Reflective Synopsis

Introduction

In order to develop effective eLearning pedagogical practices, Education Queensland recommends teachers to take the time to ‘critically reflect when using digital resources, tools and environments’ (2012a). This blog has been a platform for me, a pre-service teacher, to conduct an initial critical reflection of the use of ICTs in learning design. 

I have discovered that through the development of technology, the nature of learning is changing. There are greater opportunities for learning to become more connected, collaborative and student-centred. With these opportunities come greater challenges for the teacher to design useful and engaging learning experiences. 

ICTs in schools 

Learning that incorporates Information Communication Technologies is viewed as an essential skill in today’s word. Global, national and state authorities have documented the necessity of ICTs in education. Here are some of the key points:

• ICTs can be applied to all key learning areas. ACARA considers knowledge of ICTs to be equal to numeracy and literacy in the way that it can provide a ‘foundation for success in all learning areas' (ACARA, 2010, p.7).

• Along with teaching content from each key learning area, educators should also be attempting to equip students with higher order thinking skills (or as UNESCO calls them, 21^st century skills).

curriculum goes beyond a focus on knowledge of school subjects to explicitly include the 21st century skills that are needed to create new knowledge. Skills such as problem solving, communication, collaboration, experimentation, critical thinking, and creative expression become curricular goals in themselves and these are the objects of new assessment methods (UNESCO, 2008,p.10).

• The Queensland Government expects students to use ICTs across the curriculum in order to ‘inquire, create, collaborate and communicate and to manage, store and retrieve information and data’ (Education Queensland, 2012b, p.7).

Collaborative learning

' Collaboration is not a 21^st Century Skill, it is a 21^st Century Essential' (Churches, 2009, p.8).

According to constructivist theory, learning is achieved within a social context. By interacting with peers and teachers, learners construct new knowledge. A platform such as a wiki has the potential to enhance this collaborative learning experience. The traditional pedagogical practice of a teacher standing at the front of a classroom, dictating to students can be traded in for a more active method of learning. In this new model, students can become the knowledge creators.

Take the week two wiki exercise for example. In this experience, the collaborative learning exercise created a greater depth and breadth of knowledge. The diversity of knowledge may have been further enhanced if it was conducted with students from across the globe.

The connected learner

The development of Web 2.0 technology makes learning a more connected experience. Learners have greater access to communication and social networks. Uploading, linking and sharing knowledge allows students to more effectively manage, store and organise data. 

In an education context, there is a greater opportunity for flexible delivery of teaching. Learning barriers such as location, learning styles, and learning levels can be lowered. A classroom website is a good example of this. 

Previously, I explored websites as a project-making tool for students. However, I am also interested in the idea of using a website as a central learning hub. All learning materials could be stored on this website. Students can access the material anywhere, at any time. If using a platform like Weebly, teachers could add interactive features such as polls and forums. In this way, they could obtain instant feedback on how students are learning.

Engaging, creating, learning.

This current generation of learners have been referred to as 'digital natives' (Prensky, 2005). According to Prensky, digital tools and media are the preferred modes of learning engagement for these digital natives. It is necessary to provide learning through digital devices for two reasons. First, students may be inclined to engage more fully with the learning materials. Second, these tools will help students to develop skills needed in the future (e.g. digital literacy, innovation, problem-solving skills).

In a previous post, I discussed the importance of multimedia in the development of 21st century literacy. Furthermore, I would argue that students should be learning to effectively read as well as create multimedia texts. Being critical readers and having a strong, unique voice are attributes I would associate with a successful 21st century learner. 

As computer technology becomes more ubiquitous, I would suggest that students will need to develop a higher level of computer literacy. For this reason, I explored the possibility of introducing programming-based technologies to the classroom. They can be used to combine a range of KLAs ( e.g. maths, science, the arts, design, technology). They can also encourage the application of innovation and problem-solving strategies.

Developing a professional practice

In the outline of their TPACK framework, Mishra and Koehler state, 'Merely introducing technology to the educational process is not enough' (2006, p.2). Educators are required to become critical selectors of technology. That is, they must select a technology that will complement what they want to teach and how they want to teach it. Successful teaching within the context of eLearning involves a juggling act of pedagogical, technological and content knowledge.

In these past weeks, I have made a blog, a glog, a website and a stop motion movie. As I interacted with each technology, I tried to stay mindful of how they could be used to impart effective pedagogy and content knowledge. Context is important. It is important to establish what the final learning outcome will be as well as how to get a student to that point. For example, I found that glogs didn’t offer much in terms of presenting readable content. I also had issues with its speed. My conclusion was that I could teach more effectively with an alternate technology. On the other hand, I found making the stop-motion video to be a highly rewarding activity. I imagine that in a classroom setting, it would present some challenges in the area of time-management. However, I feel that given the potential for learning and engagement, it would be worth the effort. 

Ethics, issues and ICT

Use of ICTs for learning can enhance student engagement by connecting them with real world experience. This real world exposure also posits concerns surrounding student safety. For this reason, teachers must highlight to students the safe, ethical and responsible ways of employing ICTs. Education Queensland (2012b, p.1) states that explicit teaching and modeling is required. Areas to cover include:

• safe and responsible behaviour,
• acknowledging / respecting intellectual property,
• issues of ethics, privacy and online identity,
• effective and polite online communication

Fundamentally, educators should be demonstrating to students how to become effective global citizens. This requires sound experience of ICTs and exposure to best practices. The more a teacher can incorporate elements of eLearning into the classroom.

Conclusion

So far, I am yet to step inside of a classroom. Therefore, much of the content of this blog has been theoretical. However, I feel as though it has assisted me with developing an eLearning mindset. In the weeks to come, I will refer back to this blog. I will use it as a reference point for comparing what (in theory) I thought was possible to I come to understand is realistic. Based on this comparison, I am sure that my ideas will continue to develop. 

References

Australian Curriculum Assessment and Reporting Authority (ACARA). The shape of the Australian Curriculum. Retrieved from http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf

Churches, A. (2009). Bloom’s digital taxonomy. Retrieved from http://edorigami.wikispaces.com

Education Queensland (EQ). (2012a). Digital practice guide. Retrieved from http://education.qld.gov.au/smartclassrooms/documents/developing-professionals/pdf/dp-guide.pdf

Education Queensland (EQ). (2012b). Smart classrooms: Student ICT expectations. Retrieved from http://education.qld.gov.au/smartclassrooms/documents/enabling-learners/pdf/student-ict-expectations.pdf

Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Retrieved from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf

Prensky, M. (2005). “Engage me or enrage me.” What today’s learners demand. Educause review, 60 – 64. Retrieved from 

http://net.educause.edu/ir/library/pdf/erm0553.pdf

United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2008). ICT competency standards for teachers. Retrieved from http://unesdoc.unesco.org/images/0015/001562/156207e.pdf

5.2 Open Technologies | Processing, Raspberry Pi & Arduino

For this post, I decided to provide an overview of the technologies that excite me. I like these technologies because they promote learning through tinkering. Students are free to play and experiment. Learning occurs through trial and error. On top of learning basic skills and knowledge, there is the potential to innovate. 

Another highlight of these technologies is that they are open and affordable. Step-by-step guides are well documented online and freely distributed to the public. Online communities are heavily involved in the development of these tools. People from all walks of life are encouraged to share any new knowledge.

At first, these technologies can demand a higher degree of technical knowledge. This could be daunting for both teachers and students. However, once the initial entry barriers are overcome, these tools can provide great opportunities for learning. 

Processing.

First up is Processing. Processing is a programming language commonly used for animation and interaction. The structure of the language is slightly more simple than other programming languages. This makes it great for people who are coding for the first time. Abe Pazos has an extremely useful series of Youtube tutorials for teaching Processing to beginners. Watch the first video for a more comprehensive explanation of what Processing can do. 

Through Processing, mathematics could be taught in a more engaging way. A student can type an algorithm into the Processing IDE. They can then hit 'run' to view a visual representation of that algorithm. The visual aid could potentially assist with strengthening complex mathematical concepts for learners. 

Above is the very first program I created with Processing. It is quite simple. Circles are drawn onto the canvas based on the position of the cursor. The circle's colour has been programmed to change randomly. When the cursor is clicked, the circle becomes white. I have uploaded a larger version of this program to the Sketchpad website. Also on this website, you will be able to view the code I wrote. I made comments on every line to explain what each piece of code means. Hopefully you can begin to form an understanding of the Processing language.

Realistically, Processing would be suitable for upper primary and secondary students. To introduce younger students to the concepts of programming something like Scratch would be more suitable. 

Raspberry Pi.

Imagine students buying a computer for under $100. Then imagine them building this computer on their own. Once the computer is built, they then move on to loading software onto it and connect to the internet. Schools in the UK have already started embracing the Raspberry Pi. This video provides further insight into the use of this technology in schools.

Arduino.

Arduino is a power board that was designed to provide an affordable option for students working with electronics. One of the inventors of Arduino, Massimo Banzi presents a comprehensive overview of the technology in this TED talk. On its own, Arduino may be too advanced for primary students (although, it could be implemented into gifted and talented programs). However, devices that have been created from an Arduino board could fit perfectly into a primary school context. These devices include the Makey Makey and 3D printers. 

To sum up, a list of pros and cons relating to these technologies: 

Pros:

• Open source 
• Cultivate innovation
• Hands on learning
• Build future skills
• Affordable
• Opportunities for cross-curriculum projects
• Promotes logical thinking
• Learning through play and experimentation

Cons:

• May be too difficult for lower level learners
• Lack of teacher knowledge / experience

5.1 Presentation Tools | Glogster

The focus for this week - presentation tools. The programmes we had to choose from were Powerpoint, Prezi and Glogster. I am quite familiar with Powerpoint. For this reason, I thought it would be nice to try something new. Prezi seemed like an extension of Powerpoint. Glogster looked different. It looked like it could capture the interests of young students. I decided to look further into this interactive poster programme.

First impressions:

• Initially, the concept appealed to me. I thought that moving presentation posters into the digital realm was a great idea.
• Appearance wise, it seemed modern and fun. The application incorporates graphics that should engage a young audience.
• Adding video, audio and links is a pretty cool feature (added interactivity).
• I also really liked the idea that Glogster uses cloud based technology.  

Thoughts after making a glog:

• The biggest issue I encountered with Glogster was its speed. I found it slow when uploading images and video. I must admit, the loading time was not unbearably long. The only reason I'm concerned with this issue is that I was using a high speed broadband connection. This makes me question the performance ability on a more limited internet connection. 

Youtube video courtesy of http://tinyurl.com/cb6h4l8

Comparison with other ICTs:

I used Glogster to make a poster about my pet dog, Geordie. As I was making the poster, I kept comparing Glogster with other programmes. It seemed to me that a lot of what could be achieved in Glogster could also be achieved using other technologies. In my opinion, these other technologies are more functional. Here are the results:

Glogster vs Powerpoint

• Speed. There’s nothing wrong with using cloud based technology. I’m all for it. However, it becomes an issue when it runs slowly. Powerpoint is an equally effective presentation tool. Like Glogster, links, movies and music can be embedded into a Powerpoint presentation. The benefit of Powerpoint is that it is not reliant on an internet connection.
• Space. A lot of the example Glogs I looked at felt extremely cluttered. I wasn't sure what to look at first. With Powerpoint, information can be placed on separate pages. Within a primary context, students should be learning the process of organising and sequencing information. I feel that Powerpoint would be a better tool for this.

Glogster vs Weebly

• Interface design. I found the Weebly interface to be more intuitive, thus providing a more enjoyable user experience. Tools were easier to navigate and I picked up how to use them quickly. Essentially though, this comes down to a personal preference. 
• Functionality. Glogster and Weebly are both web based applications. For some reason, I found that Weebly ran faster than Glogster. To me, the functionality of Weebly was more sophisticated.

Glogster vs Poster, pen and paper

• Scale. A poster is larger in size than a Glog. I would prefer students to work at a larger scale in order to prevent information becoming cluttered.
• Creativity. I’m torn on this one. One of Glogster's strengths is its aesthetic appeal. There is enough control over the customisation of graphics for students to demonstrate their creativity.  At the same time, I would also like to see what kids could do on their own, with their own hands. Not everything needs to be made with a computer.

The verdict: Glogster is a nicely packaged programme. It is based on a very solid idea. At this point in time though, I can't seem to justify its use as a learning/teaching tool. In my opinion, there are other technologies that out perform this one. I would like to check back in with Glogster in a few years time. It may be running a bit more smoothly by then.