Monday, 9 April 2012

ICT Reflective Synopsis

Reflection 

When I started this course I thought I had some computer knowledge.  I was familiar with email, “Facebook” etc.   However, I am clearly a “digital immigrant” (Prensky 2001) and found using technologies initially daunting.  Now, I have discovered the valuable ways that ICT can support teaching. 

Students are “Digital Natives” (Prensky 2001).  They are born into a technology world and they want to use it.  Prensky argues that students today are becoming “enraged” by old teaching methods and that we need to “find how to present our curricula in ways that engage our students” (Prenski 2001).  This includes ICT.

In this reflection I will discuss some ICT tools that can be used to teach content in pedagogically sound ways to promote learning (TPACK) (P Mishra and MJ Koehler 2006).  For more information on TPAC please click this TPACK Appendix

Mobile Phones Wiki Activity
This activity required the use of De Bonos six thinking hats to comment on the use of mobile phones in classrooms.

It was clear from this activity that each person had their own views, prior knowledge and experience on this topic.   


This activity was based on constructivism learning theories (K Lein) as it required us to socially interact, bounce ideas off each other and find information on our own.

This type of scaffolding Wiki encourages students to use ICT to understand the topic.  It also encourages them to engage and collaborate with other students.  It is an effective tool for learning.
This type of activity assists:-
·          active learners by allowing them to actively participate;


·         reflective learners as it enables time for them to contemplate ideas;


·         sensing learners to gain facts and knowledge on the topic;


·         intuitive learners to discover new information;


·         visual learners as it contains pictures of the “6 Thinking Hats”;

-     verbal learners as there is written content.


(Felder and Soloman)


Therefore, the activity assists all learning styles.
For more information on this Wiki Activity please view this  Mobile Phones Wiki Appendix
Group 1 – Wikis Blogs and Websites

I have chosen the Wiki as my Group 1 tool due to its collaborative nature, ability for scaffolding and it allows students to be active in their own learning.  However, please view these appendixes which contain other effective tools:

·   Blog Appendix


·   Website Appendix

Wiki

A Wiki is an online tool that allows students to work together to create ideas, bounce ideas off one another and complete tasks.  For further information on Wiki’s please view this Wiki Appendix


Wikis support the constructivism theory of learning (K Lein).  Kelly Lein in ELearning Pedagogy defines constructivism as “In the Constructivist school of thought, learners take an active role in the learning process, acquiring information for themselves and processing that information in a subjective way, leading to deeper understanding of the material”.


Look at my Wiki by clicking  Janeen's Wiki.  The Literacy Task in my Wiki requires students to answer questions on a poem.  No answers are provided.  Rather students are to listen to the poem and then seek out their own answers. 


How does this help students?


The constructivist learning theory helps create higher levels of thinking by supporting the Blooms (Revised) Taxonomies, including:


·         “Remembering”  - Identify and retrieve  information from the Wiki;


·         “Understanding” – Summarise and compare comments on the Wiki;


·         “Applying” – Carry out the task in the Wiki;


·         “Analysing” – Analyse the comments of other students;


·         “Evaluating” – Judge and check information on the Wiki;


·         “Creating” – Summarise and produce an outcome.


Please view this   Blooms Appendix for more information.


Although an answer is not provided, from the collaboration and viewing of other comments, students continue to search for the correct answer and in doing so create higher levels of thinking (Blooms Taxonomy of Learning Domains).


Not only does the Wiki enhance higher levels of thinking it also supports all the learning styles (Felder and Solomon).

Group 2 – Images, Video and Audio Tools

Images, videos and audio tools are great technologies that can be used to enhance learning.  However, teachers need to be careful not to use these tools without a purpose in mind.  Using these tools for decorative purposes may not enhance learning but overstimulate students making them disengage and become distracted. 


These tools need to be used to support learning content in a pedagogically sound way (TPACK).  For more information on TPACK please view this TPACK Appendix.


For this reason, before deciding to use these tools, teachers should consider thinking routines such as “See Think Wonder” which requires consideration of


(1)                What students will see and how this will stimulate inquiry of the topic; and


(2)                How the image will get the students to think about that topic; and


(3)                How the image will support the students observations/wonder on the topic.


(Thinking Routine)

I have chosen Video as my Group 2 Tool because they are a great visual tool that can enhance learning in a number of ways, including:


1.       Videos are a great communication tool.  Ie. Students can record their own videos to present their ideas, stories or other information;


2.      Videos are a great observation tool.  See the Literacy task in Janeen's Wiki Appendix  Students can view video images and then provide their comments and observations;
3.       Videos can be used as a reflection tool.


However, please view the following appendixes which show other great tools:


Flickr Appendix


Editing Images Appendix

Podcast Appendix

Voki Appendix

Viewing of a video on its own will support Behaviourism and Cognitivism theories of learning only (K Lein).  These theories are for low level content processes. This should be considered when developing lesson plans as the focus of teaching should be on creating higher levels of thinking (Blooms Revised Taxonomy).  For instance in Janeen's Wiki Appendix you will note that the video image was not the sole resource.  A collaborated activity followed the video.  This will encourage a Constructivism learning theory and promote higher levels of thinking (K Lein).

By getting students to make their own videos will promote a constructivism learning theory.  It will enable students to enhance their communication skills, content knowledge, organisational skills, collaborating skills etc. and as such will support the Blooms (revised) Taxonomies.


Videos also support visual and verbal learners (Felder & Soloman).


Videos can be accessed through “You Tube” or other specific sites such as “ABC” etc.  or you can create your own.  Please view this Video Appendix for further information.

Group 3 – Presentation Tools

I have chosen Powerpoint as my Group 3 tool because it can be used in so many ways and has many functions, including the ability to attach digital videos, images, animate, content, effects etc.  However, please view the following appendixes for other presentation tools:

 Prezi Appendix  


Glogster Appendix


Powerpoint has replaced overhead projectors but it allows so much more.  Please view this  Powerpoint Appendix for more information. Powerpoint allows content to be presented using technologies in a pedagogically sound way (TPACK).  For more information on TPACK view this TPACK Appendix


It is suggested that where possible verbal content be assisted with visual aids as this will assist verbal, visual learners and also assist in retention by learners (Felder and Solomon).  Powerpoint allows this.   


Powerpoint presentations can support all learning theories if used appropriately.  For instance to support:-

           Behaviourism -  by displaying a series of quizzes. 
·         Cognitivism – by displaying concept maps. 


·         Constructivism – by displaying questions for collaboration.


·          Connectivism – by displaying links to other sites.


Powerpoint is an invaluable tool in the classroom. 

GROUP 4 – Animations and Simulations
There are so many amazing animations and simulations available on line. 
I will focus on Bubbl. Us for Group 4. 
However, have a look at the following appendixes:


Google Maps Appendix


Google Earth Appendix


Wordle Appendix


Bubbl. us is an online tool which allows you to create mindmaps.  These are great tools to assist in cognitive theories of learning (K Lein).  Although this will not create higher level thinking alone it is a great tool in assisting with this. 
The mindmaps are a diagram which assist in organising data.  This can assist sequential, visual learners (Felder and Solomon).
Please view this Bubbl.Us Appendix for more information.
Ethics, Etiquette and Legal Principles
When using all online resources it is important that appropriate etiquette and legal principles are followed.  Copyright legislation must be followed and appropriate language should be used. Education Queensland Guidelines should also be followed including not using photographs of students without written consent of parents. 
SUMMARY
ICT is an essential element that should be used in all areas of teaching.  It can enhance the learning experience for students and provide up to date information.
Students expect ICT to be part of their learning and we, as teachers, need to accept this if we want students to learn.
I thoroughly enjoyed learning these tools.  Since creating ICT tools I can not understand why as a teacher they wouldn’t be used.  They make the job of the teacher easier and engage students.
REFERENCES:
Posted by at

No comments:

Post a Comment

Subscribe to: Post Comments (Atom)