Reflective Synopsis

The past six weeks have been an eye opening experience in regards to learning about technology and the incorporation of ICT tools into the educational environment. During this time I have engaged with and reflected on numerous digital technologies including Blogs, Wiki's, Websites, Prezi, PowerPoint, Glogster as well as different forms of multimedia. Exploring these tools in depth in regards to functionality, effectiveness in promoting higher order thinking in conjunction with the SAMR model, and how they support and consider safe practices, have highlighted the importance of these ICTs and their role in an educational context. The purpose of this reflective synopsis is to provide an overview of the learning, summarise the key ideas and provide links to theory and pedagogy frameworks that supports the value of digital technologies in learning today.

The use of technologies in education, has expanded over the last decade with digital tools becoming a part of our classrooms particularly in the way we teach, engage learners, stimulate their curiosity and most importantly used to transform, enhance and support the learning experiences of children in the classroom (Walsh, 2009). The lives of children today evolve around technology, their interest, future, and as a result their education (Evanouski, 2009). As mentioned by the Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008) it is recognised that "in a digital age, and with rapid and continuing changes in the ways that people share, use, develop and communicate with ICT, young people need to be highly skilled in its use". For this to occur in the classroom, educators must have adequate understanding of all aspects of the tools, devices and programs they are using and teaching to transfer these skills meaningfully to their learners (Evanouski 2009).It is recognised also in the Australian Curriculum (ACARA, 2013) the benefits of technology in an educational setting, as it mentions that "students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school".

The term e-learning can be identified as the use of educational technologies to design, deliver, and manage both formal and informal learning and knowledge sharing at any place, any time and at any pace (Gedera,2014).  The technologies explored throughout this course reflect this learning, and in an educational sense offer learners opportunities for flexibility, interaction and collaboration. From the many tools explored throughout these past weeks, particular ones that stood out were the ones that incorporated numerous multimodal avenues (images, audio and video) such as PowerPoint, Prezi, Weebly and Glogster. According  to Stansbury (2008) "multimodal learning–using many modes and strategies that cater to individual learners’ needs and capacities–is more effective than traditional, unimodal learning, which uses a single mode or strategy". It is further proven that students using a well-designed combination of visuals and text learn more than students who use only text (Stansbury, 2008). Furthermore this highlights how ICTs can be used to support and enhance learning.

The SAMR model is an approach developed by Dr Ruben Puentedura, that aims to assist teachers to design, develop and integrate learning technologies to support high levels of learning achievement (DETE, 2015). The model consists of four levels of technology integration that increase in complexity and effect, from simple substitution, to augmentation, to modification and lastly to a more complex redefinition where the technology use can provide opportunities to create what would not be possible without that technology (DETE, 2015). Effective digital tools that correspond with the model include PowerPoint, Wiki and Weebly to name a few. The incorporation of the SAMR model in an educational setting allows for learning experiences to be developed purposefully with greater opportunities for higher student performance, as well for educators it allows them to recognise and provide for further enhanced learning tasks. All in all the SAMR model works alongside Blooms Taxonomy and the six progression levels to assist in attaining higher order thinking and skill levels in tasks designed with the incorporation of technologies.

Reflecting on the technology tools used, and underpinnings of frameworks and models surrounding e-learning, there are clear links to a number of learning theories, these are the Connectivism learning theory, and Social and Cognitive Constructivism. Connectivism can be referred to as a learning theory for the digital age (Siemens, 2008). The key principles from the theory is that "learning is a process of connecting specialized nodes or information sources", so forth "a learner can exponentially improve their own learning by plugging into an existing network" (Siemens, 2008). In simpler terms a Connectivist approach contributes to learning by developing students awareness and ability to seek out relevant information and filter irrelevant information (Siemens, 2008). In addition, student’s thoughts are challenged and expanded on via engagement with digital tools or more clearly emphasized as 'social and online experience learning' (Siemens, 2008). Some examples of these tools include Wikispaces, Google Docs and Blogs. Social Constructivism interlinks also to digital online tools, as the "knowledge is socially constructed through interaction and negotiation of the ideas of others" (Education Theory, n.d). This can be connected to collaborative, online tools such as Google Docs and Wikispace. Cognitive Constructivism refer to the idea that students learn by discovery and experience. New information is added to existing cognitive structures through the processes of assimilation and accommodation as the structures accommodate new knowledge (Cognitive Constructivism, 2015). So forth the digital tools of Prezi, Dipity, Weebly and Wikispace can assist with discovery and building this new knowledge and experiences.

When using digital technologies in an educational setting, it is the teachers role to model, conduct and support safe, legal and ethical practices. So forth these practices need to be addressed to students, to ensure learners can utilize technology correctly and in a positive, risk free manner. If educators fail to attend to safe and legal online practices, student learning may be jeopardised, as well as issues can arise in regards to cyber bullying, safety of personal details as well as acknowledgment and copyright legal problems.

In summary, the environments in which students learn and the ways in which people work and live are constantly being transformed by existing and emerging technologies; hence why ICT technologies need to be integrated into the everyday school environment of today's learners (Evanouski, 2009). To conclude as an important finding indicates that technology improves performance, positive attitudes and motivation and creates meaningful learning (Center for Applied Research in Educational Technology, 2005). All together with the assistance of current and relevant learning theories, frameworks and models, educators can ensure they are providing purposeful and engaging learning experiences that students can apply in not only everyday lives but also for the future.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). Information and Communication Technology (ICT) capability. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction

Center for Applied Research in Educational Technology. (2005). Retrieved from http://caret.iste.org/index.cfm?fuseaction=topics

Cognitive Constructivism | GSI Teaching & Resource Center. (2015). Retrieved from http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/cognitive-constructivism/

 Department of Education and Training (DETE). (2015). The SAMR model: engage in deep learning and authentic contexts. Retrieved from https://classroomconnections.eq.edu.au/topics/pages/2013/issue-7/samr-learning-technologies.aspx

Education Theory- Constructivism and Social Constructivism. (n.d.). Retrieved from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism

 Evanouski, L. (2009). The Impact of Technology in Education. Retrieved from https://www.academia.edu/335899/Impact_of_Technology_in_Education

Gedera, D. P. (2014). Students' experiences of learning in a virtual classroom. International Journal of Education and Development using Information and Communication Technology, Vol. 10, Issue 4, pp. 93-101.

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on the Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Siemens, G. (2008). Connectivism: A learning theory for today’s learner. Retrieved from  http://www.connectivism.ca/about.html

Stansbury, M. (2008). Analysis: How multimedia can improve learning- New research sheds light on students' ability to process multiple modes of learning. eSchool News. Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/

Walsh, M. (2009). Multimodal literacy: What does it mean for classroom practice? Australian Journal Of Language & Literacy, 33(3), 211-239

Task 5: Reflection on open-ended tools

This week’s group of tools I will be examining and reflecting on are highly useful to assist with tasks and incorporate in the classroom.

Google Docs:

I am quite familiar with this tool as I have used it numerous times throughout my university degree. Google Docs provides as an online site for collaboration and working together on a document. I have used it when working together on a group assignment or presentation, as well I have used it on my prac at a school when collaborating with year level teachers to create a unit plan for a topic such as imaginative texts.

So it can work in many ways, starting with a selected person creating a group or just a document for a topic. Then each participant (when joined the group) will have a flagged cursor so you can see who is working where, and doing what. Then the document is saved as you go with everybody's input. It also has other options such as creating folders or the opportunity of uploading a document from your computer onto your Google Docs (saves having to copy and paste and messing up the formatting). Google Docs is very simple and easy to work, and is basically identical to a word document which makes maneuvering around the menu even more simpler.

Google also has an education option, which allows you to access numerous tools such as Google Docs for free, with 27/7 support, no ads and specific for your school, classroom and personal use (however in a more safe and secure manner). In a teaching and education sense, Google Docs is a great way to work with others across distance. For instance, if your students are working with an expert, they can ask questions, see the response, and question again. It can be used efficiently within the classroom with students collaborating in groups for specific subjects, or on a project or topic they are working on together. It also allows teachers to view each students input and contribution to the work.

Plus

-It allows multiple authors to work concurrently, and track the ideas and changes offered by each.

-Can be used efficiently for synchronous collaboration.

- The education option allows for a legal, safe and ethical setting.

-Simple and easy to follow and navigate for all ages and learners.

-Allows students to build strong collaboration, communication and feedback skills.

-It is free to use, however you need a username or email to log in.

-Can be accessed on most technology devices.

-For teachers: allows you to work with other teachers and share ideas on a unit of work, weekly plan or lesson plan. Set up groups, folders or documents for students to work into for tasks such as literacy groups, science projects, a topic a table group may be working on, or even a collaborative writing task.

-For students: allows them to access and work at home, are more inclined to have a go with assistance from friends and group members, they can share their opinion and views if they may be afraid to aloud in class.

Minus

-Need access to the internet and devices to use. Cannot be used offline as it won't save.

-Issues with loading, can be quite slow with numerous people working on it at the same time, or if your connection to the internet is slow.

-As it continually saves as you go, this can be detrimental to students when working together as problems may arise such as students accidently deleting another person's work, or changing someone's work without asking or checking firstly.

Interesting

-Easy collaboration  which allows you to create, share, and edit files in real-time. Everyone is on the same page, and that page is automatically stored in the cloud.

-What I particularly found interesting was the flagged curser, so you can see exactly what people are writing at that particular second. Which allows collaboration to be instant and you're not having to wait for feedback or replies such as in emails or back and forth in comments.

SAMR model: Examples of how Google Docs can be used in the classroom for each level of the model.

Redefinition	Students in groups are able to work into a Google Doc, on a topic they are exploring. Such as given a stimulus, and their group has to create different short stories from the provided stimulus. While providing feedback and helping each other out. Then shared with the whole class.
Modification	In groups, students are given a writing task. They each have to create a narrative together. One after the other they add 1-2 sentence, following the correct flow of a narrative.
Augmentation	Teachers can copy students stories into a Google Doc, which can be accessed by all students to read. They are then allowed to provide feedback on each other stories and make comments.
Substitution	Teachers can copy students stories into a Google Doc, which can be accessed by all students to read.

Online Concept Mapping:

This online tool is brand new to me, yet I was very interested in exploring and using it. The particular brainstorm/ mind map tool I found to be the most useful was 'bubbl.us'. It seemed the simplest to use, was easy to sign up to,  and the layouts seemed basic yet effective. Bubbl.us lets you create mind maps that you can save to your online account, share with others, or print out for offline viewing.

In a nut shell you are given a starting (main topic) bubble, then from there you can create sub topic bubble, either ones that are connected to the main bubble (inserted below) or stand alone bubbles (next to/ alongside the main bubble). Other options available include choosing different colours for your bubbles, text size, connecting lines to other bubbles, or attaching things such as images or possibly sound or video (however attachment option not available on free account).

Plus

-More engaging than a basic mind map.

-Utilises different modes via technology.

- Critical thinking skills are cultivated when mind mapping is used to analyse the different elements of a new or complicated subject. (Web 2.0 Teaching Tools, n.d).

- Helps to organize thoughts and explore relationships
-Aids in generating ideas
-Encourages risk taking
-Encourages group discussions
-Incorporates multiple intelligences

-Bubbl.us is a great Web 2.0 teaching tool for enhancing creativity

-This tool can be used as a pre and post topic assessment tool. Learners can preview a specified topic by creating a mind map to show what they know at the beginning of a lesson. Then, following a lesson or teaching unit students can review the material by creating a mind map showing what they have learned. (Web 2.0 Teaching Tools, n.d).

-Teachers can use these mind maps as an assessment of the information and knowledge gained by students and to identify gaps in their learning that may exist.

-A mind map can help them comprehend new information and identify gaps in their learning as they edit and revise their writing.

-For Teachers: they can begin a new topic with showing students a mind map, or creating one together, can be used to brainstorm a topic, a next project, or share information and understanding about a topic.

-For Students: can help them comprehend and show their information and knowledge, can be used in group/ team activities, used to help set out a writing task or project, or review a book.

Minus

-You have to sign up and continually sign in.

-There is the free option, however it is very limited and only basic. The other options gives you greater choices like unlimited mind maps, yet comes at a cost ($6 a month or $56 anually).

-Is quite fiddly when creating the map and takes a while to get use to formatting, connecting bubbles, adding pictures etc.

-Can only save 3 maps for free on basic account.

- Attachment options such as images not available on the free account.

-Copyright, in regards to images has to be taken into account and taught to the learners before creating on the site.

-To create mind maps on bubbl.us, you have to have access via the internet/online.

-Safety Concerns, it's important to remind students not to identify themselves with their full first and last names, home address or phone number when posting their work online.

-The application is Flash-based so the latest Flash viewer needs to be installed. Which can be an issue to monitor all devices.

Interesting

-Group brainstorming and mind mapping encourages group discussions that develop team collaboration and effective communication skills.

-Mind mapping is a good tool for visual and kinesthetic learners. Visual learners benefit from associating ideas and concepts with images. Kinesthetic learners learn well by physically drawing their ideas. (Web 2.0 Teaching Tools, n.d). Hence why creating mind maps are so effective.

SAMR model: Examples of how Online Concept Mapping can be used in the classroom for each level of the model.

Redefinition	Students go further with the mind map they created on the levels of the food chain, by adding images and graphics as well as adding outside influences that effects the food chain map. Then presents to class.
Modification	Students create a mind map of their own to show the levels of the food chain of a group of animals they are examining.
Augmentation	Students share what they know about living and non-living things to the teacher while she creates a mind map as they share.
Substitution	Teacher creates a bubbl.us mind map for students to refer to of their reading groups. Who is in each group.

Online Timelines: 

Dipity is an online timeline that allows you to do far more than just create a timeline of events. You can link video, audio, images and text. You can convert the timeline to a list, to a set of flip charts. You can zoom into a minute by minute timeline, to a centuries long timeline (Dipity, 2011).  This has been the first time I have personally used this tool. It is very interesting and engaging, especially for today’s learners. Dipity allows you to make a free account, with only having to fill in an email and create a username and password. The digital timeline website lets you create, share, embed and collaborate on interactive, visually engaging timelines that integrate video, audio, images, text, links, social media, location and timestamps (Dipity, 2011). It allows you interact with timelines, create your own using an interactive template, add files, share information, make comments, and much more. This tool has endless options that is both positive and negative, in that it is highly engaging and has many possibilities, however can be overwhelming and more of a burden rather than helpful.

Plus

-Highly interactive and engaging.

-Stimulating for all learners.

-Can be printed.

-Multimodal.

-Can be accessed on laptops, desktops and tablets.

-Builds students knowledge and skills.

- Can be used as an introductory tool on a new topic, such history.

- For students: can be used for research on a topic or project, as a story map, to retell events or stories, as a biography

-For teachers: used to gather information, created to hook students in and share information on a topic, or even a handout or digital resource that allows students to access independently in their own time.

Minus

-Quite confusing to navigate and create timelines. Harder than expected

-Very fiddly and takes up quite a lot of time, hence a lot of time needs to be available if students are going to create.

-Teachers need to be confident and fully understand the tool.

-Students need teaching of how to navigate the tool also.

-You have to create a username and password and share your email.

-Access is only via the internet and online, which is difficult if internet is down.

-Can be slow to load, especially if internet connection is minimal.

-Need to reinforce online safety, copyright issues. Plus address ethical and safe behaviour and practices in regards to using digital and online tools.

-Not very appropriate for school, as it has ads, pop ups and links to other online sites that are inappropriate.

Interesting

-Overall I found the online site very interesting and spent quite a lot of time playing around with all the features and exploring different timelines. However overall I found it way to overwhelming and would not personally use it in my classroom.

SAMR model: Examples of how Dipity can be used in the classroom for each level of the model.

Redefinition	Furthermore work on their timeline, expanding to add videos, images, audio, captions etc. They then share with others, providing feedback and comments and print to share with the class.
Modification	Students begin to complete a timeline themselves on a history/investigation topic they have individually chosen to work on. Adding facts and dates.
Augmentation	Learners create a timeline, exploring the different features.
Substitution	Teacher can use an already made one to show learners an outline of times for a particular topic. Such as about  Martin Luther King, Jr.

Conclusion:

Comparing the three tools against each other, they all have fors and againsts. Google Docs in comparison to the other two tools, is more of a online writing/ collaboration tool. It is rather simple and easy to use, however is probably not as effective in engaging learners. Would be more suited to older primary school students and into high school. The online concept mapping tool Bubbl.us and the online timeline site Dipity are effective in that they are very stimulating of the senses, have many features and are somewhat a creative tool to assist with teaching and aiding student learning and engagement. Bubbl.us was basic yet effective mind-mapping tool, however was very limited to choice on the free option available. Dipity was the online timeline tool, which had many great options, yet was very hard to navigate and was just too much I felt to incorporate into the classroom. Overall these tools have all great options, however personally I believe the tools explored in previous blogs are to be more effective to assist with learners and teaching.

References:

Dipity. (2011). Dipity. Retrieved from http://www.dipity.com/

Web 2.0 Teaching Tools. (n.d). BUBBL.US- Brainstorming, Critical Thinking, Creativity. Retrieved from http://www.web2teachingtools.com/bubbl_us.html

My bubbl.us mind map I created on Narratives

glogster

Week 5: PowerPoint, Prezi and Glogster

This week's blog post will examine a set of tools that can be used to present/mashup/collate learning or information. The three tools are all capable of interactivity and multimodal (text, audio, images and movies) sources.

To begin with, there are numerous tools and technologies that can be found both online and as software packages. The selected tools for this week I will be reflecting on are PowerPoint, Prezi, and Glogster.

Looking firstly at PowerPoint, this Microsoft Office tool has been around for as long as I can remember. I can still recall being at primary school and creating a PowerPoint to present to my class on a project I had created for a Science unit. Still to this day I use PowerPoint, whether it being for a University group presentation or as a tool when I am on Prac at a school to teach students about a topic . PowerPoint can be regarded as a presentation tool that is used to support oral presentations. But from looking at this week's topic, it is so much more. It is a platform that supports the embedding of text, linking and interactivity, audio, video and images. So it is really a very easy to use multimedia authoring tool.

Prezi has been my favourite presenting tools since I began at Uni. It is "cloud-based, meaning you can present from your browser, desktop, iPad, iPhone, or Android device and always have the latest version of your work at your fingertips. You can create or edit on the go, then auto-sync across all your devices with ease." (Prezi, 2015). The available templates are so unique and versatile to suit whatever topic or task that is required. The particular aspect I love about prezi the most is the way in which you can zoom in and out. You can have a full view to look at the bigger picture, and then zoom in to highlight a particular fine detail.

Glogster is something that is extremely new to me. Before beginning this task I have had no experience what so ever with using this particular tool. However  from exploring this tool and creating one myself, I can see the opportunities this tool can provide. Glogs allows you to make interactive multimedia posters that "express ideas with ease by combining images, graphics, audio, video and text on one digital canvas" (Glogster, 2015). It can be used in a presentation sense, or also for other uses such as digital storytelling, to share fieldtrip reports or even other reports like sports or experiment summary reports. Glogster has many aspects which are very appealing and versatile to suit educators or students needs.

PowerPoint:

PowerPoint is a computer program that allows you to create and show slides to support a presentation. You can combine text, graphics and multi-media content to create presentations (University of Leicester, n.d). PowerPoint has endless options which allows you to create stimulating and engaging presentations. As well it can used for other learning and information presenting tools, such as learning stories, presenting projects, or as a brainstorming/ concept map tool to name a few.

Plus

Has endless colours, backgrounds and layouts to choose from.

Can incorporate text, images, graphics, sounds/audio, videos.

Can assist students with disabilities.

Don't need to access the internet to create.

Can be used by teachers as well as students.

Can be used to create, edit and share individual publications.

Many functions available, such as: set timer for slide changes, set transitions for how images and texts change, clip art available, word art, borders, textboxes, page numbers, header and footers, titles, animations, transition sounds and speeds, movies, videos, sounds and music can also be added.

Classroom application:  used for a slideshow, to present information, to create a story, novel, new ending to a story, procedural text, present research, homework tasks or address a topic, vocabulary review, spelling activity, embed images, videos, movies, songs, be used as a group collaboration or as a tool to assist oral presentations.

Minus

Is only available on computers and laptops. And you usually need to purchase the Microsoft Office software to create.

Can get overwhelming at times with the endless functions available. Can waste hours on design and formatting, rather than on the real reason for the creation (information or content, actually being presented or marked on.

Can cause issues when transferring from  different Microsoft Office models (years), such as a computer at home may have only PowerPoint 2007, while a school computer may have PowerPoint 2010. Changes and formatting may not be available, hence causing issues when converting between the two.

Many images are protected by copyright. It is necessary to inform students about copyrighting, and how you should explicitly state when you sourced them from.

Interesting

PowerPoint is so versatile for the creation of learning objects and games. Reflecting on the tool, a significantly interesting aspect that stood out to me the most was the use combining numerous effects to present in a way that allows you to not necessary use a clicker. The presentation can succinctly flow using transitions at different speeds.

SAMR model: Examples of how PowerPoint can be used in the classroom for each level of the model.

Redefinition	Students can add audio features to match their story/narrative. Or go beyond with doing voice over to narrate or tell their story.
Modification	Students can bring together their stories/narratives by adding extra features such as transitioning tools. Reflect and edit also with peers for feedback.
Augmentation	Students can begin to select images or colours to assist the story or narrative. As well as review and edit using grammar check.
Substitution	Students can begin by writing/ typing information into a PowerPoint such as a story or narrative

Prezi:

Prezi is extremely fun to use, I personally love creating using this tool, as it's very personalised and has endless creative and interactive options. This tool I've found to be particularly simulating and engaging  in comparison to PowerPoint. When presenting, I'd very much so use a Prezi over a PowerPoint as it's more unique and the zooming options available make it easier to view key aspects for audience members.

Plus

It is free to use.

It is highly interactive and engaging.

Similar functions and features to PowerPoint.

Has tons of templates available to suit any topic.

Very updated for today's lifestyle and learners.

Can be printed, easily edited and publishable, presented remotely, downloaded, you are able to save a copy or embeded.

The sharing features is useful in an education setting, as it can be set to different privacy levels (private or public).

Unlike PowerPoint, Prezi is a zooming canvas with unlimited possibilities.

Can be customised to suit the situation. Such as everything can be manipulated and moved around.

Can embed images, text, video, audio and clipart only available to Prezi.

Classroom application: Can be used as a presentation tool for both teachers and students. Can be used as a learning quest or journey, can be embedded into websites or blogs, hence be used in conjunction with other materials. Be used in group tasks, as interactive classroom sessions, as concept map or brainstorming tool. Students can use it as a way to express their learning of a topic, or a project they created, or even as a advertising/marketing tool. Students can also create a Prezi as a form of 'all about me', to represent their selves, there personality and individuality. Teachers on the other hand can use Prezi as a tool to present a new topic, the beginning of a unit, or a hook to engage students into tasks. Can also be shared with parents and carers using the sharing setting.

Minus

The free application can only be accessed online using the internet, to work offline you would need to upgrade to pro and pay fees per month or annually.

Sometimes Prezi's can take a long time to load or not load at all due to internet connection or availability.

Some computers do not have the correct software to present Prezi's, which can cause a lot of dramas, and a back up option is needed.

Navigation at first can be painful if you are not familiar with using Prezi. Hence a lot of time needs to be available if students are going to use this tool in the classroom.

Interesting

Before beginning this task, I did not know that it was possible to view other peoples work and Prezi's they have created. This is extremely interesting and worthwhile, as you are able to get greater ideas for your personal creation, as well as allows you to use these already made Prezi's, that can be highly beneficial in the classroom.

SAMR model: Examples of how Prezi can be used in the classroom for each level of the model.

Redefinition	Students present Prezi to the class on their chosen topic, they also share it publically for others to also view.
Modification	Students furthermore add images, audio and videos to their Prezi display
Augmentation	Students can share their information and research they have gathered online in a Prezi.
Substitution	Students can explore a topic, via a Prezi already created by the teacher.

Glogster:

Glogster can be described as an online 'scrapbooking' tool. They are a fantastic education tool, which is easy to use, free to try, and are simple yet effective. They are highly engaging and can be designed personally to suit your needs and requirements. The possibilities for 'Glogs' are endless and allows both educator and learners the opportunity to expand their skills and knowledge.

Plus

Develops Presentation Skills

Improves Students Engagement

Increases Digital Literacy

Encourages Creativity

Multimedia Rich

Paperless

Can be used to display information

Used in groups or individual tasks

As an assessment piece

Stored and accessed online

Can be tailored to all individuals

Appropriate for classroom use

Different elements are easy to embed such as audio and visuals

Can be used for learning tasks such as exploring a unit or topic, sharing a project or findings

Also used to create posters, reports, or share a learning journey

Can access a library of shared content 'Glogpedia'

Minus

Has to be accessed via the internet/ online

These type of programs can be slow to load

You also have to pay a fee per year to upgrade your account subscription

Interesting

I am beyond impressed by the opportunities this tool features.

Something that stood out to me the most was the ability to access it via an iPad app, rather than just a laptop or computer.

Also the Glogs available in the Glogpedia Content Library is very handy as a teacher to use as inspiration or to use a already available, engaging resource.

SAMR model: Examples of how Glogster can be used in the classroom for each level of the model.

Redefinition	Students complete all of the below, as well as design and create their own glog on an individual project topic and then share it with others in the class, as well as provide feedback to each others.
Modification	A glog can be used as an outline for a project or report.
Augmentation	They can type in information online, as well as add images, audio and videos.
Substitution	Students can write in information online, rather than in their books.

In summary of all the three tools explored in this blog post, it's also important to highlight the necessity of teaching students about conducting safe and ethical practice in regards to a digital and online environment.  Educators too need to adhere to these safe practices as well.

Here are some examples and sources of exploring these 3 tools:

PowerPoint:

Prezi: A Prezi I have previously created for a Math Presentation of a resource package

http://prezi.com/uexqb2ar2gyt/?utm_campaign=share&utm_medium=copy

Glogster:
 

References:

Glogster. (2015). How Glogster works. Retrieved from http://edu.glogster.com/?ref=com

Prezi. (2015). Retrieved from https://prezi.com/

University of Leicester. (n.d). Study Guide: Using PowerPoint. Retrieved from http://www2.le.ac.uk/offices/ld/resources/presentations/using-ppt

Week 4 Reflection- Images, Audio and Video

This week's focus is looking at different forms of multimedia. This blog post will specifically look at the pedagogical purposes and outcomes of using a number of multimedia tools for my own, and my students' use and creation. The three tools I will be reflecting on are images, audio and video and how they are used for teaching and as learning tools.

Firstly looking at the use of multimodal tools, there has been a massive increase in the use of this avenue of teaching and learning at present when compared to the past. Personally growing up I was more accustomed to learning the 'traditional' way, through one form of mode or way, which was basically the only way of teaching back then. As well at home my family were not big on technology, with us only having one computer and television within our household. This left most of my time being spent reading books, playing board games or mainly playing outside or at the beach with my sisters or friends. We were never allowed a playstation or gaming console, and were only really allowed to watch tv for no longer than an hour a day. Although these rules were quite different to my friends and at times I would of loved to be watching a tv program that they all were allowed to watch, I am thankful now to my parents for choosing to be so strict, as I am able to look back and realise my childhood was a lot more memorable than of today's kids who are so technology driven.

However this being said I am also very driven by technology these days, and I do find myself to be quite tech-savy. When it come to teaching and learning, the use of multimodal tools is the way to go. As mentioned by Stansbury (2008) "multimodal learning–using many modes and strategies that cater to individual learners’ needs and capacities–is more effective than traditional, unimodal learning, which uses a single mode or strategy".

Students of today are learning and developing skills through interacting and multi-tasking with technology and many forms of digital media. The environment they live in is accustomed to a range of texts, print, video, images and audio, that is way beyond I was available to at that age. This calls for pedagogy to as well to shift to meet the needs of today's learners and this digital culture. It's important to highlight though that schools cannot be expected to replicate the multimedia experiences that students engage in outside school. However as educators we do need to examine how new modes of communication can be integral to classroom communication (Walsh, 2010).

Multimodal learning, is extremely important for today's learners as it prepares students for the future they will work, live and succeed in. Looking specifically at images, audio and video. These tools when used and applied appropriately can have significant gains in basic or higher-order learning (Walsh, 2010). With further research explaining that "Students using a well-designed combination of visuals and text learn more than students who use only text" (Stansbury, 2008).

Integrating images, audio and videos into an educational context can provide for endless opportunities. With personal reference from my teaching practice the use of an image can be as simple as using one as a stimulus for students to tell a story, as a starting point for introducing a new topic to the whole class, or as a group task or individual reflection. Audio can be in the form of students recording their answers to a task or activity, or an explanation of a story into a microphone or iPad. Voki's have also been a popular tool I have used and got the students to make, which has audio embedded. Video can be a way to record students findings or point of view, as a learning journey or project, or even just used to entertain or for engagement purposes. All in all in my experiences with these tools have been positive, and when used correctly and appropriately they have been a way to stimulate and engage learners, create opportunities for further development in the use of ICTs, and most importantly in an educational sense as explained by the SAMR model, can open doors to learning that promotes higher order thinking and problem solving.

Images

Plus   

Can assist as an aid for visual learners and for students with learning disabilities.

Be used as a stimulus for a writing task or group activity.

An image can be a focal point for a unit of work or to introduce or hook learners into a topic.

Can be created by students for numerous tasks. Such as a book cover or for other creative purposes.

Images can evoke feelings or tell a story.

Images can be used to support critical thinking. Such as a comparison of two images from different periods of time.

Can be used as a way to document a learning journey or as a piece of evidence of work

Can be used as an English activity. Such as warm up activity: identifying the beginning sound of these images.

Minus

Images can sometimes be a distraction for some learners rather than an assisting tool for learning.

An image is not as engaging when compared to a video.

A lot of issues can be raised around copyrighting. Students and educators need to be aware of copyrighting laws, as well as issues around privacy and safety. 

Interesting

Images themselves can be used for endless tasks, or as a tool to assist learning or a display. There is are numerous apps, software, and online sites that can provide for fun imaging tasks or as editing or creating tools.

SAMR model: Examples of how images can be used in the classroom for each level of the model.

Redefinition	Students engage in a new task, such as creating their own book or story through a learning journey of pictures and collages. A tool they may use is Photo story or PowerPoint- image sequence
Modification	Students have to create a new image by redesigning one using Tux paint, ArtRage or some online tool, and then sharing online in a group created.
Augmentation	For a creative writing task students are given a image as a stimulus, along with a title or sentence to evoke thinking or an idea.
Substitution	Students can show an image of what they are feeling today rather than writing or verbally sharing how they are.

Audio:

Plus

Podcasts and digital audio tools can be simple but engaging way for students to listen and learn.

Can be accessed easily and conveniently via computers, tablets, laptops, phones and other devices.

Students can also create, produce or share their own podcasts or make it into interesting activities such as storytelling, recounts, diary entries or a radio program.

Can be an ideal way for students to share their learning orally rather than written.

Students can easily speak into a microphone or tablet and record. They may find sharing their ideas aloud easier than writing.

For teachers audio recordings can be used as a diagnostic, formative or summative tool.

Students are able to gather audio tools from outside and bring it into the classroom to share, such as interviews, podcasts they enjoy, or songs or jingles they may hear or have recorded to help with learning.

Suits auditory learners.

Allows students to listen and work at their own pace.

Minus

Students may find podcast or audio devices boring or not as stimulating as other multimedia tools.

Does not target basic reading and writing skills that other tools or activities may do.

Issues may arise of recording, such as students may feel uncomfortable recording or speaking aloud.

Audio tend to have technical issues when played on some devices that they are not produced on. Such as the sound may not be loud enough, or loading issues may arise buffering the podcast or audio track.

Interesting

Podcasts and digital audio tools, when used correctly can be of great value to any activity or new task. As well they can be ideal for activities outside of class time, such as used as a way to share homework or tasks that students can access on their own, at their own time and pace. There are countless audio tools available on a number of devices, some are free, however some may have to be purchased or downloaded or used on particular devices.

SAMR model: Examples of how audio can be used in the classroom for each level of the model.

Redefinition	Students get to record, edit and share a poem or story via an audio tool such as Audacity or Garage Band. They get to share it for feedback from other students, teachers, other schools or professionals in that area.
Modification	Students get to record their stories they have created via audio. Such as via a easy speak microphone.
Augmentation	Students have to access podcasts apart of their weekly homework tasks.
Substitution	Instead of students having a tasks instructions given straight from the teachers mouth, the audio or task description could be embedded via a Voki.

Video:

Plus

Videos are the all-rounder tool. Incorporates both audio and imaging.

Can be a very engaging and stimulating tool for learning and teaching and gaining students interest.

Can be accessed easily via websites and online devices such as computers, laptops, tablets, or other devices.

Can be easily created via simple apps, tools and software. Such as on the iPads.

Useful and professional videos are easily accessible via YouTube or other free websites.

Highly interactive and flexible. In that it has many options of watching and creating. Can be stopped, paused, rewound or fast forward depending on personal use.

Can be a way for students to produce work for formative and summative tasks, that is enjoyable and interesting to create and share online.

They are developing useful ICT skills while they create using videos.

Videos promote authentic learning opportunities, higher order thinking and problem solving.

Minus

Can again be the issue of privacy and safety when working online and with videoing. Students need to be taught properly the ethical, safety and privacy issues surrounding videoing.

Issues may arise in regards to accessing YouTube or some videos via the internet. Maybe blocked or banned.

Also some videos you access may have spam or advertising that is inappropriate or can create viruses when opened. This needs to be checked that protection is up to date.

Video's can also take up a lot of time when creating. Also looking for relevant videos can be very time consuming as well.

Be sure that videos do not go for too long, and are clear and succinct, as students may lose interest and disengaged if they are too long or not straight to the point.

Interesting

Today's learners are wanting to be creators rather than consumers (Walsh, 2010). Especially in the classroom, using multimedia and ICT devices allows for students to learn and develop skills while they create, yet meet the curriculum standards and objectives intended. With creating video's, students are not only developing ICT skills, they are developing problem solving skills and promoting the use of higher order thinking as they work independently and collaboratively  to create, edit and publish their own work.

SAMR model: Examples of how video can be used in the classroom for each level of the model.

Redefinition	Students create, edit and publish their video at a high quality level, to submit as a final part of their assignment. They have to also upload their video to share with others for feedback online.
Modification	Students create a short video of the animal they are investigating for their project using an iPad app.
Augmentation	Students have to find a video on YouTube that explains some information about an animal they are investigating for a project.
Substitution	A video is shown as well as a demonstration of how to work out a maths fraction.

Here are some examples and sources of exploring these 3 tools:

Images:

My Flickr https://www.flickr.com/photos/134535809@N07

Audio:

The link to my Voki I created

http://emmaroles.blogspot.com.au/2015/07/my-voki.html

Video:

This is a link to a YouTube video I have created of my favourite place

https://youtu.be/Hy-xxlKh8t8

References

Stansbury, M. (2008). Analysis: How multimedia can improve learning- New research sheds light on students' ability to process multiple modes of learning. eSchool News. Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/ 

Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal Of Language & Literacy, 33(3), 211-239