This course has been an educational learning experience
mixed with frustration. Throughout the
course there have been continued opportunities to improve knowledge and skills
about digital tools and in becoming more proficient in their use. The frustration
has been caused by endeavouring to engage with the tools in the home
environment. Living on the outskirts of
Rockhampton means internet connection is via satellite. Such online connection is often affected by
the weather, resulting in a slowing down of access.
This reflective synopsis will draw upon the four digital
tools embedded in my blog. These tools
include the creating a website, creating a digital video, developing an
interactive power point and using Google maps.
These tools have been professionally developed through scaffolding
students can learn to use them. They
contribute to pedagogical practices that support and encourage the development
of higher order thinking skills Safe, legal and ethical practices and the TPACK
will be reflected upon.
The Melbourne
Declaration on the Educational Goals for Young Australians (MCEETYA, 2008)
recognises that in a digital age students need to be highly skilled in using
the digital technologies available to them.
This requires students to use information and communication technologies
(ICTs) for tasks that are associated with aspects such as creating and
presenting multimedia products, problem solving and communicating.
Information and communication technology competence is one
of the General Capabilities that are addressed explicitly in the learning areas
(English, Mathematics, Science, and History) of the Australian Curriculum
(2012). When students learn to use ICTs
effectively and appropriately they develop their ICT competence which helps
them to collaborate and communicate with others both within and beyond the
classroom as well as creating, publishing and presenting their learning for
others.
Group One Tool: Creating a Website
When creating a Weebly website, a blog and a wiki are all
fairly similar to create as they all had the same simple steps to follow. These
included creating a theme, adding headings and inserting text. Weebly also gave
hints on how to insert pictures, hyperlink text and other steps in which the
user was provided with support to move through the steps. This was the first
time I had created a website and it was easy to follow. Students would find
Weebly easy to use also. Moreover, a Weebly website would be more beneficial
for students to create and use because it allows them to choose their own theme
and create a website in a safe and secure environment. Additionally, this
coincides with the safe and ethical practices in which the schools adhere to.
Furthermore, blogs and wikis do not provide as secure an environment as a
Weebly website as they can still be accessed by the public, whereas Weebly
offers group or class access only.
Through scaffolding and modelling, students are provided with the
necessary skills to use this ICT. By allowing students choice with their
website motivation, engagement and authentic assessment would be prompted. Additionally, students can only post in a
wiki one at a time as typing in the same spot only allows one student comment
to be posted. This was demonstrated during the lecture when commenting in the
course wiki.
Further analysis of
the Weebly can be read in a blog post that outlines the advantages and
disadvantages in a PMI chart. Using the PMI within the context of the Weebly
would encourage whole class involvement as each student can add their thoughts
and respond to the ideas of others. This develops new understandings for
students as they read and internalise different perspectives. The webquest
created using Weebly is also available for viewing. This webquest focuses on
Natural Disasters, is suitable for Year 7 and promotes investigative learning
while navigating different websites.
Group Two Tool: Digital Video
As it can be seen in the digital video blog posting, a
digital video was created in Windows Moviemaker using still images, creating a
multimodal presentation. Inserting the
images from a camera eliminated the need for a scanner which is more effective
in a classroom. Students would find this easy to use as the program has simple
steps. This ICT is recommended for the upper primary school to create movies as
it is probably more suitable for their ICT skill level. However, students in
any year level with the assistance from the learning manager could use digital
videos to create videos of role plays, student photos or an experiment. The
only problem encountered using Windows Moviemaker was that it was not possible
to upload music from iTunes or a CD. The music could only be sample music
provided on the computer. This may cause a problem in the classroom as well. The
difficulty in using only the sample music would result in less effective
background music. Using Windows Moviemaker would engage students in the task,
provide a relevant context for learning, provide the opportunity to present new
understandings in digital form, could be uploaded on the school server for
viewing by others and would promote authentic assessment.
Group Three Tool: Interactive Powerpoint
It was enjoyable creating this tool as it was a new
experience. The steps were rather easy to follow. Furthermore, with the
appropriate scaffolding students from all year levels can create one. Upper
year levels could create talking storybooks for prep students, thus engaging in
an authentic task for a different audience and highlighting the interrelatedness
of the language modes. Information and quiz powerpoints are good for authentic
assessment as well as group work with students engaging in each other’s
interactive powerpoints. By creating interactive powerpoints, students are
challenged to move beyond the traditional powerpoint presentation that has been
used for many years. Preps and year ones can learn the alphabet, numbers or
sound recognition using interactive power points. To see further analysis of
this useful tool and a couple of interactive powerpoints, refer to interactive
powerpoint blog.
Group 4 Tool: Google Maps
Google Earth and Google Maps are replacing the globe that
every classroom once had. Their use provides real world contexts for learning. Unlike
Google Earth where you have to download the program, Google Maps is easily
accessible on any computer, iPod, iPad or phone. This tool can be used in any
year level with students finding places in the local area to finding cities and
countries all over the world. Google Maps is effective for incorporating
multicultural learning into the classroom. It allows ESL students to show the
rest of the class where they come from. Google Maps can be used for units such
as the Olympics, food around the world, harmony day or even showing the
students coal mines or rainforests in Australia. Students even have the opportunity
to create their own map. The blog posting about Google Maps analyses this tool
further.
Safe, Legal and Ethical Practices
The understanding and use of safe, legal and ethical
practices is important with respect to the use of digital technologies. This importance is recognised by ACARA (2012)
as it highlights that students need to develop ICT capabilities within a
context of social and ethical protocols and practices. This requires students to develop an
understanding of intellectual property with respect to digital information and
recognising and understanding the dangers of using social media.
The media often reports on the effects of cyberbullying. Despite
the warning and advice that is often given the practice continues. While there
are websites that can be accessed to educate students about cyberbullying
school practices include addressing this issue.
Privacy laws protect children less than 18 years of age from
having images posted online without written permission of their parents or
guardians. This needs to be considered
when teachers or students want to upload pictures. Using a Weebly makes a safer
and closed environment for students. Students also need to be made aware of
Copyright laws with respect to online intellectual property. This issue is also
being discussed in the media.
Teachers are required to sign a document of responsible
internet behaviour. This was a
requirement when commencing work as an assistant in After School Care. Teachers
have are responsibility to follow ethical, legal and safe practice with respect
to internet use and to teach students to do the same.
TPACK Framework
New learning included acquiring knowledge about the
technological, pedagogical, and content knowledge framework known as
TPACK. It is an effective framework that
learning managers can use to assist students to learn skills, knowledge and
dispositions with respect to ICT skills across the curriculum. The diagram embedded in the TPACK blog
posting contributed to understanding the framework. An implication of this
framework is for Learning Managers to be ongoing learners to develop the
necessary knowledges that form the framework in order to assist students to be
effective and competent users of digit tools.
Conclusion
Engaging in these tools has increased my knowledge and
provided insights into practices that will enable me to assist students to be
effective users of digital tools. The technologies engage and motivate students
as they give them choice in how they learn and interact with the technologies.
Furthermore, Learning Managers are able to create instructional experiences
that would make learning more efficient, effect and appealing to the students.
Engaging in reflection has enabled me to realise the potential of using these
tools in the classroom and the importance of being an ongoing learner in this
field.
References
ACARA (2012), General Capabilities in the Australian
Curriculum, retrieved from: www.australiancurriculum.edu.au
MCEETYA (2008), Melbourne Declaration on the Educational
Goals for Young Australians. MCEETYA, Melboune
