Reflective Synopsis

My Technological Journey

Throughout this course, I have had the enjoyment of experiencing new technologies and new information. Before exploring the content of this course I had not really understood the full concepts of learning theories, with technologies, and their significant link to educational environments. With connectivism, cognitivism, constructivism, and behaviourism I realised learners develop in unique ways (Central Queensland University, 2012). I had already understood the variety of learning styles and multiple intelligences (learning styles) associated with individuality, but the learning theories gave me a deeper understanding of the overall student (learning theories). This highlighted to me that my preferred method of learning is constructivism, with social networks and communication about ideas and knowledge. These learning theories also demonstrate the need for a variety of engaging tools and activities. Technologies allow for this specific type of engagement. The Technology Pedagogical and Content Knowledge (TPACK) framework (Central Queensland University, 2012) mould the technology to the content with the understanding of learning theories to most effectively deliver the learning (TPACK). With this new knowledge I am better equipped, mentally and confidently, to develop learning experiences for students of the future.

Through the use of a wiki, people who respond prominently with constructivism or connectivism will strive in their learning (reflection on wiki), however, those who learn better with behaviourism may find this learning environment distracting, unless sufficient scaffolding has taken place. I found this learning environment very useful and prodcutive. I have created multiple wikis during my time at Central Queensland University, some have been purely for communication between lecturers and students, or amongst students for collaboration of assignments, while other wikis have been used for the teaching of concepts or units of work to a specific class (basic wiki). A wiki is ideal for ownership of an individual's learning, by adding to or editing the content. This is an empowering feeling for some but, unless there has been taught the basis of appropriate online interactions, this can lead to unpleasant situations (online behaviour). These practices provide technological users with safety, moral guidelines, and legal boundaries.

The wiki activities, which were experienced during the earlier weeks of this course, were interesting to conduct. With the use of Edward de Bono's Six Thinking Hats (de Bono) my learning was expanded through the interactions involved, and the exploring of other people's ideas. This process allowed me to see that my ideas were similar to those of other people, as well as discovering new ideas which other people presented that I had not previously thought about. I have always enjoyed the concept of Edward de Bono's Six Thinking Hats (Managing e-Learning wiki), but the activity of including multiple people's responses on the one chart was a new experience and this was neither a bad nor good thing, just different. This process encourages higher-order thinking and allowed me to connect the concept of mobile phone use in education with various aspects of myself, which I would not usually link with this concept. The learning theories involved with these activities are also varied, as experiences online can encourage social interactions while also linking information and developing connections to further information.

My first digital tool explored was the Blog (my first blog). I chose this tool because I had not previously used or created a blog post or comment which meant it appealed to me as an endeavour for new experiences (beginner blogger). I found this is a useful resource for reflective purposes as it can link back and forth amongst blog entries, as well as linking to other web resources. This program may be ideal for diary entries, for people to keep track of their online experiences and explorations. Although, I feel the interactive components of this activity are limited, it is not completely restricted. With connecting this activity with the activity of collaborations on another resource, for example a wiki, then the use of a blog will be increased. Unfortunately, with all these links between blog postings and other web resources, I have managed to confuse myself with whether or not some links may have been repeated.

 

The second digital tool experienced for this journey was the concept of images. Although this seems to be a fairly basic and isolated idea, it appealed to me and the way that this resource allows for deep thinking and linking to the inner self for learning. I use my emotions and expressions regularly to experience social endeavours, so this felt like an important activity to me. With the use of a specific image, a learning experience can be introduce, enlightened, expanded or concluded (what words can not say). For example, when I was learning about the ANZAC Day developments, my class was exposed to a picture of the war. This made me feel connected to the ANZAC Day activities on a deeper level. I felt a connection to the people we owe sincere gratitude to. With this, I feel I can give future students the same experience of connectedness to other aspects in our past. 

 

Glogster was my third digital tool selected as it was a new practice for me, but it also had a sense of connection to my past-time hobby of scrap-booking (Blog glog). This is limited in the way of interacting with other people, but it is unlimited in the way of creativity and individual appeals. With the range of decorative pieces, from pretty unicorns and rainbows to skulls and graffiti look, this activity may entice even the teenage boys to explore its boundaries. I feel this resource would be an ideal way to present assignments to students, and as a demonstration of involvements with science experiments. For assignments, the individual sections allow for clear point form instructions and illustrations which appeal to students with hearing impairments. As a science experiment display, students can upload photographs of stages while also adding written developments throughout the experiment (Glogster).

The final digital tool I selected was the mobile phone in an educational environment (iPhone). I chose this resource because I feel strongly about its potential within the learning context. Although I think an android technology based phone would be the best option here, there are many phones which can still conduct the same activities as the newer phones. In particular, the iPhone is an ideal component of interactive learning experiences. With the downloadable applications available, an iPhone has allowed me to have a dictionary on hand at all times. This is something I am very proud of, as I am stubborn when spelling is concerned. The iPhone also allows for the recording of still images, videos, voice memos and typed notes. With these, I can document an entire day of events and produce a presentation for viewers with my computer. This is ideal for students as a way to demonstrate and provide evidence of thoughts, feelings and findings.

My learning journey, starting with these first six weeks of Managing e-Learning, have been enlightening and inspiring. Although not all experiences were new to me, I did learn new knowledge with each individual experience. From the understanding of learning theories, learning styles and multiple intelligences to the vast range of technologies explored, lessons will be better developed for more effective learning in future educational environments of all key learning areas. The digital tools I have created will be the starting point of my learning journey with technology, as well as the starting point of my future's oriented classroom. With these new found knowledge and experiences, I feel more confident to incorporate technologies to my learning experiences for the unique students of my future classes. This confidence, built on experience and continued practice, will provide the basis of the Technology Pedagogical and Content Knowledge (TPACK) framework in my teaching.

References

Central Queensland University (2012).  TPACK.  Retrieved August, 2012 form CQ University Moodle, Managing E-Learning FAHE 11001.

Central Queensland University (2012). A Brief Overview of Learning Theory. Retrieved August,2012 from CQ University Moodle, Managing E-Learning FAHE11001.

 

Fountain, B. (2012). Wikispaces. Retrieved from http://belinda-uni.wikispaces.com/

Fountain, B. (n.d.). Blog Spot. Retrieved from 

Fountain, B. (n.d.). Glogster. Retrieved from http://www.glogster.com/belindaf/blog-glog-by-belindaf/g-6lccsneh4j9m461fv9ijua0

Prensky, M. (2005). “Engage Me or Enrage Me” – What Today’s Learners Demand. USA: EDUCAUSE

Digital Tool 4

Mobile Phones in education

As an iPhone user, I have experienced some of the benefits and problems with using this technology. My uses for this device are not limited to texts and calls, I also use it to:

• dictionary - Australian version
• camera - take/edit photographs, videos and voice memos
• clock - daily reminders and calendar reminders
• weather - local area and other states
• search - yellow pages and maps
• banking - transactions and bills
• calculator - basic and scientific versions
• NASA - photographs and information
• games - sudoku, crosswords, memory and hangman
• recipes - find specific ingredients (no dairy/nuts/etc) and healthy options
• lifestyle - exercise regime and daily total
• literature - magazine and books 
• communication - facebook, email, university website and group text

My latest novelty is an application called "ClassDojo". This application is linked to a webpage I have saved on my computer. With this I can create a virtual class enrolment and behavioural points. With the mobile phone, I can allocate positive or negative behavioural awards which are reflected on the computer version. I can choose to tally these over a day, week, or monthly basis. Students can be sent in invite to monitor their progress with these points also. I look forward to using this program in a classroom setting, to view its impact on student behavioural improvements.

These are only a sample of what can be used with this device. There are a vast range of educational applications available for download on the iPhone. I would use the mobile phone in my classroom for activities like:

• reading - downloading books which are not available in the library
• searching - information and pictures in specific areas like Google or NASA
• documenting - procedures, experiments, camps, excursions, etc can be documented through the various tools like camera, voice memos and text notes

The down side to using this technology in an educational environment is the potential for students to be distracted and off task with aspects of the device being in the hands at times of specific activities. This presents the problem of students messaging or playing when they should be reading or searching. Another problem is the size of the screen, which may impact on students' vision with long term use.

I have explored this useful tool in two previous blog posts:

• wiki and mobile phones 

• week 1 and 2 activities

Digital Tool 3

Glogster

This experience with technology was new to me, although the basic elements of uploading and editing are similar to most other presentation programs. I found this particular activity very interactive and enjoyable, perhaps that is because I enjoyably create scrapbooking albums in my spare time. I have realised also, this could be used to reflect or present excursion and camp adventures. My Glogster was used to demonstrate a science experiment, with photographs as evidence of this procedure and 'post-it' style areas used for text communication. Perhaps it could also be used as a technological version of the tradition 'project' or 'poster' presentation, instead of the use of a cardboard poster with pictures and information. It may also be used for a teacher to present an assignment task to a student. I would use it in a way that instructions are clear and in point form, with supporting images. The images would be either what students should aim for, or what students need to include, in their assignment. Unfortunately, I could not find ways in which other students could interact with a person's glogster, other than to observe then respond in another form (verbal response, blog/wiki comment, etc). The other problem I had with this program is its complications with highlighting individual parts on the page. It seemed to continually highlight more than I was wanting or needing to change. Student's may find this frustrating and very time consuming, which leads to lack of interest and incomplete work.

My Glogster project can be seen here: Blog Glog by belindaf

Digital Tool 2

Images

The saying goes "a picture says a thousand words". With this, it is easy to understand why learning can start with, include, or end with a single picture. The idea that an image can spark great debate, or inspire great work, is an appropriate way to include a picture into an activity. The photograph above was taken by me, for an artwork I was creating. The concept of this individual picture was to demonstrate the hecticness involved with creating, while also showing all creations can start with a blank page. To use this within a learning environment, I would present this photograph to the entire class and ask for students' thoughts of this picture. From this, I would explain the thoughts of the artist and then lead to either the students creating their own artwork/photograph or allow a debate of pros and cons regarding the colour/line/texture/etc of this artwork. The individual picture would be appropriately linked to the overall lesson objectives. For example, if I was to conduct a lesson on Australian history I would present an image which relates to Australia during the Europian settlement. Another example would be the use of an Ned Kelly or Sir 'Banjo' Paterson for an introduction to a lesson/unit on Infamous Australians or Australian Poetry. This process demonstrates the use of an image as an introduction to a concept, however, for the use of an image throughout a lesson could include the images involved with telling a story of a class excursion or camp. Students should be scaffolded with the appropriate behaviour associated with responsibilites for using a device like a camera, iPod, iPhone, or other device. I think the use of images with learning concepts assists with students linking new knowledge to emotional aspects, while also giving a visual aid to students who may prefer this way of learning.

Digital Tool 1

Blogs for learning

Blogs can be a useful tool for students to explore their thoughts, ideas, and understandings of a particular learning area. The benefits for using blogs includes the reflective and explanatory skills involved with typing about a given concept. However, this is only a benefit to students who have a strength for typing/writing and communication skills. For students who lack these skills, this environment may be intimidating for them, which leads to their lack of interest and innevitable lack of trying. Another positive aspect of this type of learning environment is its ability to support technologically minded students with the opportunities to make links to other areas on the internet, including the student's own previous blog entries. I would use blogs as a learning tool for reflective purposes, explanatory activities, as well as online communication ethics. The online communication activities would have to be preceded with scaffolding to ensure the student understands what is and is not appropriate behaviour online. This includes the ability to give and recieve quality and appropriate feedback. With this type of learning environment, the teacher is also able to view what students have added to their individual blogs and their comments on other student's blogs. Although this process may take some time to complete, the end result may very rewarding with regards to knowing student's ability to link knowledge, reflect, and interact online. 

These understandings can be linked to my developements within my own blog: http://belinda-uni.blogspot.com.au/2012/07/well-i-recently-realised-just-how-far.html

Working in a Wiki

The use of Edward De Bono's Six Thinking Hats is a good process for learners to explore various aspects of an individual concept. Although this wiki is the first time I have experienced the 6 thinking hats as a group activity, I have found the process to be the same, with the added benefit of seeing other learners oppinions at the same time. This is good as it allows the teacher, and myself, to see individual and group developments and issues. I was able to identify areas which I was already familiar with, providing me with a sense of clarification, while also presenting alternative conceptions to my understandings. There are also other methods useful for this process. For example, the K.W.L. chart allows for students and teachers to demonstrate and view a particular concept in various ways through highlighting "what i know about the concept", "what i want to know about the concept" and "what i have learnt about the concept" (relating to prior knowledge, other concepts, and big picture). The P.M.I. chart is also a tool which assists with learners and teachers identifying developments and alternative conceptions.

These concepts were also explored in another blog posting: Week 1 and 2 activities

Blog reflection on wiki activity

This reflection is about the learning that was facilitated in the Mobile Phones wiki. The processes and practices involved with this task demonstrates the learning theories constructivism, behaviourism, cognitivism, and connectivism.

Constructivism involves the social aspects of learning. With the interactions available throughout constructing and manipulating posts on the wiki, students are able to learn while interacting and engaging with other students. Within the wiki, social and technological etiquette is a helpful prior knowledge. This demonstrates the importance of scaffolding to enable students the full understanding of respect and ownership of data and ideas submitted to the wiki. These environments allow an individual's skills, knowledge and understanding to be elaborated and extended.

Behavioursim can be linked to a wiki, through the allowance of usage being promoted as a reward for appropriateness within an educational environment, or as a tool to encourage appropriate behaviours within an online environment.

Cognitivism associated with wikis allows learners to experience information through sight and sound via text, video, audio, and pictures. This also leads to the sense of emotional feeling. These aspects of learning extend a students understanding of concepts within the wiki.

Connectivism is identified with the learners having a sense of connection to the contents, the other members, the conversations, the developments, and the wiki in general. This aspect allows the leaner to identify, what has been learnt, plus the where and how to gather more information to be learnt.

All these theories are different, but all connect with online learning in their own way. The use of an online learning area, can benefit multiple individuals, in multiple ways. The benefits or issues of using wikis as a learning place is the necessary scaffolding and precautions needed in advance, to ensure students understand the legal, ethical, and safe practices invovled with this environment. For my, wikis are an ideal support tool for any key learning area. I am currently using one for a music unit, and have previously used some for mathematics and SOSE. I feel these can be used any time, for any learning, providing the students have been thoroughly scaffolded and ready for this responsibility.

I have previously explored these learning theories, and the use of wikis, in another blog posting: Week 1 and 2 activities