Comments on others blogs:
Kyah (http://kyah-brooke.blogspot.com/2010/07/power-points.html)
Elaborating on ideas and thought in this blog posting about the uses of powerpoint to engagae learners.
Lachlan (http://lachywalker.blogspot.com/2010/07/wikis.html)
Examining some of the detrimental factors associated with wiki spaces
Wednesday, August 25, 2010
Reflective synopsis
E-learning is a fundamental process in furthering students learning capabilities. The concept of E-Learning is the combining of modern and innovative technologies into the learning design process. In today’s society technologies are becoming more advanced and more readily used by everyday people and students are no different. In a classroom you can be guaranteed that your students will own a mobile phone, an iPod, an mp3 player or a digital camera. Many students will not only own some or all of these items but are able to do creative and marveling things with them (Education, 2009). So why not make technology an integral part of learning if it is so readily available to us (Newhouse, 2002). In many of today’s high school classrooms ICT is already being used at a minimal level. Some deterring factors for the use of ICT in planning lessons is that in some schools computers and other ICT equipment is not readily available (Education, 2009). Computers may be limited in their use or they may be delegated throughout the school. Teachers must stay current in how to use and manage operating systems in order for them to be confident in teaching students how to use these programs and ICT tools (Newhouse, 2002). If a teacher is not confident in using the technology effective teaching and learning will not take place (Education, 2009). Some ICT tools such as wiki spaces can be useful as a learning centre in which all students can collaborate and draw information from but it can also be detrimental for some if not monitored.
Technology has made the process of gaining and distributing knowledge so much simpler in the way that large amounts of information can be stored, sent or received. ICT in a classroom also opens up the argument that teaching becomes technology based rather than students centered (Newhouse, 2002). Others also argue that the use of educational technology is not detrimental but in fact a positive teaching strategy (Education, 2009). When used correctly educational technology should influence educational outcomes. If the most appropriate educational technology is selected by a teacher then student learning could be optimized and enhanced. Teachers must follow some important steps to ensure that using ICT in a classroom is in fact helpful in maximising learning (Newhouse, 2002). Before implementing computer applications in a learning environment it is necessary to decide what a student, teacher or school wants to achieve. By deciding what is needed to achieve these goals teachers are able to use technology productively.
ICT in a classroom opens up a whole new area of learning. In most learning environments computers are mainly used for assignments and are rarely used for anything else. Students are designated assignment time on the computers to discover resources online. Microsoft office programs such as word and excel are being used at a basic level to deliver assignments. Student email is used minimally and sporadically when students are sending or receiving information from their home computers. Many high school students have the ability to design, implement and structure ideas and thoughts in many more creative ways other than handing in an assignment in a blank word document.
In the synopsis I have chosen to talk about 4 of the ICT tools studied in the course. These tools are wiki spaces, online blogs, YouTube and online forums. The use of wiki spaces as a learning place in which students can add or retract or synthesis ideas allow a much broader teaching range than simple classroom discussion. The use of a personal blog from students can allow teachers to follow a student’s train of thought and gain valuable feedback from lessons (Culatta, 2010). The possibilities for ICT in a high school classroom are endless. For e.g. in a senior English lesson the students may be asked to complete a reflective journal whist undertaking an assignment. This journal is to reflect the students learning journey and is to inform the teacher on the student’s progress throughout the task. When using ICT this concept could grow. Online blogging using blog sites such as blogger can allow the student to journal online. This also allows the teacher to regularly check updates and thoughts at any point in time. Comparing this method to the old method of the student writing their thoughts out on paper gives the teacher the ability to check when the thoughts are being made and allows them to continuously comment on a student’s thoughts (Culatta, 2010). The online blog also allows for peer teaching and tutoring in that all other students following that persons blog can see what he/she is doing and having trouble with and may be able to help (Culatta, 2010). Using online forums can also advance a students learning in that you can discuss topics and information with anyone around the world. Students have the ability with online forums to ask an expert a question or discuss a situation with people who are relevant. For e.g. in a geography lesson students are learning about the dramatic changes in temperature in a country 6000km away. The students are able to search online to find an expert or person living in that country and ask directly for their thoughts. YouTube can be used to find clips relating to any specific topic being studied. Blogging and Wiki spaces have been elaborated on in more detail in my blog found at http://courtneyblm1991.blogspot.com/.
Many frameworks for teachers are available in today’s learning environments. Dimensions of learning, the big 6, productive pedagogies and blooms taxonomy name a few of these extensive frameworks. I have chosen to look into the TPAK framework which directly links technology into the learning environment (Koeler & Punya, 2010). TPAK integrates all aspects of technology and places it fully into pedagogical practice (Culatta, 2010). The QCAR framework and many other government educational frameworks have identified that ICT is an essential curriculum element of learning (Koeler & Punya, 2010).
References:
Culatta. (2010). TPAK. Retrieved August 25, 2010, from Innovative Learning: http://www.innovativelearning.com/instructional_technology/tpck.html
Culatta, R. (2010). Blogs. Retrieved August 25, 2010, from Innovative Learning: http://www.innovativelearning.com/instructional_technology/blogs.html
Education, T. o. (2009). The importance of ICT. Retrieved august 24, 2010, from Ofsted: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/The-importance-of-ICT-information-and-communication-technology-in-primary-and-secondary-schools-2005-2008
Koeler, M., & Punya, M. (2010, June). TPAK. Retrieved August 24, 2010, from http://www.tpck.org/tpck/index.php?title=Main_Page
Newhouse, P. (2002, December). The impact of ICT on learning and teaching. Retrieved auguat 24, 2010, from Western Australian department of education: https://www.det.wa.edu.au/education/cmis/eval/downloads/pd/impactreview.pdf
Technology has made the process of gaining and distributing knowledge so much simpler in the way that large amounts of information can be stored, sent or received. ICT in a classroom also opens up the argument that teaching becomes technology based rather than students centered (Newhouse, 2002). Others also argue that the use of educational technology is not detrimental but in fact a positive teaching strategy (Education, 2009). When used correctly educational technology should influence educational outcomes. If the most appropriate educational technology is selected by a teacher then student learning could be optimized and enhanced. Teachers must follow some important steps to ensure that using ICT in a classroom is in fact helpful in maximising learning (Newhouse, 2002). Before implementing computer applications in a learning environment it is necessary to decide what a student, teacher or school wants to achieve. By deciding what is needed to achieve these goals teachers are able to use technology productively.
ICT in a classroom opens up a whole new area of learning. In most learning environments computers are mainly used for assignments and are rarely used for anything else. Students are designated assignment time on the computers to discover resources online. Microsoft office programs such as word and excel are being used at a basic level to deliver assignments. Student email is used minimally and sporadically when students are sending or receiving information from their home computers. Many high school students have the ability to design, implement and structure ideas and thoughts in many more creative ways other than handing in an assignment in a blank word document.
In the synopsis I have chosen to talk about 4 of the ICT tools studied in the course. These tools are wiki spaces, online blogs, YouTube and online forums. The use of wiki spaces as a learning place in which students can add or retract or synthesis ideas allow a much broader teaching range than simple classroom discussion. The use of a personal blog from students can allow teachers to follow a student’s train of thought and gain valuable feedback from lessons (Culatta, 2010). The possibilities for ICT in a high school classroom are endless. For e.g. in a senior English lesson the students may be asked to complete a reflective journal whist undertaking an assignment. This journal is to reflect the students learning journey and is to inform the teacher on the student’s progress throughout the task. When using ICT this concept could grow. Online blogging using blog sites such as blogger can allow the student to journal online. This also allows the teacher to regularly check updates and thoughts at any point in time. Comparing this method to the old method of the student writing their thoughts out on paper gives the teacher the ability to check when the thoughts are being made and allows them to continuously comment on a student’s thoughts (Culatta, 2010). The online blog also allows for peer teaching and tutoring in that all other students following that persons blog can see what he/she is doing and having trouble with and may be able to help (Culatta, 2010). Using online forums can also advance a students learning in that you can discuss topics and information with anyone around the world. Students have the ability with online forums to ask an expert a question or discuss a situation with people who are relevant. For e.g. in a geography lesson students are learning about the dramatic changes in temperature in a country 6000km away. The students are able to search online to find an expert or person living in that country and ask directly for their thoughts. YouTube can be used to find clips relating to any specific topic being studied. Blogging and Wiki spaces have been elaborated on in more detail in my blog found at http://courtneyblm1991.blogspot.com/.
Many frameworks for teachers are available in today’s learning environments. Dimensions of learning, the big 6, productive pedagogies and blooms taxonomy name a few of these extensive frameworks. I have chosen to look into the TPAK framework which directly links technology into the learning environment (Koeler & Punya, 2010). TPAK integrates all aspects of technology and places it fully into pedagogical practice (Culatta, 2010). The QCAR framework and many other government educational frameworks have identified that ICT is an essential curriculum element of learning (Koeler & Punya, 2010).
References:
Culatta. (2010). TPAK. Retrieved August 25, 2010, from Innovative Learning: http://www.innovativelearning.com/instructional_technology/tpck.html
Culatta, R. (2010). Blogs. Retrieved August 25, 2010, from Innovative Learning: http://www.innovativelearning.com/instructional_technology/blogs.html
Education, T. o. (2009). The importance of ICT. Retrieved august 24, 2010, from Ofsted: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/The-importance-of-ICT-information-and-communication-technology-in-primary-and-secondary-schools-2005-2008
Koeler, M., & Punya, M. (2010, June). TPAK. Retrieved August 24, 2010, from http://www.tpck.org/tpck/index.php?title=Main_Page
Newhouse, P. (2002, December). The impact of ICT on learning and teaching. Retrieved auguat 24, 2010, from Western Australian department of education: https://www.det.wa.edu.au/education/cmis/eval/downloads/pd/impactreview.pdf
Tuesday, August 17, 2010
Tuesday, August 10, 2010
photographs
This image could be used in a classroom for any mapping exercises of Australia. This image gives the students a blank canvas in which to work with and also gives the teacher the ability to change and tweak activities that could use this blank map. Using images in a classroom can stimulate many students to think beyond their usual comprehension. The image can inspire students to be creative or show them something that others would not gather from the image.
In a geography lesson you could give each student a map of the world and show them which countries go where. Or in a lesson where mapping is involved you could set up an interactive white board and use Google maps to give your students a more in depth look at countries, distance and land mass.
Tuesday, July 27, 2010
powerpoint
PowerPoint has a number of uses which can be used by students and in a classroom. You can edit images in power point by changing shapes and colours. You can create a sideshow that can showcase information found in assignments. You can use a sideshow as a backing for a speech in which images flutter across the screen whilst you say your speech. Power point can also be used as a mind mapping page. Simply by adding shapes and lines onto a document in power point will allow you to create a mind map?
In my experience in a school students have been using PowerPoint in music lesson. You may be wondering how PowerPoint can be used in a music lesson of all lessons. Well in this lesson they have to create an animation using PowerPoint and then after it is created they must then make the sound effects to go with their slideshow. Many of the students are enjoying the hands on feel of using a computer in a music lesson and many spend their free time in class on the computers making their slideshows more entertaining. This new and innovative way of adding ICT into a lesson that would not normally use computers has helped motivate the students to want to create and learn in class.
In my experience in a school students have been using PowerPoint in music lesson. You may be wondering how PowerPoint can be used in a music lesson of all lessons. Well in this lesson they have to create an animation using PowerPoint and then after it is created they must then make the sound effects to go with their slideshow. Many of the students are enjoying the hands on feel of using a computer in a music lesson and many spend their free time in class on the computers making their slideshows more entertaining. This new and innovative way of adding ICT into a lesson that would not normally use computers has helped motivate the students to want to create and learn in class.
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