Assessment Item 2: Synopsis

In today's society it is vital that we, as future learning managers, not only understand Information and Communication Technologies (ICT's) but also become competent users. Students are becoming more technological literate each year and it is therefore imperative that learning managers are one step ahead, meaning that learning managers need to evolve their teaching methods, strategies and tools to keep up with the growing technological era. There have been many reports of students attention spans decreasing and that teachers are not doing all they can to ensure that students are engaged in their learning. As stated in a report "Engage me or Enrage me", "Students certainly don't have short attention spans for their games, movies, music or Internet surfing. More and more, they just don't tolerate the old ways- and they are enraged we are not doing better by them" Prensky, 2005). This shows that what we as learning managers need to draw on their interests and skills in these areas to tap into a more meaningful learning experiences for our students. This is where e-learning comes into practice. These tools will help students become more active learners and achieve a higher level of motivation and engagement (Snowman et. al., 2009, p. 123). In the following reflective synopsis four ICT tools will be assessed from four levels of digital technologies, with links to TPACK (Technological Pedagogical and Content Knowledge).

TPACK, by Mishra and Koehler (2008) has been chosen for this task to tie in with the four digital technologies. TPACK is a vital framework for teachers to take into consideration when planning lessons for the classroom. If TPACK is considered appropriately in learning managers planning, content is taken into consideration first, then decisions are made about which technology can transform the learning leading to which pedagogical practice would then best support the content and technology chosen. Without taking this framework into consideration, learning experiences could either be pointless to the learning outcomes, not engaging from a pedagogical view or create an unnecessary link between the learning and the ICT chosen. If taken into account with the following digital technologies this framework creates vital learning tools for students of the 21st century.

Digital Tool 1: WikiSpaces

The first digital tool to be assessed is WikiSpace. WikiSpace is an online space where users can edit, modify, add, remove information for personal, organizational or business purposes. The founders of wikispaces originally designed the wiki community to build on the community’s content and social learning (Tangient LLC, 2005). What WikiSpaces is now able to do extends the original desires of the creators. Wikispace is a easy to use, open, community that allows anybody to create a page to their own desires. There are opportunities for students or just people in general to upload information that they find interesting and have similar minded people comment on their knowledge. Which works well when seeking more information on a particular topic and have people expand on the knowledge that you may already have.

Wikispaces has become a fantastic tool for learning experiences within the classroom. Linked in with the TPACK design it create opportunities for students to access learning experiences anytime, anywhere. There are many positives to this tool as well as some concerns linked. Wikispace is a great tool if worked in well with the TPACK design. Learning Managers can easily become fluent in creating and commenting on wikis and therefore creates a simple way for teachers to link their lessons in appropriately. It is a terrific opportunity for students to engage in brainstorming activities, students’ reports/assignments, peer teaching, topical discussions, questioning and conferencing (Brady, 2006, p.20). Wikis can almost be worked into any lesson, which makes the tool easy to add into any lesson. When tying in with Edward De Bono's six thinking hats, SWOT analysis, brainstorming and collaborative learning it creates a fantastic collaborative work bench. A personal experience with Wiki worked well for collaborative working within an assignment. Personally I found it a fantastic way to allow students to proof read each others assignments, with students able to make track changes to their peers reports providing feedback for the author.

Digital Tools 2: Digital Images

Digital images are a great opportunity for engagement with students, particularly for younger students who love their learning up on display. There are two ways in which images can be used: Either student created photographs or online images. There is no limit on what photos/images can be accessed to incorporate in students learning or learning managers teaching. Although this is where risks come into play. See below. It is critical when using digital images that the image is appropriate to the learning design. There are so many purposes for image use online that teachers can present learning materials to students to engage them and give them an opportunity to gain more knowledge, understanding, analysis and evaluations, feelings and development. This is again where TPACK comes into consideration.

It would be unnecessary to have an image of a dancer when you are learning about plants or a picture of a bearded dragon when talking about the deep sea. It is important to have the contents worked out before adding images into the equation. So for digital imagery to add any dimension to a lesson it is important first of all for the teacher to consider what they are teaching and think about how the digital image will enhance the learning. This will ensure that the correct use of images will enhance student learning instead of creating confusion of feelings or thoughts. A fantastic learning tool when it comes to class trips or classroom experiments. I am sure that there are many teachers out there who have struggled to jog the memory of many students’ minds when it comes to trying to link new knowledge to previous class experiences. Having the digital image recording of classroom events creates a pathway to jogging students memories and more efficiently allowing students to reflect on their feelings and thoughts at that moment. For example, you may use these digital images in a photostory to create even more meaning for each individual student.

Digital Tool 3: PowerPoint

Microsoft PowerPoint has been one of the longest running opportunities for people to create presentations. It is a simple ICT that allows all ages create presentations, slide shows and mini movies. It allows students to create animations and apply music to add layers to that similar of a range of digital posters. PowerPoints can just about be created for nearly any subject, topic, lesson or field. Although if used too frequently can easily become overdone. PowerPoint is a fantastic resource in the classroom and in the home setting. Most students’ homes will have a computer and the majority of computers if not all are equipped with Microsoft Office, which PowerPoint is apart of. This means that it is easily accessible by almost anyone.  

If students are given the opportunity to practice and apply PowerPoint academically and personally, they will be exposed to many options and resources that are available through the program. Therefore it is important that teamed with TPACK, PowerPoints are introduced to students at an early stage, as it is a resource that any student with Microsoft office at home has access to.  

Digital Tool 4: Podcasts

A Podcast is a video or audio recording that can be posted on the Internet and accessed by computers (Department of Education, 2010). As defined by Eash (2006) "It's a digital audio file that;s created, shared, and heard. Because of the universal accessibility of the Internet students and learning managers can easily create podcasts, given that they have Internet and a microphone. As a Learning Manager there is an extensive range of how podcasts can be used within the learning context. Podcasts can be used at the beginning of a lesson where LM can use it as an attention grabber, or at the start of a topic to start the students thinking about the coming topic. During the term sat on a rain forest topic it could be beneficial for a scientist to create a podcast for the students to listen to and gain inside knowledge. Another great use for a Podcast is for teachers to assign them as assessment. This opportunity would be a great way for more nervous students perform at their best for orals or debates. Allowing these students to explore Podcasts in academically and personal situations allows them to explore the possibilities with the tool. by achieving this they explore and connect themselves to a world or knowledge (Eash, 2010).

Using podcasts during debates is a fantastic way to allow students to listen to two sides of a story or issue before making their own judgements or opinions. These lead to learning experiences where students can create PMI (plus, minus, interesting) or SWOT analyses.

A Safe Supportive Learning Environment

Whilst providing a range of ICT's in the classroom is a great opportunity for students it is the Learning Managers responsibility to ensure that is it safe and follows the legal and ethical standards places by the education department. It is important the learning manager introduces Netiquette teamed with a set of classroom reinforcements so that student are aware of the responsibilities and the consequences that occur if not followed. This way they are aware of the appropriate use of the Internet and how to go about things if they go wrong.

Conclusion:

In conclusion ICT's are a great opportunity for learning managers to add substance to their learning designs. It is important that ICT's are used within the learning context as long as it follows the TPAC design. Teamed with the TPACK design, ICT's in learning situations will enhance students learning in more ways then one. It is important that the teachers focus on the content before considering which ICT would be appropriate for the lesson. Once all this is decided then, the pedagogy can be implemented to provide an overall solid, engaging, meaningful learning experience.

References:

Brady, L. (2006). Collaborative learning in action. Frenchs Forest,

NSW, Australia: Pearson Education Australia.

Department of Education. (2010). Podcasts in the classroom.

Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/

Eash, E.K. (2010). Podcasting 101 for K-12 Librarians. Retrieved

from http://www.infotoday.com/cilmag/apr06/Eash.shtml

Marzano, R.J. & Pickering, D.J. (1997). Dimensions of Learning:

Teachers Manual (2nd ed.). Aurora,          

VA, USA: ASCD.

Networketiquette. (n.d.). Netiquette: rules of netiquette. Retrieved

From http://www.networketiquette.net/index.html

Prensky, M. (2005). Engage Me or Enrage Me: What Today's

Learners Demand. Educause.

Tangient LLC. (2011). WikiSpaces. Retrieved from

www.wikispaces.com

Wikispaces

Sign In

After investigating, using and reflecting on my experiences on Wikispace I have come to an agreement that this web site is a valuable learning tool. I have had experience using Wikispaces for other assignments and it is a great tool for collaboration work. Especially outside of school/uni hours. It is easy to update and view  from home or work internet sources and to collaborate ideas. 

As a teaching tool it could be used for feedback through the students as well as collaborative/group assignments and/or tasks. It would help students who are hard at finding information or sometimes just need another approach to learning information to the average student to swap ideas and theories with other students. Another great use for this tool is for the 'three before me' checking system. If used correctly students could post their assignments online and ask peers to check their assignments and add comments to their post. Teachers can also add the information they need to get across in a lesson onto a wikispace and ask of the students to add posts on their findings. Therefore allowing other students to view various thinking strategies to answer, solve, or investigate the teachers lesson online. 

Plus	Minus	Interesting
- Great tool for collaboration and group work.  - Allows for comments from other students/peers  - Teacher can use for virtual lessons.	- Information can be changed by peers. - Students may not want to participate therefore students are left out and not apart of the learning.	- Depends if peers have access to the password and user name and access it that way or if they just have the URL.   - If information can be found that is lost.

Digital Photography

Personally I have a lot of experience with manipulation of digital photography. For about 6 years now I have enjoyed manipulating personal photographs as well as professional photos for personal and professional use.
On my Macbook I have started playing around with Iphoto (which includes Piknik) and previously worked on Picassa and a few other image manipulation software.
As I am a huge photo fan I would have nothing but positives for the use of photographs and digital images in the classroom. As shown during an online tutorial, one picture can achieve many different perceptions considering that each individual has had a range of different experiences. As once said "Photos/pictures speak 1000 words." When looking at photos in a classroom environment it is a great way to start a lesson by introducing and image, lets say for a rainforest theme, confronting students with a beautiful lush rainforest and allowing them to talk about what they see and what they feel whilst looking at the image. Then move on to an image that is of a rainforest that has been cleared for wood, land etc and allow the students to see if they can make any links to the previous photo and if now their feelings have changed from the previous image. This allows students, who sometimes are not as great at using their imagination, to picture what is being spoken about and create feelings and knowledge based around what they may previously know about.

In achieving these feelings and linking previous knowledge through the photography, students are able to more easily link that information through their sensory memory through to their working memory. Having that clear image and link, along with the information that follows it makes information easier to retrieve from the long term memory. Knowing from previous experience, I have remembered photos in my life over blocks of text that accompany it. I know that there are many different types of learners but allowing text and visual aides along side the text often intrigue learners to continue reading.

As a learning teacher I enjoy using digital images and photos in every opportunity that I can. It allows students to freely tap into their emotions about a subject and if they are unable to identify the information they can able to see what the teacher is speaking about. Images are a great conversation starter more times then none create a topic to talk about.

SWOT Analysis

Strengths	Weakness	Opportunity	Threats
-      -    Visual learners achieve greater learning and understanding -      -    Easily accessible now due to internet resources -        -  Due to the range of different experiences the perceptions can change therefore sometime creating new knowledge for certain students.	- Students may have different ideas about one different photo which could create confusion and conflict       - Images need to be appropriate to the lesson or the idea portrayed	-  Ability to explore and feel other countries environments        - Adds dimension to information       - Allow students to show of their own work	- Teacher not being prepared.  - If image not saved image URL may not be available anymore.  - I do not really believe there is any threats - Children do not get a chance to

Weebly, Blogger and Wikispaces

After exploring the Weebly website setup I am amazed at how easy it is to set one up!
I think this is a great tool for classrooms. Students and parents can access it at home and classroom activities can be linked into the website for students to complete in class or at home. It is all there for easy access and it easy for teachers to navigate and add to. It would be a great opportunity for students to access other resources at their own will for extra learning.

Wikis and blogs are a great learning tool for classrooms as well. Allowing students to access the Blog or wiki and have the opportunity to post videos, web links and other information that they thought was useful to the rest of the classroom. In some cases this could add more work and or stress for the teacher or it could work the other way and be a useful tool in allowing the students help the teacher research for information.
It is another great way for teachers to learn about their students interests and ability as well. A great profiling technique if used appropriately.

Mobile Phones within the Classroom

After participating in de Bono's thinking hats wiki about mobile phones I have been left with a lot to think about. Depending on the group of students that you had within the classroom as well as the maturity age all could have a huge influence as to whether you would allow access to students mobile phones. I believe that they are a cheap, flexible way of allowing students access to the internet and other applications. Incorporating time limits and calendars into the classroom would be a great assets to learning tools. Although as I read through the other entries it became apparent of if I were a student would I do the right thing if I had the opportunity to have a mobile phone at the age of say 8? I know during class in high school I often was texting friends and playing games. And what about the issue of cyber bullying and the emotional effect of communicating sites such as Facebook. I know personally myself I have deactivated my own Facebook account due to cyber bullying and the emotional strain it gave me. So if there are students out there such as myself, as there would be millions, is this really the right thing to be promoting into the schooling system? Would it be beneficial to teach students at a young age how to use these sites appropriately?


My opinion is give it ago. With appropriate scaffolding of your class and with correct and appropriate resources such as wireless internet access throughout classroom why not give it a go. Why not use something that nearly 80% of students all have. Just be mindful to keep a close eye on the activities that are being engaged in and make sure that students are given a time to privately reflect on their usage.

Participating in the collaborative wiki in regards to using mobile phones in the classroom and having a structure such as using de Bono's thinking hats allowed me not only to add my own thoughts but to ponder other peoples suggestions and thoughts. I believe this is a great collaborative learning tool that could be used with the correct group of students. Tools like this need to be used once a teacher has appropriately profiled their students and agree that this activity would be beneficial in their learning.

Plus	Minus	Interesting
- Collaborative learning tool - Allows students to see topics in a different light - Allows students to see other peoples opinions and broaden their own opinions. - The information is stored in sections therefore easy to find information if required. - For students who are nervous about adding information in front of a group it allows them to anonymously contribute.	- In a wiki students can change other students ideas - Students can criticize others comments - If not noted, students can contribute anonymously and therefore teachers are unable to identify useful information.	- Having different views of a range of ideas over peoples thoughts. - Allows on topic discussion

21st Century Learners

From what I have learnt over the past one and a half years about 21st Century learners, is that students in this technological society learn different and have extended capabilities when it comes to ICT's. Over the last 2 weeks it has become clearer that in order for students to reach their capacity teachers need to be one step ahead in the ICT world. Children are pretty much born with Iphones in their hands. Knowing from experience, my friends 2 1/2 year old son has his own Iphone so that he can play games and songs without interrupting his parents personal information in their own Iphone. After seeing him in action the other day, he knew how to use Iphones better then me! If children are becoming experienced in this kind of technology at such a young age who know what they are capable by the age of 12.

ENGAGE OR ENRAGE
I believe there is a heap of substance in the Engage or Enrage story.
Student are confronted by so much technology, video games and internet and computer that they don't find exploring and learning new things as exciting as previous generations. Most students are brought up with what they have to do to complete a game or achieve the top score on a game. When it comes to schooling students aren't sometimes challenged in such a was as to achieve the 'high level'. Schooling these days is fast paced and students often only get 30-60 minutes on a subject before the teacher moves on. Students aren't given the opportunity to finish what they started and often get left feeling disheartened. In saying this children in the current generation are used to doing 5 things at once on the computer. From checking emails to communicating on Facebook and texting or web searching as well. Is it time that classrooms allow students the freedom to have a computer at hand and range of activities at hand to keep them going throughout say a 2 hour block? If students are used to doing 5 things at once why can't they have a list of activities that they need to complete by the end of the week and allow them to their own learning time. There is an extensive range of learning games found on software and on the internet that there is no reason that these can not be used extensively in the classroom.
So yes students need to be engaged otherwise they will get 'enraged' as they will be bored doing things that they no longer are needed to do in everyday life that we know today. There are too many students these days that are diagnosed or classified as ADD or ADHD. I believe that they don't all have these problems I believe it is the teachers and parents today not having enough knowledge to keep up with the technological era and therefore students are physically just getting bored.

Blooms Taxonomy

"You can not understand a concept if you do not first remember it, similarly you can not apply the knowledge and concepts if you do not understand them" (Educational origami, 201).


Blooms Taxonomy consists of three domains: The Cognitive, the Affective and the Psychomotor.

Drawing 2. Bloom's Revised Taxonomy (CISCO, 2008)

ICT's help with this process of thought. As the myth states; that we remember:

10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we say
90% what we say and do

Using ICT's work hand in hand with providing people/students with the tools they need to learn effectively. Now days with the Interactive white board, IPads, internet connections and the range of accessories and programs that are available for computers and laptops students are given the opportunity to find information that is presented; Visually, Verbally and Interactive. These three main learning strategies caters for the majority of all learning needs and often can be incorporated together to gain a better understanding and often a different view. When students are given the information in a way that they can understand best they are more likely going to remember what was taught. Therefore as stated before if you remember the information you are more likely to understand the information. When they understand the information then they can apply the knowledge to everyday life as well as other techniques and subjects.

I agree with Blooms Taxonomy to an extent. I can apply knowledge personally but often cannot remember the information to relay it. The only way I can then pass it on is to study it again or to just show the technique with out the monologue to accompany it.
Personally I can apply information (not to a full extent) without being able to recall the information that accompanies it. Often individuals make evaluations on things without having the knowledge or comprehension to follow the evaluations through.