Reflective synopsis

Advancements in technology have had a profound influence on the education system (Lan, Worch, YuChun & Aguiton, 2015). A shift in pedagogical practice means traditional teaching methods are frequently replaced with technological tools that aim to enhance learning and equip students with life-long skills; fundamental for future endeavors (Lan et al. 2015). The purpose of this synopsis is to address the value of ICT in the classroom, current learning theories and frameworks that underpin technology utilization, and the importance of safe and legal online practice within a school setting.

According to (Gedera, 2014) the term e- learning is regarded as the use of educational technologies to design, deliver and control learning and knowledge sharing at any place or time. The expansion of e- learning in education results in students adopting new ways to construct and assimilate knowledge that can be transferable to authentic contexts outside the classroom (Alexander, 2001). Learning is transformed as students explore a digital environment that offers collaboration, interaction and flexibility (Livingstone, 2012). Through this exploration, students build on problem solving skills, discover solutions to complex problems, and develop competence with online navigation processes (ACARA, 2013).

It is noted that digital and networked technologies are now a key feature of contemporary classrooms (Livingstone, 2012). Virtual learning environments, educational computer games, interactive whiteboards, and dependence on internet-run applications, are among the various tools used by teachers and students both independently and collaboratively (Livingstone, 2012). In an ICT based classroom, students share information through networking; engage in self-directed learning to advance understandings; are challenged by ideas and concepts and build extensive knowledge by conducting online research.

It is paramount that educators obtain a deep understanding of how to implement technological programs and adhere to current frameworks and theories that support the integration of digital learning (Lan et al. 2015). In order for students to reach optimal learning outcomes in an online environment, educators must demonstrate sophisticated knowledge of each program; and deliver tasks with confidence and enthusiasm (Lan et al. 2015). Without this, student learning may be significantly hindered.

Bloom’s Taxonomy is a highly regarded paradigm that is structured around six specific levels used as a progression model to attain higher order thinking (Eber & Parker, 2007). As learners engage and experiment with ICT in the classroom, the Bloom’s Taxonomy strategies; remember, understand, apply, analyse, evaluate and create, are drawn on in meaningful ways. Tabor and Minch (2013) suggest that a critical step in adopting Bloom’s Taxonomy with technology, is to understand that ‘technology is simply the mediator for collaboration and representation, and that it is the type of task and thinking processes in which students engage that determines the quality of learning.’ Thus, digital tools act as supportive platforms to which students can demonstrate and cement understandings whilst additionally enhancing online competencies.

The SAMR model is a framework designed by Dr Ruben Puentedura that seeks to assist educators with designing and integrating technology into the classroom (DETE, 2015). The model highlights four levels of technology implementation; substitution, augmentation, modification and redefinition. The framework has been thoughtfully designed in a way that allows educators to plan and visualise digital integration on a scale that starts with using the tool for its basic functionality, to then experience an end product that is considered impossible without the technology (DETE, 2015). Effective digital tools to coincide with the framework can include: PowerPoint, Weebly, Wiki, Google Docs and so forth. The adoption of the SAMR model within an educative setting allows learning experiences to be developed purposefully and judiciously and provides educators with a reflection tool to further student performance.

Connectivism is a theoretical framework that correlates with technology-based learning (Kop & Hill, 2008). The key principle of this theory is focused on learning occurring when information is connected to and fed into a digital learning community; inviting dialogue and encouraging interdependent thought processes (Kop & Hill, 2008). A Connectivist approach contributes to learning by developing students awareness and ability to seek out relevant information and filter extraneous information (Kop & Hill, 2008). Additionally, student’s ideas are challenged and expanded on via engagement with digital tools. These processes are drawn on as students participate in programs such as Dipity and Wikispaces.

If the educator fails to address safe and legal online practices, student learning may be jeporadised. Thus, educators are responsible for outlining, discussing and modeling safe, legal and ethical online conduct to ensure students can utilize technology positively and productively (CFCS, 2015). Government websites provide educators, parents and the wider community with recommended sites such as Schools Hub and Cybersmart, for further insight into the matter (DETE, 2014).

The integration of technology into the classroom enriches, supports and facilitates learning. Current theories and frameworks aid educators towards designing and delivering meaningful experiences with the use of ICT. It is of equal importance that educators demonstrate competence and confidence with ICT instruction. With technology becoming more integrated into all aspects of social and working life, students must be able to show a mastery of these tools in order to thrive in the current community.

References

Alexander, S. (2001). E-learning developments and experiences. Education and Training, 43(4), 240-248.

Child Family Community Studies (CFCS).(2015). Australian Institute of family studies: Online Safety. Retrieved from: https://aifs.gov.au/cfca/publications/online-safety

Department of Education and Training. (2015). The SAMR model: engage in deep learning and authentic contexts. Retrieved from https://classroomconnections.eq.edu.au/topics/pages/2013/issue-7/samr-learning-technologies.aspx-

Department of Education and Training (DETE). (2014). Student Resilience and Wellbeing: Cyber safety in schools. Retrieved from: https://www.education.gov.au/cybersafety-schools

Eber, P. A., & Parker, T. S. (2007). Assessing Student Learning: Applying Bloom's Taxonomy. Human Service Education, 27(1), 45-53.

Gedera, D. P. (2014). Students' experiences of learning in a virtual classroom. International Journal Of Education & Development Using Information & Communication Technology, 10(4), 93-101.

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review Of Research In Open & Distance Learning, 9(3), 1-13.

Lan, L., Worch, E., YuChun, Z., & Aguiton, R. (2015). How and Why Digital Generation Teachers Use Technology in the Classroom: An Explanatory Sequential Mixed Methods Study. International Journal For The Scholarship Of Teaching & Learning, 9(2), 1-9.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review Of Education, 38(1), 9-24.

Tabor, S. W., & Minch, R. P. (2013). Student Adoption & Development of Digital Learning Media: Action Research and Recommended Practices. Journal Of Information Technology Education, 12(2) 220-223.

Australian Curriculum, Assessment and Reporting Authority (ACARA).(2013). Implications for Teaching, Assessment and Reporting. Retrieved from: http://www.australiancurriculum.edu.au/technologies/implications-for-teaching-assessment-and-reporting

I had a go at mind-mapping with Bubbl.us.com. This tool proved to be very easy to navigate, save and upload. I am big fan of mind maps as information can be organised and represented in comprehendible ways.

My experience with Museum Box

Museum Box

When confronted with the digital tools to focus on for this week, I was instantly drawn to Museum Box! The title of this digital tool made me ponder on what it’s all about.

Museum Box is a free website and is similar to Glogster, in that you can arrange different types of media around a selected theme. Basically, you place items in a virtual box that are reflective of a topic. This creation of this website was inspired by anti-slavery advocate Thomas Clarkson.

This tool can be used for descriptions of events or people, reflecting on historical eras or forming an argument about a selected topic. In fact, most content can be added onto this tool, however there is emphasis placed on history and art related subjects, which I stumbled upon when exploring the gallery.

I tried to register, only to realise you need to be an educator. That day will come, however, for now the only option I could take was the seven-day free trial. I couldn’t save my attempt at Museum Box so instead have taken a couple of screen shots of my experience with the program.

Technical aspects

Once you sign into Museum Box, you can decide on the configuration of your virtual box e.g. how many layers to add (1-3). You can select the number of cubes you wish to add information onto and customise your box with different colour schemes and text types.

Museum box allows you to embed text, web-links, audio-files, links, images and videos. These images can be selected from your own computer or from the website’s gallery. You can view other boxes and add comments. Once finished your virtual box, you have can submit it to be viewed online by the public.

What I thought was interesting about this digital tool, is that educators can be ‘sent’  student’s work (virtual box) via the website. The ‘message’ button at the top right hand side allows online communication between the student and teacher. When I hover my mouse over the top, it states ‘ When a teacher or reviewer has looked at your box, they may send you a message, this button will flash to notify you if you have a message.’

This is quite extraordinary and I think this would be a terrific way to provide feedback to student’s regarding their work.

Classroom context

This is a great tool for having students investigate topics; exchange views and challenge ideas; assess and summarise content and begin to formulate personalised understandings of information.

Students in the classroom can use Museum Box in the following ways:

• ·       Use as a support tool to oral presentations to attract and engage the audience.
• ·       Geography- students investigate places around the globe and add information onto virtual box.
• ·       Discover information about the creator of the website- Thomas Clarkson (historical knowledge). This could be an interesting way to ‘hook’ students into a lesson.
• ·       ‘About me’ virtual box- students introduce themselves by representing personal information on each side of the cube.
• ·       Students can present content in customised ways in relation to people, places, modern and historical events, art work or time periods.
• ·       Teachers can utilise the website to display classroom topics.
• ·       Collaborative group work activities.

Safe and ethical practice

Students must adopt safe and ethical practices when navigating the online world (CFCA, 2015). In order to achieve this, teachers must impart the necessary knowledge and skills for students to assimilate and apply when engaged in digital learning. With relation to Museum Box, the only real risk is for students to be accessing inappropriate images or videos that can be saved onto the computer. This must therefore be addressed prior to introducing this digital tool.  

SAMR MODEL- History

 Substitution:  Research historical events in Australia. Add content into text assigned area of the cube.

Augmentation: Students add appropriate images and references from online sources.

Modification: Students insert sounds to link with theme of topic.

Re-definition: Embed links to websites from current and legitimate sources as hyperlinks for viewers to explore further information on the topic. Share with public and teacher to which he/she can respond with feedback.

ZooBurst

My very average pop up book:

http://www.zooburst.com/zb_books-viewer.php?book=zb01_55d66212a9fb1

Zooburst is a digital tool that allows you to design 3D pop up books. This tool can enrich literacy experiences in the classroom and engage students by having stories come to life!

I designed my own very basic story and found the tool fairly easy to use. What I did notice, however, was if you wanted to create a story with really exciting features (audio, sound animation, draw your own pictures, more photos/image to choose from) you must upgrade and therefore pay for these services. So the free version is quite basic in terms with what is has to offer. It could in fact be a bit more modern; it seems rather behind the times (in terms of its appearance). A significant downfall with this digital tool is the fact that students can only create an account if they are over the age of 13.

Technical aspects

• ·       Option to add title and brief description of your own story.
• ·       You can change the appearance by altering the background and page colour.
• ·       Option to add pictures from file or clip art- there are many categories to choose from!
• ·       Option to add text onto page and character bubble chat. This is where the dialogue can be added.
• ·       Save your pictures as go.
• ·       You can view books that others have created by clicking on ‘Gallery’.
• ·       The support option provides users with common questions posed by users. Answers are provided so there is little room for confusion.
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Classroom context

• ·       Students can use this tool for a creative writing task.
• ·       Narratives for students to read to class during reading time after lunch (possibly before independent reading).
• ·       Use as part of presentation or to express complex ideas.
• ·       As a reflection tool- holiday recounts, class excursions and events.
• ·       Teacher could set up a storybook and prompt students to add content based on the pictures.
• ·       Student could use imagination to create endings to storybooks created by the teacher or other students.
• ·       Group based literacy tasks- students create a narrative collaboratively.
• ·       Whole class storybook- students and teacher work together to create a class storybook.

Safe and ethical practice

What I found interesting about Zooburst was the emphasis on creating a safe and protected online learning environment for students to work in. The designers behind this digital tool clearly recognise the importance of online safety in a school setting and make this point clear in the information under the classroom management button. Educators simply click on the ‘my classes’ to assign students usernames and passwords rather than submitting personal information. Knowing there is such strong attention placed on online protection, makes me more inclined to incorporate this tool into my future classroom. It is in the duty of the educator to provide safe, legal and ethical considerations when engaging students in online activities (ACARA, 2014).

SAMR MODEL: Narratives

Substitution: Students add text into boxes to create an outline for narrative.

Augmentation:  Students select appropriate pictures from clip art or file.

Modification: Students add voiceovers to characters and background sound.

Re-definition: Students group together and share their narratives with each other in an online environment.

Dipity

Dipity is a free website that offers users the opportunity to create and view multimedia timelines. This tool can stimulate learner interest in a discipline area as students can access an array of functions to make a multimodal timeline masterpiece!

Personally, I find timelines an effective means of communicating information due to the orderly fashion in which content can be presented. My experience with creating timelines dates a long way back, in fact, the last one would have been in high school during my history class (using the old fashioned way: pencil, paper and ruler).

Technical features

• ·       Once signed up, click ‘Create a timeline’ to get started.
• ·       Privacy aspect- this allows you to select who you wish to view/contribute to your timeline- it can be set to ‘anyone’ or ‘private’.
• ·       Embed videos, images, text, links and social media onto timeline.
• ·       Choose from different options for information layout- timeline, map, list or flipbook. 
• ·       ‘Hot topics’ allow you to peruse the most popular timelines.
• ·       Option of following other users and commenting on timelines.
• ·       The Dipity premium pack encourages you to upgrade to receive added benefits of the program e.g. uploading space.
• ·       Notifications alert you when you have received a comment/message  regarding your timeline. 
• ·       The total number of views is displayed under each timeline. This could be helpful to educators in choosing meaningful and legitimate timelines to show the students.

Negatives of the program

I found there were a few downfalls with this digital tool that are worth mentioning. Dipity requires patience, as it is initially fairly confusing and hard to navigate. While I was using the site, various advertisements popped up which led me off task and were thus very distracting. Searching for a specific topic can be a time consuming process as it is hard to find the appropriate timeline. For teachers, it would be advantageous to have a selected timeline preplanned before the lesson commences; this would limit time wastage. Additionally, from personal experience, the files (images & video) uploaded onto the timeline at a slow rate.

Classroom context

In the classroom, students could use this tool independently or collaboratively to research a given topic. These topics could include but are not limited to: Science,

English, History, Social Studies, HPE and Art.

• ·       ICT- Timelines could be based on changes in technology over time.
• ·       Students could create a timeline of their life to present to classmates.   
• ·       Whole class could discover the hot topics as a discussion point for current events.
• ·       Students build on their decision-making skills when engaged in this digital tool. Timelines require students to select critical information and present information in a concise manner.
• ·       Teachers must ensure that safe and legal conduct is introduced before using this website. There is no sign of these practices on the website itself, thus it is educator’s responsibility to establish appropriate online practices prior to using this tool. Selecting suitable images, videos and so forth is a key part of this discussion.
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Subject: Australian History  

Substitution: Students research topic and begin to draft timelines- students add text only into personalized timelines.  

Augmentation:  Students can select and collate images online and attach to timelines into factual information.

Modification: Students add video and audio aspects to build on and enrich appeal of timelines.

Re-definition:  Students comment on each other’s timelines. This can be a peer-assessment feedback strategy. 

Conclusion

Connectivism is the central learning theory that underpins the aforementioned digital tools. Students draw on problem solving and decision making skills, which are considered principles of this current theory (Barnett, McPherson & Sandieson, 2013). Knowledge is furthered through digital platforms as students network, share and discover new information for themselves (Barnett, McPherson & Sandison, 2013).  

After comparing the three pedagogical tools, it became apparent that these tools are suitable for classroom practice in terms of fostering engagement; enhancing decision making skills; summarising information; building on technological skills (cut, edit, insert); and extending knowledge in personalised ways.

References

Barnett, J., McPherson, V., & Sandieson, R. M. (2013). Connected teaching and learning: The uses and implications of connectivism in an online class. Australasian Journal Of Educational Technology, 29(5), 685-698.

Child Family Community Studies: Australian Institute of family studies: Online Safety. Retrieved from: https://aifs.gov.au/cfca/publications/online-safety

The Australian Curriculum, Implication for Teaching, Assessment and Reporting  (ACARA). (2013).Technologies. Sydney, NSW. Retrieved from: http://www.australiancurriculum.edu.au/technologies/implications-for-teaching-assessment-and-reporting