This excellent report outlines how new and emerging technologies are impacting teaching and learning.
The Horizon Report 2007 highlights six technologies that the underlying research suggests will become very important to higher education over the next one to five years.
**Near Horizon (<1 Year)**
1. User-Created Content
2. Social Networking
** Mid Horizon (2-3 Years)**
3. Mobile Phones
4. Virtual Worlds
**Far Horizon (4-5 Years)**
5. The New Scholarship
6. Massively Multiplayer Educational Gaming
An excellent summary of the report can be found here:
http://www.nmc.org/book/export/html/5068
Sunday, November 4, 2007
Learning Software of the Future
Educating the Net Generation
I found the idea of Action and Symbolic Immersion as discussed in the article ‘Educating the Net Generation' quite interesting - creating virtual environments in learning software.
I immediately see the potential for this type of technology in all areas of education. Imagine teaching our students about early life in Australia during British Colonisation and letting them take a virtual tour of an environment where they can see, hear and possibly feel everything around them. It sounds more engaging than video or pictures from text books. Educationally, this type of immersion ‘triggers powerful semantic associations via the content of experience’ (Dede, C 2005).
I found the idea of Action and Symbolic Immersion as discussed in the article ‘Educating the Net Generation' quite interesting - creating virtual environments in learning software.
I immediately see the potential for this type of technology in all areas of education. Imagine teaching our students about early life in Australia during British Colonisation and letting them take a virtual tour of an environment where they can see, hear and possibly feel everything around them. It sounds more engaging than video or pictures from text books. Educationally, this type of immersion ‘triggers powerful semantic associations via the content of experience’ (Dede, C 2005).
Clark and Kozma’s Debate – Instruction vs Media
The articles by Robert Kozma (Will Media Influence Learning: Refraining the Debate) and Richard Clark (Media Will Never Influence Learning) illustrate the debate among academics in educational technology on the importance of media vs. the importance of the underlying instructional method.
It is Kozma’s belief that the media by which instruction is presented can influence learning.
Clark on the other hand argues very persuasively that it is not the medium but the underlying instructional methods that shape the learning process and that similar learning outcomes can be achieved through the use of difference media; learning is not exclusive to one type of media presentation.
I find myself agreeing with both of them although I find Kozma’s defense of the importance of media in instruction to be weak.
To conclude, Clark puts forth a valuable point in that the design of instruction and its relationship to solid pedagogy and epistemological theory is very important in defining learning, however, to state that media has no influence over learning reduces the overall debate to a black and white argument. If learning is in fact multi-modal it goes to follow that certain types of media would be better suited for learning in different contexts with different learners (Lexmilton, 2007).
Clark on the other hand argues very persuasively that it is not the medium but the underlying instructional methods that shape the learning process and that similar learning outcomes can be achieved through the use of difference media; learning is not exclusive to one type of media presentation.
I find myself agreeing with both of them although I find Kozma’s defense of the importance of media in instruction to be weak.
To conclude, Clark puts forth a valuable point in that the design of instruction and its relationship to solid pedagogy and epistemological theory is very important in defining learning, however, to state that media has no influence over learning reduces the overall debate to a black and white argument. If learning is in fact multi-modal it goes to follow that certain types of media would be better suited for learning in different contexts with different learners (Lexmilton, 2007).
Saturday, November 3, 2007
ICT Vision for State Schools
I have had a couple of exciting meetings this week (30 October 2007) with IT consultants from the Department of Education regarding the vision for ICT and it’s integration into the state schools. This is supposedly what’s happening and where it’s all heading.
* Depending on the technical ability and the technical enthusiasm shown from schools, every classroom will be provided with an interactive whiteboard (IWB) and video conferencing units (VC units) within the next 6 – 8 months (sometime in 2008).
* The current student email portal will change to make it more student focused and student friendly. It will be more simple than what it currently is. It will reflect the social aspect of current popular webmail providers, similar to a Hotmail setup, allowing real time chat etc. It will replicate what is currently happening in the real world.
* Connected Classrooms are going to increase every child’s current 2MB storage to 10MB with a student ‘Backpack’ storage allocation. This will allow students and teachers to access their 'space' anywhere.
* The Department is going to set up a similar program to YouTube. It will most probably be known as DetTube, where students can upload school (educational) based images and video. You will only be able to upload using your DET password and login to reduce instances of cyber bullying and the uploading of inappropriate images.
* Students around the state will be surveyed to find out what they like in ICT to help guide the Department in establishing what learning tools to implement into the school e.g., wikis, chat, social pages (web 2 tools). These tools will be made available to students and be driven by the students (user).
* The current staff portal has an ‘In Principal’ page which will be updated regularly with new software, learning tools, lessons and ideas to keep teachers informed of what’s happening. One idea is for schools to have several ICT Coordinators (1 per 5 staff) to share the responsibilty of keeping updated on changes and then in-service other staff members.
* The staff portal will have online Microsoft courses for the training and development of teachers.
It was also mentioned numerous times that every school will need to begin educating students and staff on the Acceptable User Policy (AUP) for mobile phone use, as mobile phones are being seen as a major learning tool that will most likely be used by every student in the classroom by 2010 (within 3 years).
* Depending on the technical ability and the technical enthusiasm shown from schools, every classroom will be provided with an interactive whiteboard (IWB) and video conferencing units (VC units) within the next 6 – 8 months (sometime in 2008).
* The current student email portal will change to make it more student focused and student friendly. It will be more simple than what it currently is. It will reflect the social aspect of current popular webmail providers, similar to a Hotmail setup, allowing real time chat etc. It will replicate what is currently happening in the real world.
* Connected Classrooms are going to increase every child’s current 2MB storage to 10MB with a student ‘Backpack’ storage allocation. This will allow students and teachers to access their 'space' anywhere.
* The Department is going to set up a similar program to YouTube. It will most probably be known as DetTube, where students can upload school (educational) based images and video. You will only be able to upload using your DET password and login to reduce instances of cyber bullying and the uploading of inappropriate images.
* Students around the state will be surveyed to find out what they like in ICT to help guide the Department in establishing what learning tools to implement into the school e.g., wikis, chat, social pages (web 2 tools). These tools will be made available to students and be driven by the students (user).
* The current staff portal has an ‘In Principal’ page which will be updated regularly with new software, learning tools, lessons and ideas to keep teachers informed of what’s happening. One idea is for schools to have several ICT Coordinators (1 per 5 staff) to share the responsibilty of keeping updated on changes and then in-service other staff members.
* The staff portal will have online Microsoft courses for the training and development of teachers.
It was also mentioned numerous times that every school will need to begin educating students and staff on the Acceptable User Policy (AUP) for mobile phone use, as mobile phones are being seen as a major learning tool that will most likely be used by every student in the classroom by 2010 (within 3 years).
Wednesday, October 31, 2007
Repositories and Independent Learners
Digital repositories: “digital content, assets, are stored can be researched and retrieved for later use….they may include journal articles, e-learning objects and teaching materials.” (JISC, 2005)
Digital repositories can be explored in further detail by following this link:
http://www.jisc.ac.uk/uploaded_documents/HE_repositories_briefing_paper_2005.pdf
Something which I took from John’s presentation is how essential it is to allow the learner to take control of their own learning. It is important to understand that a teacher’s presence in the facilitation of a learning sequence is depending on the age and independence of the learner. It can be seen from our online course with Moodle, that as adults, we are taking control of our learning strategies by selecting the resources (repositories) then making decisions and asking questions based on the information provided.
Digital repositories can be explored in further detail by following this link:
http://www.jisc.ac.uk/uploaded_documents/HE_repositories_briefing_paper_2005.pdf
Something which I took from John’s presentation is how essential it is to allow the learner to take control of their own learning. It is important to understand that a teacher’s presence in the facilitation of a learning sequence is depending on the age and independence of the learner. It can be seen from our online course with Moodle, that as adults, we are taking control of our learning strategies by selecting the resources (repositories) then making decisions and asking questions based on the information provided.
Tuesday, October 30, 2007
F2F Instruction vs Online Learning
In the article The Imponderable Bloom, Sanders notes:
" ... my students are apprehensive of technologically mediated interaction, arguing that communication and collaboration in an online learning environment is simply not the same as in a F2F environment. While they do not necessarily expect the experience to be the same, they are frustrated by the disconnect they sense between themselves and the other students. My students realize that what they see and hear in an online world is something like a real classroom, but it is not the same as a physical classroom space. Virtually being there is not the same as physically being there. As a result, these students sense a void in what could otherwise be a rich learning environment."
Sanders address’s many of the issues that we as educators should always be questioning. Is the latest new gizmo the best? How can technology promote or enhance the goals of my class? It is and can be a great teaching and learning tool, but as Sanders points out it must have a purpose higher than just because it's available.
The paper is also a good summary of what we have recently been discussing. The notion that just because a technology is new, bright and incorporates all the ‘bells and whistles’’ then it must be of benefit to the student and the learning task, is now being seen as a tool which may in fact only inhibit the learning experience.
Sanders shares the idea that studying online / off campus means that students miss the subtle F2F (face to face) human interactions which are more natural and conducive to different understandings. Software designers and educators ‘need to continue to design and build tools that make online learning more like F2F physical realities’ (p.9).
The article by Sanders points out the importance of educators establishing the learning experiences and objectives first hand and then deciding on what technologies will best support the objectives.
As educators we need to stop, reflect and assess and decide whether a particular learning tool (F2F instruction or learning technologies) is aiding the students understanding of a topic or having a negative effect.
" ... my students are apprehensive of technologically mediated interaction, arguing that communication and collaboration in an online learning environment is simply not the same as in a F2F environment. While they do not necessarily expect the experience to be the same, they are frustrated by the disconnect they sense between themselves and the other students. My students realize that what they see and hear in an online world is something like a real classroom, but it is not the same as a physical classroom space. Virtually being there is not the same as physically being there. As a result, these students sense a void in what could otherwise be a rich learning environment."
Sanders address’s many of the issues that we as educators should always be questioning. Is the latest new gizmo the best? How can technology promote or enhance the goals of my class? It is and can be a great teaching and learning tool, but as Sanders points out it must have a purpose higher than just because it's available.
The paper is also a good summary of what we have recently been discussing. The notion that just because a technology is new, bright and incorporates all the ‘bells and whistles’’ then it must be of benefit to the student and the learning task, is now being seen as a tool which may in fact only inhibit the learning experience.
Sanders shares the idea that studying online / off campus means that students miss the subtle F2F (face to face) human interactions which are more natural and conducive to different understandings. Software designers and educators ‘need to continue to design and build tools that make online learning more like F2F physical realities’ (p.9).
The article by Sanders points out the importance of educators establishing the learning experiences and objectives first hand and then deciding on what technologies will best support the objectives.
As educators we need to stop, reflect and assess and decide whether a particular learning tool (F2F instruction or learning technologies) is aiding the students understanding of a topic or having a negative effect.
Monday, October 29, 2007
Globalization and the Age of Multiliteracies
Due to globalization and the diversity of communication technologies we need to rethink the way we currently teach literacy. We need to look closely at an evolving era of multimodality in which multiple modes of meaning can now be expressed and obtained through mass media, multimedia and in electronic hypermedia.
This evolution of Multiliteracies requires new decoding skills from our students to enable them to navigate and decode a variety of media. For example, a simple task of reading and interpreting information from a web page can require complex literacies and numeracies.
The New London group discusses the idea of Design, where teachers are the designers of learning processes and they should engage students by tapping into the student’s own experiences. Children of the electronic generation need to be taught to “think, assess, react, decide and act” (Spender 1995 – Prestige pg 8), when learning and interacting with information.
How do we put these ideas into practice when the schools’ current curriculum is already overcrowded? How can we incorporate new technologies into the traditional methods of teaching? What professional development can we allocate to teachers on Multiliteracies when their students are more multi-literate than they are?
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
This evolution of Multiliteracies requires new decoding skills from our students to enable them to navigate and decode a variety of media. For example, a simple task of reading and interpreting information from a web page can require complex literacies and numeracies.
The New London group discusses the idea of Design, where teachers are the designers of learning processes and they should engage students by tapping into the student’s own experiences. Children of the electronic generation need to be taught to “think, assess, react, decide and act” (Spender 1995 – Prestige pg 8), when learning and interacting with information.
How do we put these ideas into practice when the schools’ current curriculum is already overcrowded? How can we incorporate new technologies into the traditional methods of teaching? What professional development can we allocate to teachers on Multiliteracies when their students are more multi-literate than they are?
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
The hype on e-learning in education. Was it all smoke and mirrors?
“Why Did the Boom Go Bust?”
E-learning failed to deliver on its earlier promises as there was very little research done into how best to use the new technologies. “E-learning took off before people really knew how to use it.” (Zemsky & Massy, 2004 p.3). After the smoke had settled from the hype about the benefits of information technology in education, research showed that it had not raised academic achievement as first claimed.
Previously, we were over zealous with the rush to get new technologies into the classroom and according to Carol Twig (as cited in Zemsky, R., & Massey, W.F. 2003) we adopted the “hope for the best strategy”.
According to Cuban “after and steady and perhaps excessive promotion of technology, computer use in the classroom was uneven and intermittent…access to machines was maximal, change was minimal.” (Cuban, L 2001)
Some recent studies have shown a number of reasons why e-learning technologies were not maximised in education:
1. Most educators are still teaching the way they were taught (Zemsky & Massy).
2. Educators and students are not ‘digitally literate’.
3. Very little research from e-learning designers was done into what students and educational facilities expect from e-learning software and technologies.
Cuban’s critical examination of how computers are currently being used is very relevant and valid. Even at my school, we are continually changing the way our students use ICT. Activities we once thought were beneficial are now seen as having very little educational value.
* Cuban, L. ( 2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
* Zemsky, R., & Massey, W.F. (2004). Why the e-learning boom went bust. The Chronicle of Higher Education, 50, B6.
E-learning failed to deliver on its earlier promises as there was very little research done into how best to use the new technologies. “E-learning took off before people really knew how to use it.” (Zemsky & Massy, 2004 p.3). After the smoke had settled from the hype about the benefits of information technology in education, research showed that it had not raised academic achievement as first claimed.
Previously, we were over zealous with the rush to get new technologies into the classroom and according to Carol Twig (as cited in Zemsky, R., & Massey, W.F. 2003) we adopted the “hope for the best strategy”.
According to Cuban “after and steady and perhaps excessive promotion of technology, computer use in the classroom was uneven and intermittent…access to machines was maximal, change was minimal.” (Cuban, L 2001)
Some recent studies have shown a number of reasons why e-learning technologies were not maximised in education:
1. Most educators are still teaching the way they were taught (Zemsky & Massy).
2. Educators and students are not ‘digitally literate’.
3. Very little research from e-learning designers was done into what students and educational facilities expect from e-learning software and technologies.
Cuban’s critical examination of how computers are currently being used is very relevant and valid. Even at my school, we are continually changing the way our students use ICT. Activities we once thought were beneficial are now seen as having very little educational value.
* Cuban, L. ( 2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
* Zemsky, R., & Massey, W.F. (2004). Why the e-learning boom went bust. The Chronicle of Higher Education, 50, B6.
Wednesday, August 29, 2007
Technologies in the 1960's
Date | Technology | Educational Use | Research Question |
1808: (Just for fun!) | Pellegrino Turri builds the first typewriter. xavier.xu.edu:8000/~polt/tw-history.html | It was built for his blind friend, Countess Carolina Fantoni da Fivizzono, to help her write legibly. | What impact has technologies for the blind had on technologies in education? |
1960: | First video game is invented, ‘Space War’. http://www.isrl.uiuc.edu/~chip/projects /timeline/1960machalek.html | The literacy of electronic gaming, paved the way for many other inventions. | How has gaming changed over the years? Why is gaming so popular? What are the negative and positive influences that gaming has on individuals and society? |
1962: | The PLATO instructional computing system is widely used in colleges and k-12 schools. http://www.isrl.uiuc.edu/~chip/ projects/timeline/1962fahey.html | Computerized teaching system used in classroom instruction. | This system and company have with-stood the test of time. Plato.com uses the term ‘instructional tools’ for teachers. What educational theories on how students learn do PLATO learning base its software and instructional tools on? |
1966: | The Educational Resource Information Centre (ERIC) established. http://www.isrl.uiuc.edu/~chip /projects/timeline/1966punch.html#Past | Is a national information system supported by the U.S. Department of Education and the National Library of Education designed to provide users with ready access to an extensive body of education related literature? | How do we teach our students to critically analyze the information they obtain from the internet to determine its accuracy and authenticity? |
1967: | Texas Instruments invents first hand held calculator. http://www.isrl.uiuc.edu/~chip /projects/timeline/1967henke.html | To perform four basic arithmetic functions | What electronic tools with educational value are available for students in the classroom today? |
Monday, May 21, 2007
The learning Federation Learning Objects
I have access to the Learning Federation Learning Objects through Tale (The Teaching and Learning Exchange) via the Departments web portal. I recently went on an inservice looking at all the various activities now available. I was blown away! Finally, quality activities we spend hours searching the web for are now in one location.
Recently, my school had an open day as part of Education Week where parents were invited to come and see samples of work from every student. On the day I had several students from various age groups showing parents 3 activities from the Learning Federation; The Foul Food Maker, Dream Machine and Wishball.
The beauty of this service is that you can search activities by stage, key learning area or subject. At times, I find it easier to type in the subject and leave the stage and KLA open and this reveals hundreds of activates to browse through.
What a find!
Recently, my school had an open day as part of Education Week where parents were invited to come and see samples of work from every student. On the day I had several students from various age groups showing parents 3 activities from the Learning Federation; The Foul Food Maker, Dream Machine and Wishball.
The beauty of this service is that you can search activities by stage, key learning area or subject. At times, I find it easier to type in the subject and leave the stage and KLA open and this reveals hundreds of activates to browse through.
What a find!
Sunday, May 20, 2007
Interactive Whiteboards - Innovation or Fad?
Interactive Whiteboards (IWB) are a multi-media tool which has the capability to drag and drop, highlight, save and retrieve tasks, interact with and manipulate software.
These are the ‘in’ thing and the State Government is spending $66 million to buy one for each of the 2240 public schools in New South Wales. It is claimed that IWBs and a video link allow students both in the city and rural localities to enrol in classes held in other areas (Sydney Morning Herald, 24 April 2007).
It seems that most of the activities used with an IWB can be done using a personal computer (PC) and a data projector. An analysis has shown that there are only a few expert teachers who are using IWBs to their full potential. They are an expensive tool and unless teachers are experienced with their use, I believe funds for ICT can be spent more appropriately in other areas. If given the choice, I would choose to purchase more PCs, possibly tablet PCs and ensure each classroom has a data projector and scanner. This is more affordable and will benefit a greater number of students.
If schools are unable to purchase the requisite number of IWBs and teachers are not given adequate training, I believe PCs and data projectors can be a suitable alternative. It seems that schools that do not have IWBs feel disadvantaged and that they are being left behind. Where will the 2240 public schools place their one IWB? It would be a misallocation of funds if a $5000 plus tool was the prime technological advance while the rest of the schools ICT equipment is out of date, unsatisfactory or non-existent.
Sunday, April 22, 2007
Evaluating Webquests!
What is a Webquest?
“I hear and I forget. I see and I remember. I do and I understand.”
- Confucius
According to Bernie Dodge (1995), ‘a webquest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet.’
Critical thinking skills are guaranteed when learners use trusted internet resources to complete tasks by answering open-ended questions. The better webquests allow learners to take on different jobs or perspectives to achieve these tasks. These perspectives may be a politician, principal, scientist, student on one given topic. Learners gain better understanding of a task when they have opportunities to practise skills, ask questions and see the results of their work.
Webquests usually require the learner to examine current controversial global issues and transfer this knowledge by relating it to the local setting. Some of these issues may be on the environment, healthy eating, energy, pollution etc.
A webquest can be a win-win for both students and educators; designing a webquest also gives teachers and educators better ICT skills, more understanding of a topic and in turn they pass this information on to other educators.
A webquest follows a formula to promote higher order thinking.
According to Bernie Dodge, these are the six building blocks of a webquest:
1. The introduction – orients students and captures their interests.
2. The Task – describes the activity’s end product.
3. The process – explains strategies students should use to complete the task.
4. The resources – are the web sites students use to complete the task.
5. The evaluation – measures the results of the activity.
6. The conclusion – sums up the activity and encourages students to reflect on its process and results.
Evaluating Webquests
1
The first Webquest which I will evaluate according to Bernie Dodges Rubric is Exploring Simple Machines which is found at: http://www.lakelandschools.org/EDTECH/Machines/Machines.htm.
I am undertaking this unit this term. I will score the Webquest based on the Rubric scoring system. I have also made brief comments under each score. (There were problems uploading tables so the Evaluation Rubric is not included in this blog)
2
I will evaluate the second Webquest according to Tom March’s Best Webquest Matrix.
I chose Designing a Park Webquest as we studied State and National Parks / Local Environments last term. This webquest is found at: http://www.tenafly.k12.nj.us/~teisenberg2/mapquest/
(Evaluation Matrix not included in this blog)
This webquest scored 18. This would give it 4 stars.
This webquest did have some valuable links; however, the links were sites that required the learner to read through a lot of information. This webquest is certainly for upper primary. As this unit is for stage 2 and the activities are stage 2 based, I felt that the resources were at a higher level. The creators should have had links which were not so wordy; otherwise this webquest would require ongoing teacher support and less independence for the learner.
3
As our school has a healthy eating policy, I felt that a Webquest based on healthy eating would be beneficial. The webquest is Chocolate Chip Cookies: To eat or not to eat. It can be found at: http://collier.k12.fl.us/weblessons/cookiewq/index.htm
I will again score the Webquest based on the Bernie Dodge’s Rubric scoring system.
(Evaluation Rubric not included in this blog)
This webquest could have been improved. There needed to be some links to other sites; possibly sites about healthy eating, fats, obesity, statistics etc.
The site also lacked an appealing introduction to grab the reader’s attention.
I did enjoy the sites ease of use. It was very simple to navigate your way through, making it appealing for younger learners. I also found the idea of giving the children clues to nurture their thinking skills and encourage the learner to ask questions.
Perfect for younger children!
“I hear and I forget. I see and I remember. I do and I understand.”
- Confucius
According to Bernie Dodge (1995), ‘a webquest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet.’
Critical thinking skills are guaranteed when learners use trusted internet resources to complete tasks by answering open-ended questions. The better webquests allow learners to take on different jobs or perspectives to achieve these tasks. These perspectives may be a politician, principal, scientist, student on one given topic. Learners gain better understanding of a task when they have opportunities to practise skills, ask questions and see the results of their work.
Webquests usually require the learner to examine current controversial global issues and transfer this knowledge by relating it to the local setting. Some of these issues may be on the environment, healthy eating, energy, pollution etc.
A webquest can be a win-win for both students and educators; designing a webquest also gives teachers and educators better ICT skills, more understanding of a topic and in turn they pass this information on to other educators.
A webquest follows a formula to promote higher order thinking.
According to Bernie Dodge, these are the six building blocks of a webquest:
1. The introduction – orients students and captures their interests.
2. The Task – describes the activity’s end product.
3. The process – explains strategies students should use to complete the task.
4. The resources – are the web sites students use to complete the task.
5. The evaluation – measures the results of the activity.
6. The conclusion – sums up the activity and encourages students to reflect on its process and results.
Evaluating Webquests
1
The first Webquest which I will evaluate according to Bernie Dodges Rubric is Exploring Simple Machines which is found at: http://www.lakelandschools.org/EDTECH/Machines/Machines.htm.
I am undertaking this unit this term. I will score the Webquest based on the Rubric scoring system. I have also made brief comments under each score. (There were problems uploading tables so the Evaluation Rubric is not included in this blog)
2
I will evaluate the second Webquest according to Tom March’s Best Webquest Matrix.
I chose Designing a Park Webquest as we studied State and National Parks / Local Environments last term. This webquest is found at: http://www.tenafly.k12.nj.us/~teisenberg2/mapquest/
(Evaluation Matrix not included in this blog)
This webquest scored 18. This would give it 4 stars.
This webquest did have some valuable links; however, the links were sites that required the learner to read through a lot of information. This webquest is certainly for upper primary. As this unit is for stage 2 and the activities are stage 2 based, I felt that the resources were at a higher level. The creators should have had links which were not so wordy; otherwise this webquest would require ongoing teacher support and less independence for the learner.
3
As our school has a healthy eating policy, I felt that a Webquest based on healthy eating would be beneficial. The webquest is Chocolate Chip Cookies: To eat or not to eat. It can be found at: http://collier.k12.fl.us/weblessons/cookiewq/index.htm
I will again score the Webquest based on the Bernie Dodge’s Rubric scoring system.
(Evaluation Rubric not included in this blog)
This webquest could have been improved. There needed to be some links to other sites; possibly sites about healthy eating, fats, obesity, statistics etc.
The site also lacked an appealing introduction to grab the reader’s attention.
I did enjoy the sites ease of use. It was very simple to navigate your way through, making it appealing for younger learners. I also found the idea of giving the children clues to nurture their thinking skills and encourage the learner to ask questions.
Perfect for younger children!
Sunday, April 8, 2007
A review of 6 Web 2.0 technologies and tools for the use in teaching and learning.
I have investigated 6 Web 2.0 technologies and tools. Here is a brief review of each, outlining my opinion on the advantages and disadvantages of using the tool in teaching and learning.
The term Web 2.0 has several meanings. Generally speaking, it is a move away from static web pages to a more interactive, real-time environment. It’s the next generation (Entrepreneur, 1 Jan. 2006). This refers to a change in the direction of the web where users are able to communicate and share information through social networking sites, wikis and communication tools.
Blog - Web log, log or personal journal posted on the World Wide Web
A blog is short for Weblog which is an informal online journal where people post their thoughts, comments or philosophical ideas on the ‘web’ to share with the public. It should be frequently updated. It is arranged in chronological order and generally it has at least one weblink per entry. A person who keeps a weblog is known as a ‘blogger’ and the act of updating the blog is known as ‘blogging’.
The advantage of a blog is their ease of use and that they can be worked on at any time with a computer that has an internet connection. It is said that the blog ‘appears to enrich the learning experience and provide an opportunity for learners to shift from surface to deeper levels of learning’ (Bartlett-Bragg A, 2003). This refers to experiencing an event, standing back and then recording ones thoughts and feelings.
From my experience I believe students are more creative and reflective in their writing when they know their entry will be viewed and commented on by others. The blog also has the advantage that it is informal: ‘There is no pressure to stay in line with the focus questions or issues. They can publish small, unconnected pieces of knowledge that may suddenly have meaning for them (Bartlett-Bragg A, 2003).
I believe you could use the blogs for students as young as stage 2 (years 3 and 4). Some of the activities could be:
Posting homework tasks and class newsletters.
Creative writing for students to practise there writing skills and share stories with peers and families.
Parents and family viewing their child’s work from home.
Older students commenting on younger student’s written work in a peer or buddy system.
Obviously the scope of the activities will differ significantly depending on the age of the child.
The obvious disadvantage of a blog is that they can be viewed publicly and teachers may have little control over the material which is posted. Students must be aware of AUP (acceptable users’ policies) and understand that anything they post must not have the possibility of being defamatory and offending others.
Also, students must understand that like the web, blogs are created by individuals for a variety of purposes and the information on them may not always be factual.
Ann Bartlett-Bragg - Blogging to Learn http://knowledgetree.flexiblelearning.net.au/edition04/html/blogging_to_learn_intro.html
Vlog – A picture tells a thousand words.
A videoblog, or vlog, is a web log (blog) that uses video rather than text or audio as its primary media source (www.educause.edu/eli/ August 2005).
A vlog is similar to a web blog as the entries are also journals, thoughts, reflections and philosophical ideas. However, it is said that the vlog offers a richer experience because it uses video, still images and sound to share information and also emotion.
I believe vlogging is a valuable communication tool as people digest information in different ways. Some people are visual learners and text to some can be dry and lifeless.
In education, students can learn video editing skills using Windows Movie Maker or CyberLink Power Director. Both of these solutions allow basic editing, titles, transitions, sound layers, etc. Students can also create story boards based on class units using Photo Story.
Teachers can use a vlog to record video or audio of lessons or lectures and for students to use as a study tool or as a ‘catch-up’ for those who missed that lesson. Like a blog, teachers can use a vlog to show parents what is happening in the classroom by filming artworks, room displays and class assembly items.
The obvious disadvantage of vlogging is that the sites and its material are viewed publicly and students could use video imaging to misrepresent, offend or defame others. Because video can now be recorded on camera-capable mobile phones students can take ‘spur of the moment’ images of just about anything.
Cost is also another disadvantage. For vlogging to be an effective tool for students, the school will need more than one video camera, otherwise you run the risk of material being outdated by the time each student has had a turn creating there video. Web cameras are fine; however, you do not have the mobility of a hand held camera.
http://www.educause.edu/librarydetailpage/666?ID=ELI7005
Podcasting – iPod and broadcasting. The merger of blogging and radio. Blogging without the writing.
Podcasting is essentially radio programming that can be produced with a standard computer, microphone, free software and a website for posting your programming (Attributed to David Weinberger). http://www.epnweb.org/index.php?view_mode=what).
Podcasting is like broadcasting in that someone creates a show for an audience. The difference is that broadcasting is done for a general audience to tune in (through television, radio or Internet radio) while podcasting is different in that you can target a specific niche. This makes the power of podcasting much more exciting (2005 - 06 RSSToolChest.com). http://www.rsstoolchest.com/rss-glossary.html
Very simply, podcasting allows you to create regular recordings of lectures or lessons and transmit these to subscribers via RSS feeds. Subscribers use RSS feeds to check the web for any new recordings which you have posted for your audience to listen to through an iPod or desktop. For more detailed information on RSS go to: http://en.wikipedia.org/wiki/RSS_(file_format)
Podcasting is like a radio station for your classroom. Students have the ability to create there own regular broadcast on the web. Advocates of podcasting believe that this form of medium is perfect for learners who take information aurally.
Within a school teachers could use podcasting to give their students feedback about assignments. Podcasting could also be used to give parents information about there child’s learning.
Also podcasting could be used by schools to give parents other information. Families could get regular updates of upcoming events within the school. The students could be in charge of creating the broadcasts.
Broadcasts can be downloaded by students and listened to in their own time. It also has the added advantage of students being able to download lessons at exam time and to catch up on lessons which may have been missed.
It is also an ideal way for teachers to meet their students’ needs via tools such as the iPod which today’s students perceive as ‘cool’.
At this stage I believe podcasting is more suited to students at a secondary and tertiary level as well as employees of large organisations. For podcasting to be an effective learning tool, everyone within the targeted audience would need to have one. According to one article http://www.learningcircuits.org/2005/jun2005/0506_trends, iPods were issued to every first year student at Duke University to ‘encourage creative uses of technology in the classroom’ and recorded many benefits as a result of their use.
Unlike blogging, Podcasting does not allow 2-way interaction. It also requires initial training to get it ‘up and running’.
Wikis – Meaning ‘quick’ in Hawaiian. Wikis allow open Editing.
A perfect example of a wiki is the Wikipedia website which allows anyone to edit anyone else’s work. This means that the information on the website has shared ownership.
See http://en.wikipedia.org/wiki/Wikis
Any learning environment can set up their own free wikispace where participants can experience adding entries and editing others’.
Unlike blogging where blogs are created by a single author, wikis have many authors. The information in wikis is usually objective where a blog is usually personal.
Advantages of wikis are that students require little initial training. There is no HTML to learn or any complex programming. Because wikis provide a ready to use site with a simple user interface, students can spend time creating their entry rather than wasting time setting up the website.
Wikis would be great for students as young as year 3 or year 4. Wikis allow students to write, edit and revise an assignment topic and the teacher can review their progress. This would be great for students to write weekly summaries of a unit taught in class.
Wikis would also be ideal for stage 3 and older students when working on group projects as students can work together at school or from home to build on each others’ work. Wikis are also a great tool for creating presentations. Once Microsoft PowerPoint was the common presentation software. However, it has limitations as students can only work on the computer the presentation is saved on. With a wiki they can work on it from any computer which has an internet connection.
I could also use Wikis as a class discussion forum. I could post weekly questions related to the class unit and students are then required to submit answers or ask further questions for discussion.
The following site has information on how to use wikis in the classroom: http://www.teachinghacks.com/wiki/index.php?title=Wikis
The initial problem with using Wikis is demystifying the use of a new learning tool to students as well as teachers. Students will also need to be trained in the editing process. One example of not fully understanding this is that students run the risk of deleting other people’s work. Also, in a classroom setting, editing a wiki may be limited to enrolled students to avoid abuse or improper or defamatory comments.
Social Bookmarking
Social bookmarking is where some sites allow users to post their list of bookmarks or favourite web pages for others to view. Some examples of these websites are:
http://del.icio.us/
http://www.wirefan.com/
http://www.simpy.com/
http://www.digg.com/
Social bookmarking sites allow users to post their favourite web pages onto one site so they can access them from any computer. It is also a great way for organisations to share sites which are valid. This is particularly advantageous for schools where useful websites can be posted so students and teachers can access them. This can take all the hassle out of searching for worthy websites.
Social bookmarking sites also allow visitors to see what other sites people have bookmarked or tagged. If websites have been bookmarked more than once, you can be guaranteed that the site is useful.
Another advantage of using bookmarking sites is they allow you to tag the site with a key word or descriptor so they can easily recognised by yourself and others. Some bookmarking sites will also allow you to write a small commentary about the site. This will help your co-workers and students to find out what the site is about or what are the valuable links before they visit it.
Social bookmarking sites will also allow you to listen to podcasts as they will provide RSS feeds for you.
These sites are fantastic! I wish I had known about these years ago. I remember walking into the school’s computer lab on a daily basis and writing websites for students on the whiteboard.
However, there are a couple of small disadvantages. One of these is bookmarks not being correctly or accurately tagged and may lead to synonym or antonym confusion which may lead to other sites.
Another disadvantage is that spammers are manipulating theses sites. Spammers have started bookmarking the same page numerous times using a lot of popular tags to deceive users into visiting useless sites.
Social Networking or Internet Social Networks
‘The Web 2.0 is a place where you can create content, share content, tag content so that others can find it…and, even more popular, where you can meet, form groups, make friends and collaborate with others’ (Furney Pam, March 2007).
Social networking sites allow people to communicate and share information with other people anywhere in the world.
Below is a list of the top 10 social networking sites. This information was obtained from: http://socialsoftware.weblogsinc.com/2006/05/17/top-10-social-networking-sites-see-47-growth/
What implications do these sites have on education and learning in the classroom?
Social networking also refers to weblogs which are sites where people can invite others to their site and share information. However, when browsing the internet for articles about the use of social networking sites within the school I found many debates, especially over the use of the site MySpace.
My daughter has a MySpace page and I am forbidden to look at it or read its content; not that it would have incriminating material on it, but it is a place where she can discuss teenage issues, post photos and share gossip free from adults. So, how could these particular sites have any place in the school?
I believe that since sites like MySpace are so popular, we would be crazy and naïve to want to ban them! Surely like weblogs, students and teachers could also use these sites to share relevant information about assignments, projects, homework and other matters.
Schools need to be able to adapt to this form of networking. A teacher could be seen as ‘cool’ by using them. It is also noted that students are using email less frequently as they are now able to message each other through these sites.
An obvious disadvantage of these sites is it could lead to inappropriate teacher-student relationships. Again, there must be strict user guidelines agreed upon before these sites are used for educational purposes.There is a mass of information about the use of these sites at school. I have only touched briefly on the viability of their use. As students are using these sites at home and sharing information that they would not normally do in public, it seems that almost everything 'is acceptable’ because it is online. It would seem that if we use sites such as MySpace at school, we must accept, ignore and overlook some of the inappropriate material we see. After all, we cannot punish students for what they do outside of school; or are we opening up a ‘can of worms’ by creating capabilities that give access to sites where we cannot control the nature of the content of the sites?
Monday, March 19, 2007
How effectively am I using the internet in my teaching and learning?
It has only been the last 4 years where my students have regularly used computers. Previous to that my school only had 1 PC per classroom and there was no computer lab. In recent years the IT situation has greatly improved. There is now a lab of 20 PCs and up to 3 PCs in each classroom and the school is networked with individual email accounts for the students.
When I taught stage 2, I was very structured when the students were using the internet. I had decided what sites I wanted them to enter and what information I wanted them to obtain. Most of the other time spent on the PC’s was for word processing, graphing, slide shows and using various learning software.
When I taught years 5 and 6 I was more flexible. My stage partner and I set up 2 online units on Moodle; Antarctica and Global Connections. Before the students started the online unit we had put in the ground work by establishing the relevant website to list on the unit. This task was extremely arduous and laborious. Only recently have I begun to understand the techniques used to evaluate the websites quickly. If only I had known some of these simple quick questions, I could have saved myself being taken on ‘Merry Go Rounds’ – websites which take you no where!
Previously, I was fed up with wasting hours and hours searching for relevant sites so subsequently I had only a few sites which I allowed my students to explore. I was also adamant that the students were under no circumstance allowed to freely search the net for information as I felt it was either a time-waster or they would find inappropriate material. The students did however complete ‘Treasure hunts’ where they had to find unit based information by visiting pre approved sites.
Since reading about the different techniques on evaluating web pages I feel more confident to show the staff and students some simple techniques to help them critically analyse sites. It might even be a viable option to print some of these techniques on to A4, laminate them and stick one next to every PC.
When I taught stage 2, I was very structured when the students were using the internet. I had decided what sites I wanted them to enter and what information I wanted them to obtain. Most of the other time spent on the PC’s was for word processing, graphing, slide shows and using various learning software.
When I taught years 5 and 6 I was more flexible. My stage partner and I set up 2 online units on Moodle; Antarctica and Global Connections. Before the students started the online unit we had put in the ground work by establishing the relevant website to list on the unit. This task was extremely arduous and laborious. Only recently have I begun to understand the techniques used to evaluate the websites quickly. If only I had known some of these simple quick questions, I could have saved myself being taken on ‘Merry Go Rounds’ – websites which take you no where!
Previously, I was fed up with wasting hours and hours searching for relevant sites so subsequently I had only a few sites which I allowed my students to explore. I was also adamant that the students were under no circumstance allowed to freely search the net for information as I felt it was either a time-waster or they would find inappropriate material. The students did however complete ‘Treasure hunts’ where they had to find unit based information by visiting pre approved sites.
Since reading about the different techniques on evaluating web pages I feel more confident to show the staff and students some simple techniques to help them critically analyse sites. It might even be a viable option to print some of these techniques on to A4, laminate them and stick one next to every PC.
Evaluating websites at a glance
The following websites were critically evaluated according to the web evaluation reading 'Evaluating Web Pages: Techniques to Apply & Questions to Ask'. OC Berkeley - Teaching Library Internet Workshops.
Activity: You wish to help your students by presenting to them reliable and valuable web sites. You have found these sites in your search. Critically evaluate them according to one of the web evaluation models or readings.
· How do you assess these sites?
· How could you teach your students to evaluate these sites?
· Which will you choose for your students?
http://www.greenleft.org.au/2006/656/7463
Green Left Weekly is an ‘independent voice committed to human and civil rights, global peace and environmental sustainability, democracy and equality’.
Is a non profit organisation - hence ‘.org’
It is an Australian site hence the ‘.au’ on the end of the URL.
It is not a personal page – there are no personal names following the title.
It was last updated on the 14th March 2007.
The articles are authorised by K. Miller, 23 Abercrombie Street, Chippendale, NSW. Site by Kiwa Systems
The site also offers links which are on the same topic.
The page is put in on the web with the aim of ‘linking like-minded activists, socialists, environmentalists, feminists, anti-racists.’
The article was produced to inform and to persuade. The information is written to persuade the audience on a subject, or a viewpoint or an idea the site feels strongly about. The information is biased.
http://www.abc.net.au/stateline/nsw/content/2006/s1567784.htm
The site is from Stateline which is a program that focuses on local and political issues which affect us. It is part of the ABC – Australian Broadcasting Commission – very reputable.
This particular article was posted on 10/02/2006 so it’s now over a year old.
There are no related links.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts.
http://www.sydneywater.com.au/EnsuringTheFuture/Desalination/
This site is made by Sydney Water, a utility owned by the NSW Government.
‘Sydney Water provides drinking water, recycled water, wastewater services and some storm water services to more than four million people in Sydney, Illawarra and the Blue Mountains.’
It is not a personal page. It is a government website.
The site has links to other government sites.
The site has information which is of an unbiased nature.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts.
http://www.unsw.edu.au/news/pad/articles/2005/jul/Water.html
This article has been posted on the 12 July 2005, which is not recent, but the information is still relevant.
The site is produced by the University of New South Wales.
The site has information which is of an unbiased nature.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts.
http://www.abc.net.au/science/news/stories/s1416663.htm
The site was produced by the ABC.
The site has information which is of an unbiased nature.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts.
The article was posted on Tuesday, 19 July 2005
The site has links to other ABC programs.
http://www.suthlib.nsw.gov.au/ssc/home.nsf/WebPages/E2E213220EF39236CA257075001FEC54?OpenDocument&Expand=2
This site is a Local Government site produced for the Sutherland Shire Council.
The site has information which is of an unbiased nature.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts and to persuade.
http://webdiary.com.au/cms/?q=node/262
This site is an ‘open conversation between the readers, based on articles about half of which are written by readers and about half of which are sourced from Project Syndicate.’
The site allows people to join in debates on political and local issues.
The site has advertisements which are unrelated to the site and its contents.
The information which is posted may not be accurate or correct so students take information at there own risk.
The view points are of those who are against or for issues so information may be of a biased nature.
Activity: You wish to help your students by presenting to them reliable and valuable web sites. You have found these sites in your search. Critically evaluate them according to one of the web evaluation models or readings.
· How do you assess these sites?
· How could you teach your students to evaluate these sites?
· Which will you choose for your students?
http://www.greenleft.org.au/2006/656/7463
Green Left Weekly is an ‘independent voice committed to human and civil rights, global peace and environmental sustainability, democracy and equality’.
Is a non profit organisation - hence ‘.org’
It is an Australian site hence the ‘.au’ on the end of the URL.
It is not a personal page – there are no personal names following the title.
It was last updated on the 14th March 2007.
The articles are authorised by K. Miller, 23 Abercrombie Street, Chippendale, NSW. Site by Kiwa Systems
The site also offers links which are on the same topic.
The page is put in on the web with the aim of ‘linking like-minded activists, socialists, environmentalists, feminists, anti-racists.’
The article was produced to inform and to persuade. The information is written to persuade the audience on a subject, or a viewpoint or an idea the site feels strongly about. The information is biased.
http://www.abc.net.au/stateline/nsw/content/2006/s1567784.htm
The site is from Stateline which is a program that focuses on local and political issues which affect us. It is part of the ABC – Australian Broadcasting Commission – very reputable.
This particular article was posted on 10/02/2006 so it’s now over a year old.
There are no related links.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts.
http://www.sydneywater.com.au/EnsuringTheFuture/Desalination/
This site is made by Sydney Water, a utility owned by the NSW Government.
‘Sydney Water provides drinking water, recycled water, wastewater services and some storm water services to more than four million people in Sydney, Illawarra and the Blue Mountains.’
It is not a personal page. It is a government website.
The site has links to other government sites.
The site has information which is of an unbiased nature.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts.
http://www.unsw.edu.au/news/pad/articles/2005/jul/Water.html
This article has been posted on the 12 July 2005, which is not recent, but the information is still relevant.
The site is produced by the University of New South Wales.
The site has information which is of an unbiased nature.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts.
http://www.abc.net.au/science/news/stories/s1416663.htm
The site was produced by the ABC.
The site has information which is of an unbiased nature.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts.
The article was posted on Tuesday, 19 July 2005
The site has links to other ABC programs.
http://www.suthlib.nsw.gov.au/ssc/home.nsf/WebPages/E2E213220EF39236CA257075001FEC54?OpenDocument&Expand=2
This site is a Local Government site produced for the Sutherland Shire Council.
The site has information which is of an unbiased nature.
It is an Australian site hence the ‘.au’ on the end of the URL.
Is not a personal page – there are no personal names following the title.
The article was produced to inform and give facts and to persuade.
http://webdiary.com.au/cms/?q=node/262
This site is an ‘open conversation between the readers, based on articles about half of which are written by readers and about half of which are sourced from Project Syndicate.’
The site allows people to join in debates on political and local issues.
The site has advertisements which are unrelated to the site and its contents.
The information which is posted may not be accurate or correct so students take information at there own risk.
The view points are of those who are against or for issues so information may be of a biased nature.
Why is the understanding of the new literacies important?
Until recently, I believed ‘literacy’ was the understanding of language through reading and writing and students learnt these skills using traditional resources and techniques. However, with the electronic age, students are faced with a whole new medium of information to navigate their way through and understand. Educators and students need to be able to critically analyse this information on websites and learning software to determine its ‘authenticity, applicability, authorship, bias and useability (Schrock, K 2002).
Since there is not a single body which ensures that all sites are relevant, unbiased and whether they are trying to sell something, students (as well as educators) need to adopt a series of techniques to help them find what they are looking for.
The web is still so young and it is rapidly changing and growing everyday. With change, the design of web sites and learning software is being updated all the time with the idea of being more enjoyable and engaging to the reader. The information may be presented in various ways such as digital images, fonts, size, colour etc. to make it more appealing. We need to teach our students new literacy skills to scan through all the ‘bells and whistles’ and make informed judgements based upon validity.
Since there is not a single body which ensures that all sites are relevant, unbiased and whether they are trying to sell something, students (as well as educators) need to adopt a series of techniques to help them find what they are looking for.
The web is still so young and it is rapidly changing and growing everyday. With change, the design of web sites and learning software is being updated all the time with the idea of being more enjoyable and engaging to the reader. The information may be presented in various ways such as digital images, fonts, size, colour etc. to make it more appealing. We need to teach our students new literacy skills to scan through all the ‘bells and whistles’ and make informed judgements based upon validity.
Sunday, March 18, 2007
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