Week 5, Reflection 4

This week I chose to expand upon using Powerpoints in the classroom. The Prezi and the Glogster had some fantastic features but I chose Powerpoint as this is a digital tool I would most definitely be able to use immediately in almost any classroom.  Powerpoints now have the ability to incorporate graphics, videos and music, they are no longer simply an word document for an electronic white board. 

I chose to create a Powerpoint addressing a Key Learning Area for Grade 3 History Students (ACHHK063) – the days and weeks celebrated or commemorated in Australia. My Powerpoint would be used a brief overview of the days to be discussed. The KLAs for this topic make reference to the importance of symbols and emblems so I included these throughout. In an effort to make the presentation interesting, I included links to government websites, videos and music clips. Using slideshare I then uploaded my presentation to the web. View my Powerpoint presentation HERE..

There are many features available in a Powerpoint presentation which I have not used, including simple tools incorporating sounds and motions. These are excellent effects when teachers wish to highlight important areas. I would also suggest that a greater number of videos, including animation would be beneficial to the presentation. 

In almost every subject and in almost every year level, ACARA demands that students become familiar with using a variety of software and Powerpoint presentations are an excellent way to help achieve this. A Powerpoint presentations allows users to bring together information and resources in a variety of formats. This in turn enhances the effectiveness of information and appeals to a number of different learning styles. 

As a teacher I would be able to re-use this document and could also make it available in a flip classroom environment as a research tool for older students. This document would be an introduction only, each of the days featured in my Powerpoint would be developed further and students given the opportunity to create their own Powerpoint presentations for each day (i.e. ANZAC DAY, DAIDOC Day etc). This level of creation introduces Modification and Redefinition into the process.

Substitution	When used as a tool to present a Key Learning Area.
Augmentation	The introduction of video links, web pages, sound grabs and more extend the usual word document/blackboard lesson.
Modification	Students become actively involved in the process when they are given the opportunity to create their own Powerpoint presentations in class.
Redefinition	The curriculum could be planned around use of this technology eg a flip classroom, where students could use the Teacher's Powerpoint presentation as a springboard to their own presentation. Using sites such as Slideshare, students can upload and share their work.  They could also work collaboratively on their presentations via the net.

Powerpoint is easy to navigate and is a format the majority of students today would be familiar with – most homes have Microsoft Office. A variety of learning styles can be introduced – audio, visual, creative and kinaesthetic are all enhanced by the use of multimedia via images, colour and sound. Working collaboratively to develop a Powerpoint is a simple process with students having the ability to work on something at home (or in the classroom), then coming together to compile their “pages” to make one final presentation.

Following is a table highlighting the Plus, Minuses and Interesting features of a Powerpoint Presentation.

PLUS	MINUS	INTERESTING
·         Extremely easy to use. Non-threatening to teachers and students alike! ·         It’s a great tool for visual and auditory learners because of its ability to include images, videos, audio and text. ·         Engages and motivates students.Ability to create interactive presentations. ·         Effective tool to use for any year level or KLA. ·         Students can show more creativity with school projects. They can focus on a learning style that suits them. ·         Accessible to anyone who has Microsoft Office. ·         Is not an online program so is less susceptible to ethics, safety and security threats.	·         Of many digital tools available, Powerpoint is one of the “oldest”. It is seen by many as simply an extension of a word document. ·         Traditionally presentations are not collaborative. ·         Possibly the most overused digital tool in the classroom. Students in the older grades will be looking to use more advanced technology. ·         By itself it does not allow students to create videos, rather it is a portal to these alternate digital tools. ·         Embeddiding some videos and other media can be tricky.	·         Newest version has more interactive features than ever before. These should be used to promote productive pedagogy. ·         Students need to be engaged. When using power Point as a presentation, it is important to introduce discussion and collaborative exercises wherever possible. ·         A Powerpoint presentation can be used as an introduction to a KLA or as a tool for discovery. ·         Using Powerpoint has the same basic ethics, safety and security considerations as all e-learning tools. However, as it’s not an online tool, it’s not susceptible to privacy and security issues (unless uploaded to a site such as Slideshare).

Technology is constantly evolving and teachers have to engage students to enhance the connectivist learning theory. Powerpoints are a very simple and effective way to begin this process. They are a tool that encourages higher order thinking, allowing students to expand on their current knowledge and broaden their learning. For me, the most important feature of the Powerpoint is that it is non-threatening to students and teachers alike, and an excellent way to introduce students to their own classroom based ICT journey.

Week 4, Reflection 3

My digital journey continues... this week I have completed a number of activities, as featured both here on my Blog and on my Weebly (See prior posts below for examples and brief summaries of my experiences with photo editing, movie making and animation).

I approached each task with a subject in mind – geography for animation, history for photo editing and HPE for movie making. I found that while completing these activities I also made connections between subjects (my photo editing exercise is one I will also feature in my Literacy assignment) and this is exactly what happens in the classrooms – students discover links between what they are learning and the outside world, a key goal of our curriculum.

For this reflection I would like to focus on video and animation. After sourcing a site named GoAnimate, and spending some time becoming familiar with the navigation tools, I decided that it would be a site that a year four student would be able to use. With this in mind, I went to ACARA to develop a lesson plan that would respond to the KLAs of Grade 4 Geography (see link) using the above mentioned animation. After putting the students in groups of four, I would supply information on the Savannah biomes (via videos and handouts), the impact of humans, mining and subsequent global warming. With this information in hand, students would then be asked to write a script and create an animated clip responding to specific questions/areas of interest.

I believe this exercise responds to the SAMR Model as follows:

Substitution	Students are supplied with information relating to the subject, via handouts and video footage.
Augmentation	This information supplied extends beyond basic information as students can visualise size of Savannahs and distances via video.
Modification	Creating videos and sharing on line.
Redefinition	The curriculum could be planned around use of this technology eg a flip classroom, where students could develop new videos and ways to share information. The creation of the film itself is previously inconceivable.

The Go Animate site has a number of layers and the animation can be far more detailed than my example. I chose a basic shell that required no further manipulation, students simply had to choose the characters (in this case animals) and voices, then type in their script (with each segment limited to 180 characters). Upon conclusion, students simply save and share, download or email their video. The GoAnimate site is free, though for the more advanced options a subscription is required.

I feel that the animation was particularly suited to Primary school students and the fact that students themselves are not featured meant it was a less threatening environment for those students who might shy away from wanting to be videoed. There were also less legal/ethical issues to address in regards to permissions. I purchased a membership so that I could share my video on these forums.

The National Teacher Training Institute highlight that teachers using videos report “students retain more information, understand concepts more rapidly and are more enthusiastic about what they are learning.” I believe the collaborative process of my lesson would enhance Higher Order Thinking. Below is a PMI table outlining my thoughts on using this animation and videos in the classroom.

PLUS	MINUS	INTERESTING
Responds to a variety of learning needs – especially visual learners. Keeps the classroom environment dynamic.	Technology can be a challenge in itself for many, it is very time consuming and some students may be “left behind”	Ability for students to illustrate a wide variety of concepts through animation and video.
Engages students in problem solving activities.	The school may not have equipment or access to programs.	Students can “travel” around the world.
Appeals to the tech savvy Generation.	Copyright and permission considerations.	They can also travel in impossible areas, such as inside the body!
Encourages collaborative work.	Technolgy “overload”	Experiments that cannot physically be done in class can be done via animation and video.
Help students to develop “media literacy”		Opportunity to bring to life history, literature and more.

In conclusion, all three digital tools featured were easy to use (once I found a site/App that worked for me) and they all offer exciting opportunities in the classroom. I would especially like to work with students to create videos as I believe this is an engaging activity that lends itself to Redefinition.

Digital Tool : Movie Maker

"First Game of Footy" : Authors own photographs used with permission of all featured.
Music "I'm Happy" by Pharrel Williams.

Movie Maker was a simple tool to use and my sample version was aimed at a Primary School HPE class. By taking photos of a sporting activity, students could easily create their own videos. The benefit of still shots, rather than simply taking a video is that students and teachers can more easily analyse their running/jumping/throwing/kicking techniques.

Digital Tool : Re-sizing and Editing Photographs

Following our tutorial this week I thought the Paint.Net website would be a great tool to use in the classroom to help Primary school students to immerse themselves in history lessons (see image). It could also be used to support English students to create images for both descriptive and persuasive prose. 

I actually found the Paint.Net site to be challenging in regards to importing and manipulating the layers. I then went on to investigate various Apps on my mobile phone and did the composite image below on the free App "Superimpose". This exercise highlighted to me the advantage of a mobile phone or Apple compatible device in the classroom as there was a far greater variety of choices available, and the tools seemed easier to use. Once image is "layered" it is saved to photo library and can be emailed to any computer.

Noah "visits" the Gallipoli trenches. Photo credit : gallipoli-tours.com and student photo Authors own.

Digital Tool : Animated Videos (The Savannah, by Vanessa Rauluni)

This Animated video was created on GoAnimate. I chose to subscribe so that I could share my video on this forum. The dialogue was written by myself as an example of what could easily be achieved in the classroom.

Week 3 Reflections

Blogs, Wikis and Websites

Over the past few weeks I have developed this blog, a wiki and now my very own website via Weebly. Each time I step up to the plate, I surprise myself by how much I learn and how much I enjoy working within each new medium. It was only after I completed my blog last week and read others that I realised many found the wikispace cumbersome. I feel this may be because these students were technically advanced and were already comfortable in blogs and websites and now that I have created my own website (with ease!) I too am learning towards this forum. All three have the capability to demonstrate connectivism in action (the proposition being that knowledge is distributed across a network of connections). All have the ability to take students to a higher order of thinking as defined by Bloom and as required by ACARA.

My website (link here) is something that I look forward to continuing to develop. I have chosen to focus the site on those pedagogies and tools that are really hitting home to me. My first link, featured on my home page, is the Angela Lee Duckworth video discussing GRIT on TED. All photographs are my own, taken of children I have permission to feature. The Weebly appeals to my sense of order, I need to see the “big picture” before getting down to the nitty gritty. And while it’s important to understand how I like to learn, I need to approach each lesson plan with my students in mind, and I think different student and different content will gel with a unique set of learning tools. 

Below is an overview of the three mediums via a SWOT Analysis. I have included some ideas as to how I could utilise each in the classroom under the OPPORTUNITY column and addressed ethical and legal issues under THREATS. It goes without saying that a possible weakness to all three tools is access to the net and a computer is necessary both at school and at home for many of these ideas to be developed. Students would also need initial lessons to ensure they have the skills to navigate the mediums. 

	Strengths	Weaknesses	Opportunities	Threats
BLOGS - Single Author Posting - Comments section drives interaction. - Chronological order of posts - Reflective therefore easy to see Author/Idea development -Supports transformational learning -Encourages HOL thinking skills - Modification   achieved when well designed.	-Utilises technology many students already engaged in. - Interactive -Accessible to many. - Collaborative forum allows introduction of a variety of new ideas. - Parents can view the teaching of their child. -Links and various teaching tools can be viewed on one forum. - Scaffolding of ideas.	- One must look into comments following each post to participate in discussions. - Driven by Author - Some individuals may feel threatened by environment. - Potential for cyber-bullying. - Potential for inappropriate content links	- Students could engage with teachers from afar. - Gives Authors a forum to share their ideas a create a community - An example of using a blog in the classroom: Each student could chose a historical character from the subject period and keep a “diary” as the term progresses. Not only would this display their learning journey, other class members could comment “in character” from their perspective	- Requires constant monitoring by teacher to ensure there is no cyber-bullying or inappropriate content - Open to the public - Reserved students may not want to post their comments in such a public forum. Blogs are often dominated by strong personalities who repeatedly respond to opinions that differ to their own.
WIKIS -Multiple Authors - All have input - Used for collaborative learning -Scaffolding of ideas as students add to group knowledge - Supports transformational learning - Encourages HOL thinking skills - Modification  achieved when well designed.	-Everyone can have input and the lack of an “Owner” means it is less threatening to tentative internet users. - Student Driven - Excellent ideas forum. -Encourages new ideas -Collaborative. - Multi-media input friendly - Seen as a less aggressive format than a Blog.	-Cumbersome to use - limited content control - Open ended - Conclusions need to be driven. - design issues eg. too many editors - layout means the placement of links is not always logical/easy to find.	- The collaborative process can be done as a homework exercise while the conclusions lend themselves to classroom activities. - An example of a Wiki in action. Students could be presented with a historical statement and be asked to respond via de Bonos hats (each group of four given their own Wikispace). The following day their in class activity could be to discuss, come to some conclusion a present an arguement.	- Requires constant monitoring by teacher to ensure there is no cyber-bullying or inappropriate content - Copyright breeches - Data lost due to editing errors by one of the multiple authors.
WEBSITES -Usually one Author - Comments section can be added, as can contact links - Logical layout allows an overview of numerous ideas - Supports connectivism - Excellent scaffolding of ideas via progressive nature of the Weebly. -Encourages HOL thinking skills - Modification and Redefinition achieved when well designed.	- One Author allows clear direction of information. - Also has the capability to build in a comments forum to ensure collaborative thinking. -Layout options and innovative tools such a links to videos, galleries, podcasts, other websites and more. - Easy to navigate. - Parents may be more comfortable with this forum, especially when Website is teacher driven.	- Static nature will deter some. - Only one perspective as far as design and content. - The comments forum may not have the authenticity of a Blog forum that suggests immediacy. Students to not tend to make websites “favourites” on their browsers to the same extent they do social media. - Potential to be seen as dated. - Strength of layout dependent on skills of Author.	- The Weebly is an exciting tool that would allow teachers to create websites specific to any topic/body of learning. Students could also learn to create their own websites. - The teacher could create a Weebly that covers the term's History Content. Each lesson could have its own tab and a variety of learning tools could be used (eg picture galleries, maps, videos, podcasts etc). A lesson within the term could include the creation of a Weebly by each student (whereby they could explore just one component of the terms History content). These in turn could be linked on the "HUB" Weebly (ie the teacher's Weebly). A discussion forum could be added to the HUB Weebly. Another lesson could include historical reenactments, giving students the opportunity to develop content for their Weebly (eg photos).	-Must ensure ownership of content and/or correct referencing. - Accessible to all. - Concerns over images of students on the web (this could be managed via original guidelines)

I would suggest that before engaging in any learning via the web students not only become familiar with the school policies, they also collaborate to design their own “contract” for internet use. One that outlines what is acceptable and unacceptable and suggests repercussions for actions such as aggressive comments and inappropriate content. This will also ensure that prior commencement, students highlight to the teacher vicious comments that may appear innocuous. The students need to have clear guidelines, in their own terminology to ensure they understand the implications of a post. We must ensure the students feel the medium is a safe environment and as teachers we have an obligation to monitor all comment/blog/posting capabilities (preferably in real time).  

The Weebly allows for both Modification and Redefinition as per SAMR. . The students are using collaborative spaces to create new tasks, they are connecting, communicating and creating via new forums. They now have the ability to work together, from their homes and can introduce new technologies and solutions with ease.

In conclusion I would say that Blogs, Wikis and Websites all have merit and open up a world of opportunity to both teacher and student. My preference at this stage is the website (via Weebly, what a great tool!) as I like the idea of creating web pages specific to learners and subject topics, giving students the opportunity to explore at will. I would create a comments page to ensure collaboration. The layout of a website is flexible, easy to navigate and features tools to ensure those who need to read an overview before going into specific categories can easily do so. A comments page can also be created with specific threads – students do not need to search at the end of each blog, nor are they limited by the layout of the wiki.

Now I’m off to teach my boys how to create their own web pages for their homework!

Week Two Reflections

What is Pedagogy?

How does one critically discuss pedagogy, a subject that has been exhausted by educators? The reality is that pedagogy is dynamic. It requires imaginative thinking and working with the latest tools (whether they be theoretical or technical) to help ensure our learners maximise their learning experience.

I believe the tools required for effective pedagogy are basic knowledge, real context, evidence of problem-based learning, developing a comprehensive understanding of the issues, higher order thinking, collaboration and developing the learners ability to think critically and creatively so they have can problem solve in their everyday life. This week our readings have addressed how ICTs should be used as transformative tools. In response to concerns that connectivism has created a “Google culture”, l believe the use of ICTs will change the way we learn and will ultimately create new education and learning models.

The SAMR Model and Bloom's Taxonomy

The analysis of both Bloom's Taxonomy and the SAMR Model allowed me to develop my understanding of the difference between basic knowledge and comprehensive ways of thinking (referred to as Higher Order Thinking skills).

I really like the circular image of Bloom's Taxonomy as I feel learning is an infinite exercise, with no beginning and no end. Bloom's cognitive Taxonomy highlights that while basic knowledge and "low level thinking skills" are important, for individuals to survive and for our society to grow intellectually, higher order thinking must be achieved. This means our pedagogy needs to stimulate analysis and critical thought. We need to evoke curiosity.

The SAMR Model addresses the four levels of technical integration and the impact these levels have on reaching that higher order of thinking. The SAMR model gives this process logical structure, assisting with pedagogical design and guidance in regards to introducing ICTs. The iPadagogy Wheel pictured above (sourced from www.coetail.com) nicely brings together Blooms Taxonomy and some of the technical integration discussed in the SAMR Model.

In an educational context, the first two levels of SAMR - Substitution and Augmentation, represent the framework that ensures efficiency in the modern world (for example tools such as word processors that are a direct substitute but offer no functional improvement) while the final two levels of Modification and Redefinition can actually change the way we learn. In the classroom this means a new set of resources for students which allow them to modify and build a greater understanding. We are not getting rid of traditional analysis, rather we are providing different perspectives to how we analyse (eg. visualisation tools and online communities). At this level we see a collaborative process that will generate a different way of thinking, new learning practices and innovative business models.

The WIKI

The WIKI exercise has been a revelation. My initial opposition and fear evolved into excitement. I was learning, I was interacting, at night, from my home I was collaborating. As mentioned previously, I feel the experience was particularly aligned with Connectivism as we shared resources available on the web via links, knowledge was compiled in a structured manner and some technical skill was required. Cognitivism was seen with the chunking of information while Social Constructivism was obviously evident in the real world issue featured (ie. the use of mobile phones in the classroom). As always, the learning experience featured aspects of all learning theories, an important feature to consider when designing lesson plans. All learners are different and lessons should incorporate a variety of learning styles when introducing digital pedagogy (or any pedagogy).

I felt the experience particularly aligned itself with the SAMR model in that Modification and Redefinition were occurring. The collaborative process allowed me to scaffold my learning and I feel that if we were to extend the exercise as intended (ie by building an overview of ideas) due to the fact that the critical and constructive process had been simplified (by forcing each participant to clearly outline and justify their thoughts) a productive direction would be achieved. 

I loved the logical aspect of de Bonos hats. It’s structured approach lends itself to creating higher order thinking skills as per the cognitive domain of Bloom's Taxonomy. The ability to not only share ideas, resources, films, links to discussion forums (and more) allowed us to quickly escalate the depth of discussion. My personal scaffolding of learning (prior learning in addition to the collaborative learning experienced) was achieved by having to extend my initial thoughts – as the last person to comment in my forum I was challenged to think of different ideas. I had to be concise and I was led to research my ideas on the web to further justify and collaborate my thinking. 

As always, I was was challenged technically and need to learn more about how to best navigate a Wiki if I am to introduce this tool into my pedagogy. I did add a link as an example of both extending my skill base and collaboration. To me, it is this collaboration that is the key, the world wide web has absorbed the traditional role of the the village Storyteller/Keeper of Knowledge, though individuals are able to meet via this same web to share prior knowledge, ideas, resources and to propel innovation. The controversial subject matter did not lead into heated argument, rather individuals calmly put forward their opinions via the forum of the Wiki. It will be important when designing these e-learning exercises that we give student the skills to navigate with confidence and the guidelines to ensure they are safely and ethically operating online.

I feel that the ICTs used in the WIKI clarified my thought process and ensured collaboration at a higher level, I was able to look at the subject matter both critically and creatively. Rather than a messy ball of string, I unraveled my ideas and plaited them together to create a stronger thread.