Erin's ICT Blog: 2013

Thursday, 18 April 2013

Reflective Synopsis

There is limited value in teaching yesterday’s education for tomorrow’s kids (Prensky, 2001). To address today’s learners’ digital needs, e-learning is an integral tool to use (Etherington, 2008). E-learning refers to the use of information and communication technology to enhance and facilitate learning (OECD, 2005). It aims to transform the classroom by providing learning opportunities suited to their digital-native needs (Prensky, 2001). E-learning through ICT is a necessary element of teaching and learning for the 21^st century that all teachers must integrate into their practices (Department of Education, Training & the Arts, 2008).

Utilizing ICT in the classroom promotes Connectivist, Cognitivist and Constructivist approaches to learning. The TPACK framework outlines the importance of a multi-disc approach whereby there is a drawing together and understanding of technological, pedagogical and content knowledge. In using all e-learning tools it is important to consider the legal, ethical safety and security implications. Education Queensland has clear parametres around using e-learning tools in the classroom. There are clear learning outcomes regarding content of ICT learnings and also expectations for learners’ understanding of the legal, ethical, safety and security implications of working digitally. Refer to my previous post here (or see Appendix M).

This reflective synopsis will look at four groups of ICT tools that could be integrated into today’s primary classroom. It will also examine the use of scaffolding in the deBono’s Six Thinking Hats Wiki. Refer to my blog posts for the legal, ethical, safety and security implications for each chosen ICT tool.

In the week 2 Wiki we contributed to the collaborative scaffolded task usingdeBono’s six thinking hats (Appendix A). DeBono’s six thinking hats, SWOT and PMI analysis are tools that provide a clear structure to develop a well-balanced argument (Fasso, 2013). They utilises higher order thinking skills outlined in Bloom’s taxonomy, to evaluate, analyse and assess the topic.

The scaffolding nature of this task is supported in the Cognitivist and Constructivist theories, which states that knowledge is constructed based on prior experiences, mental structures and beliefs (Ulutak & Ataizi, n.d.). However the specific sections provided a limited opportunity to be restricted by prior learnings and beliefs as it was compulsory to provide an opinion, facts, alternative ideas (creativity), benefits, cautions and feelings. These six “hats” satisfy the criteria for the cognitive and affective domains in Bloom’s taxonomy.

Furthermore Constructivism states that social interaction has an effect on learning, with effective collaboration of different perspectives and ideas aiding in the internalisation of new knowledge (Fasso, 2013). The knowledge acquired during peer collaboration exceeds what can be attained alone; that is a collective wisdom.

When I started deBono’s six thinking hats I had a biased opinion of mobile phone use in the classroom. However, during this task, I was able to think critically and analyse the topic more thoroughly than I would have otherwise. Critical thinking strategies such as this are effective tools, as they enable learners to develop a well thought-out perspective of the topic. I will be using these strategies to analyse some topics and to generate ideas, brainstorm, problem solve, imagine and create stories (Teacher Resources, n.d.).

The first group of e-learning tools examined were wikis (Appendix C), blogs (Appendix B) and websites (Appendix D). I chose to focus on blogs because their design and capabilities appeal to my learners, providing a good balance of static and collaborative material. This ensures that information is easy to follow unlike in a wiki, which can get quite confusing and messy for learners. Websites do not allow for collaboration as they are static and can only be contributed to by the author. Blogs clear structure is an important factor for sequential learners, who benefit from the archiving nature of blogging, and global learners, who require a clear overview of learnings (Felder & Solomon, n.d.). It is also in line with Constructivist theory which states that learners must find meaning in understanding the bigger pictures as well as its parts (World Ecitizens, n.d.). It caters for active and reflective learners by asking learners to think about the topic then comment on what they’ve learnt. It also highlights the importance of collaboration as active learning is such a vital skill.

Thinking tools, such as those discussed earlier, facilitate learning through effective reflection and can be used in blogs (Fasso, 2013). By teaching learners to think critically using these tools, they are able to learn the important higher order thinking skills relevant throughout life.

Posting comments enhances learning through social interaction. When teachers post information it utilises learners’ lower order thinking skills however, in order for higher order thinking skills to be used, learners must also contribute to the blog (Church, 2013). According to Bloom’s taxonomy domains learners first remember information through the use of bullet points and social networking. Secondly they show understanding of the information presented by posting their interpretations, summaries, explanations and paraphrasing. Thirdly they apply their information by uploading their understandings. Fourthly then analyse by making comparisons, evaluate through commenting on others posts/comments and finally, create their own reflective learning journey (Clark, 2010).

When considering the future applications of blogs emphasis would be on student-centred learnings that promote ownership of the learning experience (Constructive Learning Environments, n.d.).

Reflective tasks that focus on concepts for students to think through, content to process, or ideas to construct would be used (Reynard, 2008).

Here is an example of a great class blog

The second group of tools are images (Appendix F), audio (Appendix G) and video (Appendix E). I decided to explore examine video. According to Felder and Solomon “everyone learns more when information is presented both visually and verbally” so video is a comprehensive tool that appeals to the majority of learning styles. Although video has been shown to increase learners’ motivation, engagement and affective learning, video itself is unlikely to be more effective than any other learning device unless it is paired with clear instructions and context around the presentation of it. Schwartz and Hartman (n.d.) state that “when used effectively, video is a powerful technology for learning” as it provides learners with the capacity to remember, understand, apply, analyse, evaluate and create, satisfying the revised Bloom’s taxonomy domains. It is a relevant learning and teaching tool to Connectivism, Cognitivism and Constructivism as it provides learners with the digital means to consolidate and transfer information between working memory long-term memory as well as providing a gateway for discussion and collaboration among learners, both in an online networking capacity and in the classroom learning environment (Kearney & Schuck, 2006, Denning, n.d.). An example of how video can be used is in Health, to explain how to play a certain sport or exercise.

When examining videos under the TPACK framework I admit that my technological knowledge was initially lacking. If I had not figured out the issue it would not have been chosen for this reflection, as technological knowledge of ICT tools is paramount to effective teaching and learning.

The third group of tools examined were Powerpoint (Appendix I), Prezi (Appendix H) and Glogster (Appendix J). I have chosen to elaborate on Prezi, which is a revolutionary web based presentation tool that brings new life to an otherwise dry presentation. Unlike Powerpoint and Glogster it uses a zooming function to create a visual map, focusing on certain parts of the presentation at a time. It requires little technological knowledge and is reliable unlike Glogster, which is prone to freezing and glitches. Powerpoint is also reliable but does not promote user’s creativity and hence may not be as engaging for learners. Prezi is a tool that can be used by both teachers and learners due to its ability to be used as an interactive tool, where students can navigate through information themselves (Practical Teaching Advice, Ideas and Opinion, 2011). It transforms learning by creating a digital non-linear presentation, encouraging learners to “identify patterns, comparisons, relationships and differences between information” (Rockinson-Szapkiw, Knight & Tucker, 2011). Relationships between concepts can be made clearer through the formation of meaningful schemas which, according to the Cognitive Theory of learning, enhances learners’ ability to consolidate and integrate knowledge into long term memory (Mergel, 1998).

Diagrams, videos, images and concept maps can be presented in a Prezi. An example is, in a see, think, wonder routine of a particular image the teacher is able to start the Prezi by initially zooming in on the centre, then zooming out slightly then zooming out fully uncovering the whole image. A great visual example of this is available below.

Source:http://www.slideshare.net/GrahamAttwell/17-interesting waystousepreziintheclassr

Examples of how to use Prezi in the classroom is creating timelines (History), life cycles (Science), biography (English) as well as to explore the five main food groups (Health).

The fourth group of tools examined were Google Earth, Google Maps (Appendix L) and OnlineConcept Mapping (Appendix K). Whilst both Google Earth and Maps have definite applications in the 21^st century classroom, Online Concept Mapping is an animation tool that can be utilised across all KLAs. Concept Mapping begins with a main concept and branches out to show how the main idea can be pulled apart into specific topics (Teaching and Learning with Concept Maps, n.d.). According to the Cognitive theory of learning concept mapping aids in the development of information being transferred into long-term memory as it organizes the concepts into both new and existing schemas. Concept mapping chunks and links concepts together and presents it as a visual representation of what the brain does when transferring information from working memory into long-term memory. It is also relevant to the Constructivist theory based on the premise that learning is advanced through social interaction (as concept maps are typically conducted in groups) (Mergel, 2001). It is well suited to active and reflective learners as it focuses on reflecting on prior knowledge as well as how you would consolidate prior schemas with new knowledge attained.

In conclusion this essay has examined scaffolding using deBono’s hats in a wiki as well as four e-learning tools relevant to today’s 21^st century learners. An important consideration when using any e-learning tool is that teachers need to ensure that they have prepared the relevant content and have clear learning outcomes in mind prior to students engaging in any e-learning exercise and provide regular feedback to support learners on their journey. E-learning is vital to ensure that today’s learners are prepared for the future.

References

Church, A. (2013). Bloom’s – Introduction. Retrieved April 1, 2013, from http://edorigami.wikispaces.com/Bloom%27s+-+Introduction

Clark, D. (2010). Bloom's taxonomy of learning domains: The three types of learning. Big Dog & Little Dog's Performance Juxtaposition. Edmonds, WA: Author. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

Constructive Learning Environments, (n.d). Retrieved 6 April 2013 from http://www.accesswave.ca/~hgunn/special/papers/hypertxt/cle.html

Denning, D. (n.d.). Video in theory and practice: Issues for classroom use and teacher video evaluation. InNATURE Productions. Retrieved 25 March 2013 from http://www.ebiomedia.com/downloads/VidPM.pdf

Department of Education, Training and the Arts (DETA). (2008). eLearning for Smart Classrooms. In Smart Classrooms Bytes. (August). Queensland Government. Retrieved from CQUniversity e-courses, EDED20491 ICTs For Learning Design, http://moodle.cqu.edu.au/

Fasso, W. (2013). A brief overview of learning theory. Retrieved from CQUniversity e-courses, EDED20491: ICTs for Learning Design, http://moodle.cqu.edu.au

Felder, R. M., & Solomon, B.A. (n.d.) Learning Styles and Strategies.

Kearney, M., & Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australasian Journal of Education Technology 22, 189-208.

Mergel, B. (1998). Instructional design and learning theory. Educational Communications and Technology. University of Saskatchewan.

Mergel, B. (2001). Instructional Design & Learning Theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

OECD (2005). E-learning in tertiary education. Policy Brief. Retrieved 5 April 2013 from http://www.oecd.org/internet/35961132.pdf

Practical Teaching Advice, Ideas and Opinion (2011). Retrieved 3 April 2013 from http://www.creativeeducation.co.uk/blog/index.php/2011/11/using-prezi-in-the-classroom/

Prensky, M. (2001). "Digital Natives, Digital Immigrants." On the Horizon 9(5).

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

Reynard, R. (2008). Avoiding the five most common mistakes in using blogs with students. Campus Technology. Retrieved 2 April 2013 from http://campustechnology.com/articles/2008/10/avoiding-the-5-most-common-mistakes-in-using-blogs-with-students.aspx

Rockinson-Szapkiw, A., Knight, A, & Tucker, J.M. (2011, February). Prezi: Trading Linear Presentations for Conceptual Learning Experiences in Counselor Education. Counsel for Higher Education Pedagogy. Blacksburg, Va.

Schwartz, D.L., Hartman, K. (n.d.). It is not television anymore:  Designing digital video for learning and assessment. Stanford University: School of Education. Retrieved from http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf

Teacher Resources (n.d.). Six Thinking Hats. Retrieved 2 April 2013 from http://www.k-3teacherresources.com/six-thinking-hats.html#.UW52wiF-_IU

Teaching and Learning with Concept Maps, n.d. Retrieved from Inspiration Software Inc on 7 April 2013 from http://www.inspiration.com/visual-learning/concept-mapping

Ulutak, N., & Ataizi, M. (n.d.). Creating Interactive Learning Environments to Solve Multi-Cultural Real WorldProblems via Online Technologies. Retrieved 01 April 2013 from http://www.academia.edu/1655110/Creating_Interactive_Learning_Environments_to_Solve_Multi-Cultural_Real_World_Problems_via_Online_Technologies

World Ecitizens (n.d.). Learning Theories: insight into the move towards outcomes based education. Retrieved 20 March from http://www.worldecitizens.net/freestate/resources/fs/LEARNING%20THEORIES.pdf

Sunday, 14 April 2013

Week 5 - Google Maps and Earth Reflections

In exploring these two animation and simulation tools I found vast differences. There is a sense of excitement and opportunity when using Google Earth as opposed to Google Maps because of it's increased interactive abilities. I used both to access views of my house (as is the norm) as well as examining famous landmarks such as the Colosseum, Great Barrier Reef and Statue of Liberty.

Both of these animation and simulation tools can be classed as falling under the Connectivism theory. They are both part of the digital age of learning tools and are a tool for acknowledgement of the important networking nature of learners with computers and the internet (Siemens, 2005).

Google Maps

Google Maps allows the user to view images of parts of the world. It is free to use and does not require downloading. It can be used as a virtual atlas and also for digital mapmaking.

Here is my PMI analysis on the use of Google Maps.

Plus	Minus	Interesting
Does not require downloading. Is available on portable devices with internet connection	Provides the user with quite a basic view	Could be used to help students plan their trip or create a trip log of where they went or how they would get somewhere. Accessible anywhere with internet connection
Is free to use	Not as interactive as Google Earth. Information is not always up to date.	Would be an acceptable tool to use if there is no possibility to downloading Google Earth
Three types of viewing is available. Satellite, Map or Street view	On street view business names and details appear if not switched off	Some learners learn where they are in relation to key landmarks.

Google Earth

Google Earth allows the user to

Take a virtual journey to any location in the world. Explore 3D buildings, imagery, and terrain. Find cities, places and local businesses.
http://www.google.com/earth/index.html

It is a software that must be downloaded in order to be accessed. It caters specifically for educators with a Google Earth for Educators page. This page provides

- Classroom resources
- Tutorials and tips
- The ability to talk teacher to teacher
- Student work showcases
- Google Earth Pro grants
- Quotes from educators about Google Earth

Here is my PMI analysis on the use of Google Earth

Plus	Minus	Interesting
Amazing 3D satellite pictures of the world and it’s landmarks	Less developed countries poorly represented	Why are there difficulties in accessing some of these less developed countries?
Fantastic resource tool for math, science and history	Has to be downloaded onto a computer to be used	Is not accessible via any other device but a computer. Limited accessibility.
Free	Need to pay for more advanced features and clearer images	May not be able to be utilised in the best way possible because of the cost
Engaging for learners	May be unreliable. Take a while to load	Teachers need to be prepared beforehand. Then what does a teacher do if it doesn’t work?
Caters for the visual, kinaesthetic and naturalistic learner	Disregard for the other types of learners	Does any tool really cater for all types of learners?
Fantastic tutorials and tips. Ability to zoom in and out.	Loss of privacy	A huge privacy issue but we as a society were never consulted about it.

Ways Google Maps can be used in the classroom

This concept map was created with reference to Gearth Blog and Juicy Geography.

References

1. Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved 20 March 2013 from http://www.elearnspace.org/Articles/connectivism.htm

Week 5 - Online Concept Mapping Reflection

This post will reflect on the use of online concept mapping using Bubbl.us and Text2Mindmap.

I decided to make an online concept map with Bubbl.us about teaching in relation to theory and practice, using TPACK.

I made a concept map using Text2mindmap about this week's topic.

What is it?

According to Vanides, Yin, Tomita and Ruiz-Primo (2005)

"A concept map is a graphical representation of the relationship among terms"

It begins with a main concept and branches out to show how the main idea can be pulled apart into specific topics (Teaching and Learning with Concept Maps, n.d.). When designing a concept mapping activity for primary school aged learners it is important to give a general description of what you are looking for however leave the activity quite open ended. When students are given the opportunity to complete a concept map without constraints it yields the most revealing results as to the students prior learning or learnings thus far. It provides a unique means of viewing how learners organize, connect and synthesize learning thus promoting the more complex cognitive intellectual skills in Bloom's taxonomy of learning domains (Bloom's taxonomy of learning domains, 2010). These complex skills are analyzing, evaluating and creating. Learners analyze the topic and evaluate what elements/concepts need to be included to satisfy their perception of the key parts of the topic. They then create the online concept map, manipulating the concepts into a logical pathway that is accessible and relevant to them in their understanding of the topic.

This tool operates under the Constructivism and Cognitivist theories.

Constructivism Theory

As it focuses on prior knowledge, students interpretations of the topic and also the premise that learning is advanced through social interaction (as concept maps are typically conducted in groups). It is well suited to active and reflective learners as the task is focused on reflecting about what you know about the topic as well as doing something with that knowledge.

Cognitivist Theory

During the concept mapping process learners are required to access their prior long-term knowledge of a topic. According to this theory, in order for new knowledge to be attained (i.e transferred to long-term memory) it needs to be organized into schemas (both existing and new). Schemas are knowledge of how concepts fit together and are subsequently understood as a single item (Central Queensland University, 2013). Concept mapping chunks and links concepts together and presents it as a visual representation of what the brain does when transferring information from working memory into long-term memory. The diagram below is a great representation of what ideally happens during a concept mapping activity.

source: http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm

I have used a PMI analysis to evaluate the use of online concept mapping in the classroom.

Plus	Minus	Interesting
Great brainstorming activity	Can be conducted at the beginning, middle or end of a unit of teaching	Teacher can give leading questions or just simply say “tell me about ___” depending on the learners abilities and needs
Gives the teacher a good indication of students’ prior learnings	Requires some prior learning to be an effective introductory tool	Great tool for learners who are unaware of their prior knowledge as it draws knowledge out in its design
Simple, easy and effective tool to use	Does require some technological knowledge but only very basic	The ease of its use (technological knowledge) ensures that there is adequate focus on the pedagogical and content knowledge as well
Is organised in a way that the learner understands as they construct the structure themselves	Does not allow for images or diagrams to be added	Consistent with Constructivism theory of how people learn and acquire knowledge
Helps integrate prior and new learnings together		Consistent with Constructivism theory of how people learn and acquire knowledge
Allows students to communicate their knowledge clearly	If conducted in a group learners need to make allowances as they would have differing beliefs as to where and how some concepts link	Collaboration forces students to discuss their views and knowledge of the topic in order to create relevant connections. Great for social interaction and it’s learning potentials

Using online concept maps in the Primary classroom

Here is a great video that shows the power of using a concept-mapping tool

Here is a slideshare presentation that discusses what concept/mind mapping is, when to use it and how as well as its benefits.

Mind Mapping from Shipra Gupta

TPACK

Technological knowledge - requires little knowledge to operate either type of concept mapping tool. I was able to use it straight away without requiring any tutorials or guides. Digital natives would find this software easy to use however it would be recommended for learners from about Year 2 onwards due to it's use of text which requires the user to be able to spell/write the words themselves.

Content knowledge - Good for breaking information down into workable parts. Learners would be able to make a concept map to chart their development of knowledge in a subject from its introduction (their prior knowledge of the subject) to it's conclusion (what they learnt during the unit of study). They could use both maps to compare what they have learnt over time.

Pedagogical knowledge - concept mapping is not a new tool. It is common practice that, when introducing a new unit of study to the class, the teacher asks students to write down what they know about that topic. I remember writing up concept maps in groups on butchers paper when I was in primary and secondary school. Using an online concept mapping tool brings concepts maps into today's classroom, incorporating concept maps into a digital pedagogy framework which is more relevant and engaging for today's learners.

Concept Maps (2010) gives clear guidelines for how to effectively use concept mapping in the classroom. It notes that it is important to introduce younger learners to diagrams and charts before engaging in a concept mapping task.

There are several ways to construct concept maps. Most include the following steps:

Model how to identify the major ideas or concepts presented in a selection of text as you read.

Organize the ideas into categories. Remind students that your organization may change as you continue to read and add more information.

Use lines or arrows on the map to represent how ideas are connected to one another, a particular category, and/or the main concept. Limit the amount of information on the map to avoid frustration.

After students have finished the map, encourage them to share and reflect on how they each made the connections between concepts.

Encourage students to use the concept map to summarize what was read.

source: http://www.readingrockets.org/strategies/concept_maps/

Some great examples of concept mapping in the classroom are found at the American Geosciences Institute and Reading Rockets. Early Childhood Research and Practice has a great article on using Online Concept Mapping with early childhood learners.

Remember..

Please refer to the Ethics, Safety and Security post. Specific considerations when using online concept mapping are that students need to be aware of the conduct expectations. They need to know that at times they will be limited to using the bubbl.us or text2mindmap page only in order for the teacher to properly assess their prior learning however they can access search tools such as google, yahoo, etc when asked to find out more about that topic. Teachers need to give clear instructions and supervision when learners are searching online.

Also, because online concept mapping is sometimes conducted in a group setting students need to be aware of acceptable code of conduct, being considerate of each others ideas about the topic.

References

Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, M.A. (2005). Using concepts maps in the science classroom. Science Scope, 28, 27-31.

Bloom's taxonomy of learning domains (2010). Retrieved 15 March 2013 from http://www.nwlink.com/~donclark/hrd/bloom.html.

Teaching and Learning with Concept Maps (n.d.). Inspiration Software Inc. Retrieved 10 April from http://www.inspiration.com/visual-learning/concept-mapping