Reflective Synopsis

Five weeks’ worth of blogging saw the investigation of a variety of different ICT tools for classroom use. Considering each of these web tools has opened my eyes to the extreme potential that each technology holds is relation to enhancing and extending learning. This reflective synopsis will link the functionality of the tools with e-learning theory. Weekly reflections will be drawn upon as the SAMR model will be considered at each level.

ICT’s can be used to facilitate, support and enhance learning through meaningful implementation. It is important to view technologies as learning tools that students can learn with, rather than from. A shift from technology being viewed as teacher, to technology being viewed as partner in the learning process is necessary (Jonassen, Howland , Marra, & Crismond, 2010). Technology is much more than hardware; it can consist of any reliable technique or method for engaging learning, such as cognitive learning strategies and critical thinking skills (Jonassen, Howland , Marra, & Crismond, 2010). Technology can assist learners to actively engage in constructive, intentional, authentic and cooperative learning.

In today’s technological world it is ever so important for these tools to be supplemented into our classrooms to provide for the modern day learner, also known as a digital native. Students are becoming increasingly digitally literate; therefore technology must be incorporated into the classroom to feed their style of learning. This creates the need for teachers to ensure they are effectively managing e-learning in their classroom. Technology provides for positive change in pedagogy as the modern day student can be catered for in ways once unimaginable (Smith, 2013). The modern day learner craves a mixture of collaboration, social interaction and engagement to complete a task, evidently hard without the incorporation of technology. Technology can be used as a tool to go beyond the simple construction of knowledge into a world where technology acts as a vehicle for exploring knowledge to support learning by construction, allowing for social mediums to support learning and also acting as a learning partner to support reflection (Jonassen, Howland , Marra, & Crismond, 2010).

Technology fosters meaningful learning as it requires students to think and reason (Jonassen, Howland , Marra, & Crismond, 2010). Experiential learning is promoted through the use of technology as experiences result in meaningful and resistant memories. Problem solving is also supported by the inclusion of technology in the classroom as students are required to decide what information to include and exclude, how to structure the information and what form it should take. Thus complex decision-making processes are supported by technology.  

There are many online technological tools that provide for student learning and propel technology to support higher levels of thinking. Some of these include Blogs, Wikis, Prezi, Glogster, Pinterest, Wordle, Tablet devices and many more. Tools specifically addressed in weeks 2-6 of this blog include wikis, blogs, images, Prezi and mobile phones. Blogs and wikis are particularly functional as they facilitate many learning outcomes. A blog has the potential to be used in many creative and collaborative ways that support critical thinking. Much like a blog a wiki acts as a platform for many collaborative and creative activities. The characteristic of a wiki are reflective of cognitive and social constructivism theory. This is evident as knowledge is socially constructed through interaction and negotiation of the ideas of others. Cognitivism seemingly aligns with the educational tool of a wiki as knowledge is approached in such a way that students existing knowledge structures are added to via new learning experiences.

It is important to acknowledge that safety is imperative when learning with technology. The teacher must model safe, legal and ethical behaviour. Ensuring students are aware of online safety and legalities should be addressed as a priority and revisited frequently to confirm appropriate social and ethical protocols are being followed (Australian Curriculum, Assessment and Reporting Authority, 2014).

The SAMR model can prompt one to deeply consider each technology and how it should be implemented. With careful consideration of the SAMR created activities can facilitate higher order thinking to not only to produce meaning learning opportunities but also promote redefinition of task (Department of Education, Training and Employment, 2013). 

How a blog and wiki can be used to enhance learning through the SAMR model:
Substitution	The blog is used by a student as a tool to substitute hand written or typed process journal in Home Economics (textiles, or food technology). A word document is copied into the blog post with comment on the blog non interactive.	A wiki can be used as substitution to a class discussion. Students can be anywhere, and communicate at any time.
Augmentation	The blog is used as a platform to publish the process journal. Hyperlinks, images/photographs, videos/audios are used to support written text and processes undertaken. The blog post becomes a digital organisation of student’s process journal through tagging and categorising of work.	The wiki can  be used to hyperlink to information and resources- the virtual class discussion can be given depth via links and resources etc.
Modification	Students demonstrate the use of hyperlinked writing on their blog to show and connect thinking, influences, relationships and process between published content and external resources. Communication occurs in multimedia and transmedia ways- students upload evidence of themselves completing a certain task/criteria (a sewing or cooking technique). The work present encourages conversation, invites multiple perspectives and allows for constructive feedback. The work in non-linear.	The virtual class discussion can progress into group work, where collaboration and can occur through connection of the wiki.
Redefinition	The blog documents evidence of learning, reflecting, sharing and receiving feedback in order to consider revision. Students are demonstrating self-directed and self-motivated lifelong learning habits as they are organising, building and maintaining their own online learning records (Tolisano, 2014).	The wiki can act as a platform for a group presentation which depicts evidence of learning, reflecting, sharing and receiving feedback in order to consider revision

Overall, implication for my future practice will revolve around the notion that e -learning is valuable and supports the modern day learner. I have learnt valued knowledge through the investigation and exploration of many e-learning tools. This process, allowing for experimentation of the different tools, was conducive to my learning as I first hand experienced the benefits and functionality of certain technologies.  Each week I was able to practice using the SAMR model which allowed me to improve my understanding of its ability to support teachers to develop and integrate learning technologies to support high levels of learning achievement. 

Australian Curriculum, Assessment and Reporting Authority. (2014). Information and Communication Technology capability. Retrieved from Australian Curriculum : http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/ict-capability-across-the-curriculum

Department of Education, Training and Employment. (2013, April 3). The SAMR model: engage in deep learning and authentic contexts. Retrieved from Classroom Connections: https://classroomconnections.eq.edu.au/topics/pages/2013/issue-7/samr-learning-technologies.aspx

Jonassen, D., Howland , J., Marra, R. M., & Crismond, D. (2010, July 20). How does technology facilitate learning. Retrieved from Education.com: http://www.education.com/reference/article/how-does-technology-facilitate-learning/?page=2

Smith, P. (2013, October 22). Great benefits of Technology in Education. Retrieved December 9, 2014, from EdTechReview: http://edtechreview.in/news/705-benefits-of-technology-in-education

Tolisano, S. R. (2014, May 23). Upgrading Blogs Through Lens of SAMR. Retrieved from Langwitches Blog: http://langwitches.org/blog/2014/05/23/upgrading-blogs-through-lens-of-samr/ | Langwitches Blog

Week six Reflective Response

MOBILES IN THE CLASSROOM 

Mobile phones have the capacity to perform a vast array of task including taking photos, connecting to the internet, specific learning applications, note taking, collaboration etc. They could potentially inform a number of learning outcomes such as tasks including collaboration, research/investigation and reflection, while also having the potential to support practical classroom activities through the use of functions such as cameras and timers.

     However, is there a place for these devices in our classrooms? None of these advantages can overcome one the very basic disadvantage of DISTRACTION (Earl, 2012). It’s naive to not expect students to be texting personal messages or be on social media while using their phone for educational purposes (Earl, 2012).

      

I believe whilst mobile phones harbor many potential positives for the classroom they are detrimental to overall engagement and interaction. From one student’s perspective text messages are deemed distracting when received at inappropriate times, while the temptation to use phones for non- school related work is equally distracting (Lee, 2013). Cyber bullying is also a real issue that has potential to become even more destructive if mobile phones are allowed in the classroom, with victims being targeted in ways that are subtle and possible unnoticeable.

       When looking at this issue contextually mobile phones have their place in the subject of Home Economics, specifically for practical activities such a cooking and sewing as timer and camera functions are useful for individual student learning. However in the theory room they are more distracting than engaging- therefore for this reason other tools such as class or school cameras and watches or multiple timers can be used.

    Students have potential to become absorbed in their mobile phone, thus lacking integral life skills of conversation and social interaction. Students become individualized, blocking themselves away from the world as they listen to music, as there are issues surrounding multitasking and its deleterious effects on concentration and the ability to think clearly (Earl, 2012). School is not something that needs to be altered to suit student’s everyday lives, but be kept as a hub of social interaction and growth. Mobile phones are not worthy of replacing the invaluable life skills offered. 

An example as to how the mobile phone (smartphone) could be used in relation to the different levels of the SAMR model:

Substitution: Mobile phones can replace a traditional pen and paper for note taking 

Augmentation:  Students can include images taken from their phones camera, if appropriate to the task, to better inform the note taking.

Modification: At the modification level mobile phones can be used to make connection to external information- notes can be hyperlinked to important websites or documents.

Redefinition: Collaboration with others around note taking via email and or SMS can occur outside of the classroom. 

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Earl, R. (2012, May18). Do cell phones belong in the classroom. Retrieved from TheAtlantic:http://www.theatlantic.com/national/archive/2012/05/do-cell-phones-belong-in-the-classroom/257325/

Lee, J. (2013, June28). Do mobile phones have a place in today's classroom. RetrievedDecemeber 5, 2014, from ABC:http://www.abc.net.au/local/audio/2013/06/27/3790584.htm

Week five reflection

Prezi- A virtual canvas

Prezi is a presentation software and storytelling tool for presenting ideas. This technology has a unique zooming function which offers an alternative to the traditional, linear tool of a PowerPoint presentation. Prezi allows the classroom to be opened up to active learning and interactivity ensuring that lessons are memorable and not disjointed (Prezi, 2014). This fun and engaging tool can support a variety of learning outcomes such as justification, explanation and illustration of a certain topic. This creative tool supports the connection and collaboration of students as it offers connection in real time with 10 others, allowing brainstorming to occur on a shared virtual whiteboard (Prezi, 2014). Prezi allows one to embed videos and images, enabling learning to occur at greater depth through connection of information. In the context of Home Economics, Prezi can support many assessments and activities such as the accompaniment to research assignments, a mood board, or an engaging addition to a process journal.

Prezi. (2014). Engage your class. Retrieved from Prezi for Education: http://prezi.com/prezi-for-education/

Image link...

Examples of how Prezi can be implemented at each stage on the SAMR model-

Substitution: Prezi can be used to substitute the task of a mood board in Home Economics, textiles. Text is added, zooming in and out of each point. 

Augmentation: Prezi can be used as a platform for a creative mood board which contains images and short videos to set the scene of the associated topic. 

Modification: At the modification level Prezi can be used to make connection with other webpages and information using hyperlinks. 

Redefinition: Collaboration with others and their Prezi presentations, along with the giving and receiving of feedback, thus analysis of others and own work. 


A model of a PREZI, created by myself:

Voki examples

Week four

Using Images in e-learning

Purposeful images provide an opportunity for students to engage in visual literacy. In this multimodal age this is ever so important as images can evoke feelings, support skills development and engage higher order thinking (knowledge, understanding, analysis and evaluation). This technology can support many classroom activities to enhance and extend students engagement. Images can also be presented with a question for analysis and evaluation. Students can create their own images as a representation of a learnt topic.  

The following images are contextual to the subject of Home Economics, falling into the areas of body image and sustainability. These powerful images contain an underlying message that engages one's thought process whilst also providing stimulus for emotional and opinionated discussion.  

Image 1

Image 2

...RE-SIZING IMAGES FOR THE WEB...

Resizing images, in this case, does not refer to the simple alteration of size, but the alteration of file size to ensure it not too large for the capacity of the blog or site. By resizing the image, loading time is cut down and viewers can see images more efficiently. The program Mobaphoto was used to resize the images on this blog post. This tool is beneficial for one to ensure the images are appropriately sized for the web. The technology used to resize photos falls into the substitution level of the SAMR model.  This is the case as an online images act as a substitution for textbook images and paper resources. Through access to online images Learning Managers are able to select from a wider variety, thus draw students in with more complex images . 

Image 3

Image 4

Image 1 credit: http://www.misleddit.com/p/2f93gd/

Image 2 credit:  https://scontent-a.xx.fbcdn.net/hphotos prn1/t1/q80/s720x720/1557531_784479998246897_126483232_n.jpg

Image 3 credit: http://weheartit.com/entry/132802721

Image 4 credit: http://s1090.photobucket.com/user/cadygusta26/media/44B6A2B2-FEA8-4CAC-8E92-CCEF9618E9C5-17766-00000C971BCD0154_zpsbc395eb1.jpg.html 

Week Three Reflective Response

....BLOGS FOR LEARNING....

The web 2.0 tool of a blog can be seen as a very useful tool in an educational setting. A blog is chronological and, unlike a website, is owned by students. This allows students to post their own work in the form of a blog posting or a comment. However, as blogs allow for this, comments themselves cannot be directly responded too, each referring to the blog post itself. Despite this, collaboration is still sustained through blog interaction. The opportunity for more than one author exists but usually a blog has one author with management limited to them i.e. the author/s can only edit it.  

Blogs can be used for educational purposes in many creative and collaborative ways that support critical thinking. Activities included are creative writing, many research and group activities, such as expert jigsaw, and assignment construction (Click here to view my blog “The Woven Nest” that I created for a Textile Technology assignment- a convenient example of how blogs can be used for assignment construction).

This particular technology could be used in the Home Economics and Hospitality learning environment through incorporation of such ICT’s into both textiles and Food technology theory. As an example Functions can be planned, recorded and reflected upon through the use of this technology, allowing all students in the class access to important information.

The Substitution, Augmentation, Modification and Redefinition (SAMR) model acts as a useful guide when constructing lessons that aim at enhancing instructional technology integration. These four levels of technology can be addressed in many educational contexts with Substitution and Augmentation at enhancement phase and Modification and Redefinition at transformative phase. The following examples are identified as to how the technology of a blog can be integrated into a classroom at each level of the SAMR model. 

Substitution: The blog is used by a student as a tool to substitute hand written or typed process journal in Home Economics (textiles, or food technology). A word document is copied into the blog post with comment on the blog non interactive.  

Augmentation: The blog is used as a platform to publish the process journal. Hyperlinks, images/photographs, videos/audios are used to support written text and processes undertaken. The blog post becomes a digital organisation of student’s process journal through tagging and categorising of work. Teacher leave comments and peers can read each other’s work. 

Modification: Students use hyperlinked writing to show their and connect thinking, influences, relationships and process between published content and external resources. Communication occurs in multimedia and transmedia ways- students upload evidence of themselves completing a certain task/criteria (a sewing or cooking technique). The work present encourages conversation, invites multiple perspectives and allows for constructive feedback. The work in non-linear.

Redefinition: The student blog is an embedded part of the process and a natural extension of communication and learning cycle by documenting evidence of learning, reflecting, sharing and receiving feedback in order to consider revision. Students are demonstrating self-directed and self-motivated lifelong learning habits as they are organising, building and maintaining their own online learning records, a growing academic digital footprint and develop their personal brand as well as personal learning networks (Tolisano, 2014).  

Tolisano, S. R. (2014, May 23). Upgrading Blogs Through Lens of SAMR. Retrieved from Langwitches Blog: http://langwitches.org/blog/2014/05/23/upgrading-blogs-through-lens-of-samr/ | Langwitches Blog

Image (above and below) credit: http://langwitches.org/blog/wp-content/uploads/2014/05/Student-Blogs-SAMR2.png

Overall, Blogs are an effective classroom tool that have the potential to stimulate students engagement and participation to redefine a task...

Week Two Reflective Response

WIKIS FACILITATE COLLABORATIVE LEARNING 

Learning is owned, controlled and managed by students themselves….

Image credit- http://ged578.pbworks.com/f/1273207851/New_wiki_wheel.png

After using the educational tool of a scaffolded wiki for the first time, I realised that it wasn't as daunting as preconceived, but actually quite fun. It was evident that wikis do indeed facilitate collaboration whilst the thinking routine of de Bono’s hats forced one to view the selected topic from a number of perspectives, using analysis and evaluation.  Thoughts were clearly separated into an organised structure where comprehension of the task was straightforward.  

A wiki can greatly support the construction of knowledge via the collaboration between students. It is here were aspects of the topic can be drawn upon in a variety of ways to stimulate and extend ones opinion. The particular scaffolding of this task supported several ways of thinking to extend and challenge ones initial view of the topic. Analysis and evaluation of the topic were required to fulfil the requirements of the task.  By comparing, contrasting and differentiating one’s own opinion with others analysis occurred.

Collaboration is important in sharing valued perspectives due to the rich new knowledge that can emerge from such an experience. Participating in this wiki, as a learner, challenged my preconceived opinion on the topic and allowed me to view the topic is a more constructive light, extending on others viewpoints.  

The characteristics of a wiki are reflective of the theories of cognitivism and social constructivism. This is evident as knowledge is socially constructed through interaction and negotiation of the ideas of others. Cognitivism seemingly aligns with the educational tool of a wiki as knowledge is approached in such a way that students existing knowledge structures are added to via new learning experiences. The new structure thus becomes modified when exposed to new information as each student has a different set of experiences to share.  Social constructivism is heavily drawn upon in a wiki task as students become integrated into a learning community in which collaboration leads to the negotiation of new ideas that are adapted and accommodated based on their level of collaboration and integration. This is where analysis, evaluation and synthesis have potential to take place. Social constructivism is also reflected upon through the scaffolding and support of the wiki task. An opportunity if provided for students to negotiate learning within a collaborative community. Here students take responsibility not only for their own learning, but that of their peers.

When reflecting on my own personal participation in the wiki I enjoyed collaborating via this means of communication. The biggest benefit attached to this mode of communication is the ability to add to it anywhere anytime and view others opinions whilst doing so. Personally I believe this is a great tool for group work. Drawbacks attached to Wikis or any online technology include the constant need for connection. An obvious drawback associated with wikis revolves around the ability for others to override your own work. This, in a group context, with permission and monitoring, is beneficial, however out of this context, losing work is an obvious issue. 

Overall, I have enjoyed being introduced to the educational tool of a wiki and believe it will be an asset to the classroom if used in the correct context.