Week 7 Reflective Synopsis

My ICT journey has definitely been a roller-coaster. I feel like a dinosaur who has been dragged out of the dark ages. As mentioned in my very first blog, I like nothing better than the feel of a book in my hands and I initially felt that using an ICT was a novelty that didn't actually add value to the learning experience. As a result of both developing a theoretical understanding of learning models and practical application, I now know this is not the case, rather the opposite.

Today’s generation of students have been raised in a world whereby they are constantly exposed to technology responsible for significant increases in available information and rapid societal and economic changes (MCEETYA, 2005). These advancements in technology mean it’s integral that students have higher levels of information and communication technology specific skills necessary to satisfy employment requirements in roles increasingly becoming more dependent on ICT for successful outcomes (MCEETYA, 2005). Quite simply;

ICT is now considered a major factor in fostering learning relevant for future generations (MCEETYA, 2009). Achieving positive outcomes will require transformational change to pedagogical approaches by modernising the practice of integrating ICTs in learning to making ICTs integral to learning (Prestridge, 2007).  In addition to good pedagogy, ICTs facilitate learning at all levels of the SAMR model.

Each week I have responded to a specific KLA within ACARA and throughout this process I have noted that our curriculum demands that students are skilled in ICTs from Prep though to Year 12. ACARA is also presently trialing ICT Literacy whereby assessment is completed online. This highlights that E-Learning environments must be developed around pedagogical principles and practices relevant to learning theories such as behaviourism, cognitivism, constructivism, connectivism and active learning. Each of these learning theories are important with characteristics of all theories present in desired learning outcomes.

I believe as a result of our technological age, connectivism is strongly evident in educational environments where ICTs are being effectively used. The digital age connects people separated by great distances, those who speak different languages, have different religious, cultural and educational backgrounds. Time and time again my reflections noted that Redefinition and Higher Order Thinking were achieved as a result of connectivism in practice.

As teachers I believe we must develop pedagogical frameworks that focus on improving student outcomes by considering and understanding the background of our learners in conjunction with their learning styles, the identification of curriculum expectations, an evaluation of teaching strategies and by utilising the best tools on hand to enhance the learning experience.

My favourite tool throughout this course has been the Weebly. I found this to be extremely simple to use and the website environment was both logical and allowed for continued development. I enjoyed the Wiki as I found it encouraged collaborative practice, though a Blog was far more user friendly. We decided to create a group Blog for our Supportive Learning Environment subject and it’s been an excellent forum to share ideas. I chose to look at Power Points as I felt this would be a tool I would be able to use immediately in any classroom. This was an excellent exercise as I discovered a number of new applications within the Power Point. ZooBurst, Google Earth, and GoAnimate all opened up an exciting world of 3D educational tools. I would like to use all in the classroom, plus a number of other mobile technologies once I have developed my ability to navigate each further. I believe that working with these technologies directly leads to evidence based decision making. I can also foresee in the future that the flip classroom will become a feature of all schooling environments.

I have especially enjoyed the creative aspects of ICTs. As educators we will constantly be faced with the challenge of capturing the attention of our students and should strive to ignite cognitive thinking as defined in Blooms Taxonomy. Every week I was thrilled to learn that not only could I create an exciting lesson using a new digital tool, I could also extend the learning experience in the process. I was constantly challenged and frustrated when faced with my lack of technical expertise and I now appreciate this course is only the beginning, ICTs are dynamic and will require constant re-education and the fine tuning of skills. An important aspect of my journey has been getting over my feeling that “if I’m not an expert, I won’t use it”. I now know that sometimes the greatest learning comes when teacher and student learn together. As mentioned in my last blog, the following quote by Professor Royce Saddlers really resonated with me; “Enduring learning comes about with wrestling with substance, with a new skill, before mastering it”. And in regards to ICTs I believe this can apply to both student and teacher alike.

An extremely important aspect of working with ICTs in the classroom is adhering to legal, ethical and safe practice. According to Leech (2006) teachers must overcome difficulties with issues such as plagiarism, piracy, equitable use, inappropriate web material and cyberbullying to ensure ICTs can provide acceptable learning outcomes. I believe my first step in the process will be to thoroughly familiarise myself with the school policy in regards to ICTs. Risk management issues such as information sharing, copyright and intellectual property infringements will threaten to compromise the privacy and safety of children under my care. Reputation management is also important in regards to both myself and the school itself. An excellent resource in regards to my legal and ethical obligations in regards to ICTs is Education Queensland’s Risk Management Policy for the web. 

I believe that if I am to successfully use ICTs in the classroom I must  respond to curriculum requirements, consider my learners and work to develop effective teaching pedagogies. This is achieved by looking to use a combination of the above mentioned learning theories and all levels of the SAMR model. Prior implementation, a PMI is an excellent tool to help analyse the strengths and weaknesses of the lesson plan and the proposed ICT tool. In regards to using ICTs in the classroom I will also ensure that I am well prepared and have tested the technology prior presentation wherever possible. When facing technical problems during the last six weeks, I was often reminded of the fact that you are never alone when on the web, help is always at hand, in my case from 24 hour online experts and my fellow colleagues. ICTs are an extremely collaborative environment. 

My first Blog ended on “Let the unlearning begin”, but I no longer believe the journey is about unlearning, I haven’t lost any of my prior based knowledge, rather I am constantly learning new ways to present this knowledge in a manner that will engage the students of a digital age. Enduring learning and evidence based decision making are key objectives of every educational environment and I believe that using ICTs for curriculum delivery will help achieve these goals.


Refrences:

Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEETYA). (2005).Contemporary learning in an online world. Retrieved from http://www.mceecdya.edu.au/mceecdya/publications,11582.html#Teachers and teaching

Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEETYA). (2009).Melbourne declaration on educational goals for young Australian’s. Retrieved fromhttp://www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html

Prestridge, S. (2007). Engaging with the transforming possibilities of ICT: A discussion paper. Australian Educational Computing, 22(2), 3-9.

Leech, R. (2006). Internet ethics morality for an online world. Teacher. 172, 14-17.

Week 6, Reflection 5

The tool I decided to explore this week was ZooBurst. I began this exercise with the usual trepidation, though within minutes I realised that not only was ZooBurst easy to use, it’s applications were endless. The site allows users to create 3D books that can be saved and shared. I also chose to upgrade my membership so that I could download my books.

The process to create a book was simple, the navigation tools excellent. Users are given a number of background options, and the ability to import their own images and write text across each page. Text is also able to be added to every image and with the upgrade, users are able to introduce sound. The text can be spoken or simply used as a visual prompt. One can spin the book around to better view images at the “back” and it certainly felt like I was playing a computer game, one that allowed me to “walk” through terrain.

I chose to develop a lesson around the KLA ACHGK035 featured in ACARA. Further research led to examples of a year Year 6 Geography portfolio that responded to this same KLA. (LINK here) 

So how could ZooBurst help me create a more engaging learning environment? One that would lead to Higher Order thinking? Once I immersed myself in the process, it became obvious. The original example from the student portfolio was a table on the numbers and origins of migrants to Australia. This data was easily added across the bottom of each page. I then took it further by giving student a feel for each country of origin. 

Every page of my 3D book includes a map, visuals of the people in their native environments. Things that connect us such as sport, while the majority of Australians have vastly different religious beliefs to many Indian migrants, we all share a love of cricket! There began to emerge connections between many of the countries, with recurring images of military regimes, overpopulation, primary industries and lower socio economic environments. All of a sudden we could SEE why a number of these migrants were coming to Australia, and the richness of difference they brought with them. Following is my 3D book (please note much of the detail and some features are lost when embedding, tool is best viewed via link to actual site):

My 3D Book Created Via ZooBurst

I have applied SAMR to theZooBurst tool below:

Substitution	When used as a tool to present a Key Learning Area. The data across the bottom of each page was a simple transfer of this original data.
Augmentation	The introduction of maps, 3D images and vocals extend the original word document.
Modification	Students become actively involved in the process when they are given the opportunity to view the 3D book, they are developing higher order thinking with the linking of themes and circumstance.
Redefinition	The students could easily develop their own 3D Book on any subject. Challenging yes, but it is this process that will allow them to develop links visually, geographically, economically and to go forward with something not seen before.

I really enjoyed the process of building my 3D book and I would like to explore the various tools in more detail as there are numerous features I did not employ. I feel that ZooBurst would be an excellent tool for me to use as a topic introduction in younger grades and something older students could easily use themselves.  Following is a brief PMI overview:

PLUS Extremely easy to use. Accessible to anyone with web. Introduces connectivisim in an extremely visual manner. Appeals to a variety of learner styles. Has applications suitable for Geography, History, Science and English. Easy to share books. Encourages Higher Order Thinking. Introduction of student videos Redefines the process.

MINUS Licencing costs if you were to use in the classroom. Time needed to really understand the more advanced options. Challenges with embedding document. Copywrite considereations. (I referenced sources of images on the actual photos where necessary). Challenging when moving photos around as they tend to “duplicate”. Detail lost when embedded. Need to sign up day prior to ensure sharing option will be availble (ie once user name approved).

INTERESTING I felt like I was “within” a computer game, walking amongst the images. Something our tech savvy students would be familiar with. May be used as a Powerpoint. Can be used on an Ipad or a computer. Using a camera in the classroom there is an advanced option to introduce this video.

So what happened next? I tried to embed my book into my blog. It didn’t work. Four hours later I was still trying. I felt like crying. I could share the link, I could download it, and following the technical support of Craig from ZooBurst and my peer Geoff Joyce, I knew I was doing everything correctly.  Below is a screenshot from a document Geoff created and emailed me in an effort to help. His willingness to help me was in itself an example of how using ZooBurst promotes collaborative experiences, not to mention an example of his academic generosity (thank you again Geoff!). 

Ultimately I believe there may have been an issue from ZooBurst’s perspective as Craig who was helping me did have to approve my username as it was still “on hold” – they only do this once a day and Craig suggested this may have inhibited my ability to share and embed. 

Renowned academic and assessment expert Professor Royce Saddler spoke to us today and one of the things he said that I strongly connected with (especially after my problems embedding my book) follows:

“ Enduring learning comes about with wrestling with substance, with a new skill, before mastering it”. 


My experience today certainly involved both a struggle and a revelation.