Google Earth

Playing around with Google Earth

When I explored Google Earth for the first time this week it struck just how advanced technology has become. This led me into thinking about the endless learning opportunities this creates within the classroom. This tool allows students to climb into their learning space and be taken on a journey around this three-dimensional globe. I say, what could be more engaging than this? All you need to do is type into the search pane where you want to go and you will arrive there within seconds. Google Earth allows you to do many things through the exploration of any area in the world. It allows you to zoom, rotate and tilt the Earth to be viewed in any way. This would be the perfect tool for students to explore during Geography as not only would it point out exactly where a place is within the world, but you are able to see the types of settings and vegetation in that area. These types of explorations get students minds thinking and allows for so many open ended questions which can be posed to the students. Once students have identified types of vegetation within an area this could then lead into a Science discussion. Students could search for particular ground formations, volcanoes, rivers and the list goes on and on. Students are able to create their own walks within Google Earth as well as mark points and reference to certain areas of the world. It also gives the option to add text, images and hyperlinks and then to save your walk on the computer. It is also possible to create transparent image overlays of larger areas and then add in information. This would be a great way for students to present an assignment in a fun and interactive way. Google Earth is a safe tool for students to use and it can be used within all the levels of the SAMR model of learning. It can be used in the substitution level in the place of a globe of the world. It can be used in the augmentation level to view and explore various areas of the world in the place of a large world map. It can be used within the modification level by creating an image overlay on a particular area and putting in information about that area. Google Earth can also be used within the redefinition level by students immediately accessing any area within the world to view via satellite navigation.   

My Glogster

Glogster is a tool that I have worked with previously. I only discovered it this year when creating my technology assignment. I think it is a fantastic tool that should most definitely be used within the classroom which is why it my choice of tool to reflect on this week.

I love the way Glogster is set out like an online poster which allows you to write text, embed videos, hyperlinks, audio and images. I think it is great that students can create bubbl.us sheets and attach them to their posters. This tool is an extremely engaging tool for students to work with and it has options attached which are almost endless. It allows students to become as creative as they like online. Glogster can be used within the classroom for the creation of assessments in the form of an interactive poster. It can be used by teachers to create units of work whereby students can access activities related to the unit topic. These activities can be created by the teacher and students can add to them as they learn and explore. It is also a great tool for students to work collaboratively with, as they can access their group poster at home and add to it. Glogster is a safe tool as it can only be accessed by the users with a password. Students can use this tool to then present group projects and it allows for those students who don’t feel comfortable to talk in front of the class to prerecord their part of the presentation and embed within their group Glog. This wonderful tool allows all the levels of the SAMR model to be used. Students could use it as a substitute to reading which would fall within the substitution level. It could be used within the augmentation level whereby students could read information, but also be able to edit or improve this information. Glogster is a great tool for task design which would be considered as the modification level. However Glogster would be utilised to its full potential within the redefinition level. As students could create tasks which include multimedia tools as well as information containing hyperlinks, this type of creation was previously inconceivable with technology.

My first Prezi

I had never worked with Prezi before. However I had seen it being used in presentations in class and remember feeling very impressed by it. I am so glad I have now explored it and know how to use it and I even have it downloaded on my laptop. I find it an extremely engaging and creative way to present things. I love the way it zooms in and out of areas which you choose to focus on within a presentation. I am also impressed that just like a PowerPoint you are able to embed images, audio, text and videos, as well as word and PDF documents. This is a tool I am most certainly going to use for our next group presentation. I think it would be a fun way for students to create presentations to present to their class. I believe that because students can make these Prezi presentations fun this will engage them while creating, as well as engage those students who will watch the presentation. It would be important to encourage students to use all the options available to them in Prezi as this would allow them to work within the modification and redefinition levels of the SAMR model.

Powerpoint

I have always thought about PowerPoint as quite a simple tool, this was until I started Uni. I have since discovered the various aspects this tool has to offer and how wonderful it really is. I have found that it does not only have to be used as a tool for presentations. A PowerPoint also allows for you to embed images, text, audio and videos into it. A PowerPoint would also be a great tool for students to interact with. It would allow the teacher to create an activity relating to a particular topic whereby students can work through an activity on their own. Appropriate questions can be posed within the PowerPoint which would promote higher order thinking. Hyperlinks can be embedded into the PowerPoint which would lead students to particular websites you would want them to research. Students could respond to these questions by creating a PowerPoint themselves which would allow for the creation of new tasks through technology. This would lead students into working within the modification and redefinition levels of the SAMR model.

Audio Voki

My voice on a Voki (my tool of choice this week)
It took me a while to figure out how to use a voki and then embed it into my blog. The voki tool has so many options including various audios, characters and backgrounds to choose from when creating one. It makes the process exciting and fun, therefore this is definitely a tool I will use within my classroom and this is my tool of choice to reflect on further. The audio options are great as you are able to type in a voice over or record your own voice through your microphone. Students would be able to use this tool for assessments and presentations. It allows those students who possibly feel anxious about public speaking to present their talk through a voki. It also allows students to self reflect on their public speaking abilities. Voki caters for visual, auditory and kineasthetic learners in the classroom. The use of a voki within the classroom would be considered legal, safe and ethical as it uses character's faces rather than student's faces. It is also a safe option because it allows you to create an account whereby you need a username and password. Therefore only the account holder can access the voki's made within the account and can monitor who sees them. A drawback of the voki tool is that a voice recording can only go for 1 minute which often is not long enough. However it is possible to sign up to 'voki classroom' which opens up more opportunities to voki users. Although this upgraded feature does come at a cost, but I believe it would be money well spent as it gives students more options to work with. Another reason that I believe this is a great tool for the classroom is that it promotes higher order thinking. This is because it allows students to work within the transformation phase of the SAMR model. The teacher could set a task for the students whereby a voki would be used for modification, to create something new and improve efficiency. A voki could also be used for redefinition, through students designing a response to a task in a way that would not be possible without technology. Ultimately this tool is a fun and creative way for students to learn.

Video

A video I made in Windows Live Movie Maker

I am familiar with Movie Maker as I have made various movies since I started my studies. This clip of the porcupine was captured on my Iphone whilst I was walking along the Boyne Island River. I transferred the short clip to my computer and then uploaded it into Windows Movie Maker. I love Movie Maker because you are able to become creative and make something simple into something much more exciting. This can be done by adding captions and music which can then be manipulated in any way you want. Once you are happy with your final product Movie Maker has the option to upload your movie straight onto YouTube. This is a tool that will be useful within the classroom as it allows students to work within the transformation stage of the SAMR model. The use of this tool gives students the opportunity for modification and redefinition as it allows for task design and creation which promotes higher order thinking.

Image of Milly

My resized image of my dog, Milly.
I have often struggled with uploading images which take so long because of their size. I knew there was a way of resizing, but once again I thought it would be too complicated. I have to say that I was pleasantly surprised at how simple the process was. I did have to follow the technical manual quite closely, as the MobaPhoto program was new to me. The good news is, when I went to upload the resized picture I was amazed at how quick it took to upload. It's always a good feeling when you learn something new that will save time, especially as a future teacher. The MobaPhoto tool is free and easy to use, I was able to download it quickly and with ease from the internet. Once it was on my computer I was able to access all my images through it and resize them. It gives the option of saving the original image which is great. I believe that the use of images along with the Mobaphoto tool will be useful within my classroom. Images are a great way to get a discussion started on a new topic or unit of work. An image is a visual tool which caters for many learners within a classroom. My classroom will most definitely have a camera which all the students will have access to whereby they can take pictures of work samples and of each other for learning activities. Of course due to legal and safety issues, this camera and the images on it would only be used within the classroom and for learning purposes.

Week 3 Reflection

I am finding it very interesting learning about the different types of web tools that are available to use within the classroom today. I now understand the difference between web 1.0 and web 2.0. It makes sense to me that web 1.0 is static and can only be changed by the webmaster therefore making it a ‘read only’ web. It also now makes sense to me that web 2.0 is owned by the user and whereby individuals and groups are able to share, publish, network, download and upload. I will be honest in saying that the three types of tools which I am reflecting on today were all new to me when I started university. I have since learned how to create and navigate my way around weebly when working through other courses this year. However wiki and blogs are brand new to me this semester in doing Managing eLearning and Ensuring Student Success. 

Reflection on Weebly

The first time I had to create a weebly it was daunting for me, but now I find it quick and easy and I love what it can do. Weebly makes it very easy to create a website from scratch. I love that you are able to include text in various ways, such as you can type it straight in and then edit it if you need to. It has all the icons which allow you to make text bold, italics, change colour and so much more. In weebly it is also possible to upload word and pdf documents. It has a link whereby you can upload video and audio clips as well as Youtube videos. It also allows you to upload YouTube clips which you have created by uploading your video to Youtube and then imbedding the appropriate link into your weebly page. It allows you to create a home page and then add as many more pages as you wish.  I believe that weebly is a wonderful tool to use within the classroom because it caters for all types of learners. A weebly is owned by the user, therefore the teacher or students are able to create them. Teachers could form a unit within a weebly site whereby students could go in and work through activities. This would be engaging for students and a great form of visual and auditory learning for students. However it would be classified as a substitution on the SAMR model of web based learning and it would not encourage students to perform and achieve to their best ability. The best use of a weebly within a classroom would be to allow the students to create their own weebly websites. This use of ICT would allow for higher order thinking and be considered as modification within the SAMR model of technology for learning. The reason being is that the creation of a weebly would allow for significant task redesign. In order for you to explore my most recent weebly creation please click here:  http://globalsciencetask.weebly.com

Reflection on my Blog

I created my first blog this term which I am so excited about. It took me a little while to set up my blog and then to try and figure out how it works. I now feel quite confident with it and I love how it is mine, but people are also able to comment on my posts. Technical aspects of a blog are fairly similar to that of a weebly. You are able to create your own webpage and input text in various shapes, forms and colours. You are also able to upload images to your blog and personalise your page with your choice of design and colour. A blog is owned by the user and they are set out chronologically. Blog’s are single author however others are able to comment on the author’s blog postings, but cannot be used as a discussion thread. In the case of students using blog’s as well as exploring other's blogs would be considered as augmentation within the SAMR model of technology for learning. The reason for this is because it allows students to explore how others visualise different representations of things as well as interact in dialogue. My evidence of my blog creation is this one.

Reflection on Wiki

After exploring the three tools this week I feel that the use of wiki within a classroom would be the most beneficial. I believe this because a wiki incorporates all of the technical aspects that a weebly and blog offer, but in one tool. Since only recently learning about wiki’s I have found that they are a truly wonderful ICT tool. A wiki is a multi-author page which enables an entire class of students to work collaboratively on one web page. Students are able to edit, make additions and delete information on a page. A wiki is not set out chronologically and the students own it. Wiki’s allow you to add in images and text which can be altered in any way. They are an interactive and engaging way of working with ICT’s in collaboration. Students are able to share, create and contribute ideas with each other. This tool allows for Vygotsky’s theory of children learning through interaction, to be brought into the 21^st century (O’Donnell, Dobozy, Bartlett, Bryer, Reeve, & Smith, 2012). A wiki encourages students to interact with knowledge rather than just reading and consuming it. Depending on what students use a wiki for within the classroom, would depend on where it would fall within the SAMR model of technology for learning. If students were encouraged to use a wiki in order to redesign tasks to assist in building understanding this would be classified within the modification level of the SAMR model. An example of this within a classroom would be the teacher creating a wiki containing some information on a city in Australia that students are learning about in SOSE. The teacher would put the information in the wiki about the city, but not all of the information would be correct and not all the content knowledge would be there. The teacher would set a challenge for the class whereby they need to modify the wiki to ensure that all the content it contains about that city is correct and all the information they have learned is there. However a wiki can also be used within the substitution and augmentation levels on the SAMR model. An example of using it within the substitution level would involve the teacher setting up a wiki with various links to websites containing information of the city that she wants her students to read about. The students are then able to browse through and click of the links to view what the teacher has included. Within the augmentation level the teacher would encourage students to explore various other wikis containing information on the same city that the class is exploring. The students would type their findings in their class wiki and get involved with each other in discussions about their findings. A wiki could also be used within the redefinition level of the SAMR model. This would be done by students creating the city that they have been focusing on in a virtual form on the internet. They would need to make sure that all the aspects which they have learned about the city are incorporated. The link to their virtual city would then need to be embedded into the wiki space so that the teacher is able to access and view the city. There are various other ways in which I could apply the use of a wiki within my teaching. A wiki could be created for a class to access in order for them to create a study guide for ideas on a presentation. This allows students to put their heads together and each bring their own piece of information to the wiki. All the students are able to access and retrieve this information which makes everyone feel as though they are contributing and learning the same information as each other. Not only that, but if there is an error or a misconception which has been posted by one student, another student who notices the error is able to edit this information so that it is correct. A wiki can be used as a form of collaborative research within a class. For example if the teacher sets out a SOSE assignment which is based on an area of Australia where not all the students have visited. The teacher could create a wiki whereby those students who have visited the area are able to write about what they know. Those students who have not visited the area are able to ask the others questions about it. Although this can be done in class, a wiki allows for this to occur when students are at home in the afternoon and working on their assignment. A wiki is also a great form of formative assessment for a teacher. The teacher can set up a task on a wiki for students to be involved in, this gives the teacher immediate insight into those students who need further explanation on the content. Wiki’s are also a great way of setting up authentic assessments and projects whereby students are able to explore real-world problems and challenges. This creates an engaging and interactive form of learning which encourages students and results in a deeper understanding. I have created a separate wiki for this course, but please click on my wikis and then on ‘Authentic Success’ to also get an idea of what I have created so far in ESS this term. http://eloiselearning.wikispaces.com  the username is: authenticsuccess and the password is: cqu2013. 

The Mobile Phones Wiki/de Bono's 6 Thinking Hats Activity

George Siemens proposed connectivism and he stated that, it is important to identify how and where to find knowledge than it is to know. This is what I feel that I have achieved by completing this task. I feel that the design and the purpose of the mobile phones wiki encouraged me to get involved in an activity where I was not necessarily within my comfort zone. However with the encouragement of the course tutors as well as online peers I pushed my boundaries and learned how to navigate a wiki. I also learned how and where to find the appropriate assistance to help me achieve this. Through all this I now appreciate the value of online networking as well as researching and obtaining ideas and information from various sources. Therefore I believe that the learning theory that supports the design of this activity is connectivism.

When I first saw the question that we had to talk about on the use of mobile phones in the classroom, I immediately knew what my views were and what I would write about. My first hat was the black hat which indicates the negative views. This suited me well as this was how I felt about the idea of having mobile phones in the classroom. However as I moved on to the blue hat, which indicates the process I still felt comfortable about being able to voice my views. Although not entirely because I had to think about what the next step might be of allowing phones in the classroom as we live in the 21^st century. When I moved on to the creative green hat I felt that I was being pushed right out of my comfort zone, but in a good way. I began to see positive and creative possibilities of allowing the use of mobile phones. As I worked through each of de Bono’s thinking hats I found myself opening my mind to great ideas and possibilities of allowing mobile phones in classrooms. I was amazed at how my immediate negative perception had completely changed. I will certainly use de Bono’s thinking hats with my students. It encourages students to think outside of the box. Not only does this scaffold students to achieve their learning outcomes at school, but it would also assist students in real life.

Reflection on my understanding of good pedagogy (Activity 5)

Throughout my learning experiences at school up until I began my university degree I always felt as though I had reached my limit of learning. I thought that this was as far as my little brain could go, hence that fact that I never started studying until I was twenty seven years old. A part of me feels that this attitude was developed while I was at school. When I think back to my time at school I remember always feeling as though I was not one of the smart kids and there was only so much I could achieve. I realise now that this perception was completely incorrect and this was never corrected because there were no expectations at school. As long I achieved fifty percent or above for a test or exam I would be okay. I also believe that this stemmed from the fact that one of my biggest fears at school was writing tests and exams. As I learned last week when children are in a state of fear the brain is unable to absorb the information and learning is simply not achieved. How sad is it that some teachers are happy to allow their students to scrape through on just a pass and not even worry that they may not understand the concept. How sad that some teachers don’t care that every child is an individual and therefore require different learning styles.

This is why I am so pleased that I have decided to become a teacher, so that I can make a difference for those kids who feel the way I used to feel at school. I feel that it is so important to have the highest expectations for all students, depending on their abilities. I believe in the importance of getting to know your students. This is vital so that a relationship is formed whereby students feel safe in their learning environment and feel able to ask questions without fear. My students will have their learning styles catered for and I will do my utmost to keep them engaged in all my lessons I deliver. It the teachers job to extend students through higher order thinking so that all students feel that they can achieve whatever they want in their lives. 

Cognitivism (Activity 4)

Based upon all that I have learned about the brain and learning this week leads me to believe that cognitivism will best inform successful learning approaches. Skinner suggested that by understanding how the brain worked, a better understanding of learning would result. I have learned that with reinforcement and linking new ideas to prior knowledge meaning is constructed and children are able to store information in their long-term memories. This process can be achieved by presenting learning in small chunks by constructing models which assists in acquiring and integrating knowledge (Marzano & Pickering, 1997).

Edutopia: How the Brain Learns Best (Activity 3)

I found this video and reading very interesting. There were various ideas that struck me as important in the video as well as in the reading. I learnt more about the vital importance of one of our Dimensions of Learning one strategies, which is to make students feel safe and secure within the classroom. The first thing children do when they wake up is identify what is stressful or dangerous in their surroundings and and then what is new or different. Once a child is stress free and feels safe within their environment the information that is being taught is able to go through the RAS more easily. The RAS is the part of the brain that information goes through first. Once the information has gone through this part it is important to then begin creating excitement about learning. When learning is made to be interesting and stimulating for children their brains easily absorb the information. Appropriate strategies were given within the video for teachers to use to help encourage excitement in lessons. I learnt that if you want to teach a lesson that might be boring for the children create an advertisement of what will be taught. This creates curiosity and indicates to them that this is something new. The Amygdala is in the prefrontal cortex of the brain and this is where information goes to after it has passed through the RAS. However information will only be passed to that area if the information is interesting and if students are engaged.

It is often a concern for most teachers when there is a student in the class who plays up due to various reasons. Often teachers do not know how to handle these students who they might think are oppositional-defiant, ADHD, anxious, have seizures or OCD. It is suggested that in the absence of an engaging lesson it is more likely that these students will play up. If lessons are not stimulating, not pleasurable or not relevant these students immediately become stressed. The stress students are exposed to will result in whether their brain is in the flight or fight mode. However if they are less stressed this will result in better memory retention. Within the classroom there are various causes of stress that teachers need be aware of. These causes include, fear of being wrong, embarrassed to read aloud, test-taking anxiety, physical and language differences and cliques and bullying. The most commonly found causes are frustration with difficult material and boredom from lack of stimulation.

These new ideas that I have learnt have encouraged me to consider the implications for my future classroom. I will most certainly avoid the old chalk and talk method and use personalised strategies with my children. These strategies would involve me getting to know each individual within my classroom and what they like and do not like. I will ensure I know what creates stress so that these issues can be avoided. I will ensure that I know what promotes their learning and ensure this is incorporated within lessons. Feedback within my classroom will be a daily occurrence, ensuring that this is an individual process and students are never made to feel embarrassed. I will make sure there is differentiation to encourage higher order thinking for those students who are ahead. I will reassure those who don’t get a particular concept that they will have more time and there will be an opportunity to work with me at another stage. This will be done in order to make students feel able and safe which therefore will decrease any possible feelings of stress. For those students who are in the middle and on task there will also be strategies in place for them such as pairing and sharing or the option to do further questions to promote higher order thinking. I have learnt that if students appear to be too stressed or frustrated to not force them into doing anything that appears stressful for them. This is important because by forcing them will not change the state that the brain is in. Allow these students to have some time to themselves and relax. 

I strongly feel that the use of ICT's within classrooms engage, enhance and extend learning for students of the 21st century. ICT's create a visual for children and it is mentioned in the reading that when visualising something as a physical thing will assist in storing this in children's memories.

It is important to lead students into subjects using their particular strengths and interests, but once the child is engaged and has grasped the concept to then challenge them to use a different or weaker skill set to help develop those other parts of the brain also.

My first blog ever!

This is definitely a first for me. I have so often heard of people having blogs and blogging, but I have always just presumed that I would never get around to it because it all sounds too technical. Well I have to say that I am pleased that I'm being forced to learn how to blog and I can proudly say that I finally have my own blog! It's a good feeling to know I am on the road to learning more about technology in this very technology centered world that we live in. I am a second year BLM Primary student from the Gladstone campus and I am heading into my final year of studies next year. I do feel that this course is slightly daunting for me as I am not very technologically advanced. However I am looking forward to the challenge of learning more about technology and this first blog is a step towards that for me.