How do ICT tools relate to classroom learning and what are the benefits of applying these? This blog entry explores this question in detail whilst adhereing to the positives and negatives of students engaging with ICT tools. The past few weeks have seen learning of various tools such as blogging, website, wiki, digital images, podcasts, digital video, powerpoint, prezi, glogster, animations and simulations, google earth, google maps, google documents for collaboration, online concept mapping and zooburst for interactive digital storybooks. While I've been exposed to a number of these prior to this course, there were some that became a learning curve for me. Many I enjoyed interacting with, others I didn't. As an educator it was important to engage in all and learn the process of them, to efficiently educate students and allow them to choose those they find easy and enjoy using just as I have in the weeks prior to this evaluation. What may not interest me as an educator, may just be the tool to engage students learning of a particular topic, making them all equally important irrespective of my experience in using them.
Blogging
Blogging is a constructive learning process where students engage in collaboration with peers and reflection of their learning journey. Through the technique of scaffolding students demonstrate understanding while taking ownership of their course direction. Social interaction unfolds through peer connections between bloggers. These connections allow for students to make comments causing individuals to relinquish their vulnerability. The fact that blogging is both educational and personal in a sense; makes students "raw" in the eyes of their peers. In this aspect "meaning making" is most certainly influenced via social interaction. Consider Krauss (2005, p. 763) "meaning is the underlying motivation behind thoughts, actions and even the interpretation and application of knowledge." "Learning is defined as the social process of construing and appropriating a new or revised interpretation of the meaning of one’s experience as a guide to action" (Mezirow, 1994, pp. 222-223). (Krauss 2005, p. 763). Blogging is an internal view of an individuals learning, demonstrating their interpretation on various levels whilst allowing them to portray creativity through the presentation of the learning process. Its ability to produce such an intimate journey of learning while giving students control over the process and progression makes blogging such a valuable ICT tool. I would certainly utilise this in terms of continual learning on a yearly basis of any subject. Not just as a means of following students ability and personal journey's, but also as a reflection on my ability to educate them. Blogging allows for the positives and negatives in learning, scaffolding this learning and reflection. All these aspects in my view are imperative. While these are all benefits its equally important to realise its limitations. Blogging cannot show work in project form like a website can. Blogging does not allow for others to learn in a discussion forum like a wiki. Therefore through all the positives blogging is only benefitial if used appropriately and within its limitations. As a beginner to this style of learning, I was able to learn all the benefits of blogging and how to operate a blog with ease which makes me as an educator more confident, using it for my future student's learning.
Images in elearning
Images provide visuals in support of learning. They initiate critical thinking which similarly to blogging is contructive learning. Images support greater understanding of a topic, encouraging feelings and at times a sense of personal experience. They encourage imagination, appreciation of a particular topic and indepth understanding. The most positive aspect would be the students involvment. Images can actually be taken by the students themselves and uploaded. This is a process that includes the development of numeracies and literacies. It also brings awareness to students legal rights and obligations through the ownership of images (see appendix A). Its multimodal when uploaded to different tools such as websites, powerpoint presentations and digital videos. The ability to incorporate images into these other tools combines and connects elearning. The fact that images are a major factor in most ICT tools demonstrates its responsibility and importance in terms of student awareness. Images in cultural settings encourage students learning through presentation, again this needs to be used appropriately. When teaching students with visual impairments clearly images would not be suitable. This is where a sense of touch would be more applicable. Using cultural objects for students to feel, smell and taste would provide equal learning opportunities that other students achieve through images. Visual learning usually remains longer in an individuals memory as it engages students on a deeper level. Making images in elearning convenient and appropriate in most situations. I would certainly utilise images to support learning to draw the students interest. The fact that images can be both interactive and non-interactive makes them multipurposeful. They can be manipulated, connected with sound and used in movie format. All these uses are engaging and pedagogically supportive.
PowerPoint
PowerPoint incorporates images on a large scale. The benefits of PowerPoint allow for images, sound and text to come together both in interactive and non-interactive methods. As an educator this tool presents topics to support lecturing. Similar to blogging PowerPoint allows for creativity. Students can utiilise this program for assigments, orals, debates and group activities to name a few. So it's safe to say PowerPoint is multifunctional and diverse in terms of learning. The numeracies associated with this form of ICT involve image resizing and format considered in the sense of its ability to be saved due to size. Another is the incorporation of sound files. Literacies involve grammar used together with appropriate use of sound to support the presented images. As is the research required to present a particular topic. The main literacy through the use of images in presenting the story is visual literacy. PowerPoint is not what I would call a simple ICT tool to learn. It has various techniques that require attention. However students new to this tool can learn its various uses and abilities with time. As an educator in relation to PowerPoint I would encourage my students to learn and utilise. The difficulty for me personally, is PowerPoint is a favourite of mine and therefore is important that students are exposed to a variety of ICT's, rather than repetition. Students need variety to ensure they remain engaged and interested in the learning process. Just as students are educated on the appropriate uses of PowerPoint, its important as an educator to be putting this into practice, rather than consuming any and all forms of learning with this tool. PowerPoint incorporates all styles - visual, auditory and kineasthetic making it appealing to the class as a whole. Regardless of disabilities within the classroom, PowerPoint can be effective through the attachment of sound and use of text together with images. Being that PowerPoint primarily is not an online program, students are not exposed to the dangers that can be associated with the use of the internet. Only when incorporated with online tools does this become an issue. Therefore PowerPoint is basically user friendly in all legal aspects.
Online Concept Mapping
Concept Mapping encourages students to exercise critical thinking and display the process of brainstorming. It's used to encourage group activities while also serving a purpose for individual learning. This program displays the brainstorming process without limitations, whereby a concept map has the ability to never end in terms of branching out ideas. Students can also connect ideas demonstrating relevant relationships between strands. Research of a particular topic displayed using concept mapping collects data together, groups relevant ideas, forms relationships, develops critical thinking and presents information in a way that encourages learning through making reporting/assessment writing easier to achieve - this is scaffolding. Concept mapping can be used across the curriculum in various subject areas making this particular tool valuable to all educators in terms of learning its capabilities and ability to teach students how to use it. The ability to choose numerous programs gives students the freedom to find the most comfortable, what best suits or is easier to read. Concept mapping can be incorporated into a website, blogs, PowerPoint and Prezi just to name a few. Rather than following a set criteria structure, it allows each and every input to be acceptable as opposed to discriminating depending on learning levels, so all students feel a sense of inclusion. Considering safety, students are utilising this program online though there is no connection with online users. This brings a safe level of learning in reference to its creation. For these many reasons I find this suitable for learning and an appropriate classroom technique. The online program is no different to concept mapping on paper in a classroom, which makes it very simple for students to learn how to operate and produce. Any student with basic online capabilities would be able to teach themselves how to operate it, just as I did taking part in the activity.
ICT tools are extremely appropriate with Digital Natives, as the 21st Century progresses into a highly efficient technology driven world. Students through these various tools are exposed and connected to diverse cultures, foreign education institutes, all age groups and learning levels, peers and society in general. This form of learning could never be achieved through simple classroom teaching excluding online technology. The most important benefit I've gained through studying these various ICT's is that global connections expand cognitive development, engage students on deeper levels, encourage critical thinking and support cultural diversities. Depending on the form of disabilities some students may encounter through life, many of these are non-discriminating in this aspect. For some that are, there are ways of correcting and overcoming these disabilities by utilising another form of presentational methods. Personally, in terms of classroom teaching as an educator, I would keep students exposed to various ICT's as well as teaching them how to engage in the use of these to support elearning. It's important they understand the relevance of each tool in order to use their own judgement when presenting/developing their journey. The way these tools connect to each other demonstrates the relationship of ICT along with reasoning of when to appropriately apply these connections. Its vital that students learn the dangers associated with online connections, together with effective monitoring methods. While elearning invites bullying and invasion of privacy to name a few, there are ways around these negatives which students need to learn just as importantly as learning their operation. As an educator it is our job to keep students safe through learning so they understand ICT tools can be friendly and positive if used correctly. Technology is the fuel of Digital Natives and therefore needs to be embraced and appreciated for all its capabilities.
REFERENCE:
Krauss, S. E. (2005). Research paradigms and meaning making: A primer. The Qualitative Report, 10(4), 758-770. Retrieved April 6, 2011, from http://www.nova.edu/ssss/QR/QR10-4/krauss.pdf.
Monday 18 April 2011
Group 4 Technologies
Animations and Simulations, Google Earth, Google Maps, Google Documents for collaboration, Online concept mapping and Zooburst for interactive digital storybooks.
Fashion - Online Concept Mapping
Google Earth
Google Maps
Personal Experience:
This week was fun and interesting revisiting ICT tools I've used before but have changed since I was last there in terms of capabilities. There were also a few that were a new experience to me. Google is such a valueable site for the various elements that assist in cognitive development and global connections of students.
Google earth is opportunity to explore foreign monuments and locations that otherwise would only be achieved through travel means. Students can literally see statue's, theatre's, streets in their true form and architecture to name a few. Google maps are an opportunity to understand the distance that lies between these locations, compared to where students are learning from. Google maps also show travel time estimations and comparison's with locations between schools if global connections are made. Evidently using literacy and numeracy in a strong form. Supporting this is Google's search engine assisting students in their research for particular topics.
Online concept mapping is then available for students to brainstorm and collect data in relation to the journey taken place through Google. This process encourages higher order thinking through its scaffolded form. All this is achieved by the one provider. Technology! :)
Fashion - Online Concept Mapping
Google Earth
Google Maps
Personal Experience:
This week was fun and interesting revisiting ICT tools I've used before but have changed since I was last there in terms of capabilities. There were also a few that were a new experience to me. Google is such a valueable site for the various elements that assist in cognitive development and global connections of students.
Google earth is opportunity to explore foreign monuments and locations that otherwise would only be achieved through travel means. Students can literally see statue's, theatre's, streets in their true form and architecture to name a few. Google maps are an opportunity to understand the distance that lies between these locations, compared to where students are learning from. Google maps also show travel time estimations and comparison's with locations between schools if global connections are made. Evidently using literacy and numeracy in a strong form. Supporting this is Google's search engine assisting students in their research for particular topics.
Online concept mapping is then available for students to brainstorm and collect data in relation to the journey taken place through Google. This process encourages higher order thinking through its scaffolded form. All this is achieved by the one provider. Technology! :)
Group 3 Technologies
PowerPoint, Prezi and Glogster consumed this weeks technologies.
My PowerPoint
My Glogster
Personal Experience:
These technologies were not really of interest to me apart from PowerPoint. Prezi takes up too much time. Still I would certainly incorporate this program into classroom ICT's as students can use this to present stories, instructional demonstrations and teaching new concepts to name a few. So there are many benefits to this (including literacy and numeracy) even though for me personally, I lost interest in the time it takes to achieve it.
My PowerPoint
My Glogster
Personal Experience:
These technologies were not really of interest to me apart from PowerPoint. Prezi takes up too much time. Still I would certainly incorporate this program into classroom ICT's as students can use this to present stories, instructional demonstrations and teaching new concepts to name a few. So there are many benefits to this (including literacy and numeracy) even though for me personally, I lost interest in the time it takes to achieve it.
Group 2 Technologies - Appendix A
This week saw the use of digital images, podcast's and digital video.
Flickr - Digital Images
Picnik
Digital images are incorporated in various ICT tools to enhance and engage learners on a deeper level than plain text.
Erinn's Story - Digital Video
Personal Experience:
Digital image manipulation is second nature to me. I've been using this ICT for many years now through education, workplace and personal creativity. I've always enjoyed image manipulation and very much have the patience to spend hours using my creative flair :).
The real learning curve for me came with the incorporation of creative commons licence. Understanding the elements of this licence, that each image while under the same title can come with different restrictions for the user. I had never heard of "CCL" prior to this week's activity. This licence unlike the usual copyright laws allow students to access and work creatively with global pictures otherwise impossible to obtain without attending these locations.
I enjoyed learning about Podcasts as this was new to me, but did not enjoy hearing my own voice. I understand many future students may very well have the same reservations I did. While digital video's to me once again was familiar and something I thoroughly enjoy being creative with. Having a great appreciation for photography is possibly the reason behind my eagerness, toward anything that incorporates images.
Flickr - Digital Images
Picnik
Digital images are incorporated in various ICT tools to enhance and engage learners on a deeper level than plain text.
Erinn's Story - Digital Video
Personal Experience:
Digital image manipulation is second nature to me. I've been using this ICT for many years now through education, workplace and personal creativity. I've always enjoyed image manipulation and very much have the patience to spend hours using my creative flair :).
The real learning curve for me came with the incorporation of creative commons licence. Understanding the elements of this licence, that each image while under the same title can come with different restrictions for the user. I had never heard of "CCL" prior to this week's activity. This licence unlike the usual copyright laws allow students to access and work creatively with global pictures otherwise impossible to obtain without attending these locations.
I enjoyed learning about Podcasts as this was new to me, but did not enjoy hearing my own voice. I understand many future students may very well have the same reservations I did. While digital video's to me once again was familiar and something I thoroughly enjoy being creative with. Having a great appreciation for photography is possibly the reason behind my eagerness, toward anything that incorporates images.
Group 1 Technologies
This week considered the use of blogging, websites and wiki's through elearning.
Our learning Journey - Website
Poetic Expressions - Wiki
Personal Experience:
While I found each of these ICT tools as useful as each other in their own right, when asked to choose one I went with blogging, being that I was new to this tool and felt it important to delve into its use and purpose in classroom learning. My websites and wiki explain the way in which they can incorporate learning and what my intention as an educator is in terms of their use. As you will notice in my previous post I have presented a PMI of blogging.
Our learning Journey - Website
Poetic Expressions - Wiki
Personal Experience:
While I found each of these ICT tools as useful as each other in their own right, when asked to choose one I went with blogging, being that I was new to this tool and felt it important to delve into its use and purpose in classroom learning. My websites and wiki explain the way in which they can incorporate learning and what my intention as an educator is in terms of their use. As you will notice in my previous post I have presented a PMI of blogging.
Friday 18 March 2011
PMI of Blogging
Plus
Displays understanding of concepts
Explores critical analysis/higher order thinking
Allows for peer critiquing
Presents student expression
Monitors student’s progress
Minus
Cyber-bullying
Students can struggle with learning
Health effects (students who fail to take regular breaks)
Hacking (personal details etc.)
Interesting
Allows for global networking
Constructive method of learning
Personal journey of discovery through learning.
Conclusion
The past three weeks of this course has invited us to explore various learning theories, through the functionality of pedagogical strategies (scaffolding). Such theories include constructivism, cognitivism, connectivism, behaviourism and finally collaboration. These theories are actioned through various scaffolding techniques. The early stages of this course have demonstrated scaffolding in the form of PMI’s, SWOT Analysis, Ranking Tool and Bloom’s Taxonomy.
The three wiki’s involved:
Ø Profile Wiki
Ø Learning Theories Wiki – PMI (Plus, Minus, Interesting) scaffolding tool.
Ø Mobile Phones Wiki – Bloom’s Taxonomy scaffolding tool.
The profile wiki included filling in a template and was designed to introduce each individual to the rest of the class, on a more personal level. Through this technique each student was able to identify with similar learning styles, finding compatible partnerships for future collaborating. This wiki used elements of constructivism, cognitivism, connectivism and behaviourism. Profile wiki is a perfect introduction for students to both eLearning and commencement of course, in terms of familiarity with peers.
Learning Theories Wiki presented students with a progression from the basic algorithm of the profile wiki. After finding a suitable partner each student was expected to scaffold the wiki using a PMI. Upon completion of this, partners came together to discuss similarities/differences and construct a final ‘PMI’ to be uploaded against the wiki for the rest of the class to reflect upon. Theories included constructivism, connectivism, behaviourism and collaboration. This activity also included higher order thinking. This wiki in terms of drama could be used to assist students in examining the history of playwrights. As a teacher it provides students with a broader understanding, whilst allowing for multiple topics to be covered in a short amount of time.
Mobile Phones Wiki expected students to individually scaffold using ‘Bloom’s Taxonomy’, followed by presenting these ideas on the wiki. The entire class contributed to the same page, allowing students to reflect, relate, analyse, critique, debate etc. Constructivism, connectivism, behaviourism and collaboration along with higher order thinking at a more advanced level than the previous wiki activity, consumed this activity. This wiki is best suited in relation to students studying scripts, as it allows involvement of the entire class. As a teacher it provides students with a clearer understanding, with the ability to deconstruct unfamiliar languages alongside peer/teacher support.
Completing the wiki activities during week’s one and two using both PMI and Bloom’s Taxonomy scaffolding, allowed us as a learner, to understand and action the theories that encompass the activity. Primarily these wiki’s are a constructive form of learning, whereby students are demonstrating critical analysis, higher order thinking and placing this level of understanding into action via the wiki itself. Constructivism links together with cognitivism in the sense that through critical analysis and higher order thinking, students are accessing schemas from their long term memory. Yet through participation and learning of new information and the use of digital tools, students are also running the working and sensory memory to an extent. Wiki’s allow for peer and teacher interpretation, analysis, reflection and debate thus demonstrating connectivism. This continues to link with constructivism whereby students are forming opinions together with facts and producing these on a discussion forum. Wiki’s allow for students to practice critical analysis and higher order thinking in that they can form an opinion, wait for peer input and return to update/edit. This also demonstrates ‘reshaping’ of students learning process, assisting with improvement in terms of schemas involving the long term memory. Once again behaviourism links to constructivism through ‘practice’, including also elements of cognitive ‘schemas’. Clearly collaboration completes the process, signifying each theory has been achieved to its full potential and now requires compiling the elements of the activity together, demonstrating successful learning. Even through collaboration constructivism exists (assembly the finished product). Evidently constructivism is a crucial learning theory in pedagogies.
Scaffolding is Vygotsky’s concept that circles around social skills. After discovering all about wiki’s and how to apply scaffolding strategies to this activity, becomes evident why social skills play such a critical role. Critical analysis relies upon an individual’s cognitive capacity in relation to constructive attitudes. The process involving higher order thinking, reflection and debate however constitutes peer connective and collaborative input. Scaffolding is designed to be networked either within local, national or international sphere’s. Scaffolding on this level proves social skills to be a critical element in its application.
Digital pedagogies are becoming increasingly popular and their capabilities are unmeasurable. Wiki’s are just one form of digital pedagogy. After understanding now the purpose of a wiki and its process, proves extremely beneficial, as they:
Ø Appeal to all three learning styles – auditory, visual and kinaesthetic.
Ø Allow in part for both individual and group interaction.
Ø Don’t discriminate in relation to diversity whether it be cultural or disability.
Ø Allow students to work at their own pace to a certain extent.
Ø Support eLearning as wiki’s are an online tool.
Ø Allow for networking local, national and international.
The ability to network globally in an educational setting allows students to communicate with cultural diversity. This allows extension of the higher order thinking and critical analysis process of scaffolding. Students can understand peers thinking frames, as well as those who have vastly different schemas from their own. Networking on this level should prove to be extremely beneficial to eLearning.
The design of this course was to educate us, on the benefits of wiki’s in relation to eLearning and how through scaffolding learning encompasses various theories. After understanding the process of scaffolding a wiki, they have proven to be a constructive method of learning. ICT incorporates eLearning in the 21st Century and how to implement the advancement of technology into our education system. While eLearning is imperative in relation to Digital Natives, this course also considers and analyses the complexities associated with eLearning, dissecting the processes.
REFERENCE:
CQUniversity. (2011). Week 1 readings: active learning, learning diversity and the theory. Retrieved from CQUniversity E-courses, EDED20491 ICTs for Learning Design, http://moodle.cqu.edu.au/course/view.php?id=17135
Mergel, B. (May, 1998). ‘Instructional Design & Learning Theory’. Retrieved March 12, 2011, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The Basics of Behaviorism.
Cooper, Graham Dr. (December 1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved March 13, 2011, from http://dwb4.unl.edu/Diss/Cooper/UNSW.htm. - Cognitivism
Tangient LLC. (2011). Elearncqu, 'Ranking Tool'. Retrieved March 11, 2011, from http://elearncqu.wikispaces.com/Ranking+tool. – Constructivism
Siemens, George. (December 2004). Connectivism: A learning theory for the digital age. Retrieved March 17, 2011, from http://www.elearnspace.org/Articles/connectivism.htm. - Connectivisim.
Kearsley, G & Shneiderman, B. (1999). ‘Engagement theory: a framework for technology-based teaching and learning’. Retrieved March 17, 2011, from http://home.sprynet.com/~gkearsley/engage.htm.
Clark, D. R. (2004). ‘Blooms Taxonomy of Learning Domains’. Retrieved March 17, 2011 from http://nwlink.com/~donclark/hrd/ahold/isd.html.
Thursday 17 March 2011
Learning Design Framework (Reflection)
In relation to my own learning I struggled all the way with this task. It’s not that I didn’t understand the process but rather had difficulty developing what I wanted – a unique way of thinking in relation to the framework. So I must say I’m rather disappointed with my work on this. I considered both Bloom’s Taxonomy and Engagement Theories, but found Bloom’s Taxonomy (Cognitive Domain) best suited my purpose.
The purpose of the exercise allows me in future, to explore topics more intensely ensuring I’ve covered all the necessary elements. On a cognitive level, the framework enhances my current skills through higher order thinking, while allowing me to demonstrate a clear comprehension of the chosen topic. Focused around Bloom’s Taxonomy, the application of the framework as well as the application of its future use, demonstrates a constructive theory.
A diverse range of students will certainly benefit from this design, in the sense that it can be connected to any learning activity where a teacher needs to demonstrate understanding of a topic by students. Irrespective of your learning style, (ie. auditory, visual or kinaesthetic) all students will in some way, benefit from this strategy as well as have opportunity to strengthen their weaker learning styles. Considering Bloom’s Taxonomy was the strategy used to support my learning for the mobile wiki theory, proves the success of this framework in relation to elearning. However this can be applied not only to digital pedagogy but pedagogy in general, proving to be a rather effective and diverse framework.
REFERENCE:
Kearsley, G & Shneiderman, B. (1999). ‘Engagement theory: a framework for technology-based teaching and learning’. Retrieved March 17, 2011, from http://home.sprynet.com/~gkearsley/engage.htm.
Clark, D. R. (2004). ‘Blooms Taxonomy of Learning Domains’. Retrieved March 17, 2011 from http://nwlink.com/~donclark/hrd/ahold/isd.html.
CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.
Learning Design Framework
Knowledge
*Identify
*Describe
*Reproduce
Comprehension
*Interprets
*Distinguishes
*Summarises
Application
*Constructs
*Discovers
*Demonstrates
Analysis
*Analyses
*Infer
*Deconstructs
Synthesis
*Designs
*Creates
*Compiles
Evaluation
*Justifies
*Critiques
*Concludes
*Identify
*Describe
*Reproduce
Comprehension
*Interprets
*Distinguishes
*Summarises
Application
*Constructs
*Discovers
*Demonstrates
Analysis
*Analyses
*Infer
*Deconstructs
Synthesis
*Designs
*Creates
*Compiles
Evaluation
*Justifies
*Critiques
*Concludes
Mobile Phones Wiki (Reflection)
Using De Bono’s Thinking Hat’s, this activity was a collaboration involving the entire class. Being one of the final members to give input due to my home internet connection it was difficult for me to achieve unique responses from those already there.
Collaborating with so many members of the class though was an incredible experience in terms of pedagogies as I was able to discover so many more elements to this wiki than if I’d worked alone or in a small group. The suspense of debate on some issues does become an avenue with this strategy, when you allow so many diverse opinions into one reflection. As a teacher this tool would be extremely useful in the field of drama, in terms of the students reading a new play and discussing and demonstrating understanding of the characters involved. It’s a new and exciting way to present to students, as well as teaching them useful eLearning strategies. The flexibility of this strategy allows for students to construct input when they feel comfortable. For some students they prefer to see examples first to better understand the process. This allows for such behaviour while still providing connections between students that feel the need to collaborate further and debate/analyse/question peers creating higher order thinking.
A rather useful activity and strategy to support, which I feel will certainly be of great benefit in future classrooms.
REFERENCE:
Hartnell-Young, E. & Heym, N. (2009). 'Mobile phones and student learning in secondary schools'. Curriculum leadership: an electronic journal for leaders in education. Vol. 7, No. 26. (August). Retrieved from http://cmslive.curriculum.edu.au/leader/default.asp?id=28526&issueID=11897.
Cell Phone Calls Alter Brain Activity, Scientists, say. (February 22, 2011). Retrieved March 17, 2011, from http://www.ehso.com/ehso2.php?URL=http%3A%2F%2Fwww.foxnews.com/scitech/2011/02/22/cell-phone-calls-alter-brain-activity-scientists-say/.
Trucano, Michael. (April 2009). ‘What do we know about using mobile phones in education?’ Retrieved March 17, 2011, from EduTech, http://blogs.worldbank.org/edutech/videos/mobiles-0.
CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.
Mobile Phones Wiki
NEGATIVE
Like any new device introduced to our education system there are issues to consider like environmental, privacy, misuse, cyber-bullying and its affects to educational trends. Is there a solution? Can this digital device be controlled in a classroom environment? To some extent yes, but just the same these issues will always be at the surface. Just as behaviour management in the playground is always going to be an issue. Society remains the same in their developmental years as they are in their senior years. Some comply, some don't. It's the very reason we have such a thing as "the law".
PROCESS
This era belongs to the digital natives. Society is rapidly embracing technology and advancing in such as way, that we as digital immigrants either learn the language or fall behind the times. Our education system needs to meet the demands of technology, in order to prepare our digital natives for "their working years", just as we were prepared for ours. That's not to say I support the use of mobile phones in schools. But I don't think this issue is really about what we support or don't support. It's about what is best for their education. What they require and what is necessary in today's learning.
CREATIVE
In relation to controlling mobile phones within the classroom environment, I would construct a learning process with the students at the beginning of the year. Collaborating ideas achieving valid educational uses for the mobile phone within the classroom would be the process. Both students and teacher would decide the final list of appropriate uses, so each individual has a clear understanding up front, of suitable times for mobile phone access. This demonstrates a sense of responsibility upon the students in relation to their behaviour management, allowing stronger support to the teacher when the occasion of misuse is presented.
INTUITIVE
What can I say? I'm a digital immigrant so in ways I'm still old fashioned. I believe phones are an entertainment tool just like a PS3, Wii, Xbox, IPad, and IPod etc. None of these tools in my opinion should be introduced into education. We don't use them in the workforce so why the need for them in education? Let's face it education is in preparation for the workforce. I think digital natives need to learn to be less selfish and more obedient. I find this generation to be the "ME" generation. What they don't have isn't worth having. They don't know what it means to go without. Our education system encourages and feeds this attitude as do most of the parents of this generation.
POSITIVE
In terms of digital pedagogy mobile phones can present as another learning tool. Through communication, transferring of data, spreadsheets, email, photo and video transfers and editing, global time zones, maps (GPS), stopwatch, research to name a few. Mobile phones are portable so can be used both in and out of the classroom. All these however are only positives if students actually use these devices for these purposes when required and don't abuse the privilege.
OBJECTIVE
"Spending 50 minutes with a cell phone plastered to your ear is enough to change brain cell activity in the part of the brain closest to the antenna." Cell Phone Calls Alter Brain Activity, Scientists, say. (February 22, 2011). Retrieved March 17, 2011, from http://www.ehso.com/ehso2.php?URL=http%3A%2F%2Fwww.foxnews.com/scitech/2011/02/22/cell-phone-calls-alter-brain-activity-scientists-say/. There's no official health link between cell phones and brain tumours, however initially there was never a link between smoking and lung cancer either, though it was later established. Are we encouraging bad health habits by incorporating an unnecessary digital tool in education?
Like any new device introduced to our education system there are issues to consider like environmental, privacy, misuse, cyber-bullying and its affects to educational trends. Is there a solution? Can this digital device be controlled in a classroom environment? To some extent yes, but just the same these issues will always be at the surface. Just as behaviour management in the playground is always going to be an issue. Society remains the same in their developmental years as they are in their senior years. Some comply, some don't. It's the very reason we have such a thing as "the law".
PROCESS
This era belongs to the digital natives. Society is rapidly embracing technology and advancing in such as way, that we as digital immigrants either learn the language or fall behind the times. Our education system needs to meet the demands of technology, in order to prepare our digital natives for "their working years", just as we were prepared for ours. That's not to say I support the use of mobile phones in schools. But I don't think this issue is really about what we support or don't support. It's about what is best for their education. What they require and what is necessary in today's learning.
CREATIVE
In relation to controlling mobile phones within the classroom environment, I would construct a learning process with the students at the beginning of the year. Collaborating ideas achieving valid educational uses for the mobile phone within the classroom would be the process. Both students and teacher would decide the final list of appropriate uses, so each individual has a clear understanding up front, of suitable times for mobile phone access. This demonstrates a sense of responsibility upon the students in relation to their behaviour management, allowing stronger support to the teacher when the occasion of misuse is presented.
INTUITIVE
What can I say? I'm a digital immigrant so in ways I'm still old fashioned. I believe phones are an entertainment tool just like a PS3, Wii, Xbox, IPad, and IPod etc. None of these tools in my opinion should be introduced into education. We don't use them in the workforce so why the need for them in education? Let's face it education is in preparation for the workforce. I think digital natives need to learn to be less selfish and more obedient. I find this generation to be the "ME" generation. What they don't have isn't worth having. They don't know what it means to go without. Our education system encourages and feeds this attitude as do most of the parents of this generation.
POSITIVE
In terms of digital pedagogy mobile phones can present as another learning tool. Through communication, transferring of data, spreadsheets, email, photo and video transfers and editing, global time zones, maps (GPS), stopwatch, research to name a few. Mobile phones are portable so can be used both in and out of the classroom. All these however are only positives if students actually use these devices for these purposes when required and don't abuse the privilege.
OBJECTIVE
"Spending 50 minutes with a cell phone plastered to your ear is enough to change brain cell activity in the part of the brain closest to the antenna." Cell Phone Calls Alter Brain Activity, Scientists, say. (February 22, 2011). Retrieved March 17, 2011, from http://www.ehso.com/ehso2.php?URL=http%3A%2F%2Fwww.foxnews.com/scitech/2011/02/22/cell-phone-calls-alter-brain-activity-scientists-say/. There's no official health link between cell phones and brain tumours, however initially there was never a link between smoking and lung cancer either, though it was later established. Are we encouraging bad health habits by incorporating an unnecessary digital tool in education?
Learning Theories Wiki (Reflection)
After completing the profile wiki as outlined in week one's activity schedule, I was approached by another student via email, to partner for the learning theories wiki activity. Unfortunately this process was off to a slow start, as I have had endless trouble with my home internet connection, evidently putting me behind on everything. Eventually my partner and I decided on ‘Digital Natives, Digital Immigrants’, by Marc Prensky as our wiki learning theory. Solely we used a PMI scaffolding tool to complete the task. We then met to collaborate our constructive pieces and through connectivism, distinguished the differences in our PMI’s to construct our final PMI, to be uploaded onto the learning wiki profile on the moodle website. I found that using the PMI tool, allowed me to acquire a deeper thought process of the wiki as well as clear understanding of the direction in which to take my ideas and construct them. For some this tool may prove to be a good filtering system, assisting in the knowing of what is important.
This activity makes learning easier for students that are kinaesthetic when it comes to collaboration and connectivism with your partner, while still appealing to auditory and visual learners in terms of the reading itself, both individual and group work and collaboration of ideas in a group environment. Learning outside of one’s own thinking strategies is another positive element to this technique. In reference to the reading this activity could also be achieved by the group constructing together the PMI instead of each individual constructing their own to be collaborated at a later date. This direction allows students with learning disabilities to take part without intimidation or discrimination and with complete peer support.
This activity is an important follower from the profile wiki. The elements are similar; however the algorithm of it progresses to higher order thinking, thus expanding on the past schema. This time students are working together with an individual who reflects their attitudes toward learning and choosing a topic to discuss. The collaborated construction of the PMI is then uploaded onto the wiki for the rest of the class to view, comment, reflect and learn from. This allows digital pedagogies of a vast range of topics to be covered in a short period of time. Peer input toward these topics posted, provides evidence to the teacher of students learning.
This activity makes learning easier for students that are kinaesthetic when it comes to collaboration and connectivism with your partner, while still appealing to auditory and visual learners in terms of the reading itself, both individual and group work and collaboration of ideas in a group environment. Learning outside of one’s own thinking strategies is another positive element to this technique. In reference to the reading this activity could also be achieved by the group constructing together the PMI instead of each individual constructing their own to be collaborated at a later date. This direction allows students with learning disabilities to take part without intimidation or discrimination and with complete peer support.
This activity is an important follower from the profile wiki. The elements are similar; however the algorithm of it progresses to higher order thinking, thus expanding on the past schema. This time students are working together with an individual who reflects their attitudes toward learning and choosing a topic to discuss. The collaborated construction of the PMI is then uploaded onto the wiki for the rest of the class to view, comment, reflect and learn from. This allows digital pedagogies of a vast range of topics to be covered in a short period of time. Peer input toward these topics posted, provides evidence to the teacher of students learning.
REFERENCE:
Prensky, Marc. (October 2001). 'Digital Natives, Digital Immigrants', in MCB University press, Vol. 9 No. 5. Retrieved March 11, 2011, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
Prensky, Marc. (September/October 2005). 'Engage me or Enrage me: What today's learners demand', in Educause review, p60-64. Retrieved March 11, 2011, from http://net.educause.edu/ir/library/pdf/erm0553.pdf.
CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.
Learning Theories Wiki
DIGITAL NATIVES, DIGITAL IMMIGRANTS
Digital Natives, Digital Immigrants by Marc Prensky, explores the relationship and differences between the generations, while considering the challenges facing our education system due to the technology that separates the two.
Plus
Ø Prensky establishes behavioural differences between a Digital Native and a Digital Immigrant via their “accent” – (DI) turning to the internet for information second rather than first.
Ø Digital Immigrants socialised differently. I find this to be an extreme positive as it expresses human growth and allows for collaborative learning between generations. It’s these connective learning experiences that are responsible for future cures and new theories etc.
Ø “Legacy” content is still important and Prensky captures this. No matter how much we progress with technology developing new ways of learning our basic cognitive skills are still crucial in our primitive stages.
Minus
Ø Students’ brains and thinking patterns have physically changed. While there’s no concrete proof, in relation to whether students’ brains have physically changed or not, it is certain their thinking patterns have. With this in mind, a change of methodology would seem appropriate to accommodate the multiple intelligences and learning styles.
Ø Think and process information fundamentally differently from their predecessors. Considering the various forms of technology today and how scholars engage in these forms of learning tools is not necessarily constructive education. The digital natives due to current trends are failing to learn the basics like spelling, calculations and on some levels verbal communication. These skills are being replaced with shorthand texting, computers and online correspondence.
Ø Immigrants accepting natives new language is certainly going to be a certainty. However not teaching the digital natives the language the Immigrants were raised on is simply allowing society to continue to become lazier as the generations move forward. Digital Immigrants are already conforming to the “new language” of the digital generation. I just don’t believe in the whole of society changing to suit one minority.
Interesting
Ø Future content could in the form Prensky is discussing, by far be the death of the Digital Immigrants as we know them. Not to mention make a mockery out of our education system. Its one thing to include computers in our school’s for learning tools, but to create video games as a way for the digital natives to learn in the future is absolutely absurd. If this is ever introduced then when does it stop? Will they be granted video games when they enter the workforce in order to understand their position and complete the task at hand? I think not. So why not learn the techniques at school that will prepare you for the workforce, university or trades? In my opinion with the term “Edutainment” Prensky went too far. The emphasis is on the Digital Natives enjoying learning rather than actually being educated or achieving something that is life long out of it.
Prensky is clearly pro Digital Natives and reshaping our education system around them, as well as the technological advances. Personally I’m supportive in respect to including technology as a major advancement in our education system. I also believe Digital Natives need to see a fresh approach to current teaching trends. However, I still believe in the importance of learning and therefore find education should remain just that, education. Not a video game or a song to be learnt. It should be knowledge to be read, studies and assessed just as these Digital Natives would be at university, tafe or workforce levels. They need to be learning skills now in preparation for their life long learning.
REFERENCE:
Prensky, Marc. (October 2001). 'Digital Natives, Digital Immigrants', in MCB University press, Vol. 9 No. 5. Retrieved March 11, 2011, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
Profile Wiki Reflection
Engaging in profile wiki’s for the first time I was a little reserved to begin with. Prior to this program I studied pre-moodle’s and pre-blackboard’s era. Though I’m not referring to that long ago (2002), demonstrates just how rapidly technology is driving us forward. Initially the thought of working entirely online intimidated me. Then I was faced with the word “wiki”. What is a wiki? Learning was certainly becoming an early addition for me in this course. Fortunately I learn very quickly and on most occasions, self taught. The most rewarding side to this task for me though, came through the design appealing to kinaesthetic learner’s which is very much my style. With that said, I not only found my way around this activity, but helped others to complete their profiles also. There was one final problem after completion, where the profile disappeared from the class list when I logged in from home; however I quickly resolved that issue without any hassle.
Strategies like these are very basic. So they’re a great starting point for students who are novices in the digital realm. It also appeals to those who aren’t kinaesthetic learners in terms of its basic structure. Kinaesthetic learners will no doubt sail through this activity, whereas auditory and visual learners may need a little extra assistance. A simple activity involving algorithm’s allows novice’s to engage and learn. Most digital natives have at some point accessed a computer and therefore would have some experience in this field.
Applying the step by step instructions to complete the profile wiki, then uploading the profile to our assigned groups on the moodle site encompasses constructivism. Engaging in this activity as a novice to wiki’s and the moodle site, initially I was accessing my long term memory schemas in relation to the process of the activity. However, throughout the process I engaged in the working memory, as I was learning and increasing the knowledge already applied to particular schemas. These were the visible elements of the cognitive learning theory. Behaviour management is supported generally with routine/structure in a classroom environment. The algorithm layout of this activity suggests “behavioural chaining”, demonstrating operant conditioning as the method as per Skinner’s theory. This assists with creating positive behaviour management, in that each student has a clear understanding of the process and what is expected. The flexibility of connective peer/student assistance also supports this theory in a positive manner. The purpose of this wiki was to share your profile with other students to allow for suitable partnership on the learning theories wiki. Upon completion of my profile and uploading to the moodle site, I then assisted other students having difficulty finding their way around the site and understanding the process of the profile wiki. The purpose of the activity, together with my initiative to assist those less digitally advanced than myself, demonstrates elements of connectivism.
The profile wiki is a digital tool involving a technique appealing to kinaesthetic learners. The process (algorithm) however, is appealing to auditory and visual learners. For students with learning difficulties, this activity allows for connectivism through constructivism and therefore students with any form of disability can receive assistance. In relation to cultural diversity, being that this is a profile wiki, it not only supports any individual regardless of culture, but also assists in educating their peers on the history of their cultures. Hence creating awareness that diversity exists within their learning environment, as well as informing what type of diversity it is. Profile wiki’s have many elements in terms of diversity and therefore this form of learning was both interesting and useful.
In relation to e-learning and digital pedagogy, profile wiki’s support the progression our education system is already in the process of making. Moving forward in the digital era, allows students to keep up with expectations upon entering the workforce. This activity incorporates navigation through wiki’s, editing, individual input, creating links, saving changes and accessing work upon completion. These are just basic e-learning tools and therefore a perfect starting point for students to commence their e-learning, without feeling overwhelmed. The layout of the activity demonstrates a clear interpretation of the expectations, whilst adhering to peer/teacher connections.REFERENCE:
Mergel, B. (May, 1998). ‘Instructional Design & Learning Theory’. Retrieved March 12, 2011, from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The Basics of Behaviorism.
Cooper, Graham Dr. (December 1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved March 13, 2011, from http://dwb4.unl.edu/Diss/Cooper/UNSW.htm. - Cognitivism
Tangient LLC. (2011). Elearncqu, 'Ranking Tool'. Retrieved March 11, 2011, from http://elearncqu.wikispaces.com/Ranking+tool. – Constructivism
Siemens, George. (December 2004). Connectivism: A learning theory for the digital age. Retrieved March 17, 2011, from http://www.elearnspace.org/Articles/connectivism.htm. - Connectivisim.
CQUniversity (CQU). E-courses EDED20491. ‘ICTs for Learning Design’. Retrieved from http://moodle.cqu.edu.au/course/view.php?id=17135.
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