The use of ICT’s seems to be part of everyday life for young children in today’s society. This was never more apparent to me when I took my children to the skate park to play on their scooters. I watched four kids performing various tricks on bikes and noticing one of them filming on a mini recorder. I asked the one of them what were they going to do with the film. He said quite matter of fact that they were going to upload it to you tube. I was in totally awe!
For a person who has had limited exposure to the uses of ICT’s the last seven weeks of our course, ICT’s for Learning Design has been a steep learning curve for me. ICTs not only engage students quickly but if used correctly it gives students the opportunity to express their opinion by another means. Some students can speak up in classes others find it difficult. If a class blog or WIKI is utilised students can contribute from anywhere, but more importantly when they feel more comfortable and are ready to have input. In this synopsis I will discuss some of the uses I have found for ICT’s in education and how they are supported by learning theory. As there seems to be a never ending list of ICT’s available for exploration and use I will be examining the ICT’s that I have had the most experience with to date.
I have found blogging as an extremely useful tool in my learning journey and as a means to enhance students learning. As discussed in my post on A Reflection On Blogging and ICT’s So Far! , Blogs act as an excellent tool to foster a sense of belonging and acceptance, key ingredients to an effective and efficient learner as described in Maslow’s Hierarchy of Needs ( Kunc, 1992).
In a classroom situation I would have students create their own blog for self reflection and have them blog weekly about their learning. This helps foster self regulated thinking, one of essential habits of mind in Dimensions of Learning (Marzo, Pickering, 1997). As a potential teacher I would develop a blog for each of my classes. I would have my student’s blogs feed into the blog, and provide assistance where their reflections indicated. On the blog I would also post any homework questions and ask students to reply by using comments. As encouraged in our current course I would require that students monitor their peer’s blogs and make comments. This promotes student collaboration, peer review, and diversification of learning environment. These are the essential elements of the Engagement Theory (Kearsely, Shneiderman,1999) and mode 2 knowledge (Heath, 2001 ). WIKI's are another ICT that greatly enhance a students learning.
WIKI's can be used in so many applications and are particular good for group work with students. They offer a forum for which any person in the group can access and contribute to the project from any location. My blog posting, Applications and Capabilities of WIKI Technologies discusses some of the possible applications of WIKI's. One application that I will be using a WIKI for in the classroom is a scientific water quality study at their local beach. Students will work in a group posting their results, writing up conclusions, and developing a photostory in the WIKI. Finally, they will write in the WIKI a scientific article based on the students results to be accessed and reviewed by the local paper. This task is strongly supported by the Engagement Theory (Kearsely, Shneiderman,1999) as it is project based, occurring in groups and has an authentic outside focus.
As WIKI's can be edited to modify the content, this does carry some risks. Monitoring a WIKI to make sure inappropriate content is not added could be time consuming. For classroom tasks I would advise students to make sure their WIKI's require authorization, so only authorized members can modify content. I would also make students aware that WIKI’s can develop a collaborative bias, through the group’s ideas and opinions becoming embedded in the content. However, these are minor considerations, I still believe WIKI's contribute greatly to learning design and are an excellent ICT for the classroom. Another ICT for the classroom with endless applications is the IPOD Touch.
In a recent science lesson I had with year eight all students were given an IPOD Touch with the task of finding the melting and boiling points of various elements. They had to find the answers out using the interactive periodic table in the IPOD. Students became engaged and were directing their own learning. Many completed the task quickly and started to explore the other applications available on the IPOD. Students also utilised another application in the following lesson where they were given words, like atom, compound etc and asked to find out the definition using the science glossary on the IPOD and write them out in their theory books. The last ICT I will talk about is VOKI.
VOKI are excellent as an introduction to a topic or new concept. I have recently been working with a primary teacher to get students to create insect VOKIs. Each student in grade 2 has to make their own insect VOKI. They have to include as many characteristics they can come up, into their VOKI then they show their own VOKI back to the class. Kids loved the “hands on” practical computer work and they were proud to show off their work to the class.
Lastly I would like to say that I have found ICT’s extremely useful in the classroom not only to engage learners but to act as tool to create and apply knowledge. I endeavour to constantly investigate and evaluate ICT’s, as to keep abreast of changes in technology for inclusion in my learning design.
Comments I have received on my blog
http://michellewright79.blogspot.com/2010/04/reflections-on-mahara-and-eportfolios.html#comments
Comments I have made on blogs
http://ltictjourney.blogspot.com/2010/04/vokis-and-mahara.html#comments
http://kylieslearningjourney.blogspot.com/2010/04/instant-free-picnik-was-ok-but-is-it.html#comments
Comments I have made/received on forums
http://moodle.cqu.edu.au/mod/forum/user.php?id=85984&course=9976
http://moodle.cqu.edu.au/mod/forum/user.php?id=85984&course=9976&mode=posts&perpage=5&page=1
http://moodle.cqu.edu.au/mod/forum/user.php?id=85984&course=9976&mode=posts&perpage=5&page=2
References
Heath, G., ( 2001). Teacher Education and the New Knowledge Environment. Retrieved from http://www.aare.edu.au/01pap/hea01582.htm
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-course, EDED20491 ICTs for learning design, http://e-courses.cqu.edu.au/.
Kunc, N. (1992), The Need to Belong: Rediscovering Maslow's Hierarchy of Needs, Broadreach, Retrieved from http://www.normemma.com/armaslow.htm
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Pollock, J.E., Moffett, C.A & Whisler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.
Thursday, April 29, 2010
Saturday, April 17, 2010
Persisting with Power Point!
Who would of thought putting a youtube video in a power point would be so difficult. 2 days and still counting and after many attempts I still have no sound! Well at this point I am putting this exercise on hold until I can get some help! Help arrived in the form of a friend who had great perseverance and conquered the task. So as I have spent a considerable time on this exercise this blog will be brief. Here is my power point presentation so far. It's directed at a year 8 science class and is meant as a brief introduction to water.
I believe PowerPoint presentations have many benefits in the class room-
- they provide structure of the lesson for the teacher and student,
- they cater to a different learning styles
- teachers can upload them to Wikis or blogs for students to review or finish off in class work
- amazing photos and videos can be used to give examples or explain concepts
and so on...
So for now I have to move on but I will be coming back to explore PowerPoint more especially when I am actually teaching in class.
Please comment!
I believe PowerPoint presentations have many benefits in the class room-
- they provide structure of the lesson for the teacher and student,
- they cater to a different learning styles
- teachers can upload them to Wikis or blogs for students to review or finish off in class work
- amazing photos and videos can be used to give examples or explain concepts
and so on...
So for now I have to move on but I will be coming back to explore PowerPoint more especially when I am actually teaching in class.
Please comment!
Sunday, April 4, 2010
Reflections on Mahara and ePortfolios
Well I've created a view in Mahara and had a look at the capabilities of the software. Eventually I will create my ePortfolio using Mahara as well . The words, view, Mahara and ePortfolio were previously unknown to me before I started this course. Although this is very new to me I can immediately see the benefits and possible applications of using an ePortfolio.
My Personal Use
I imagine for my purposes, my ePortfolio being a one stop job presentation portfolio. I will include examples of my learning experiences, teaching beliefs, influences, job history, profile and so on. Through my ePortfolio I will be able to demonstrate and justify why I would be a good teacher to prospective employers. Providing an online ePortfolio would also demonstrate my ability to use technologies which is a major skill required for today's workers. A government excerpt (Futurework Trends and challenges for work in the 21st century, 1999) stated that,
"Computers and information technology have affected almost every industry."
The report also found that,
"..many workers in "nontech" jobs also expect their work to involve some technological know-how.. many administrative workers must now be familiar with word-processing programs, accounting and billing software, computer based human resource packages and multi telephone systems that provide call forwarding, voice mail, and conference bridges."
Obviously any software that allows myself and others to demonstrate the use of technology is beneficial for employment prospects. Furthermore, the ability to use online technologies is a great advantage. The amount of people using the Internet in Australia alone is phenomenal. A recent government study (Australian Bureau of Statistics (ABS), 2009) found that there was 9.1 million active Internet subscribers. Amazing Hey! Another government study (Australian Bureau of Statistics, (ABS), 20009), found we have a current population of just over 21 million! You can do math! Imagine if you didn't use online technologies, what a disadvantage to yourself. You could be potentially alienating yourself from just under half of Australia's population!
So how do I use an ePortfolio for my learners?
I guess the most obvious use that springs to mind is having the learners create their own to show case work and use as a tool for assessment pieces. This application has many great advantages to students such as no more lost assignments, having all your work in one easy accessible place, being able to implement ICT's into pieces of assessment items, and allowing the teacher and or peers to post comments to gauge how you are going with the course work.
A student ePortfolio for teachers also has a lot of advantages, no more messy paperwork, having 30 assignments to carry around and keep track of can be difficult, also teachers can see how students are going along the way and provide direction if necessary. I could showcase my own ePortfolio and demonstrate how I used it in applying for job positions and throughout my own learning journey providing a authentic purpose for the learners. Kersely and Shneiderman (1998) recommend authentic real world tasks for learners as they are the most effective in students learning. Dale's Cone (1960) also indicates that direct purposeful tasks, such as hands on accounts for the most effective learning.
So, ENOUGH from me at the moment. Please take the time to have a look at the following video that shows some advantages of an ePortfolio in a professional learning and working environment. Please comment!
Dale, E.(1960), Dale's Cone of Experience Retrieved from
http://teacherworld.com/potdale.html
Australian Bureau of Statistics (ABS). (2009). Internet Activity, Australia. (Cat No. 8153.0) Canberra, ACT: Author. Retrieved from http://abs.gov.au/ausstats/abs@.nsf/mf/8153.0/
Australian Bureau of Statistics (ABS). (2009). Australian Demographic Statistics. (Cat No. 3101.0) Canberra, ACT: Author. Retrieved from
http://www.abs.gov.au/Ausstats/abs@.nsf/mf/3101.0
Kersely, G. Shneiderman, B. (1998), Engagement Theory: A framework for technology - based teaching and learning. Retrieved from hhtp:home.sprynet.com/-gkearsley/engage.htm.
United States Department of Labour, (1999). Futurework, Trends and challenges for work in the 21st century. Adapted Excerpt. Retrieved from http://www.bls.gov/opub/ooq/2000/Summer/art04.pdf
My Personal Use
I imagine for my purposes, my ePortfolio being a one stop job presentation portfolio. I will include examples of my learning experiences, teaching beliefs, influences, job history, profile and so on. Through my ePortfolio I will be able to demonstrate and justify why I would be a good teacher to prospective employers. Providing an online ePortfolio would also demonstrate my ability to use technologies which is a major skill required for today's workers. A government excerpt (Futurework Trends and challenges for work in the 21st century, 1999) stated that,
"Computers and information technology have affected almost every industry."
The report also found that,
"..many workers in "nontech" jobs also expect their work to involve some technological know-how.. many administrative workers must now be familiar with word-processing programs, accounting and billing software, computer based human resource packages and multi telephone systems that provide call forwarding, voice mail, and conference bridges."
Obviously any software that allows myself and others to demonstrate the use of technology is beneficial for employment prospects. Furthermore, the ability to use online technologies is a great advantage. The amount of people using the Internet in Australia alone is phenomenal. A recent government study (Australian Bureau of Statistics (ABS), 2009) found that there was 9.1 million active Internet subscribers. Amazing Hey! Another government study (Australian Bureau of Statistics, (ABS), 20009), found we have a current population of just over 21 million! You can do math! Imagine if you didn't use online technologies, what a disadvantage to yourself. You could be potentially alienating yourself from just under half of Australia's population!
So how do I use an ePortfolio for my learners?
I guess the most obvious use that springs to mind is having the learners create their own to show case work and use as a tool for assessment pieces. This application has many great advantages to students such as no more lost assignments, having all your work in one easy accessible place, being able to implement ICT's into pieces of assessment items, and allowing the teacher and or peers to post comments to gauge how you are going with the course work.
A student ePortfolio for teachers also has a lot of advantages, no more messy paperwork, having 30 assignments to carry around and keep track of can be difficult, also teachers can see how students are going along the way and provide direction if necessary. I could showcase my own ePortfolio and demonstrate how I used it in applying for job positions and throughout my own learning journey providing a authentic purpose for the learners. Kersely and Shneiderman (1998) recommend authentic real world tasks for learners as they are the most effective in students learning. Dale's Cone (1960) also indicates that direct purposeful tasks, such as hands on accounts for the most effective learning.
So, ENOUGH from me at the moment. Please take the time to have a look at the following video that shows some advantages of an ePortfolio in a professional learning and working environment. Please comment!
Dale, E.(1960), Dale's Cone of Experience Retrieved from
http://teacherworld.com/potdale.html
Australian Bureau of Statistics (ABS). (2009). Internet Activity, Australia. (Cat No. 8153.0) Canberra, ACT: Author. Retrieved from http://abs.gov.au/ausstats/abs@.nsf/mf/8153.0/
Australian Bureau of Statistics (ABS). (2009). Australian Demographic Statistics. (Cat No. 3101.0) Canberra, ACT: Author. Retrieved from
http://www.abs.gov.au/Ausstats/abs@.nsf/mf/3101.0
Kersely, G. Shneiderman, B. (1998), Engagement Theory: A framework for technology - based teaching and learning. Retrieved from hhtp:home.sprynet.com/-gkearsley/engage.htm.
United States Department of Labour, (1999). Futurework, Trends and challenges for work in the 21st century. Adapted Excerpt. Retrieved from http://www.bls.gov/opub/ooq/2000/Summer/art04.pdf
Wednesday, March 31, 2010
Applications and Capabilities of WIKI Technologies
I now have my own WIKI, Hooray!!! What will I do with it? I have decided to use it in the most practical sense and focus my WIKI around my year 8 science class that I will be student teaching in term 2. At the moment I have been told we are doing Acids and Bases. So stay tuned as term 2 commences I will start work on my WIKI and include a link in my blog.
WIKI Applications
I have recently looked at a few papers on the use of WIKIS and applications in classrooms. The first paper "Teaching and Learning Online with WIKIs" by Augar,Raitman and Zhou(2004), gives an example of using a WIKI as an ICE BREAKER in the class room. I think this is an excellent application of a WIKI. Students were grouped into teams of 10 and given a their own icebreaker document with questions like find someone with the same hair colour as yourself. Students were encouraged to post questions to fellow members to complete that task. They were also encouraged to upload photos and a brief description about themselves. A significant conclusion of the study stated that
"wikis were used successfully to enable hundreds of students to participate in a collaborative icebreaker exercise at Deakin University. This project illustrated how e-learning practitioners can use wiki technology to enhance social interaction amongst students online. However, wikis can also be used for the dissemination of information to the student body, for building information repositories or for the collaborative production of documents."
The second paper "WIKIS in Teaching and Assessment:The M/Cyclopedia Project" examined the development of a wiki as an "encyclopedic collection of information on new media concepts and topics" (Burns, Hmphreys, 2005 ).
Burns and Humphreys state ,
"Wikis present themselves as an interesting tool for enhancing social constructivist learning environments. As non-linear,evolving, complex and networked texts with multiple authors,they can provide a great opportunity for student collaboration, coproduction of texts, argument, and interaction. Most existing wiki systems are also flexible enough to support a variety of approaches for employing them in teaching, research, and academic administration and information settings (and even in all three at the same time)..."
This is only two case studies on WIKI applications but both are strongly supported by the learning design engagement theory (Kersely, Shneiderman, 1999 ) where students work together in a group, are project based and have an authentic focus. I am sure there are many more examples out there including the WIKI history textbook that Clay Burell's refers to in his key note speech. However, from my research so far WIKIS seem a great tool to use in our learning design. There are pitfalls of WIKIS but I'm not going to go into them in this blog. Both papers discuss some of these issues if you would care to take a look. The main point of this blog is to highlight some of the applications and capabilities of WIKIS. The following link provides more examples on the applications of WIKIS. WIKIS In Education
WIKI Capabilities
I know this post is long so I'm going to keep this short and sweet. So from my experiences so far WIKI capabilities include and are not limited to the following
- instant messaging
- creating multiple pages
- editing
- hyperlinks
- multiple users
- audio
For the moment I will leave it here and add more as my experience with WIKIs grows.
Overall I have found this exercise very interesting. Before this learning activity I didn't even know what a WIKI was. Now I believe I have a good understanding of their capabilities and how I can apply them in my teaching, learning and everyday life. Anyway that's enough from me for now! Hope you enjoyed my blog and feel free to comment.
Bruns, A. Humphreys, S. (2005). Wikis in Teaching and Assessment:The M/Cyclopedia Project Retrieved from http://snurb.info/files/Wikis%20in%20Teaching%20And%20Assessment.pdf.
Burell, C. (2009). 21st Century Teacher as Sorcerer's Apprentice. Reflections From The Rabbit Hole 5 Years In. Retrieved from http://beyond-school.org/
Kersely, G. Shneiderman, B. (1999), Engagement Theory: A framework for technology - based teaching and learning. Retrieved from hhtp:home.sprynet.com/-gkearsley/engage.htm.
Augar, N. Raitman, R., Zhou,W.(2004). Teaching and Learning Online with WIKIS Retrieved from http://www.ascilite.org.au/conferences/perth04/procs/augar.html
WIKI Applications
I have recently looked at a few papers on the use of WIKIS and applications in classrooms. The first paper "Teaching and Learning Online with WIKIs" by Augar,Raitman and Zhou(2004), gives an example of using a WIKI as an ICE BREAKER in the class room. I think this is an excellent application of a WIKI. Students were grouped into teams of 10 and given a their own icebreaker document with questions like find someone with the same hair colour as yourself. Students were encouraged to post questions to fellow members to complete that task. They were also encouraged to upload photos and a brief description about themselves. A significant conclusion of the study stated that
"wikis were used successfully to enable hundreds of students to participate in a collaborative icebreaker exercise at Deakin University. This project illustrated how e-learning practitioners can use wiki technology to enhance social interaction amongst students online. However, wikis can also be used for the dissemination of information to the student body, for building information repositories or for the collaborative production of documents."
The second paper "WIKIS in Teaching and Assessment:The M/Cyclopedia Project" examined the development of a wiki as an "encyclopedic collection of information on new media concepts and topics" (Burns, Hmphreys, 2005 ).
Burns and Humphreys state ,
"Wikis present themselves as an interesting tool for enhancing social constructivist learning environments. As non-linear,evolving, complex and networked texts with multiple authors,they can provide a great opportunity for student collaboration, coproduction of texts, argument, and interaction. Most existing wiki systems are also flexible enough to support a variety of approaches for employing them in teaching, research, and academic administration and information settings (and even in all three at the same time)..."
This is only two case studies on WIKI applications but both are strongly supported by the learning design engagement theory (Kersely, Shneiderman, 1999 ) where students work together in a group, are project based and have an authentic focus. I am sure there are many more examples out there including the WIKI history textbook that Clay Burell's refers to in his key note speech. However, from my research so far WIKIS seem a great tool to use in our learning design. There are pitfalls of WIKIS but I'm not going to go into them in this blog. Both papers discuss some of these issues if you would care to take a look. The main point of this blog is to highlight some of the applications and capabilities of WIKIS. The following link provides more examples on the applications of WIKIS. WIKIS In Education
WIKI Capabilities
I know this post is long so I'm going to keep this short and sweet. So from my experiences so far WIKI capabilities include and are not limited to the following
- instant messaging
- creating multiple pages
- editing
- hyperlinks
- multiple users
- audio
For the moment I will leave it here and add more as my experience with WIKIs grows.
Overall I have found this exercise very interesting. Before this learning activity I didn't even know what a WIKI was. Now I believe I have a good understanding of their capabilities and how I can apply them in my teaching, learning and everyday life. Anyway that's enough from me for now! Hope you enjoyed my blog and feel free to comment.
Bruns, A. Humphreys, S. (2005). Wikis in Teaching and Assessment:The M/Cyclopedia Project Retrieved from http://snurb.info/files/Wikis%20in%20Teaching%20And%20Assessment.pdf.
Burell, C. (2009). 21st Century Teacher as Sorcerer's Apprentice. Reflections From The Rabbit Hole 5 Years In. Retrieved from http://beyond-school.org/
Kersely, G. Shneiderman, B. (1999), Engagement Theory: A framework for technology - based teaching and learning. Retrieved from hhtp:home.sprynet.com/-gkearsley/engage.htm.
Augar, N. Raitman, R., Zhou,W.(2004). Teaching and Learning Online with WIKIS Retrieved from http://www.ascilite.org.au/conferences/perth04/procs/augar.html
Wednesday, March 24, 2010
A Reflection On Blogging and ICT's So Far!
I have recently had a look at the blog by Clay Burell entitled Beyond School. In his key note speech I particularly liked how he drew attention to blogs providing external recognition for the writer. To elaborate, you could be anyone of any race, of any size, of any description, anywhere in the world and when someone follows your blog or posts a comment you feel elated, happy and on top of the world. One of your most basic needs, the need for belonging is being meet as defined in Maslow's Hierarchy of Needs. I think for students blogging is potentially an excellent tool to create their own sense of belonging especially when as pointed out by Kunc, 1992, often more than not belonging is over looked in schools these days and replaced by academic achievement or physical prowess.
What I really Liked.....
I particularly liked the example in Clay Burell's speech, where he got students to create an online text book using a Wiki. The students worked together as a group collaborating on a project that had an authentic focus. This type of learning activity is greatly supported by the Engagement theory by Kearsley and Shneiderman that operates on the idea of tasks for students being able to RELATE-CREATE- DONATE.
What I took note of.....
I took particular note of Clive Burell when he summarized at the end of his key note that we shouldn't push people that do not want to engage with technologies and focus of people/students that are interested and want to learn. This was very similar to what Seth Godin said in his speech with TED speaks, about selling products/ideas to the right people. He basically said we should sell to the people that are already listening, to the ones that want to be sold to, they will then tell other people and so the idea/product can spread. I think this is an essential learning that I have taken from the topic so far. I have noticed that Scot does this in our course. He focuses on the students that demonstrate a real interest in ICT's hoping to engage others by spreading the ideas to them first. Well I feel I'm a great example of this strategy. Initially I was put off by ICT's but as more of my colleagues are embracing them and experimenting I find myself wanting to do the same.
So how do I get my learners to engage with and use ICT's ?
If it worked on me why reinvent the wheel. Why not get students to start their own reflective blog to get them used to ICT's. Have them set up a reader and get them to subscribe to other blogs of interest, making thoughtful comments on their peers blogs. Use pod casts, youtube examples of how to start a blog. Show them how to incorporate avatars, photos, youtube videos, etc to enhance their blog. Show your students your own blog and examples of other blogs like Clay Burells. Then introduce Wikis and how to set one up and use it for collaborative projects. I know this is not original but as I am exposed to more ICT's I will be able to add to this list and incorporate them in my teachings. Personal Challenge: So as a challenge to my self I will endeavour to seek out, learn and apply ICT's to my learning and in learning activities for my students.
This is a great summary of the benefits of bloging! Please watch!
Burell, C. 2009, 21st Century Teacher as Sorcerer's Apprentice. Reflections From The Rabbit Hole 5 Years In. Retrieved from http://beyond-school.org/
Godin, S. 2003, On Standing Out. Retrieved from http://www.ted.com/talks/lang/eng/seth_godin_on_sliced_bread.html
Kearsely, G., Shneiderman, B., Engagement Theory: A framework for technology- based teaching and learning. Retrived from: http://home.sprynet.com/-gkearsley/engage.htm
Kunc, N. (1992), The Need to Belong: Rediscovering Maslow's Hierarchy of Needs, Broadreach, Retrieved from http://www.normemma.com/armaslow.htm
What I really Liked.....
I particularly liked the example in Clay Burell's speech, where he got students to create an online text book using a Wiki. The students worked together as a group collaborating on a project that had an authentic focus. This type of learning activity is greatly supported by the Engagement theory by Kearsley and Shneiderman that operates on the idea of tasks for students being able to RELATE-CREATE- DONATE.
What I took note of.....
I took particular note of Clive Burell when he summarized at the end of his key note that we shouldn't push people that do not want to engage with technologies and focus of people/students that are interested and want to learn. This was very similar to what Seth Godin said in his speech with TED speaks, about selling products/ideas to the right people. He basically said we should sell to the people that are already listening, to the ones that want to be sold to, they will then tell other people and so the idea/product can spread. I think this is an essential learning that I have taken from the topic so far. I have noticed that Scot does this in our course. He focuses on the students that demonstrate a real interest in ICT's hoping to engage others by spreading the ideas to them first. Well I feel I'm a great example of this strategy. Initially I was put off by ICT's but as more of my colleagues are embracing them and experimenting I find myself wanting to do the same.
So how do I get my learners to engage with and use ICT's ?
If it worked on me why reinvent the wheel. Why not get students to start their own reflective blog to get them used to ICT's. Have them set up a reader and get them to subscribe to other blogs of interest, making thoughtful comments on their peers blogs. Use pod casts, youtube examples of how to start a blog. Show them how to incorporate avatars, photos, youtube videos, etc to enhance their blog. Show your students your own blog and examples of other blogs like Clay Burells. Then introduce Wikis and how to set one up and use it for collaborative projects. I know this is not original but as I am exposed to more ICT's I will be able to add to this list and incorporate them in my teachings. Personal Challenge: So as a challenge to my self I will endeavour to seek out, learn and apply ICT's to my learning and in learning activities for my students.
This is a great summary of the benefits of bloging! Please watch!
Burell, C. 2009, 21st Century Teacher as Sorcerer's Apprentice. Reflections From The Rabbit Hole 5 Years In. Retrieved from http://beyond-school.org/
Godin, S. 2003, On Standing Out. Retrieved from http://www.ted.com/talks/lang/eng/seth_godin_on_sliced_bread.html
Kearsely, G., Shneiderman, B., Engagement Theory: A framework for technology- based teaching and learning. Retrived from: http://home.sprynet.com/-gkearsley/engage.htm
Kunc, N. (1992), The Need to Belong: Rediscovering Maslow's Hierarchy of Needs, Broadreach, Retrieved from http://www.normemma.com/armaslow.htm
Monday, March 15, 2010
Blogging At Last.
As part of my learning journey I needed to create a blog and this is it! I have avoided blogging in the past, mainly out of fear of being uneducated in blogging. Well here we go! This blog will be mainly about my learning journey, insights that I have along the way, accounts that I find interesting, and articles etc. Hopefully as I develop my blogging skills I will be able to produce a blog worth reading. Lets pray to the gods and hope! Or this exercise is going to bore me and the general public! Let the blogging begin!
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