Assessment 1 - Reflection 3: Technology Group 2 - Images, Audio & Video

This week we were asked to look at the second technology group which included Images, Audio and Video. This blog post critically reflects on them; what they are, strengths or weaknesses and suggests how I would use them in my context (Early Childhood Education). I found it very hard this week just to select one technology out of the group, that I think would be most effective in an early childhood setting. I have found that it depends on what curriculum outcome is being taught, what pedagogy is being used and how or what is being assessed. There are many different ways to use these technologies, the only thing that holds someone back from using these in an effective way is their imagination, creativeness and willingness to try new things. 

Images 

This is an image of the table setting at my engagement party. Students could be asked to bring in an image from their school holidays or weekend and write a recount or diary entry about the memory a certain picture creates. 

What can this technology do? 

• Resizing images can make download time of a website, blog or wiki quicker. 
• Using Flickr allows anyone access to all different pictures that may scaffold new ideas or interest the student in wanting to research more information on a certain topic. 

How would this be used in my context?

I saw images being used in a Kindergarten setting when students documented their own work or when teachers used them as an engaging tool to start conversations about new things or cultures.  One instance when the children documented their own work was when they produced their own sorting boards. They made various patterns with natural materials, then took a photo of the final product and sat with the teacher or teacher aide and explained why they placed certain objects in those places (introducing mathematical terms) - this was a way the student could feel in charge of their own learning.  In this same setting I used images of a certain culture to engage the students and as a starter for various questions they had about this different culture. 

What are some drawbacks or strengths of this technology? 

• Resizing on a Mac is very simple to do. 
• Using Flickr is a great scaffolding tool, however students need to know about copyright. 
• Students and teachers need to be aware of privacy issues and legal issues when uploading images to the internet. (Teachers must have permission from legal guardians)

Audio (Digital Audio Recording) 

There are many different Audio tools that can be used to create different Digital Audio Recordings. This week I selected to look into how to set up and a Voki. Below is my Voki that I created which also explains a brief overview of my thoughts on the use of a Voki.  

What can this technology do? 

• Converts is voice recording (phone or microphone), typing or an audio file.
• Pre-recorded voice or your own voice 
• Variety of animation templates - can change them, don't have to be human.
• Variety of backgrounds to suit the topic etc. 
• Can be sent to various people or embedded in a blog, wiki or website

How would this be used in my context? 

There are two ways I would use a Voki in my classroom. 

1. As a scaffolding tool with the teachers voice giving an instruction, or engaging introduction to a new topic 
2. A way of students delivering oral presentations or assessments (in an early childhood setting the students may need a lot of assistance)

What are some drawbacks or strengths of this technology? 

• I found that they Voki may be a bit complicated for an Early Childhood student to set up, but there may be another program that I did not get a chance to look into that would be simpler for early childhood students to use.  
• The strength of this program is that they have multiple ways to upload what the Voki is going to say - either text, recording or file. This allows students to work to their strengths when setting up their Voki. 

NOTE: This technology also included Podcasting, this is an effective technology to be used in a variety of ways in different classrooms. Students can make their own podcast or a teacher can source a podcast to engage the students in a new topic or address specific knowledge that the teacher may not feel comfortable with.  Podcasts can be used for teacher professional development as well, the teacher can gain new or further knowledge without having to travel to another town for conferences.  I did not have a chance or feel very confident in attempting to make my own podcast this week, but this could be another resource a teacher could use as an engagement tool, or assessment piece of what the students have learnt. 

Video 

What can this technology do? 

• Record information, presentations & activities that students complete 
• Engage and scaffold students learning 
• Record the students learning journey over a period of time
• Be uploaded online to youtube, wikis, blogs and websites that students create or teachers use for scaffolding
• Can be used as documentation of students work.

How would this be used in my context? 

• Students can record their findings of a science experiment
• Oral presentations can be recorded, advertisements can be made, students progress of reading can be recorded 
• Students can have different responsibilities in the video recording process director, actor, sound affects etc.
• Can be used in multiple subjects 
• Plays and impromptu drama acts can be recorded 
• Students baking/cooking can be recorded and then they can write the procedure down that they used
• Students can record their own work or one another 

What are some drawbacks or strengths of this technology? 

• Students and teachers need to be aware of privacy issues and legal issues when uploading videos to the internet (Teachers must have permission from legal guardians)
• Students take pride in their work, and are excited that it is on the internet etc. 

Assessment 1 - Reflection 2: Technology Group 1 - Wiki, Blog & Websites

This week we were asked to look at the first technology group which included making a Wiki page, Blog and Website and then critically reflect on them; what they are, ways of using them in the classroom, and strengths or weaknesses. 

Wikis 
http://managingelearnings0219739.wikispaces.com/
Wikis can have multiple uses in a classroom from collaborative scaffolding tools, teaching planners, assignment templates, communication tools, interactive work spaces and much more. I personally think that wiki spaces is a great tool for students to use but only appropriate for older year levels. Wikispaces could be used as a tool for teachers of all levels to plan lessons, document learning experiences and reporting. 

What can this technology do? 

• Links to different technologies
• Images 
• Multiple people can edit the one space (they need permission) 
• Interactive 
• Editing / changes are tracked 
• Information is continually changing as different people add and edit
• Comments can be left for feedback or instructions
• Multiple projects can be on the one wiki space
• Multiple pages can be added to the wiki space 

What learning outcomes can they support in a classroom? 

• Collaborative learning 
• Students using different learning styles on the one page/space; therefore expanding different students knowledge of learning styles 
• Interaction/ social networking 
• Constructivism 
• Peer assessment /constructive feedback 
• Supports Vygotsky's learning theory 

What sorts of materials/activities will they support?

• Scaffolding tool collaborative lessons 
• Collaborative projects / assessments
• Homework scaffolding 
• Sharing knowledge 
• Challenging/ critical thinking of others knowledge & ideas

What are some drawbacks of this technology? 

• Only one person can edit the wikispace at a time
• Students can accidentally delete others work  

 Blogs 
http://sarahmaylearoyd.blogspot.com.au/

What can this technology do? 

• Multiple Entries 
• Draft Mode
• Embed images, videos & links to other websites 
• Scaffolding tool 
• Feedback/ Comments option
• Draft Option 
• Displays a preview 
• Many different template option
• Easy to navigate through
• Everyone's can look different and individual 
• Edit published blog posts 
• Location can be listed 

What learning outcomes can they support in a classroom? 

• Journals 
• Diary Entries 
• Science Investigations
• Constructive/Critical reviews of peers work and opinion 

What sorts of materials/activities will they support?

• Independent Learning 
• Collaborative Learning
• Project Drafting 
• Trace a students learning 
• Scaffolding for critical thinking tasks 
• Construct Assignments 
• Scaffolding of thinking tools 
• Higher Order thinking

What are some drawbacks of this technology? 

• It is not private, it is open to the public. 

Websites (Weebly) 
http://managingelearning2013.weebly.com/
Teachers can use websites in a multiple of ways, from displaying instructions or tasks, as a scaffolding tool, communication tool, independent resource for the students to work through, a way for students to display/ present their work and much more. There is no limit to one teachers imagination when it comes to setting up a website and what they use it for. 

What can this technology do? 

• Static Information  
• Multiple Authors/ Editors can be authorised 
• Option of having passwords on pages 
• Images/ Videos can be embedded within the website 
• Multiple design options 
• Links to other external websites/blogs embedded 
• Option of having a blog set up within page 
• Has the ability to be used for teacher resources, student scaffolding and parent/teacher communication or information device 
• Mobile Version 
• Can be set up to be shared through Facebook (would need to look into privacy/legal issues) 
• Maps 
• Events can be organised 
• Simple to Navigate through
• Simple to edit / set up

What learning outcomes can they support in a classroom? 

• Journals
• Assignments
• Reports 
• Presentations 
• Collaborative & Independent 
• Cross Curriculum with ICT

What sorts of materials/activities will they support?

• Collaborative Learning
• Individual Learning 
• Independent Learning 
• Formative & Summative Assessment 
• Scaffolding tool for lessons, independent tasks, collaborative tasks & assessments

What are some drawbacks of this technology? 

• It is not private, it is open to the public

 In my Context 
The context that I will be teaching in is Early Childhood (Kindergarten through to Year 3). After some critical thought of the above technologies I have decided that a Website would best suit an Early Childhood situation with information/resources that the teacher can display and use as a learning resource. Wiki's and Blogs could be used in an early childhood setting as a way of reporting/ documenting the days/weeks activities to parents. 

An example of a way that I would use a Website as a teaching resource in an Early Childhood setting would be using it in relation to Australian Curriculum: Foundation Year. The page English has a very basic example of some sort of tools that could be embedded and how a teacher/students could use this website.  The Weebly website has been published with a few basic ideas on what a teacher could make in relation the the curriculum link above. Please note that it is not a final product, but just a few ideas on where a teacher could take this website. The website also has different pages that are suggestions on how I would use a website within the classroom/community (with necessary passwords in place when privacy is a concern).  This is the link to the weekly website (also above) http://managingelearning2013.weebly.com/.  

This website would be an effective engagement tool, which enhances the students learning  by having them independently explore and navigate through the website, scaffolding them to take control of their own learning. This can empower learners and build them to be confident learners in the future whom are interested in learning.  By setting up the website like this, it easily links home & school life, open communication between parents/carers and teachers, and allow children to engage with interesting educational activities in their home environment that links to what the students are learning in the classroom. The students can also be engaged through interactive activities/ scaffolding on the website from this website using the embedded images, videos and links. The students will need to be educated in how to use the website and where they can find the activities that they need to complete or that they may be interested in doing at home.  

Assessment 1: Reflection 1 - Edward DeBono's 6 Thinking Hats & Mobile Phones Wiki Activity

This weeks activity was to use Edward DeBono’s 6 Thinking Hats to critical analyse our personal opinion of the use of mobile phones in the classroom. Our responses were to be posted on the Wiki page, which had been set up for all students to access, edit the page and add their post to the appropriate cell within the table. Students could also read each other’s responses and make comments to start discussions about the responses. After we participated on the Wiki page, we have been asked to reflect on the technology used within the activity and post our response in our blog. 

In my opinion the major learning theories that this Wiki page activity would reflect is Constructivism, Cognitivism and Connectivism. Through the Wiki page I saw the following characteristics that reflect Constructivism:

·       Scaffolding provided by the teacher to draw out individual opinions and critical thinking– in this case DeBono’s 6 Thinking Hats was used.

·       Online social interactions, discussions between peers about their answers and opinions on mobile phones in the classroom.

The following characteristics on the Wiki page reflect Cognitivism:

·       The use of the Wiki page would help transfer the students knowledge from their sensory register, to long term memory and even through to long term memory.

·       Expand on prior assumptions or knowledge of mobile phones use in the classroom, researching and transferring that information onto the Wiki page therefore transferring the knowledge into my long term memory.

·       The use of Edward Debono’s 6 thinking hats is prior knowledge for me so I am recalling on old information that has been stored in my long term memory and developing new ways to incorporate this in my classroom using ICT’s.

And the following characteristics on the Wiki page reflect Connectivism:

·       All students had to work on a smart phone, computer/laptop or iPad/tablet to complete this task.  

·       When looking at other student’s responses it was clear that some have used different internet tools (YouTube, images searches) to expand their knowledge and find creative ways for them to post their responses on the Wiki pages. 

Edward DeBono’s 6 Thinking Hats was the scaffolding provided on the Wiki page to complete this tasks.  The purpose of using the 6 thinking hats is for the students to be able to think about the question at all different angles therefore challenging their initial reaction/ answer.  Edward Debono’s 6 thinking hats is a valuable scaffolding tool in my opinion because it scaffolds the students to expand on the basic yes or no answer. They then justify using different methods of thinking and encourages further research on the topic.

The learning outcomes that were achieved from this activity were; editing a Wiki, expanding on knowledge of Edward DeBono’s 6 thinking hats, looking at how students can answer a simple question using higher order thinking instead of yes or no and different ways to incorporate them in collaborative work and with ICT’s, analysis of other students opinions. 

Week 2 - Notes

Teaching in Digital Environments 

Before I started any readings and activities to find out my initial / prior thoughts on having an online presence in your teaching context, I answered the following questions: 

• Is it an information repository, or is it to enhance teaching and learning?  Should only be used when it enhances teaching and learning for the students, each circumstance / context should be evaluated before the use of online/technology is used. 
• Is it for blended learning (use of an online presence to enhance teaching and learning?) As above answer, yes it is for blended learning.  
• If it is blended, what proportions of face to face and online learning is optimal for your goals? This would depend on each circumstance and the different learning styles of the student. 
• Is it for a purely online course without a face to face presence? For optimal learning outcome a mix of face to face (when possible) and online would be more effective. 

These questions will determine the role you play as designer for learning. In most e-learning contexts, you will find that you will be considering all of these reasons in combination.

There are many benefits of teaching in digital environments - within the early childhood setting. I would not use digital environments all the time with the students as I think it is important for them to explore other environments while in the early childhood setting. Their home life and future will be full of digital environments but it is also important for them to learn other skills (social, natural, imaginative etc) while in a safe early childhood setting. 

Pedagogy 

Pedagogy is a teachers beliefs, teaching strategies, resources which they use when planning lessons and units of work. It scaffolds their planning and how their classroom will run. Each teacher has a different pedagogy and their pedagogy may change depending on the children, context and knew knowledge and theorists. 

The following word collage outlines what I believe would be the best pedagogy for an Early Childhood setting (with a focus on Kindergarten & Foundation).

Digital Pedagogy 

Expectations for teachers: National Professional Standards for Teachers - ICT Elaborations for Graduate Teacher Standards. 

Expectations for learners: 

Students are prepared for the 21st Century by using ICT's in the classroom and becoming familiar with these tools. They will need to use these tools in today's digital world, therefore through school they need to gain knowledge, skills and understanding of these tools.    

Education Queensland ICT Expectations for Students - these expectations help teachers plan more meaningful lessons by using ICT's.

Links between the Curriculum and Expectations: 

• Inquiring
• Creating
• Communicating 
• Ethics, Issues and ICT
• Operating ICT   

TPACK Framework

TK - Technological Knowledge 

CK - Content Knowledge 

PK - Pedagogical Knowledge 

TCK - Technological Content Knowledge 

PCK - Pedagogical Content Knowledge 

TPK - Technological Pedagogical Knowledge 

TPACK - Technological Pedagogical Content Knowledge  

The amount of each knowledge area will differ depending on the lesson, teacher and students. 

Below is my understanding of the TPACK framework so far, I will be adding to this mind map as my understanding grows - 

Blooms Taxonomy

According to Blooms Taxonomy after a learning experience all learners should have learnt new skills (Psychomotor), knowledge (Cognitive) or have new attitudes (Affective) to the lesson. 

There are six categories within the Cognitive Domain - the previous category needs to bee achieved before the next one can take place: 
1. Knowledge
2. Comprehension
3. Application 
4. Analysis 
5. Synthesis 
6. Evaluation 

The Cognitive Domain was then 'revised' in 2001 changing a couple of the categories names from a noun to verbs, this change reflects a more active form of thinking. 
1. Remembering (Knowledge Acquisition);
2. Understanding (Knowledge Acquisition); 
3. Applying (Knowledge Deepening);
4. Analysing (Knowledge Deepening);
5. Evaluating (Knowledge Creation);
6. Creating (Knowledge Creation); 

Affective Domain is the students attitudes (feelings, values, motivation etc) includes the following 5 categories: 
1. Receiving Phenomena 
2. Responding to Phenomena
3. Valuing 
4. Organisation 
5. Internalising Values 

Learners skills is classified under the Psychomotor Domain which include the following categories: 
1. Perception (awareness) 
2. Set (readiness to act) 
3. Guided Response 
4. Mechanism 
5. Complex Overt Response  
6. Adaptation 
7. Origination  

Major focus on the Cognitive Domain through out e-learning but remember that all three domains are as important as one another.

Blooms taxonomy starts with the student at Lower Order Thinking stage and are slowly built upon up through the categories so the student in the end extends their knowledge through Higher Order Thinking. The following quote really helps me understand how the categories build on top of each other. "Before we can understand a concept we have to remember itBefore we can apply the concept we must understand itBefore we analyse it we must be able to apply itBefore we can evaluate its impact we must have analysed itBefore we can create we must have remembered, understood, applied, analysed, and evaluated." 
Andrew Churches (2013) retrieved from: http://edorigami.wikispaces.com/Bloom%27s+-+Introduction.

Andrew Churches also explains how Blooms taxonomy links in with ICT.
  Linking Blooms with ICT - Andrew Churches 2009

Edward DeBono

Edward DeBono's 6 thinking hats: 
Yellow - Optimistic; why will this work? 
Blue- Process, Overview; whats the big picture? 
Black- Negative; why won't this work? 
White - Facts & Figures, Neutral Opinion; what are the facts? 
Green - Creative; what if we? 
Red- Intuitive; what do I feel about this? 

Working Legally, Safely & Ethically Online 

A very basic ethic is that everything needs to be referenced if it does not belong to you. I think it is also important to make the students aware of the following safety concerns when they are working online or socialising online.  

NetAlert - is a government document that I think is important for teachers etc to read as well as parents who's children regularly access the internet at home. 

Child Safety - Children who use the internet can be exposed to pornography, sexually explicit texts, offensive/ hateful language or texts, violence and encouragement of illegal and dangerous activities.  

Physical Danger - Stranger Danger; the same rules should apply as in a real-ife in person situation. Do not talk to anyone you don't no online, do not meet up with people you meet online by yourself. These conversations are a must with children.  

Harassment & Bullying - includes teasing, rumours, being made fun of, defamation, sending unwanted message, these are no longer just in the school yard but can follow the students home through internet chat rooms, social networking site and text messages etc. 

Privacy - Children need to know that if they supply personal information over the internet that they or their families (depending on whose information it is) can be spammed or used for fraudulent acts. It is important that children are aware that all photos and information placed on the internet are able to be accessed even when deleted, it is in cyber space forever for anyone to see.  

Other links for understanding what is legal, safe and ethical - related to what I need to consider when writing this blog: 
http://education.qld.gov.au/web/schools/riskman.html
http://ppr.det.qld.gov.au/corp/governance/Pages/Intellectual-Property-and-Copyright-Use.aspx
http://www.smartcopying.edu.au/scw/go/pid/946
http://www.smartcopying.edu.au/scw/go/pid/944