Assessment Task 1 - Reflective Synopsis

Reflective Synopsis

The 21st century is epitomised by an increase in the development and use of digital technologies, and by a subsequent global connectedness. The constantly evolving nature of our digital society requires educational practices which acknowledge, engage and equip learners as members of this ‘digital generation’ (Education Queensland, 2008). While traditional learning is often considered that which occurs in a teacher-centred classroom, using information gleaned from books, Sangra, Vlachopoulos and Cabrera (2012) define e-Learning as characteristic of a new educational paradigm, which utilises digital technologies, or information communication technologies (ICT’s), in the delivery, access, creation and sharing of teaching and learning experiences within and without a school environment. Establishing and maintaining a quality e-Learning environment can facilitate active learning, increase student engagement and promote collaboration which, according to Ormiston (2010), are crucial factors in the acquisition and application of knowledge. Personal reflection on digital technology use and current research will be used to present a synopsis on core ideas linked to e-Learning, including; associated learning theory; safe, ethical practice; and, pedagogical implications which reference the SAMR model and TPCK framework.

No single theory defines how learning occurs in a digital environment; rather, several theories may inform teaching practices, dependent on the ICT being used, and its purpose and role in facilitating expected learning outcomes (Howell, 2012). Many ICT’s are utilised in ways which align with a constructivist approach to learning, in that they support learners to build upon their knowledge through ‘experiencing and doing’ (Educational Broadcasting Corporation, 2004). Correspondingly, McInerney and McInerney (2002) suggest digital tools which engage learners in a ‘cognitive struggle’ are believed to help the construction of new understandings by facilitating metacognition. In this way, personal engagement with a range of Interactive Learning Objects (ILO’s) extended my understanding of certain concepts by having me use my knowledge to problem-solve. Similarly, Vygotsky (McInerney & McInerney, 2002, p. 163) theorised that knowledge and understanding are constructed through social interaction; hence, when digital technologies support learner collaboration and interaction, the social constructivist theory is evident. Participation in a collaborative wiki saw me constructing knowledge through engagement with other learners’ ideas in a social setting, clearly linking to social constructivism. Further, this sharing of diverse opinions in an online system could also be associated with the theory of connectivism; whereby, learning occurred through my participation in a ‘knowledge network’ (Howell, 2012). Connectivism, while specifically developed to explain how learning occurs in the ‘digital age’ through online, global networks (Duke, Harper & Johnston, 2013), is one of many learning theories which can influence and inform instructional design in an e-Learning environment.

For ICT’s to be effectively incorporated into learning environments, teachers require understanding in the areas of content, pedagogical and technical content knowledge (TPCK), together with the ‘relationships among and between’ them (Koehler, Mishra & Cain, 2013, p. 14). The TPCK model for ICT’s in learning requires educators to consider the ‘pedagogical affordances and constraints’ inherent in all technologies (Koehler & Mishra, 2008, p. 22). This became apparent in my explorations with digital images and videos. When confronted with images, viewers make assumptions about what they see (Birt, 2014); therefore, without an appropriate context, learners may struggle to interpret what they are seeing, which could impede learning rather than enhance it (Langran, 2005).  In addition to TPCK, teachers must also develop the skills to evaluate ICT’s for their potential as not only learning enhancers but, more importantly, their capacity to be used as learning transformers (Anderson, 2013). The SAMR model is a continuum which encourages consideration about how specific ICT’s are used in teaching and learning contexts (Department of Education Western Australia, 2014). In frequently consulting the SAMR model whilst completing my own ICT investigations, I was able to visualise learning experiences in which ICT’s were used as substitution and augmentation tools (i.e. PowerPoint used to enhance presentation of information to students). More significantly, I was also led to consider applications for modification and redefinition (such as in the creation of previously inconceivable presentation products), which could promote more complex reasoning processes and link to real life applications.

The pedagogical issues related to ICT use in the classroom should also include consideration and implementation of safe and ethical practices. Brooks-Young (2010) addresses the concept of ‘digital citizenship’, whereby online spaces present new worlds which are navigated by users. As current and future users of ICT's, students require instruction and guidelines when navigating these spaces in order to develop the capacity to participate in safe, ethical and legal practices (Australian Curriculum Assessment and Reporting Authority (ACARA) (n.d.). Responsible ICT use is underpinned by; the principles of respect for self and others; an understanding about the ‘myth of online privacy’ (Brooks-Young, 2010, p. 103); and, an adherence to codes of conduct and copyright laws (ACARA, n.d.). According to Langan (2005, p. 47) ‘responsible use of technology should be modeled and discussed with students’. In this way, engagement with a personal blog saw me employ safe, ethical and responsible practices as I reflected on my ICT investigations. As my blog was public, this required careful consideration about each post I made, to ensure I breached no copyright laws, gave away no personal information, and remained respectful of others’ opinions. As blogging is as much a social platform as it is a personal journal, it presents opportunities for transformational learning through its connectivity and networking capacities, as well as its accessibility both in and out of the classroom (Carrington & Robinson, 2009). In using ICT’s which expose learners to a wider, global audience it is essential that they understand and adhere to safe and ethical online practices. This prepares learners to be responsible users of ICT's at all times, not only in a learning environment.

Exploring and reflecting upon my use of ICT’s has enabled me to develop a digital pedagogy which is reflective of the needs and expectations held by learners of a ‘digital generation’ (Education Queensland, 2008). In a classroom context, successful incorporation of digital technologies requires an understanding of the TPCK framework and how its components interact, along with an observance of the SAMR model. To develop and maintain an effective e-Learning program, learning experiences must utilise ICT’s in transformative ways which promote higher-order thinking, and support the development and application of complex reasoning processes. The ever-evolving nature of digital tools predicates that it is my responsibility as a pre-service teacher to understand, and continue to explore, the impact of ICT’s on teaching and learning.

References:
Anderson, M. (2013). SAMR for purposeful use of educational technology [Web log post]. Retrieved 
                   August 8, 2014, from http://ictevangelist.com/wp-content/uploads/2013/03/SAMR-flow-
                   chart.pdf 
Australian Curriculum Assessment and Reporting Authority (ACARA). (n.d.). Information and 
                    communication technology (ICT) capability. Retrieved from 
                    http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT
Birt, K. (2014). Week 4 – Pictures and sounds [Blackboard Collaborate session]. Retrieved from 
                    CQUniversity e-courses, FAHE11001 Managing E-Learning, http:// http://moodle.cqu.edu.au
Brooks-Young, S. (2010). Teaching with the tools kids really use: Learning with web and mobile 
                     technologies. Thousand Oaks, California: Corwin.
Carrington, V., & Robinson, M. (2009). Digital literacies: Social learning and classroom practices. 
                     London, England: Sage Publications.
Department of Education Western Australia. (2014). iPads for education: Early childhood iPad 
                     initiative. Retrieved from 
                     http://det.wa.edu.au/ipadsforeducation/detcms/navigation/literacy-and-numeracy-
                     focus/?page=all#internalSection3
Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning 
                     theory. The International HETL Review, (Special Issue). Retrieved from 
                     https://www.hetl.org/ihr-special-issues/
Educational Broadcasting Corporation. (2004). How does technology complement constructivism? 
                     Retrieved from 
                     http://www.thirteen.org/edonline/concept2class/constructivism/explor_sub5.html
Education Queensland. (2008). eLearning for smart classrooms. Retrieved from 
                     http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South 
                     Melbourne, VIC: Oxford University Press.
Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and 
                     Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for 
                     educators (pp. 3 – 29). New York, NY: Routledge.
Koehler, M.J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge 
                     (TPACK)? Journal of Education, 193(3), 13 – 19. Retrieved from 
                     http://www.bu.edu/sed/about-us/journal-of-education/ 
Langran, E. (2005). Digital images and copyright. In G.L Bull, & L. Bell (Eds.), Teaching with digital 
                     images: Acquire, analyze, create, communicate. Retrieved from 
                     http://www.iste.org/images/excerpts/DIGIMA-excerpt.pdf
McInerney, D. M., & McInerney, V. (2002). Educational psychology: Constructing learning (3rd ed.). 
                     Frenchs Forest, NSW: Pearson Education.
Ormiston, M. (2010). Creating a digital classroom: Teaching and learning in a Web 2.0 world. 
                     Moorabbin, VIC: Hawker Brownlow Education.
Sangra, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-Learning: An 
                     approach to the conceptual framework. International Review of Research in Open and 
                     Distance Learning, 13(2), 145-159. Retrieved from http://eric.ed.gov/?id=EJ983277

   

Week 6 Reflection task 5 - Interactive Learning Objects

Week 6 Reflection task 5 - Interactive Learning Objects

Interactive Learning Objects (ILO’s) can be described as re-usable, digital activities that can support learning by having users interact with content via a web-based interface (Smith, 2004). Further, Turel and Gurol (2011) define ILO’s as ‘digital resources that can be saved in databases systematically and used for instructional purposes’. Obvious advantages in using ILO’s in the classroom are their re-usability and capacity to offer efficient and interactive ‘instruction of commonly taught concepts, procedures, applications, and skills’ (Blatina, Hayes & Blumsack, 2002).

The technical aspects of Interactive Learning Objects are difficult to define as the content areas and applications covered by the countless ILO’s available are many and varied. Generally speaking, ILO’s; are designed for a specific purpose (i.e. to teach skills or concepts in a given area); are reusable; present digital materials that ‘are structured in a meaningful way’ that ‘is tied to an educational objective’ (Smith, 2004, p.2); and, require interaction/participation on the part of the user.

ILO’s present opportunities to enrich learning by providing virtual learning experiences where concrete experiences are too difficult, expensive or abstract to access. For example, it is not possible for learners to ‘see’ or physically experience the process of photosynthesis; however, in engaging with an online simulation such as this, students are able to explore and interact with photosynthesis in ways that could improve their understanding of the abstract process. 

Annenberg Learning provides a website which delivers a fantastic array of quality ILO’s that are targeted to a range of year levels and KLAs. This particular simulation has learners apply different processes to rocks, and observe the changes made over time. This activity would not be physically possible in a traditional classroom (or in real time). This ILO requires users to have some prior knowledge about the processes that impact change on rocks, and types of rocks and their various forms. To achieve maximum learning benefits from this ILO, learners would ideally engage with this simulation after completing instruction related to rock cycles in order to extend and consolidate their understanding of the concepts.

Screenshot retrieved from http://www.learner.org/interactives/rockcycle/change4.html

Further examples of how Interactive Learning Objects can be applied in a primary classroom can be seen in the following table:

The surplus of ILO choices across a range of content areas requires teachers to be discriminating in their selection of ILOs for student use. To ensure Interactive Learning Objects are used to enhance a teaching and learning experience, Blatina et al. (2002) suggest teachers; select ILOs which facilitate expected lesson outcomes; familiarise themselves with an ILO prior to introducing it to learners; and, provide learners with explicit instruction in use of the ILO. According to Smith (2004), if learners can achieve a similar outcome or have an equivalent experience in other ways, there may be little advantage in using an ILO. Conversely, there are greater benefits if an ILO can provide students with the opportunity to explore something they otherwise could not (Smith, 2004).

References

BBC. (2014). Compounds and mixtures [Interactive Learning Object]. Retrieved from 

                  http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/activity/

Blatina, T.A., Hayes, D., & Blumsack, S.L. (2002). Preparing teachers to use learning objects. 

                  Retrieved from http://technologysource.org/article/preparing_teachers_to_use_learning_objects/

International Strategy for Disaster Resolution. (n.d.). Stop disasters! [Interactive Learning Object]. Retrieved from 

                  http://www.stopdisastersgame.org/en/playgame.html

Learning Games Network. (2012). Quandary [Interactive Learning Object]. Retrieved from 

                  http://www.quandarygame.org/play

Nussbaum Education Network. (2014). Tony’s fractions pizza shop [Interactive Learning Object]. Retrieved from 

                  http://mrnussbaum.com/pizza_game/

SchoolScience. (2014). The Big Bang time machine [Interactive Learning Object]. Retrieved from 

                  http://resources.schoolscience.co.uk/STFC/bang/bang.htm

Smith, R. (2004). Guidelines for authors of learning objects. Retrieved from 

                  http://archive2.nmc.org/guidelines/NMC%20LO%20Guidelines.pdf

Turel, Y.K., & Gurol, M. (2011). A comprehensive evaluation of learning objects-enriched instructional 

                  environments in science classes. Contemporary Educational Technology 2(4), 264-281. 

                  Retrieved from http://eds.b.ebscohost.com/

Week 6 Engagement Activity 12 - Animations and simulations: Zooburst

Week 6 Engagement Activity 12 - Zooburst

ZooBurst is a digital tool that enables users to tell stories by creating 3D 

pop-up books. Authors are supported in arranging characters and props 'within a 3D world that can be customized using uploaded artwork or items' found in the Zooburst database (Zooburst, 2012). Completed books can be shared with a global audience through the provision of a hyperlink which can easily be embedded in any website or blog. 'Authors can also maintain a moderated discussion forum for each book, providing a virtual space' for interaction and communication about the text (Zooburst, 2012).  

In playing around with Zooburst I initially found it difficult to navigate (there is a detailed user guide available for download which improves usability here). The free site enables users to select from a wide range of clip art images and templates, or upload images from their own computer, which can then be arranged on pages using a drag and drop tool. Once the characters are in place, there is the option to assign them speech via a speech bubble, in addition to narrating the story via text on each page. 

I would have loved to augment the text and image options with audio however, this was a 'premium' option only available to paying account holders. 

Here is my first attempt at creating a digital story using Zooburst:

Week 6 Engagement Activity 5: Interactive Learning Objects

Video created using Blabberize

Week 6 Engagement Activity 5: Exploring Interactive Learning Objects

Darfur is Dying: 

The first simulation I explored this week was Darfur is Dying, a viral video game which gives users a glimpse into the lives and experiences of Sudanese refugees in Darfur.  This online simulation presents themes of violence and the impacts of war by having players attempt to keep their 'characters' alive, (and their refugee camp functioning) in the face of impending militia attacks. 

I found this simulation entirely too confronting due to the 'realistic' elements and issues being represented. For example, when required to find water for the village whilst being chased by gun-toting militants, the actions of your character slow down as he/she tires, resulting in frantic pressing of buttons to save your character's life. 

Screenshot retrieved from http://www.darfurisdying.com/index.html

In my opinion, this particular simulation would not be appropriate to present to primary learners. Some students may become upset by the confronting themes presented, and others may not understand the significance of the issues that the simulations are attempting to address. 

This particular exploration has demonstrated to me the importance of familiarising oneself with a digital tool prior to introducing it to learners!

Week 5 Reflection task 4 - Glogster

Reflection task 4 - Technology group 3: Glogster

Meme created using Make a meMatic app for iPhone

Glogster is regarded by some as a ‘virtual scrapbooking tool’, where digital bits and pieces are arranged, presented and uploaded to an online audience.

I see Glogster as so much more!

A dynamic, interactive, multimedia platform, Glogster is a digital tool that has endless possibilities in a primary school classroom. While initially developed as a social networking platform for teenagers, the development of GlogsterEDU has equipped teachers and students with a tool that is capable of transforming learning experiences (GlogsterEDU,2014). A Web 2.0 tool, glogs (or graphical blogs) allow users to create and publish digital ‘posters’ via an interface which enables the amalgamation and organisation of text, images, audio, video, static and interactive graphics, and data. Once signed up to GlogsterEDU via a simple process, educators are able to invite their learners to participate in, generate, collaborate on, and share glogs at individual, classroom and school levels; presenting opportunities for use as collaborative learning spaces (Gorman, 2010). 

Glogs are generated through the use of a ‘simple drag and drop function’ which enables users to place digital media items onto a blank canvas or chosen template (GlogsterEDU, 2014). An array of interactive graphics, templates and special effects are already available for use in Glogster and there is also the capacity to upload and insert YouTube videos, digital images and audio files. Initial forays in glog creation can be frustrating, as users attempt to navigate the drag and drop process; however, the ability to control this function improves after recurrent use of the program. 

Examples of how blogs can be used as tools to present information, ideas and learning experiences across a unit of work can be seen here. As a teacher, being the sole creator and presenter of these particular blogs, their use in a classroom sits within the Substitution and Augmentation levels of the SAMR model. However, if learners were to generate and publish similar glogs, this would elevate their application as a learning tool to the levels of Modification and Redefinition. This document created by GlogsterEDU presents some fantastic examples of how glogs can be used as a digital learning tool. It includes lesson plans, rubrics and links to additional media resources.

Further examples of how Glogster can be used within the context of a primary classroom can be seen in the following table:

References

GlogsterEDU. (2014). The standard for digital learning and online curriculum. Retrieved from                              
                       
                        http://edu.glogster.com/what-is-glogster-edu

Gorman, M. (2010, October 10). Changes at Glogster…great info and links for all levels of users [Web log 

                        post]. Retrieved July 29, 2014 from 

                        http://21centuryedtech.wordpress.com/2010/10/10/changes-at-glogster-great-info-and-

                        links-for-all-levels-of-users/

Roche, C. (2011, May 28). Glogster in the classroom [Web log post]. Retrieved July 28, 2014 from 

                        http://techmeetsed.com/2011/05/28/glogster-in-the-classroom/

Week 5 Engagement Activity - Creating a Glogster

Creating a Glogster

My name is Paula...and I am addicted to Glogster! Throughout my three years as a BLM student I have created and presented several blogs for various courses, and for use within primary classrooms. I find them to be a great 'hub' for storing, presenting and linking learners/viewers to the information they might need during a unit of work. Included here are a couple of blogs I have previously created which combine multimedia elements such as audio files, videos, hyperlinks, images, text and interactive icons. The first Glogster was created for a Year 4 Technology unit, and includes an engaging video and various links to sites needed to successfully complete the unit of work. The second Glogster accompanied a Year 1 Science unit on the senses (sound):

Week 5 Engagement Activity: Creating a zooming presentation in Prezi

Playing around with Prezi

Prezi is completely new to me, and I must admit my opinion in the past has been: ‘isn't it the same thing as PowerPoint?’

Explorations this week have enabled me to see that Prezi is far more than a basic digital presentation tool. In applying the tools and linking capabilities, it enables users to present ideas and information in a non-linear format. This capacity for non-linear presentation enables the scaffolding of information through the zoom tool and multiple presentation entry points. 

I initially had a little difficulty navigating the available tools and finding what I needed however, once I gained a little experience with the format, creating an interactive presentation with Prezi became an enjoyable task. I created a simple book review for my first Prezi attempt, which includes zoom elements and an audio soundtrack. I can see primary learners using Prezi to create and present book reports in a similar way.