Week four reflection 

The purpose of this week’s task is to analyse the functionality of Flickr, audio/podcasts (Podomatic) and video (Wevideo) and how these digital tools can be integrated into a classroom context. I look forward to embracing these technological tools and vow not to let impatience get the better of me!

FLICKR

Flickr Account: https://www.flickr.com/cameraroll:

Flickr, a site I recognise and hear about yet have not had the chance to explore (until now) is a free website that allows for photographs to be uploaded, categorised, viewed, shared and discussed amongst fellow Flickr individuals. Basically, you set up an account that provides you with a username and yahoo address (jobarker8@yahoo.com.au).  Once that is registered, you are on your merry way to discovering photo after photo after photo. The website draws you in with its array of stunning images, how could you refuse to sign up?

TECHNICAL ASPECTS:

The technical aspects are as followed:

1.     Register and log in

2.     Choose from a variety of tabs (camera roll, photo-stream, albums, favourites, groups, creations, stats, you, create, explore)

3.     Upload personal photos via clicking camera roll, these can be accessible to the public eye or just family/friends

4.     Personalise by adding profile photo and background image

5.     ‘Explore’ allows you to view and search through different categories

6.     You can add your favourite images onto your page by liking others – clicking star at bottom of each photo

7.     There is even the option of creating wall art and photo books

8.     Search and invite friends to follow page –friends from social media accounts for example Facebook can be easily added – saving precious time!

9.     The option of tagging photos allows for location to be accessed. Clicking on maps (map of the world) has tagged photos marked on different parts of the globe- available for viewing!

After getting carried away on this site, adding numerous photos onto my page, I realised I’d made a mistake. I hadn’t extracted photos from ‘Creative Commons’- meaning the photos I used didn’t have the legal consent attached. In an educative setting, it is fundamental that students are aware of this so they can peruse images that can be added onto their own page without any difficulty.

FLICKR IN THE CLASSROOM

Initially, I had to really switch my brain on to think about how to use Flickr in the classroom. However, turns out, this website is extremely versatile and would be an effective digital tool to implement into teaching practice.  In the classroom Flickr can be used for:

1.     Photos used as writing stimuli (creative writing)

2.     Image analysis – draw on inferring skills

3.     Digital storytelling – students select images to create story to match

4.     Flickr slideshows on particular topic

5.     Recording class events-  celebrations, excursions

6.     Students take photos of own artwork to upload and share

7.     Class Flickr- images from start of year through to end of year

8.     Teaching software features – tagging, commenting.

9.     Students find photos to suit intended purpose – example- front cover for narrative/report (students explore different genres and select appropriate images)

10.  Discipline area- History (search categories to find historical images that can be analysed and compared to life today)

11.  Discipline area- Geography (students explore photos from all over the world)

12.  Enhancing student’s oral presentations with photos to entertain and engage audience

13.  Explicitly address privacy issues and property rights using Creative Commons licensing

SAMR MODEL & FLICKR

Activity: Science experiments (several different experiments) –learning experience recorded on Flickr

Substitution:

Students upload science experiment images onto online Flickr account (instead of printing out images and gluing into notepads)

Augmentation:

Students create groups on Flickr (invite learners with same experiment) and add captions under photos to explain science journey

  Modification: 

Students comment on each other’s experiments in the group setting to compare experiences

   Redefinition: 

‘Groups’ can be accessed by other cohorts in the school, which are compared and discussed as a class.

PODOMATIC

Podomatic address: http://jo-barker8.podomatic.com/entry/2015-08-03T22_09_06-07_00

PODOMATIC

Podomatic is a website that offers viewers the opportunity to create and discover video and audio podcasts.  It is free and easy to follow. Once signed up, I clicked on the ‘Create a podcast’ tab at the top right hand side. This is where the fun began! Well, basically I just recorded my voice and uploaded it onto the website- wasn’t overly thrilling but it proved easy enough to do. Phew! People on podomatic can freely comment on the podcast, which shows up under the tab ‘notifications.’

TECHNICAL ASPECTS

Podomatic users can search different categories according to their needs. When I clicked on ‘quick discovery’ to see what that was all about, two options popped up- MUSIC or TALK. I clicked TALK and then ‘education’, which lead to me an interesting podcast on the familiar debate over homework. I could then choose the ‘like’ button, the ‘share button’ or ‘add to playlist’ and I could even DOWNLOAD the podcast- FREE OF CHARGE!  There are also other episodes that can be listened to on the same page. What is free and worth your time you ask? Podamatic!

PODOMATIC IN THE CLASSROOM

Podomatic can be used by both teachers and students in the following ways:

-        Interviewing tool for assessments or class related tasks

-        Releasing class news which can be heard by parents and other cohorts

-        Furthering literacy knowledge and skills- speaking, listening

-        Confidence with utilizing ICT in the classroom is enhanced. ICT skills are extended

-        Students that rely heavily on auditory learning are advantaged with the implementation of audio podcasts. Teachers could record tasks/ instructions for learners requiring extra assistance

-        Used to analyse content and respond in appropriate ways (e.g. viewpoints/biases/content)

-        Building collaborative and social skills as students can be grouped or paired to create podcasts

-        Students who may have difficulty with writing can use podcast to record using oral language

-        Students can connect with other schools by creating podcasts. For example, students could describe their geographical location and the surroundings and then students can learn about other places children live

-        Audio podcasts could be to describe an item to which students must draw- build on receptive language skills

Digital Video (MeVideo)

WeVideo LINK: https://www.wevideo.com/view/442471554

We are continuously bombarded with digital videos in the virtual world! I’ll admit it- I would prefer to watch a video on a particular idea or concept rather than read about it. In fact, an example worth mentioning is the video of the steps used to sign up to Wiki (accessible on moodle). Initially I attempted to read the instructions, which were provided in the technical manual. This was all fine, until I realised there was a VIDEO available with the same information. The information was much easier to comprehend and being able to see it in action whilst being talked through the process made it an absolute breeze! Anyway, so I am an advocate for video and yes this also applies to its implementation in my future classroom (not to say it should replace reading!). Videos are a means of communicating, entertaining and informing and are becoming more frequently used for various purposes all over the globe!

After reading through the information on moodle about digital video, I decided to have a go at creating my own movie. Thankfully, there were many suggestions as to which website can be used to create your very own digital video. Long story short, I failed miserably after many attempts with the aforementioned websites and decided to venture out on my own. I discovered WeVideo, a video creation platform that is free for users!

Technical aspects:

-        After logging in, click on the video to learn about how to navigate your way around the website

-        Click on create video

-        Click on record button at top left and record via webcam

-        There are several ‘editing’ options which allows music, image colouring and voice over to be added, these are situated under the red record button

-        After editing has been finalised, publish your video (small button at bottom right)

-        You can add these files into the project file

Digital video in the classroom

According to Sweeder (2007) teachers today are embracing video as an effective teaching tool in the classroom. Taking into account the idea that ICT is considered just as fundamental as literacy and numeracy, providing opportunities for students to engage with digital video is of great value.  Engagement and enthusiasm towards classroom tasks are promoted through use of this tool (Sweeder, 2007).  

Asking students to create video for the following purposes:

·       Interviews

·       Presentations

·       Educational movies/ documentaries

·       Presenting ideas

·       Recording experiments

·       Documenting excursions and class trips or events

·       Reading and acting out scripts- students can reflect on video they have created and their use of voice/tone/pitch and expression and seek to improve this

Asking students to view, analyse and evaluate video for the following purposes:

·       Literacy- viewing historical speeches and have students analyse, evaluate and discuss oral speaking skills- this idea has a direct link with the Australian Curriculum sub-strand literacy (2013):

Australian Curriculum under the Literacy strand outlines students:

Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

·       History and Geography purposes: View videos related to concepts found in these discipline areas and have students analyse and evaluate content

·       Video is great as a reflection tool – students can use video as a means of self-assessment- e.g. What do I need improvement on? What are my strengths? What strategies will I use to improve?

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). Literacy: Foundation to year 10 curriculum.  Sydney, NSW. Retrieved from http://www.australiancurriculum.edu.au/Literacy

Sweeder, J. (2007). Digital video in the classroom: Integrating theory and practice. Contemporary Issues in Technology and Teacher Education, 7(2), 107-128.