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