Reflective Synopsis - Blogs, Wikis, Powerpoints & Digital Videos

New digital technologies have transformed the way we live and the way we work. With the new introduction of technologies, the Education Departments has found a way to use these new technologies to transform the way we learn, along with the needs of learning (Spencer & Stewart, 2002). By introducing E-Learning in today’s classrooms, students will be able to motivate themselves and engage in what is being taught (O’Neill & Knight, 2007). E-Learning refers to the exploration and use of a broad range of information and communication technologies to provide new learning environments that may be interactive or accessed online from home or within the community. The inclusion of eLearning gives students new and valuable learning experiences (DEECD, 2010).

By introducing the use of ICT in the classroom to provide students with these valuable learning experiences can benefit both the teachers and students. The tools that are available for students to experience through ICT can all lead to the same development area for students. The main development area is collaborative thinking. Having the use of ICT does allow the student to work with other students and the teacher more closely (Spencer & Stewart, 2002). Working and communicating with other peers and the teacher are vital to learning, as expressed by Lev Vygotsky in 1972 ‘learning happened within a social environment where the learners construct their own understandings, this was known as 'social constructivism’ (Smith, 2007). We learn more through interaction with each other and the use of ICT can only enhance students learning.

New technologies are an extension of our existing communication mechanisms. It is an evolutionary development of drawing, writing, speaking, reading and listening supported by technologies that can combine all these areas (Smith, Lynch & Knight, 2007). The world of e-Learning allows learners to not delete information that is already known, but to build their ideas of the knowledge processed. By introducing ICT in the class, answers to questions start having ‘no right answer’, as the student needs to be able to experiment, explore and think differently to come up with solutions to problems. They need to create their own ideas and knowledge (Spencer & Stewart). The tools that are used in ICT helps develop these areas of the brain; enhancing their thinking process, learning, critical thinking, evaluation and decision making skills (Spencer & Stewart, 2002).

Blogs

A blog is an online journal that can be used to record individual or group experiences, observations, reflections, impressions, opinions, questions and research notes across a range of different subjects (Queensland Education, 2010). It allows the creator to voice their opinions on certain topics with a personal point of view. It then allows the public to comment on the posting made by the creator.

Students will be able to benefit from these technological tools, as it allows students to interact with each other and the teacher in or out of school. Blogs encourage students to become more creative and adventurous with their writing skills (Queensland Government, 2010). At the same time of enhancing their writing skills, students can grasp the basic technology skills of the internet and how to use it effectively in their writing (Queensland Government, 2010). Blogs will be able to enhance the students of grammar and punctuation, and they will know how to use their creative ideas in written assessments. Students will also be able to improve their collaborative skills with blogs, just by sharing ideas.
Wikis

Wikis and blogs work in a similar context, however are completely different from each other. Wikis will be able to enhance the writing skills of students; however it works on collaborative thinking and learning more. As blogs allows others to comment on the written posting by the creator, wikis allow the public to edit the entire posting (Cincom Smalltalk Wiki, 2010). By having that advantage of editing information posted, teachers and students can work collaboratively in sharing and adding ideas to basic knowledge (Cincom Smalltalk Wiki, 2010).

Wikis would be an excellent way for students to finish homework, and completing group assignments. Having the power to add onto information helps students to acquire and integrate knowledge and then allows students to refine and extend the old knowledge into new knowledge. If wikis have the ability to help students relate their new skill/knowledge to what they already know, students then can shape the new skill and make it more efficient to them as the learners (McRel, 2010) then why wouldn’t they be used in the class. Wikis are a great opportunity for students to grasp the context of sharing and adding more information to the post, allowing students to analyse the problem or topic more deeply, rather then just surfacing the knowledge.

PowerPoints

A tool that can be used for both displaying information to a class and can be also used in student’s presentations is the common Microsoft Powerpoint. With moving animations, sound effects, pictures and even interaction it’s no wonder why students become so engaged with the concept of the use of Powerpoints (Donald, 2004). Microsoft Powerpoint optimizes a student's visual learning experience and allows instructors to incorporate multimedia in a manner that is far less cumbersome than are ways that are available without access to such an application (Donald, 2004).

As students all learn different, Microsoft Powerpoint can deliver to kinaesthetic learners, audio learners and visual learners. As Powerpoints benefit most learners, they will become more engaged and active through their learning (Donald, 2004). Collaborative learning is being developed at the same time of communication skills between students and teachers. They are quick to create, intriguing to the audience and can turn any boring topic into interesting new information (Donald, 2004).

Digital Videos

Another option that can turn boring topics into fun and engaging information is digital videos. Finding a way to display information through a video created by the teacher will also engage students in their learning and develop certain skills needed in literacy. As stated by Theodosakis (2002) ‘video production in the classroom enables the development of media literacy, higher order thinking skills, project based learning experiences, real world relevancy experiences, and a deeper connection to the curriculum being explored.’ This will also be able to expand student’s collaborative thinking (what goes in the movie, how to present the movie etc) when working in groups to present homework or an assignment (Grossmount Union High School, 2002).

With these four ICT tools taken into consideration, it’s easy to tell that e-Learning in the class will help provide students with the relation of school work to real life situations. Blogs can be about political issues, wikis can be used for planning trips, Powerpoints can be used for a speech display and digital videos are used in advertisements or TV shows. Introducing e-Learning into schools can only benefit the teachers and students instead of down grading them. The 21st century has brought changes to the way we live and the way we work (Spencer & Stewart, 2002), now it’s time transform the way we learn so we can learn at our best potential.

Reference

Cincom Smalltalk Wiki. (2010). The difference between a wiki and a blog, Retrieved November 12, 2010, from http://www.cincomsmalltalk.com/userblogs/cincom/files/wikis-and-blogs.pdf

DEECD. (2010). E-learning support and services. State of Victoria (Department of Education and Early Childhood Development. Retrieved December 15, from http://www.education.vic.gov.au/management/elearningsupport.htm

Donald. K. (2004). Examining powerpointlessness. The American Society for Cell Biology. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC520839/

D., Spender & F., Stewart. (2002). Embracing e-learning in Australian schools. Commonwealth Bank. Retrieved from: http://www.bssc.edu.au/public/learning_teaching/research/embracing%20e-Learning%20000-731.pdf

Grossmount Union High School District. (2002). Digital video in education: student research, student views, student learning. Education Technology Resources. Retrieved from: http://edtech.guhsd.net/video.html

McReal. (2010). What is dimensions of learning and how is it used. Retrieved November 12, 2010. from http://www.mcrel.org/dimensions/whathow.asp

Queensland Education. (2010). About blogs. retrieved November 5, 2010, from http://education.qld.gov.au/learningplace/communication/blogs/aboutblogs.html

R., Smith. D., Lynch & B., Knight. (2007). Learning management: transitioning teachers for national and international change. Pearson Education Australia. Frenchs Forest. NSW.

Smith, R., Lynch, D., & Knight, B. (2007). Learning management: transitioning teachers for national and international change. Pearson Education Australia. Frenchs Forest. NSW.

Power Point use in Classrooms

Managing E-Learning

View more presentations from s0197368.

The power point above just gives a quick overview on how I think power points can be useful to classrooms and how I linked it back to Dimensions of Learning, which my assessment wil be involved around. There were links in the power points, however I'm nt sure if they will work, but hopefully the information is helpful and presentable. Enjoy :)

Dimensions of Learning Framework

The Dimensions of Learning Framework focuses on the five types of thinking. These different types of thinking include:

1. Attitudes and perceptions
2. Acquire and integrate knowledge
3. Extend and refine knowledge
4. Use knowledge meaningfully
5. Productive habits of mind

These five thinking types are essential for a successful learner (McRel, 2010).

Attitudes and Perceptions

This is to ensure students want to learn. By giving students a positive thought about learning, students achieve 'I want to' attitude opposed to a 'I have to' attitude (Sunshine Coast Grammer School, 2010). With the use of technology and being able to create blogs and forums, students will be able to achieve a positive attitude toward their learning, as they are discussing topics that feel most important to them.

Acquire and Integrate Knowledge

With this dimension, guiding students through steps of knowledge can only expand on what they already know 9Sunshine Coast Grammer School, 2010). Learning new information can sometimes be confusing for some students. If guiding students through step by step instructions and relating the new skill/knowledge to what they already know, students then can shape the new skill and make it more efficient to them as the learners (McRel, 2010).

Extend and Refine Knowledge

This dimension is more along the lines of analysing information. Developing that in-depth understanding of the certain skill/knowledge (McRel, 2010). By doing this students can make new connections or links, clarify misconceptions and arrive at conclusions by applying reasoning processes and analysis perspectivies (Sunshine Coast Grammer School, 2010).

Using Knowledge Meaningfully

Well dimension speaks for itself. This teaches students to use the knowledge they just gained in a meaningful way. This can be done through decision making, problem solving, invention, investigation, experimental inquiry and through systems analysis (McRel, 2010) (Sunshine Coast Grammer School, 2010).

Productive Habits of Mind

The most effective learners need to be able to develop three main mental areas. These areas are:

Critical Thinking

• Be accurate and seek accuracy
• Be clear and seek clarity
• Maintain an open mind
• Restrain impulsivity
• Take a position when the situation warrents it
• Respond appropriately to other's feelings and level of knowledge

Creative Thinking

• Persevere
• Push the limits of your knowledge and abilities
• Generate trust, and maintain your own standards of evaluation
• Generate new ways of viewing a situation that are outside the boundaries of standard conventions.

Self-Regulated Thinking

• Monitor your own thinking
• Plan appropriately
• Identify and use necessary resources
• Respond appropriately to feedback
• Evaluate the effectiveness of your actions

(Marzano & Pickering, 1997)

While the Dimensions of Learning represent individual parts of the overall learning process, they complement each other to ensure an enhanced quality of teaching and learning (Sunshine Coast Grammer School, 2010). With this taken into consideration it helps us as teachers to:

• Mainatin a focus on learning. If teachers can gain the focus on learning, then effective ways of teaching can occur in the classroom. For example the introduction of technology can provide this focus for not only teachers but for students who are engaged with technology and then therefore interested in what is being taught.
• Study the Learning Process. Having better knowledge about the learning process can only develop the teachers mental thinking as to what needs to be considered for certain needs for certain students. Having this knowledge can only develop an in-depth understanding on what the students want to learn.
• plan curriculum, instruction and assessment scaffolded by the five dimensions. If every teacher identifies and follows through with this framework then teachers can expect their students to be successful learners.

Reference

Marzano. R., & Pickering. D. (1997). Dimensions of learning: teachers manual. 2 ed. ASCD. Alexandria. VA.

McReal. (2010). What is dimensions of learning and how is it used. Retrieved November 12, 2010. from http://www.mcrel.org/dimensions/whathow.asp

Sunshine Coast Grammer School. (2010). Dimensions of learning.Retrieved November 12, 2010. from http://www.scgs.qld.edu.au/our_schools/academic_learning/dol/index.php

Blogs Vs Wikis

Blogs and wikis seem very similiar to anybody, but they have a few different features to them that make them differ. So to distinguish the two from each other we need to know what is a blog and a wiki?

A wiki is described as an emergent voice - It's an agglomeration of the input of the community of users who are interested in the content being managed (Cincom Smalltalk Wiki, 2010). A blog however is considered as a personal voice (Cincom Smalltalk Wiki, 2010) - The author has complete control on the topics, the editing and the main focus of the blog.Wikis are a great way to share, change and edit other's ideas through out the whole article. Blogs can only be commented on giving ideas to the author of the page. With the sharing advantage of wikis, students wil be able to work collaboratively linking their ideas and thoughts onto one page.

Also a wiki is there forever! This is important! While blogs are great for sharing thoughts and personal experiences, they are more ephemeral (Cincom Smalltalk Wiki, 2010). They need to be updated or the information will be lost. With wiki there is no need to panic about losing your work and effort.With this feature as an advantage students will be able to look back through assignments and information as it will always be there. However saying that blogs are great to introduce new topics and discussions to others and getting opinions.

So which is better Wikis or blogs?None are better then the other because it all depends on the reason chosen to use a wiki or blog. Just a little reminder with blogs though: It's very easy to start a blog, It's much more difficult to sustain one (Cincom Smalltalk Wiki, 2010)

Reference

Cincom Smalltalk Wiki. (2010). The difference between a wiki and a blog, Retrieved November 12, 2010, from http://www.cincomsmalltalk.com/userblogs/cincom/files/wikis-and-blogs.pdf

Concept Map - Topic 1

To acces my concept map of this weeks topic click the link below. Once in the link there will be a box in the right hand side and a heading will be called 'Week 1 Topics', click this. Then a concept map will become visual.

http://bubbl.us/edit.php

Usefulness of Blogs in the Classroom

Before getting in the information of how useful blogs can be in the classroom, first we need to understand what a blog is. A blog is an online journal that can be used to record individual or group experiences, observations, reflections, impressions, opinions, questions and research notes across a range of different subjects (Queensland Education, 2010). Blogs allow other participants to comment on certain postings. Looking at both the positive and negative impacts, we can then decided wether blogs will be useful in classrooms?

Blogs can enhace the learning of students. Some advantages of introducing blogs in the classroom involve:

• It enhances critical thinking
• Creates a narrative
• Formal and informal diclosures
• Research attribution
• Linking
• Taking creative risks
• Collaborative thinking
• Participating in variety of conversations (Queensland Education, 2010)
• Enhances writing skills
• Enhances technology skills
• Has the opportunity to share ideas and opinions with classmates (Slideshare, 2010)

The advantages of blogs mainly revolves around the enhancement of learning. It provides ways for students to become more creative and adventurous with their writing skills. At the same time of enahncing their writing skills, students can grasp the basic technology skills of the internet and how to use it effectively in their writing.

There may be the advantages of blogs, however there are the disadvantages that can occur in the class. A few of these may include:

• Disruptive behaviour with the students. Students may talk with each other on their blogs about anything but the topic given, therefore becoming distracted
• Not all students will be interested in what other students post on their blogs and therefore will not participate
• There is no confidentiality
• The internet can become slow with so many students on at the same time (Slideshare, 2010)

With all these disadvantages, there can be ways to fix the problems. For example if students are off task they are given the option to complete the activity set or they can write it in their books. Another example of a disadvantage being fixed can be that the internet might take some time to load, however sending only a couple of students at a time can enhance the internets speed.

Blogs can be useful in the classroom. They can be used for assessments or just simple activities in the room, or even the students thoughts about the topics being taught. Which ever the situation, blogs can and will enahce the students ability to write with a creative mind. These will develope the students literacy skills and therefore should be introduced into classrooms.

Reference

• Queensland Education. (2010). About blogs. retrieved November 5, 2010, from http://education.qld.gov.au/learningplace/communication/blogs/aboutblogs.html

• SlideShare. (2010). Advantages and disadvantages in email and blogs. retrieved November 5, 2010, from www.slideshare.net/alexandriasoto/advantages-and-disadvantages-in-email-and-blogs-3295411

Vygotsky's Learning Theory

In 1927 Lev Vygotsky propsed that cognitive learning happened within a social environment where the learners construct their own understandings, this was known as 'social constructivism' (Smith, 2007). Vygotsky connected the roles of culture, social interactions and formal teaching together with the cognitive learning phase, through social constructivism. With this taken into consideration, Vygotsky is introducing cognitive learning through the interaction with family, friends and elders that are more intellectually advanced (Snowman, 2009).

Vygotsky believed that the most important things a culture passes on to the descendants are called psychological tools (Snowman, 2009). The pyschological tools are the cognitive devices and procedures with which we communicate and explore the world and the people around us. They both change our mental functioning (Snowman, 2009). Some common pyschological tools that change our mental functioning are speech, writing, rules and number, just to name a few. For example, children from an aboriginal background were told stories through pictures on the cave walls, or by stories told by their elders. This stories were not just of entertainment needs, but told lessons or experience of life. These experiences of life were passed down from ancestor to ancestor and from generation to generation, therefore causing the children to learn through social constructivism.

The first and major pyscholigical tool that is introduced to a child's culture is through social interactions with their parents and later through interactions with classroom teachers (Snowman, 2009). With interaction from parents, grandmothers and teachers, children learn theh way of life. They learn through past experiences of their elders through a social environment. Learning through social environments are not just found by interaction with parents and teachers, but through play in the school environment.

Make-believe play or 'role-play' develops the cognitive development of children. By exploring through role-play, children gain use of their imagination with each other. From using imagination with role-play, the children can use one object as many (for example, a broom can be a witch's flying broom, a sword, a horse etc). This allows the children to move from a position of other-regulated to self-regulated thinking (Snowman, 2009). Again this links back to the development of cognitive learning through social constructivism. As Vygotsky so elegantly put it: 'through others we become ourselves' (Snowman, 2009, p. 43).

Reference

Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Barlett, B., & Biehler, R. (2009). Psychology applied to teaching. ed. 1. John Wiley and Sons Australia. Milton. QLD.

Smith, R., Lynch, D., & Knight, B. (2007). Learning management: transitioning teachers for national and international change. Pearson Education Australia. Frenchs Forest. NSW.