Reflective Synopsis - An ICT Journey

Introduction

‘What a journey’ – thank–you for making me take the ride. I have learnt so much, and have been exposed to so many new technologies – it has been a wonderful and engaging learning experience, and one that has changed my life. As my brother said to me, when I asked him how to create a PowerPoint presentation, “Where have you been for the last twenty years? Under a rock?” No, I haven’t been, but I guess the world has changed, and now I need to change with it.

My Journey

Technology and its many applications are making way for a whole new classroom experience. This means the old learning theories like Behaviourism, Cognitivism, and Constructivism must make way for new theories such as Connectivism which is based on the use of this technology (Siemans, 2004). In my modern classroom, textbooks and study guides will need to make way for the World Wide Web, pod casts and instant downloads. As Friedman (2005 p.5), states “access to anywhere in the world is now possible through our computer.” My students will be able to explore the world from their desks For example, they will visit the National Gallery on a virtual tour or see parliament in real-time action. My role will be to manage this and make it happen. Friedman (2005) also surmises that the use of Blogs, E-Portfolios, Wikis, pod casts and infinite access to on-line content knowledge will become the norm. As a teacher I will need to incorporate these into my lesson plans. A 2005 OECD Conference on E-Learning also proposed that it will only be a matter of time before the full-on use of the internet and on-line representations will be the classroom norm. Computers will not just be used for PowerPoint presentations, looking up the occasional fact or the management of student records. The World Wide Web will bring the world and all its knowledge into my classroom and the student will have full time access to it. As a teacher my focus will be to adapt these technologies to meet the requirements of the learner, whatever their range of diversity. Technology is also leading us away from the traditional ‘chalk and talk’ way of teaching. Interactive White Boards now feature prominently in some class rooms and I will need to direct considerable attention to learning how best to use them to benefit my students.


Advocates of social learning claim that one of the best ways to learn something is to teach it to each other. (Kearsley and Schneiderman, 1999.) Peer learning is where learning takes place through conversations about course content, problems and possible courses of action, and the fellow student offers solution to the dilemma before the teacher gets involved - a practice that I will encourage. Our on-line discussion forums are a perfect example of this. The forums also taught me that, as a teacher you cannot be insular. You have to interact with others. You need to have discussions with other teachers from a variety of subjects, grades and levels of experience. I will be sure to refer to the ‘Communities of Practice’ and other such blogs and wikis that have been established on the internet, to assist me in my role as a teacher. I will consult web sites such as edutopia.com to take advantage of the vast amount of knowledge available on the internet. I won’t waste time ‘re-inventing the wheel’, but use the time I have saved to enhance the learning experience or to make learning outcomes more positive. Remembering, to contribute something back by sharing what has worked. Tell people, share your ideas and learn from others. I need to know when to ask for advice, I need to listen, and I need to be prepared to help others and look for better ways of doing things constantly. As a teacher my students will depend on me to do this.


A teacher should try to create lessons that foster creativity, have a positive group work focus and have a positive learning outcome for all students regardless of their ability. Coupled closely with the Connectivism theory of learning are Student Engagement and Student Centred Learning. Kearsley and Schneiderman(1999) theorized that engagement must occur for the learner to learn effectively. It seems the biggest issue facing today’s teacher is behaviour management. Joy Ganter , a Principal of a local High School in an address to the 2010 GDLT students, stated that she believed if a teacher has engaging lessons, behaviour will not be an issue. Ms Ganters opinion supports Kearsley and Schneidman’s reasoning.

Achieving student engagement should be an important aspect but you need to focus it correctly. A discussion on the use of avatars in teaching with the ICT’s Lecturer, Scot Aldred led me to a very important learning outcome, and one I must keep in mind for the rest of my career. I proposed the use of avatars as an incentive for good behaviour. My idea was that if the student had met the required standard, they would be given the task of creating the welcome avatar for the next day. It was with some passion and conviction, that Scot stated to me that the use of technology should never be used as any form of reward, punishment or incentive. “The use of technology is their right, the student should see technology as an operational tool that is there to enhance their learning, nothing more, nothing less” (Scot Aldred, Week 5, 29 March, 2010). I had never thought about technology in this way before. I have been given a very valuable new perspective on the use of technology in learning and I will endeavour to remember it always and practise it as a teacher.


The unique nature of this Diploma is that the course ware is essentially on-line and interactive. Although you do not have to participate in group work, it is extremely important that you interact with others also participating in the course. I have been lucky enough to involve myself with some fellow students who have helped me greatly and whose assistance I have valued. Discussion and peer interaction is a vital component of this course. This led me to another aspect; I will have to overcome as a teacher – that is my absolute hatred of group work. Group work appears to be a key component in achieving engagement, and positive learning outcomes (Kearsley and Schneiderman, 1999). Involving students in projects that require them to work in a group or team is a way to help them think about ideas and points of view that may differ from their own. The ability to work successfully in a group is also a valuable life skill, and one that employers’ value.


I totally freaked myself out at the residential School, thinking that I would never be able to come to terms with this subject. As most of the computer applications were completely alien to me. I have surprised myself by my level of engagement in this subject and I am proud of what I have managed to achieve, regardless of the grade I receive for it. I have only just begun to develop my skills in most of these technologies – but I already have been able to categorise where I need to focus my attention. I must master PowerPoint and Slide-Share. I intend to make extensive use of wikispaces.com, blogger.com.voki.com, youtube.com and googleearth.com. when developing my learning experiences. Flickr and Picnik will also be
valuable tools. Two recent technologies that I have been introduced to by fellow GDLT student – Sally James are glogster.com and storybird.com. These two applications will be extremely useful to me in my primary school teaching career.

Last, but not least I have come up with a unique way of demonstrating what I have learnt about the five Dimensions of Learning and Lynch’s 8 Learning Management Questions. I have used these concepts to detail my learning journey for this subject in a blog posting. As a teacher we have to master this concept of Learning Design because it shows the learner how to learn and how to engage in higher order thinking and deep learning (Moodle Course Notes, Week 1, p3.) I realise I still have a lot to master, but I am on my way.


The Journey Continues ……

When I first created my blog, it was merely something I had to do as a piece of assessment. I now feel like it is a little piece of me, a place where I can express my ideas and in some small way impart my ‘wisdom’ for others to read and learn from. I intend to continue to post to my blog, long after this piece of assessment has been handed in. My journey is not over, and because of the dynamic nature of technology, it never will be, I just need to buckle in for the ride.


References:

Friedman, T., L. (2001). It’s a Flat World, After all. New York Times:

April 3, 2005. Retrieved from

http://www.nytimes.com/2005/04/03/magazine 03DOMINANCE.htm


Gardner, H. (1985). The Theory of Multiple Intelligences, London: Paladin.


Kearsley, G., and Shneiderman, B. (1999). Engagement Theory: A

Framework for technology based teaching and learning.

Retrieved from

http://home.sprynet.com/~gkearsley/engage.htm


OEDC (2005) E.Learning in Teritary Education. Where Do We Stand? Paris, OECD.


Siemans, G. (2004) Connectivism: A Learning Theory for the Digital Age.

December 12, 2004. Retrieved from

http://www.elearnspace.org/Articles/connectivism.htm


Smith, R., Lynch, D. & Mienczakowski, J., (2003). The Bachelor of

Learning Management (BLM) and Education Capability: Why we do not

Prepare ‘Teachers’ Anymore., Change: Transformations in History.

Volume 6.2, November 2003.Retrieved from

http://search.informit.com.au.ezproxy.cqu.edu.au/fullText;dn= 132470;res=AEIPT

An Old "Teacher" Can Learn New Tricks

I am currently doing my Embedded Learning at the School where I attended for grades 1 through to 7. It was surprising to me to see how many teachers are still there from when I was a student nearly thirty years ago. One teacher truly impressed me, and I just have to share her comments, because they were highly relevant to this subject.
Mrs X as I will call her, has been teaching for more then 40 years, you would think she might be a little jaded or lacking in enthusiasm. Happily that is not the case, she has been reinvigorated by the introduction of ICT's into her classroom. She teaches a grade 6 interactive class, where all the students have their own laptops and work at their own pace, completing class assignments or projects. Mrs X told me she is sometimes up till 2am finding new sites for her students to explore. I thought this was wonderful and a perfect example of how the introduction of ICTs into the classroom is a positive experience for everyone.

My Learning Design for my ICT Journey

LEARNING MANAGEMENT PLAN

For

Susan Ashton

ICT’S for Learning Design

Profiling

LMQ (1). What do my learner(s) already know?

· Basic Knowledge of How To Use a Computer – Email, Word Processing, Internet Search, How To Print Documents

· Ability to complete Bachelor Degree – 20 years ago – using available technology

· 25 Years of Work Experience – Sales, Retail and Marketing, some Teaching Experience.

· Knows what student engagement is and what constitutes an effective learning experience

Dimension 1 and 5

LMQ (2). Where do my learner(s) need/want to be?

Learner will be able to:

Declarative Knowledge:

· Content knowledge to create learning experience or ability to research/investigate content requirements

· Know the effective pedagogical strategies that engage and challenge learners

· Know what are the relevant learning design questions

· Awareness of the range of available ICT’s and their purpose

· Features of a learner profile

· Functions of Blogger, Voki, Google Reader, You Tube, Mahara, Powerpoint, Wikispaces.

Procedural Knowledge:

· Design effective pedagogical strategies that engage and challenge learners.

· How to perform basic/advanced task/functions on computer involving courseware

· Demonstrate effective and efficient use of digital pedagogies to enhance student

· Learning

· Design effective pedagogical strategies that engage and challenge learners

· Profile the learning needs of students through the use of the relevant learning design questions

· Develop, display, refine and reflect upon skills associated with the meaningful use of technology in the classroom

Dimension 1, 2, 3, 4 & 5

LMQ (3). How do my learner(s) best learn?

· When working on an Authentic learning task that has real life practical application

· In a Supportive Learning Environment with access to Teacher support and guidance and with peer review and interaction.

· Combination of Visual, Auditory and Kinaesthetic Instruction

· Requirement to complete tasks in a set timeframe

· Understands fully the requirements of Assessment, and is able to seek clarification on this

· A clear guideline is given as to the required standard and level of knowledge required (learning outcomes)

· Able to incorporate Mode 2 knowledge

Dimension 1 & 5

Strategizing and Delivery

LMQ (4). What resources do I have at my disposal?

(I know this is really for the teacher to answer) (But I will answer it in terms of what resources I had)

· A Basic Desktop Computer with Internet Access

· Access to a Lecturer who I thought was well prepared and knowledgeable in regard to subject content and seemed to love the topic he was teaching

· Access to well equipped library

· World Web Web and the vast about of information it supplies

· A Desire to Learn and become the best teacher I can be

· On-Line Course Materials (Courseware)

· University Computer Labs and Associated Software

· Learning Forums for peer interaction

Dimension 1 and 5, Plus 2

LMQ (5). What will constitute the learning journey?

Dimension 2,3,& 4 Encompassed by Dimension 1 and 5

Sequence 1:

Title: Introduction to Topic – Residential School

Specific Outcomes Focus:

· ICT’s means Information Communications Technologies

· Students will have an understanding of the learning outcomes to be achieved at the completion of the course.

· Assessment Requirements

· Lecturer Expectations

· Submission of Assignments

· Discussion Forums and their purpose

· Why use technology to teach?

· What are Digital Pedagogies?

· What is Active Learning?

· Learning Design Vs Curriculum Design

· Brief Overview of Learning Theory

Main DoL: 1.

Timeframe: 4 Hours – 2 Hours Lecture / 2 Hours Mahara Introduction Session

Sequence 2:

Title: Course Introduction and what is Learning Management & Why Is It Different

Specific Outcomes Focus:

• Rationale
• What is a Knowledge economy?
• Profiling of Learners
• Learning Management Framework
• Declarative Knowledge (Construct Meaning, Organise, Store)
• Procedural Knowledge (Construct, Shape/Model, Internalize)
• What is Mode 1 Knowledge? What is Mode 2 Knowledge?

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 3:

Title: Learning Design Fundamentals

Specific Outcomes Focus:

• Student Vs teacher Cantered Learning
• Smith & Lynch Model Of Learning Design
• Student Engagement – Relate – Create –Donate
• Student Diversity
• Learning Style – multiple Intelligences - Felders Learning Styles
• Overview of Learning Theory and introduction to the theory of Connectivism
• Learning Outcomes -Blooms Taxomy
• Learning Design Process

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 4:

Title: Dimensions of Learning – Dimension 1 and 5

Specific Outcomes Focus:

• Attitudes and Perception – Dimension 1
• Habits of Mind – Dimension 5

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 5:

Title: Using E Learning pedagogies to Engage Learners

Specific Outcomes Focus:

• Overview of Engagement theory – Relate – Create –Donate
• Communities of Practice
• Blogs
• RSS Feeds

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 6:

Title: Applying Digital Pedagogies

Specific Outcomes Focus:

• Mahara – E Portfolio
• Avatars – Voki.com

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 7:

Title: Applying Digital Pedagogies Part 2

Specific Outcomes Focus:

• PowerPoint
• Learning Management Systems

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 8:

Title: Applying Digital Pedagogies Part 3

Specific Outcomes Focus:

• Video Links
• Flickr
• Photo Enhancement Software for image manipulation
• Animations and Simulations

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 9:

Title: Applying Digital Pedagogies Part 4

Specific Outcomes Focus:

• You Tube
• Google Earth
• Wikis
• Wikipedia
• SlideShare
• Use of Music in Learning

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 10,11,12,13:

Title: Developing a Teaching E Portfolios

Specific Outcomes Focus:

• Mahara – E Portfolio
• Develop of Action Plan

Main DoL: 2, with 1 and 5 and 3 and 4

Time Frame: 4 week period

LMQ (6). Who will do what?

• Family will give me support during the learning journey
• Local Schools will support my Embedded Professional Learning
• Lecturer will supply courseware and experience
• University will supply facilities, lecturer, and learning support
• Student will be expected to read module resources and complete all specified activities
• Student will have the required attitude and perceptions for learning
• Student will put in the necessary level of engagement to achieve a suitable outcome
• Student will complete on-line quiz in a timely fashion – Declarative knowledge
• Student will make an effort to expand my habits of mind (Dimension 5)
• Student will produce an authentic end product – Blog, E –Portfolio and Unit of Work

Dimension 1 & 5

Ascertainment

LMQ (7). How will I check to see my learner has succeeded?

An Authentic Product will be produced

Summative Assessment

1. On-Line Discussion Forum with Peer Review
2. Lecturer Observation – In-class discussion
3. Clarification with Lecturer in class and via Email
4. Progression through Blooms Taxomy to Higher Order thinking on subject matter and courseware
5. Level of Student Engagement with Courseware
6. Review of Blog/E-Portfolio if requested
7. Feedback on Week 7 Action Plan for E Portfolio

Formative Assessment

1. Series of 10 On- Line Quizzes – Declarative Knowledge
2. Development of A Learning E. Journal – Requiring the completion of a number of ICT Tasks – Both declarative and procedural Knowledge
3. Development of a Teaching E. Portfolio – Both Declarative and Procedural Knowledge

Dimension 1 and 5, Plus 2, 3&4

LMQ (8). How will I inform the learner of their progress?

· Student will received a grade of HD, D, C, Pass or Fail upon successful completion of the formative and summative assessment.

· Student will be given very clear guidelines of what level of work constitutes the grade given.

· The end product will continue to be valuable resource for the rest of the student’s professional career.

If you want to insert a You Tube clip into your blog . This video tells you how to do it.

Indigenous Australians

Check out this SlideShare Presentation:

Indigenous Australians

View more presentations from Susan Ashton.

PowerPoint Presention for Embedded Learning

I have created a PowerPoint presentation that ties in with the unit I will be teaching in my Embedded Learning. The unit is Indigenous Australians.

This is the very first PowerPoint I have ever produced. I have to admit being a little proud of it, although I realise I still have a tremendous amount to learn about this application.

Mahara - A Discussion

There was quite a debate on the forum in regard to the usefulness of an E-Portfolio in Primary School and my fellow colleagues raised some very interesting points. The main point worth considering was made by ICT Lecturer Scot Aldred, he surmised that " as a learning professional we need to ask ourselves the following questions. Will this technology improve my student's efficiency and effectiveness of learning and will it make your life easier?"

EPortfolios have also been the subject of much debate in the broader academic community too. The main point of debate appears to be that there is not a single understanding or approach to the development and purpose of an Eportfolio. - largely as a result of different didactic and pedagogic approaches to their development and use (www. pontydysgu.org/2010/03/rethinking-e-portfolios/)

So what are EPortfolios main purpose:

1. an assessment tool
2. a tool for professional or career development or
   
3. a tool for active learning.

Mahara essentially is built around a blogging platform, and incorporates a series of reporting tools, to allow students to present achievements, discuss skills, and set goals. It showcases their work and achievements. To be considered truly successful an e.portfolio needs to allow feedback - not just from teachers, but peers and the wider community. E.Portfolio are an effective tool to facilitate reflection on learning - one that demonstrates growth over time (Barrett, 2004). Bearing in mind the question, how much of this learning is 'faked' for assessment purposes?

Using EPortfolios as a pedagogic approach to personal learning is another application The productive pedagogies that promote the use of ICT's is 'Connectedness' - intellectual quality together with supportive student environments.ICT's are effective learning tools because they provide the student opportunities to have substantive conversations with teachers and peers about the topic they are exploring and together they can increase their levels of understanding and knowledge. "If EPortfolios are to be used they should be a school wide initiative and used across all areas of primary and secondary education so that children learn how to use these and can take their work with them wherever they go (Aldred, 2010). My 4 year old son, Daniel has helped in the preparation of his hard copy portfolio (scrapbook) and he takes great pride in it. It will be a treasured momento for years to come. So when he is capable of developing his own indivdual E-Portfolio this would be a tremendous learning experience and great source of pride for him. With parental and teacher support this could be introduced as part of a school wide initiative. A journal of a student's work can show how they have progressed within Dimension 5 - (Habits of Learning) throughout their school year. In most schools this takes the form of a scrapbook.

Why couldn't this be detailed in an electronic format instead of an old fashioned scrapbook. The student could set themselves goals, and reflect on whether they achieved this - through examples of their schoolwork. Goals don't have to be monumental - just something the student formerly found difficult such as sharing or speaking in front of the class.

References:
http:// www.sallyjames2010blogspot.com/2010/03/using-mahara-in-primary-schools/
http://www.pontydysgu.org/2010/03/rethinking-e-portfolios/
http://www.knownet.com/writing/weblogs/Graham_Attwell/entries/0786277508
http://www.google.com.au/url?sa=t&source=web&ct=res&cd=4&ved=0CBgQFjAD&url=http%3A%2F%2Fresearch.becta.org.uk%2Fupload-dir%2Fdownloads%2Fpage_documents%2Fresearch%2Fimpact_eportfolios_learning.pdf&ei=IaGxS8mkN4aotgPRuo2PAQ&usg=AFQjCNFCrf1sImFigJ-EbfyjNmm9I_t9aQ&sig2=9VMYGJkZnOl8RTkWyRGNMA

Using Music, You Tube, and Video For Education

Selecting music and poetry for the student to put their own interpretation on, could be a powerful learning experience. A ballad discussing a historical event could also be analysed, discussed and dissected , engaging the student in a way a simple history lesson would never do. There are numerous songs based on historical events, the one I have selected is only one of many.

When designing learning experiences, one should also remember that music is a modern form of poetry and a unique way to express thoughts and ideas.

References:
www.youtube.com/watch?v

My Flickr and Picnik Experience Revisted

Iona-Rainy Day Pilings From Christopher M. Taken March30,2010

I decided it was in my best interest to have another look at Flickr and Picnik .This is the photo I selected from my first experience with Flickr. I wouldn't hesitate to hang this on my walls as a piece of art. You could also use the numerous public photos on Flickr to get the students to write reflective passages about them or use them as inspiration to create images of their own. Student engagement would be achieved because the student is selecting their own photo to reflect on. Therefore having a feeling of ownership over the learning experience.

Having been exposed to these beautiful and sometimes thought provoking images it makes me want to get out the old camera, and take up a hobby I once enjoyed, before all my pictures became cute baby poses and milestones.