presented in depth.  The four eLearning technologies I have chosen to expand upon are Blogs, Digital Images, Glogster and Online Concept Maps.  I have concluded with a reflection on supporting safe, legal and ethical practices.

Mobile Phone Wiki

Initially I found the mobile phone wiki difficult.  At the time I was still very much the digital immigrant as Prensky would put it.  It wasn’t until later visits to this wiki that I started to comprehend the whole process.  I also realised that a greater knowledge of the tools available in the digital world was going to be my greatest asset as a teacher.

"Technological pedagogical content knowledge (TPACK) is an emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology)." Mishra and Koehler (2006).  This framework outlines the point that you must be technically efficient and competent using ICT, that you must not only have a thorough understanding of your content but also that that you must understand the best practice of teaching your content using ICT.

From the mobile phone wiki I was finally developing a schema and was now starting to think about thinking, I was beginning to understand.  De Bono's Hats (de Bono, 1985) was a very effective way of drawing out different opinions of looking at a topic, particularly on a topic such as mobile phones where opinion could be poles apart. This was a full group activity (although broken into three alphabetically arranged groups) and was well matched with the scaffold of de Bono's Hats which is designed for a collaborative approach.  It is also a meta-cognitive approach, using higher order thinking skills that enables understanding, especially when engaged in learning as this strategy is encouraging thinking about thinking.  A greater understanding of the differing issues was gained through a diverse range of people's opinions and perspectives.  This is creditable work and uses the learning styles of constructivism, cognitivism, connectivism and also Learning Engagement theory.  The learning style of Cognitivism is strongly present as this activity has a strong emphasis on thinking about your thinking as you are exploring from different angles and perspectives.

Group 1 Technologies – Wikis, Blogs, Websites

Blogs, Wikis and webpages are all excellent established technologies with many different strengths. Blogs are very stable and accessible and are suitable for all year levels. I chose to elaborate more on blogs because for me Blogs is where it all began.

Blogs can be used for reflection and communication which aid in the learning process across all KLAs.  In relating to Bloom's Taxonomy (1956), by reflecting, the student is employing the higher order thinking skills of analysing and evaluating.  By engaging the learner they will also come to enjoy this learning process through a Blog.  

Blogs can be individual, partnerships, small groups or whole class, and can be scaffolded to be collaborative across all these styles.  Further scaffolding is needed to direct learning to planned outcomes including the use of tools such as PMIs and de Bono's Hats.  I have further analysed blogs through the use of a SWOT analysis which can be viewed in my blog.

Blogs can be modified and styled for each different age and year level and also across all different KLA’s.  I would use blogs in my teaching areas of H&PE and Business through individual or group work with students investigating, analysing and reporting on research topics such as - For H&PE - health, diet, physical activity, different sports etc.  For Business – different industries, marketing, exports, trade etc.  Timely feedback on blogs from the teacher is always needed and is essential to make sure learning is on track.  Individual blogging can also be made collaborative with scaffolding which can include feedback amongst peers as part of the task.  All of these can be presented through blogs by way of PowerPoint presentations, glogs, prezis etc.

Students can also comment and reflect on other groups blogs. Individual, group and whole class work could be incorporated for all year levels. Blogs also motivate students to write and reflect in a variety of contexts and across all KLAs.  They are engaging and appreciated by students.  The learning experience or more to the point, the e-learning experience can be transformed through blogging.

By viewing my blog more detail regarding my e-learning journey is expanded upon.  Further analysis on all these three technologies is in my Wiki and an example of the beginnings of a website is available at My Website.

Group 2 Technologies – Images, Digital Video, Audio Tools

. 

These technologies are probably the most widely used and advanced tools in the digital world.  Photos, pictures, cartoon images, video such as YouTube clips, home-made videos, podcasts, voice overs, music and the like are all extensively used tools and all greatly assist with learning. 

I will use all these digital tools in the classroom and to a high extent.  I myself am a visual learner as evidenced by my learning style results as posted in my blog.  In my synopsis I will expand on the use of digital images in the classroom.

“Images are all around us and the ability to interpret them meaningfully is a vital skill for students to learn”. Thibault. M and Walbert. D. (n.d.).  Digital Images at the very least can immediately engage the attention of the learner.  They have multiple uses in the classroom environment particularly by way of their use online to present learning materials to the student with the purpose of engaging thinking and enlightening the thought processes of the learner.

Images relating to different KLA’s for example, pictures of healthy food as compared to pictures of unhealthy food can be used to highlight their differences to a year 8 H&PE theory lesson on health and wellbeing.  Alternatively students can present their own digital pictures taken from experiments and field trips and then analyze these either individually or collaboratively through differing higher order thinking skills such as PMI’s.

There are many practical ways to use digital images in teaching and learning.  They are very easy to use and the ways in which they can be used for each different KLA’s are endless.  Further elaboration including a PMI analysis and examples of uploading images digitally can be viewed in this section of my blog.

Group 3 Technologies - PowerPoint, Prezi, Glogster

PowerPoint, Prezi and Glogster are all relatively easy to use communication and presentation tools.  PowerPoint is a well utilised slide/presentation tool around the globe and to teach without it would not rate as a wise decision. 

For me and I assume others, both Prezi and Glogster are newer technologies which (to this date) are not as well known or recognised as PowerPoint.  Prezi is a slide presentation tool with unusual spatial features including zooming and panning to slides.  This tool allows for your own research to be detailed however the constant zooming can be a little overbearing at times. 

Glogster provides us with a modern (Harry Potter) style take on the poster and is suited to all age levels and abilities.  It is also very easy to relate to all KLA’s.  For this reason, and because it offers something completely different to PowerPoint and Prezi, I have chosen to expand on the opportunities Glogster can provide.  I have also analysed this tool in my blog by way of a PMI analysis which can be viewed here.  I have also chosen this tool as I believe it would be engaging to all year levels and allows for a variety of different options to provide input.

Glogster incorporates digital images, audio and video, animations and information into a digital or electronic poster. Glogs help us to create and communicate using ICTs and will appeal to all students as the results are highly individual.  I would use Glogs in the classroom to help facilitate learning in all KLAs, higher order thinking skills would be engaged after analysing information and unleashing creativity in the Glog.  Glogs could be displayed as an exhibition at the end of a term with students talking about and explaining their showpieces thus drawing in oral communication. 

My blog reflection on PowerPoint, Prezi and Glogster has further details and analysis of all three technologies including models of each.

Glogster provides a safe and private, online environment and supports an online classroom for a high number of students.  Students can also continue to work on glogster away from school in the home environment and also allows their current work to always be available for perusal by teacher. It produces professional looking products which are achievable in relatively short time frames. Glogster caters for all learners in a constructivist, connectivist and collaborative way. 

Group 4 Technologies - Interactive Learning Objects, Adobe Flash, Google Earth, Google Maps, Google Documents, Online concept mapping, Online timelines, Zooburst, Museumbox

All the technologies in this group are useful teaching tools.  I have explored some previous to this course including Google Earth and Google Maps would find them excellent tools to use in the classroom environment.  I had a brief look at zooburst and museumbox and what they have to offer.  I found them both quite interesting however I felt that they would be much more suited to a primary school age level. 

Within my synopsis I have chosen to expand on the use of concept mapping tools.  I have also showcased examples in my blog and analysed it through the use of a scaffolded PMI analysis.

'Concept mapping is an easy way to achieve very high levels of cognitive performance, when the process is done well. This is one reason concept mapping can be a very powerful evaluation tool.' Novak. J.D. (n.d.).

Concept mapping easily allows you to engage the learners. It is a strong tool for not only constructing meaning but also for evaluating understanding.  As such, it focuses on the heart of learning, constructing meaning out of knowledge then assessing or self-assessing for understanding.  A detailed explanation on how to construct concept maps is available at 'The Theory Underlying Concept Maps and How to Construct and Use Them' by Novak & Cañas (2008). Students can make meaning out of facts by constructing concept maps as they are learning and then adjusting them as greater understanding is achieved. Online tools are excellent for this as maps can be easily adjusted to accommodate for further knowledge and deeper understanding.

The specific online tools that I have investigated can be used for brainstorming and broadening knowledge in a collaborative way to gain a richer and deeper picture of the subject matter. Some examples of  how I would use online concept or mind mapping tools in the classroom is illustrated by the concept maps which I have created in my blog.  I would regard them as an excellent tool for teaching both H&PE and also for Business as evidenced in the examples given.  Learning can be enhanced by the use of online concept mapping tools by buildings schemas, constructing knowledge and making connections.

Ethical, Safe and Responsible Practices

As teachers we ourselves must lead by example by being role models for students by supporting safe, legal and ethical practices.  We must we must religiously and constantly supervise students and without being too negative – never trust them on computers.

I am aware of the dangers computers have on innocent students and I am also aware that I should always attempt to take action to protect myself and students from this unwanted online behaviour.  Students should always be informed of the dangers of online predators and they should also be made aware of what types of websites that are inappropriate.  As teachers we should also be aware that we should never write anything that can be misinterpreted by others.  I have further elaborated on this issue in my blog which can be viewed here.

In conclusion, I would like to briefly state  that by effectively teaching through utilisation of the e-learning processes available to us, we can only further enhance the learning outcomes. I have discussed in more detail other why’s and how’s of using blogs and e-learning in this section of my blog.

REFERENCES

Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc.

Novak., J.D (n.d.). The theory underlying concept maps and how to construct them. Retrieved from http://www.stanford.edu/dept/SUSE/projects/ireport/articles/concept_maps/The%20Theory%20Underlying%20Concept%20Maps.pdf

Novak, J.D. &  Cañas, A.J. (2008). The theory underlying concept maps and how to construct and use them. Retrieved from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm

Thibault Melissa and Walbert David. (n.d.). Reading images: an introduction to visual literacy.  Retrieved from http://www.learnnc.org/lp/pages/675

Prensky Marc. (2001).  Digital Natives Digital Immigrants. 

Retrieved from http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf

Koehler. Matthew J and Mishra Punya. (2006) What Is Technological Pedagogical Content Knowledge?  Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm