A Journey Into Technological Competence

Reflective Synopsis 1

2009-08-20T21:23:00.037+10:00

Reflective Synopsis

Prior to commencing this course, my mindset was that i had fully explored the amazing technology of a computer and the World Wide Web. Throughout the past six weeks my eyes have been opened up to a whole new digital language that i did not know existed, and i must say it is a journey that am now completely immersed in. The heavy accent of my digital immigrant persona is beginning to fade and i am slowly adapting to this new and exciting digital landscape (Jukes & Dosaj, 2006). The following synopsis will deliver an outline of the technologies and collaborative conversations i have participated in and provide theories as to why i believe they will enhance student learning and make my teaching more efficient.

Throughout the journey of creating this blog, the principles of Kearsley and Schneidermans (1999) 'engagement theory' have been adhered to. These essential components of relate-create-donate are a framework that allows learning managers to construct learning experiences that are creative, meaningful and authentic and will foster to the needs of the digital age student.

Prensky (2001) suggests that today's students think and process information fundamentally different from their predecessors. I believe that in order to prepare these students for life long learning and to become change agents in this digital world, it is essential for learning managers to build upon their own confidence and skills and join them with a 'native' perspective.

I have explored an extensive assortment of pedagogical tools that are beneficial in any learning environment, be it in a classroom or from a distance education site. I can foresee that during my future career there will be a time and a place for most of these tools to be included into the curriculum. However, i would like to refer you to a selection that i believe, with further exploration, can provide me with opportunity to create learning experiences that will engage our digital students and help to prepare them for the world beyond school and into the future.

Flickr and Picnik have both provided me with an array of ideas, that i can use to adapt and apply to lessons both in and out of the classroom, that will facilitate technology in a way that engages students. In alignment with Kearsley and Schneiderman's (1999) engagement theory, Voki Avatars will encourage and foster the creativity and communication skills that are needed to nourish this student engagement in the classroom.

YouTube and TeacherTube are a bank of information and knowledge for learning managers to use in the learning environment. I have had concerns regarding the appropriateness and safety of some of the content on YouTube; however, by utilizing programs such as KeepVid these implications are reduced. Felder and Spurlin (2005) suggest that some students prefer to work with concrete information, some with abstractions, some with visual presentation and some from verbal explanations. VoiceThread offers the opportunity to allow learning managers to cater for the needs of each of these students to enhance student strengths and collaborative learning. Digital Storytelling has also inspired my creative thoughts and extended my creative thinking during my e-Learning journey.

Frameworks such as the Productive Pedagogies (New Basics Program, 2004) enable learning managers to critically reflect on their work, and design curriculum and learning experiences that allow students to demonstrate a deep understanding of the concept. The use of a 'true' WebQuest can cater for these needs while encouraging students to use higher order thinking to answer a relevant and realistic real life problem. My knowledge of PowerPoint and its many practicalities and possibilities have been strengthened during this course. Although i was already an avid PowerPoint fan i now have an extensive repertoire of tools to use within the program, that i had not yet investigated.

Up until just a few weeks ago i was completely naive to the world of Blogs and Wikis. Smith,Lynch & Knight (2007) suggest that digital technologies such as these can be developed to share ideas, co-develop thoughts or plans, or discuss or debate pertinent topics. Brady (2006) highlights that collaborative learning involves learners learning through interaction with other learners in the atmosphere of a caring, collaborative dialogue in which learners are encourages to inquire, challenge, express feelings and opinions and reflect. Throughout the duration of this course we have been encouraged to exchange ideas and comment on our fellow colleagues blogs. Without doing so, i would not have the knowledge and understanding of many of the topics that i have explored and would not have learnt many of the valuable pedagogical approaches that i can include in my future education career.

Kellie has provided me with a useful and interesting insight as to how to include online quizzes as a form of peer assessment. Nari provided me positive guidance and reassurance through times of frustration and Rhonda reiterated my positive thoughts on why a blog is a beneficial tool to use in the classroom. Wendy allowed me to once again consider the importance of why todays practicing educators should update their skills and knowledge of ICT and Margaret reassured me of my reasons why i feel music is such an important concept to include in daily classroom activity. I must also say thank-you to the many other students who i have collaborated with along the way and that i hope our discussions have lead to some creative, worthwhile and fundamental benefits that we can all incorporate into our learning.

Siemens (2004) implies that new information is being acquired on a day by day basis and that having the ability to draw distinctions between important and unimportant information is vital. What is important, is that ICT is known as the modern digital age students 'oxygen'. Catering for this oxygen led me to a search of new technologies, and when i discovered Googles newest venture 'Google Wave' i was blown away.

Google Wave (2009) is a new online communication and collaborative tool. It is transmitted character by character, directly by line transmission to the person, or people, you are communicating with. It allows users to merge the technologies of email, instant messaging, wiki and social networking to create one unique portal that caters for a vast array of modern day technology. It is this method of ever changing digital technology which will continue to provide a positive role and promote the engagement theory to this new 'twitch speed' generation.

Upon completion of this assignment i am able to reflect on my e-Learning journey to date. There have been many ups and downs along the way, however, the outcomes have provided me with a firm foundation that i look forward to building upon, during the next few months and into the future. This blog will continue to grow, to enable me to use it as a framework that will guide my digital knowledge and allow me to reflect on my current knowledge and understandings of the rapidly expanding 'digital world'.

Until next time,

Kerri.

References:

Brady, L. (2006). Collaborative Learning In Action. Frenchs Forest, NSW, Australia: Pearson Education Australia.

Felder, R., Spurlin, J. 2005. (citing computer references. Retrieved July 30, 2009, from:

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ILS_Validation(IJEE).pdf

Google Wave. (2009). Google Wave Developer Preview at Google I/0 2. Retrieved August 19, 2009, from: http://wave.google.com/

Jukes, I. & Dosaj, A. (2006). Understanding Digital Children (DKs)Teaching & Learning in the New Digital Landscape. The InfoSavvy Group: MediaFire.

Kearsley, G., Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from:

http://home.sprynet.com/~gkearsley/engage.htm

Prensky, M., (2001). Digital Natives, Digital Immigrants. Retrieved July 18, 2009, from:http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

New Basic Program. (2004). Productive Pedagogies. Department of Education, Training and the Arts. Retrieved August 12, 2009, from:

http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved July 19, 2009, from: http://www.elearnspace.org/Articles/connectivism.html .

Smith, R., Lynch, D. & Knight, B.A. (2007). LearningManagement:Transitioning teachers for national and international change. Frenchs Forest, NSW, Australia: Pearson Education Australia.

ClassMarker

2009-08-20T13:02:00.011+10:00

ClassMarker

ClassMarker is a free quiz maker for online testing. The program is relatively simple to manipulate and allows students to participate in meaningful and engaging activities through interaction with others (Kearsley and Schneiderman, 1999).

Due to insufficient time with my students i am unable to implement this method of technological activity. However, the following is a brief synopsis of how i would use this learning tool in the classroom environment.

A year 4/5 cohort has just completed a unit of work entitled 'Endangered Species'. In groups of 4-6 the students researched a particular animal, created a PowerPoint and presented an oral presentation. An online quiz, created by each member of a group for another member within the group, would then be used as a form of reflection and assessment for the students. The conceptual elements of Marzano and Pickerings (1997) Dimension 2 - Acquire and Integrate Knowledge, would be followed during the lessons in order to help students acquire and integrate specific procedural knowledge skills.

Discuss as a class the animals that have been researched and recall their habitat, diet, threats, distribution, description, quantity and classification
Use the think-aloud process to verbalize questions that would be appropriate to ask in an online quiz, that would demonstrate students knowledge
Students create a list of ten multiple choice questions pertaining to the animal they researched
Learning manager would point out common errors that need to be targeted including grammatical, punctuation and spelling errors before allowing sufficient time for students to practice creating the quiz
Once the learning manager has approved all work, students will provide another member of their group (preallocated) the URL in order for them to complete the test
Students will provide feedback on the quiz to the creator, in the form of a graphic organiser

This learning journey that began with researching each animal in collaborative group work and resulted in students creating a quiz for a 'customer', is derived directly from Kearsley and Schneidermans 'Engagement Theory'. Students have participated in active cognitive processes that include creating, problem solving, reasoning, decision making and evaluation, whilst maintaining intrinsic motivation.

I look forward to exploring a variety of other online quiz applications that will help me to provide my future cohort with learning experiences that cater to the digital needs of todays students.

Until next time,

Kerri.

Reference:

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from

http://home.sprynet.com/~gkearsley/engage.htm

The 'Cons' of Technology.

2009-08-20T11:52:00.006+10:00

The 'Cons' of Technology.

Hello once again. Right at this moment my mind is not in a state to function properly. I have just left my daughter at school, in an inconsolable state, in the caring hands of the school chaplains. Yesterday evening two of the most beautiful people i know on this earth were tragically taken from us. The couple were an inspiration to so many on the Sunshine Coast and i know that many Noose campus students will be affected by this loss.

You may be wondering why is this relevant to e-Learning? The women/wife/mother/role model/confidant/teacher/mentor involved in the accident has been my 14 year old daughters ballet teacher, and inspiration, for quite some time now. At 6pm last night, Jess, being the digital native that she is, was on facebook on her iPod touch. All of a sudden she looked at me in a state of shock and said mum read this, it cannot be true. Just moments before, the phone rang and i decided to let it ring out as i would return the call in just a few minutes. If only i had of answered i could have broke the news to her in a much more compassionate way! This form of technology, was used to deliver the news to thousands of children across the coast that this couple had just passed away in a car accident. I was completely mortified that this was delivered by this small piece of equipment.

This just reassured me of the enormous differences between digital immigrants and digital natives. I would not for one moment think to inform someone of this tragedy through these means. However todays youth see this method of communication as second nature, it is the world that they live in.

I don't know about you, maybe i am just old fashioned, but i feel that sometimes technology should take a stand still and return to more personal forms of communication.

Kerri.

Flickr

2009-08-19T17:43:00.014+10:00

Flickr

Welcome once again,

Before i get into the necessities required for this course, i thought i would just show you a brief slideshow i created through Flickr. The photos were taken during a family holiday in Melbourne last year and display the sun rising over The Great Ocean Road.

As i mentioned in a previous post, flickr is a program that allows users to upload, edit, organise, shape and share their photos, all at the touch of a button. I have enjoyed using flickr and would have loved to have had the opportunity to utilise the program within my current learning environment, however, this was not possible.

Kearsley and Shneiderman (1999) suggest that the fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. They also suggest that the use of technology can facilitate ways in which to promote the engagement factor. With this in mind i have created the following brief scenario of a possible way to include flickr into the classroom.

Students have recently returned from a 2 night camp at a local park, where they encountered many team building activities. Throughout the duration of the camp the learning manager, and the teacher aide, took many photos of each student. Upon return to school, each member of the cohort are asked to choose a selection of 6 photos that they feel captures the epitome of the team spirit. These photos must then be uploaded to flickr and edited using the free image manipulation tool; picnik. I would then ask student to arrange the photos into a PowerPoint and add narration that describes their individual feelings of the positive and negative attributes of such a team building exercise.

During the lessons i would reiterate the importance of copyright procedures and regulations. I must also, once again, state that the use of any technological tool within the classroom must be supported by quality teaching pedagogy to ensure maximum student learning.

Until next time,

kerri.

Reference:

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from

http://home.sprynet.com/~gkearsley/engage.htm

Digital Storytelling

2009-08-19T14:06:00.014+10:00

Digital Storytelling

The Queensland Curriculum and Reporting Framework (2007) suggests that Media involves constructing meaning by using media languages and technologies to express representations, considering particular audiences and particular purposes. The Arts, Years 1-10 Syllabus (2002) explains that utilising applications of media, including digital storytelling, develop active and critical media users who will demand, and could contribute to, a greater diversity of media in the future. Considering todays digital natives are being constantly exposed to digital media, we as learning managers, must develop strategies that can be used to appeal to the learning preferences and communication needs of these digital learners (Jukes & Dosaj, 2006).

The Lubbock Independent Schools District (2009) suggests that digital storytelling challenges students to take their written ideas and translate them into a visual medium. Digital storytelling unites the ancient art of storytelling and the modern multimedia techniques of today, to deliver a story using images, music and voice.

An example of how i would include this method of technology within the classroom would be as follows:

During a unit of work on Antarctica i would have the students create a toy penguin made from recycled egg cartons. Students would then take a series of photos on the class camera, that involve the penguin in a role play. This role play would demonstrate the use of visual props and effects and show the penguin in a variety of different scenes. Students would then write an interesting, sequenced and detailed recount of events.

Digital storytelling can be created on any program that allows photos and movies to be edited and have the ability to make the addition of sound and/or music. In most classroom environments the use of a Word document, Windows Photo Story 3 or Windows Movie Maker 2 would possibly be the most suitable programs to use.

Upon completion of the cohorts written recount of events, students would manipulate their photos using a program such as Picnic before creating a photo story on the available software. Students would embed a speech that matches the story and explains the penguins journey and his/her feelings along the way.

As the learning manager, i would create a folder within my Mahara account, that allows students to upload their photos stories. This would then be used to encourage a collaborative learning environment that promotes discussion, expression and reflection.

Until we meet again,

Kerri.

References:

Jukes, I. & Dosaj, A. (2006). Understanding Digital Children (DKs)Teaching & Learning in the New Digital Landscape.The InfoSavvy Group: MediaFire.

Lubbock Independent School District. (2009). Digital Storytelling. Retrieved August 18, 2009, fromhttp://www.lubbockisd.org/sfirenza/storytelling/

Queensland Studies Authority (QSA). Queensland Curriculum, Assessment and Reporting Framework. Spring Hill, QLD, Australia: The office of the Queensland Studies Authority

Queensland School Curriculum Council, Years 1-10 Arts Syllabus.

Blogs in the Classroom

2009-08-19T10:42:00.009+10:00

Blogs in the Classroom

Upon completion of last terms unit of work entitled 'endangered species', my students were asked to prepare a PowerPoint in small groups. I then had the opportunity to create an assessment task that would allow students to demonstrate their knowledge of this program. I am really sad to say, but i believe that 90% of my class are extreme digital immigrants, even though they were born in the digital native world. There are just a few computers in the classroom and they are used only once or twice a week, for just a short time. I am also of the understanding that many do not have access to a computer at home.

Unfortunalty i have been unable to establish a blog with my students in the classroom. However, i have discussed the concept with them and the idea is one that excites them. The benefits that would be associated with incorporating a blog into my classroom would be immense. These benefits would include:

promoting critical, analytical and higher order thinking
ensuring a collaborative environment
allowing for discussion, expression and reflection
providing students with a voice and an audience within safe boundaries
promoting life long learning

Using Kearsley and Shneiderman's (1999) engagement theory i would create a blog that can be used as a collaborative learning tool to be displayed, in part, at the school assembly. The following design is a very simple blog (at this stage with limited postings) that could be brought to the attention of the cohort. The proceeding is a brief summary of how i would utilise this blog in the classroom.

Introduce the students to an avatar who explains what the blog has been designed for
Upload a selection of YouTube videos that provide information regarding each of the topics we will be covering. These would include feudalism, people in medieval times, games and toys, guilds, clothing and food.
Upload printable handouts for each of the topics that are to be completed during school hours
Upload examples of student work
Provide students with the URL to allow them to make comments on each of the topics we are discussing to promote discussion, opinion and reflection
If resources were available, i would assign homework tasks that need to be completed
Upload weekly quizzes to be completed, that demonstrate students knowledge of the prior topic
Post links to Google Earth in order to explore modern day Europe

This link will direct you to the beginnings of such a blog.

http://familycsmedievaldays.blogspot.com/

Using blogs in the learning environment would create an engaging and authentic task. As i have mentioned in many of my previous posts, safety is one of my major concerns in a classroom. Programs such as Blogger and Edublogs allow the learning manager to create a password that can only be accessed by students and parents to ensure this safety remains paramount.

Until next time,

Kerri.

References:

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from

http://home.sprynet.com/~gkearsley/engage.htm

3 Steps for 21st Century Learning

2009-08-19T10:07:00.003+10:00

3 Steps for 21st Century Learning

In a time when my focus should be only at the task at hand, i am finding myself a little sidetracked!

YouTube provides both students and teachers with the world at their fingertips. It is an endless supply of information that can provoke ones thoughts. After watching the following video a sudden pang of excitement came over me, as once again, i realised the opportunities we have ahead of us to provide our students with access to a connected, collaborative and powerful learning environment.

Retrieved from: http://www.youtube.com/watch?v=2yCB4i7GJuM&feature=fvw

Talk soon,

kerri.

PowerPoint Action Buttons

2009-08-18T23:40:00.014+10:00

PowerPoint Action Buttons

Once again, my children have reassured me that prior to commencing this course, although living in a digital world, i was a complete 'digital immigrant'. I have sat back and watched them create PowerPoint after PowerPoint, that contain the use of action buttons and not once considered where they came from, or how they put them there. Siemens (2004) explains that when knowledge is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. This source (actually 3 sources) have been living under my roof and i had not plugged into it until tonight!

Internet4Classrooms provided me with easy to follow directions that explained how to make the addition of buttons into a PowerPoint. These buttons allow the user to 'mouse click' or 'mouse over' in order to navigate back and forth within the slide show.

The following link will direct you to a PowerPoint i have used in a prior post. http://www.mediafire.com/?ozznhqj2zwz I have included the use of buttons into the slides, however, it is not an actual 'quiz' and portrays an example of Internet4Classroom's (2000) 'common misconception'. To cater for the specific needs of a quiz, it would just be a case of making additions to each slide that provides students with the opportunity to choose an answer, rather than have them displayed on each page. Regardless, i believe that this particular PowerPoint is an ideal introduction to using buttons in a slide show and would be an appropriate tool to use in the learning environment.

I have to agree with my fellow colleges, Melissa and Natalie, that ClassMarker would be a more appropriate quiz to use in the classroom. PowerPoint may possibly have a higher engagement factor, however, ClassMarker provides the opportunity for learning managers to view instant results and which questions students struggled with along the way.

Until next time,

Kerri.

References:

Brooks, S., & Byles, B. (2000). PowerPoint: Using Buttons on a Slide Show. Retrieved August 17, 2009, from Internet4Classrooms:

http://www.internet4classrooms.com/pp_buttons_show.htm

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved July 19, 2009, from

http://www.elearnspace.org/Articles/connectivism.html .

The Virtues of VoiceThread

2009-08-18T21:48:00.006+10:00

The Virtues of VoiceThread

VoiceThread is an engaging tool that would be beneficial to a classroom in a variety of ways. It is a tool that allows conversations to take place, based upon media that can hold a physical discussion on just one page of the program.

This collaborative learning tool allows users to comment on others work through a variety of mediums including telephone, webcam, microphone, text and file uploads. It provides users with the opportunity to demonstrate their creativity and express their personal opinions within their own safety and comfort zones.

Brenda Dyck of Education World (2007) suggests that teachers and students are using VoiceThread as a storytelling tool, a deep thinking tool, a research tool, a communication tool, and an assessment tool. Brady (2006) suggests that a collaborative theory of learning, such as this, involves learners learning through interaction with other learners through scaffolding provided by the teacher in an atmosphere of caring, collaboration and dialogue in which learners are encouraged to inquire, challenge, express feelings and opinions and reflect on their work. The VoiceThread file that i have created includes the use of 'text' media to promote warm and cool feedback to a students travel brochure.

http://voicethread.com/?#u439956.b583329.i3117700

By providing students with this method of reflection the learning manager is catering for the needs of todays students. Jukes and Dosaj ( 2006) refer to modern day students as 'screenagers'. They suggest that their assumptions with images on a screen are that they are to be manipulated and interacted with, not just used for passive consumption. VoiceThread, in my personal opinion is a wonderful tool to incorporate into the learning environment, that caters for all of these needs.

Until we meet again,

Kerri.

References:

Dyck, B. (2007). VoiceThread: Capturing and sharing student voice with an online twist. Retrieved August 18, 2009, from

http://www.education-world.com/a_tech/columnists/dyck/dyck019.shtml

Jukes, I. & Dosaj, A. (2006). Understanding Digital Children (DKs)Teaching & Learning in the New Digital Landscape.The InfoSavvy Group: MediaFire.

VoiceThread. (2007). About VoiceThread. Retrieved August 18, 2009, from http://voicethread.com/about/

Exploring E-Portfolios

2009-08-17T14:22:00.012+10:00

Exploring E-Portfolios

It has taken me quite some time to inhale a clear and logical understanding of the term 'E-Portfolios'. I guess this is a clear descriptive that i fit into the 'digital immigrant' category (Prensky, 2007). I also must admit, i had to start with the basics and follow on with some substantial researching, in order to to develop my current level of knowledge. The following YouTube clip, which provides a brief but desriptive outline to E-Portfolios, was my first port of call.

http://www.youtube.com/watch?v=6B3tujXlbdk

Further investigations lead me to an understanding than an E-Portfolio is an online collection of reflections and digital artifacts including documents, images, blogs, resumes and multimedia (Mahara, 2009). E-Portfolios are an extension to a paper based portfolio and are a showcase that provides evidence of student achievements.

There are many specifically designed products that cater for the needs of an E-Portfolio. Mahara, which is just one of the many products, is the electronic portfolio program that i have chosen to explore. For just $5 per year, Mahara can be used as a file repository allowing uploads of multiple files for safe and convenient storage and sharing options. Mahara also provides the opportunity for users to control which items and what information, within your portfolio, you will allow others to view.

The benefits of using an E-Portfolio are plentiful for all parties involved in the learning. Sun Microsystems (2009) suggest that E-Portfolios can 'empower students to discern and validate pathways to success and enrich learning experience by making meaningful connections. Valencia (1998) has identified that these connections are part of an active process of thinking about, valuing and evaluating learning and teaching methods.

As this course progresses, i continue to find myself becoming more and more excited (and anxious) to delve further into Mahara to explore its capabilities and many benefits for a classroom environment. As Siemens states (2004) in his article 'A Learning Theory For The Digital Age', the challenge for todays learners is to have the ability to discover new skills by plugging into the available resources.

Until next time,

kerri.

References:

Prensky, M. (2005). Engage Me or Enrage Me - What today's learners demand. Retrieved July 29, from,http://net.educause.edu/ir/library/pdf/erm0553.pdf

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved July 19, 2009, from http://www.elearnspace.org/Articles/connectivism.html .

Sun Microsystems INC. (2009). E-portfolios in Education: The Time is Now. Retrieved August 16, 2009, from http://www.sun.com/emrkt/educonnection/newsletter/0206eduinsight.html

MediaFire

2009-08-17T11:30:00.028+10:00

Upload, Organise, Share

With MediaFire

I am sure we have all experienced a time of frustration when attempting to send rather large files, as an email attachment, to a group of people. This is usually a slow and tedious process. I personally, am so grateful to my new found knowledge of a program that will ease this burden along with provide many other useful benefits.

MediaFire (2009) is a simple web host that allows users to upload, organise and share files and images. The program provides opportunity to have files hidden as private and only accessed via a secure password, or downloadable as public to share with friends and other MediaFire users. These files can then be shared via alternate program such as email, Instant Messenger, blogs and MySpace.

File storage systems such as this alleviate the unnecessary concern of losing important information due to computer problems. Not only is it a useful backup tool it is user friendly, quick and efficient and has the added bonus of being free. By creating a free account with MediaFire you will have the opportunity to access all of your files at any time from any computer.

MediaFire provides the opportunity for learning to be structured regardless of location. Learning managers have the ability to upload specific content that needs to be addressed both in the school environment and at home. Gone are the days where students enjoy taking home 'paper' tasks. Jukes and Dosaj (2006) suggest that todays students crave access to tools that allow them to network and interact. They expect, want and need access to tools that provide hyperlinks and online information. Multitasking is the modern day students middle name.

Once again, my main area of concern when incorporating such programs into classroom routine, is student safety. While exploring MediaFire and creating my account i had numerous "congratulations you are the 999,999th visitor" popups appear. The advertisements also leave a lot to be desired and i would not like my students subjected to many of them. With this in mind, i believe that the likes of Mahahra could be a much more suitable program to use for classroom purposes.

The following link will direct you to a file on my personal MediaFire account. I have uploaded a file that will provide you with some fun and entertaining (educational of course) games to play in the classroom.

Until next time,

kerri.

References:

Jukes, I. & Dosaj, A. (2006). Understanding Digital Children (DKs)Teaching & Learning in the New Digital Landscape.

The InfoSavvy Group: MediaFire.

MediaFire. (2009). What is MediaFire? Retrieved August 16, 2009, from

http://www.mediafire.com/about.php

Wikipedia

2009-08-16T20:54:00.015+10:00

An Expedition into Wikipedia

Wikipedia is a free, online multilingual encyclopedia. Love it or hate it, Wikipedia is a useful and collaborative learning tool that has many advantages. It provides a platform for which students can begin their search for information.

Prensky (2006) suggests that teachers are faced with the concern that many students are using Wikipedia as their only source of data, while conducting research. I can relate to this concern, as throughout my university studies to date, Wikipedia has been frequently discouraged. The reasoning behind this is due to Wikipedia's 'anyone can contribute and anyone can edit' nature.

Wikipedia can be viewed from a connectivist perspective. Siemens (2004) suggests that the intent of all connectivist learning activities is gaining accurate and up to date knowledge. Prensky (2006) goes on to reiterate the need for teachers to discuss with their students the importance of how to research effectively in an academic setting, to ensure the information is in fact accurate and up to date.

After exploring the site in detail, i must admit my eyes have been opened to a whole new world of available resources. I was completely unaware that WIKIPedia belongs to a wider organisation that hosts a range of other products. These products include Wikibooks,Wikiquote, Wikiversity and Wikicommons.

Wikibooks provided me personally with access to a variety of books regarding learning theories and instructional design. These books are current print that i am presently using in my studies. Which brings me to my point that, Wikipedia has many valid sources of information available to students, however i do believe, it must be filtered thoroughly to ensure information is accurate and true.

Wikicommons describes itself as a repository of free content, images, sounds and other multimedia files. This site contains endless photos and other content that can be used, royalty free, in any classroom or home environment. Students could use Wikicommons to choose a landscape photo that they must recreate using pastel crayons. This introduces the learning cohort to the site before allowing to explore further.

Throughout my previous posts i have explained that my year 4/5/6 cohort are currently completing a medieval unit. Pages such as Medieval music could be displayed on the IWB and discussed openly as a class. This information then provides the basis for further lessons into exploring medieval instruments and manuscripts.

Wikipedia is a useful website that can provide learning managers and students with meaningful learning experiences.

Until next time,

Kerri.

References:

Prensky, M. (2006). Don't Bother Me Mom - I'm Learning. St. Paul, MN: Paragon House.

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved July 19, 2009, from http://www.elearnspace.org/Articles/connectivism.html.

Using Music on the Web

2009-08-16T15:48:00.013+10:00

Using Music on the Web

Chris Brewer of 'Sountracks for Learning', suggests that incorporating music into your classroom has many benefits that will enhance the learning environment. These benefits include:

* creates a relaxed and effective learning atmosphere

* establishes a positive learning state

* improves memory and concentration

* makes classroom management easier

* can raise energy levels

* develops rapport and aligns groups

* motivates learning

During my time at placement schools and the time i have spent in my own children's classrooms, i have witnessed some extensive cd collections. These compilations include an array of music that caters for many classroom activities. As Melissa has suggested, music can be used for packing up, transition time, presentations and also as a subject. Having a varied selection of music to maintain student engagement, for each of these activites, can become a costly exercise.

The alternative to this is using royalty free music. Websites such as INCOMPETECH provide a vast selection of music that is covered under the Creative Commons agreement. As mentioned in my earlier 'Copyright Catastrophe' post, Creative Commons (2009) is a shared culture that preserves identity.

After exploring the INCOMPETECH website, i chose a piece of music that i can incorporate into the medieval unit my year 4/5/6 class is currently completing. The instrumental piece is a simple folk melody that contains epic, mystical and somber attributes. The music gradually builds in intensity to reach a triumphant ending. I am in the process of creating a PowerPoint to accompany the music, that will tell of a newly appointed knight and the journey he is about to embark on. The intent is for students to gain the impression that the knight has entered battle and then returns home to his loved ones, after an honorable act of workmanship. The following is a basic outline of the essential elements in the lesson:

* Frontload students about the lesson ahead

* Invite students to put on their red thinking hat in order to consider the emotions, feelings, intuitions, hunches and reactions of the character in the following PowerPoint

* Play the PowerPoint (PP) that displays images of a young squire as he is appointed into knighthood. PP will display his thoughts about the oath he has taken to honorably defend his king and the church and the battles that now lie ahead

* Discuss and use a graphic organiser, to display the emotions and feelings that the music created

* Students create a narrative based on their own character from medieval times (students are already allocated into specific groups) and the feelings and emotions they may be faced with

Future lessons would include:

* Comparing and contrasting this piece of music to modern day music

* Researching instruments used in medieval times

* Working collaboratively to discover royalty free music that can be used in group presentations

Music Playlist at MixPod.com

Prensky (2001) suggests that students in this digital age have the ability to parallel process and multi task. By incorporating music into PowerPoint, along with explicit pedagogy skills, it is providing students with the opportunity to use multiple senses. We, as learning managers, must ensure these opportunities are available to our cohort in order for them to understand their learning strengths and needs.

Until next time,

Kerri.

References:

"Long Road Ahead". Kevin MacLeod (incompetech.com) Licensed under Creative Commons "Attribution 3.0" http://creativecommons.org/licenses/by/3.0/"

Prensky, M. (2005). Engage Me or Enrage Me - What today's learners demand. Retrieved July 29, from,

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

Interactive Whiteboards

2009-08-14T21:12:00.006+10:00

Interactive Whiteboards

Interactive whiteboards are beginning to replace traditional whiteboards throughout Australian schools. They allow users to connect to a computer or projector, while interacting directly with a large screen, via the use of a pen or even the touch of your finger.

Interactive whiteboards are a transformative object that allow users to interact with learning objects. However, it must be recognised that this technology is not the only governing tool to a successful lesson, it remains to be the teaching pedagogy that is vastly important. Once the skills of navigating the 'perimeters of the whiteboard' are in tact, learning managers are able to concentrate on specific pedagogy skills that will showcase the outcomes of what students should know and what they are able to do.

Doug Brown (2007), the head of the UK's Department of Education and Skills, has suggested that teachers are not using this technology to its fullest potential. Being of a 'digital immigrant' age myself i can understand the hesitations that many current teachers may be feeling. Exploring new technologies can be time consuming, however i believe that the benefits are great. Last year, during my practical experience, i was fortunate enough to be in a classroom where the interactive whiteboard was used on a daily occurrence. During this time, both my confidence and my expectations of the application were increasingly expanding and fulfilled.

Until next time,

Kerri.

Reference:

Brown, D. (n.d.). e School News: Tech Watch. Retrieved August 13, 2009, from

http://www.youtube.com/watch?v=D1GQC8obImA&eurl=http%3A%2F%2Fmoodle%2Ecqu%2Eedu%2Eau%2Fmod%2Fresource%2Fview%2Ephp%3Fid%3D671&feature=player_embedded

WebQuests

2009-08-13T16:57:00.015+10:00

Welcome to WebQuests

A WebQuest is a scaffolded learning structure that is purposeful and organised. They are a quest for information, delivered on the internet, that provides clear, succinct and logical steps in order to solve a real life issue or a hypothetical problem. The original designers, Bernie Dodge and Tom March, propose that the key attributes of a true WebQuest include providing an authentic task that promotes critical thinking skills to be used and developed (March, 2004).

A quality WebQuest should contain 6 essential components. These include an introduction, focus question and task, process, resources, an evaluation and a conclusion. Ken Purnell (2009), of CQUniversity, suggests that the 'integrating socially' model of inquiry is a suitable approach to use, when creating the focus question for your WebQuest. This encourages students to use higher order thinking to answer a relevant and realistic real world problem. This method of inquiry based learning promotes a vital role for your cohort to play and in addition places it on the 'high student responsibility' end of the continuum of practice.

As engaging as they are, a WebQuest is not an alternative to explicit pedagogy skills that must be taught by the learning manager. Before designing, creating or locating an existing WebQuest, the Essential Learning's must be addressed in order to cater for the specific needs of each KLA at different year level junctures. These Essential Learnings provide the framework that help learning managers identify teaching priorities and guide the design of curriculum and assessment (Wiggins & McTighe, 1998). To have a clear understanding of the expected outcomes to be achieved, the logic of the 'backward design process' could be adopted. Wiggins & McTighe (1998) suggest that starting with the desired results, then determining acceptable evidence and finally planning learning experiences and instruction, will help students to clarify their goals and result in a more sharply defined teaching and learning target.

Renzulli (2005) suggests that the use of interactive activities in a classroom environmnet, such as a WebQuest, can increase student learning. There is no denying that creating this technology can be a time consuming task. However, a well planned WebQuest can cater for much of the specific content within the curriculum, in just one engaging and interactive method.

During my first year at university i had the opportunity to create two WebQuests. They were the most advanced works of technology that i had ever plunged into and i have to admit i am proud of the outcomes. Upon reflection, they are not overly exciting and need some detailed adjustments, yet thanks to Managing e-Learning i have some fantastic ideas of how to turn them into creative works of art.

Hospitality students, i know a couple of you have mentioned you are not sure how to incorporate this technology into your classrooms. I am not sure if this is of any help for you, but during my online adventrures i discovered this WebQuest that requires students to choose a specific 'chef' role they must specialise in to reach the desired outcomes. Hope that it can be of some help for you.

http://tommarch.com/writings/wq_power.http://studentnet.canterbury.ac.nz/viewfile.php/35/sharing/70/141876/23269/index.htm

Until next time

Kerri.

References:

March, T. (2004).What WebQuests Are (Really). Retrieved August 14, 2009, from

http://bestwebquests.com/what_webquests_are.asp

Purnell, K. (2009). Sustainable Communities: WebQuests. Retrieved August 14, 2009, from

http://kp.cqu.edu.au/FCWViewer/view.do?page=6193

Renzulli, J. (2005). A Dozen Teaching Assistants In Your Classroom. Retrieved July 29, 2009, from http://www.gifted.uconn.edu/sem/pdf/Renzulli_Learning.pdf

Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Merrill Prentice Hall.

Google Earth

2009-08-09T21:55:00.018+10:00

The World At Our Fingertips

This map was created through a program called bighugelabs and i must admit i was a little depressed when i viewed the results. Although i have travelled throughout the blue regions on the map, there is an enormous world out there that i am yet to explore. Google Earth allows this exploration to occur without leaving your office chair.

Make yours @ BigHugeLabs.com

Google Earth is a virtual globe that displays satellite images, maps, terrains, 3D buildings, the ocean floor and much more. This program would make a beneficial and engaging tool to use in any classroom, both in primary and secondary schools. It provides opportunities for learning managers to take their students on a journey of the world, in order to discover new countries and cultures, without leaving the classroom.

This concept brings new meaning to 'travel itineraries' and 'documentary films'. It makes an exploration of 'my country' and the 'seven wonders of the world' come to life. Google Earth allows 'Antarctica' and 'natural disasters' to be examined in immeasurable detail. Need i go on, as the possibilities are endless.

Imagine immersing your students into a mathematics lesson, where their mission is to use Google Earth to measure the length, height and finally, overall dimensions, of the Great Pyramid of Giza. Other pyramids can in turn be measured, in order to construct graphs and graphic organisers. This pyramid is not only the oldest and largest pyramid in Cairo, Egypt, it is one of the seven wonders of the world. Investigations can be made as to the location of the remaining 6 wonders, including population and density, possible routes from Giza and surrounding areas.

The early work of Bruner (1967) suggests that allowing students to interact with the world by exploring and manipulating objects that they discover on their own, can result in students being more likely to remember the concepts and the acquired knowledge. Google Earth allows exploration and manipulation of this method, while allowing students to have the world at their fingertips. As mentioned earlier, there are endless opportunities available for learning managers to develop learning experiences, by incorporating Google Earth, that can achieve desired outcomes in each of the KLA's.

Until next time,

Kerri.

Reference:

Bruner, J. (1967). Retrieved August 12, 2009 from http://www.learning-theories.com/discovery-learning-bruner.html

Podcasting

2009-08-09T16:52:00.006+10:00

Pertaining to Podcasting

Up until today, i really did not have a clear understanding of what was meant by the term 'podcasting'. I have to admit the little gadget that Linda displayed in our lecture last week captured my attention, and i wanted to purchase one immediately, even though i had not yet explored its capabilities. In order to achieve a clear understanding, i directed myself to the 'podcasting in plain english' YouTube site. These sites provide definitions that are written in laymen's terms allowing for ease of knowledge comprehension.

I now know that a podcast is a series of multimedia (audio or visual) files that have been uploaded on to the internet and are available for playback on a computer or any portable device.

Fortunately for me i did not have to download iTunes as i have a house full of Apple computers. Perhaps however, i should have clicked on the little icon earlier, as my 14 year old daughter has several (and i am talking many, many, many several) podcasts ready for me to go! Unfortunately they are not for education purposes, so my search had to be continued. However, it was at this moment that i reached the conclusion that podcasts have an underlying engagement factor (Kearsley and Shneiderman, 1999) that really should be considered by all in the education environment. Jess (my daughter) continued to tell me that her group of friends regularly laughed, and at times cried, about the podcast they all agreed to listen to the previous night. This was that 'light bulb moment' when i realised that incorporating iPods or similar technology, into students learning experiences, can have unquestionable benefits and rewards.

After logging into iTunes and selecting podcasts, i followed the instructions from topic 4's 'an introduction to teacher's delivery technologies' and selected the K-12 section in education. Within this field there were a vast array of podcasts available to utilize both in the classroom and as a learning resource for teachers. Podcasts can be utilized in a classroom environment in many positive ways. The approach that i have focused upon is actually from the learning managers perspective rather than the students perspective.

The podcast i have chosen is one that will benefit all my fellow 'digital immigrants' out here. It is from Teacher 2.0 and appropriately entitled 'are you an E-Teacher? It provides a further insight to helping our learners be prepared for the times ahead in this exciting digital age and what we as learning managers can do to promote it. One of the quotes that i particularly like is 'if not today it is going to be tomorrow'. How true this is. I believe we could take a leaf from Siemens connectivism theory (2004), where he states that although knowledge is needed and not necessarily known, it is important to be able to plug into sources to meet our desired requirements that become the vital skills. By attaining this skill, today's learning managers will have the advantage of being prepared for the 'tomorrow'.

Chat agin soon,

Kerri.

References:

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

Siemens, G. (2004). Citing computer references. Retrieved July 18, 2009, from http://www.elearnspace.org/Articles/connectivesm.htm

YouTube

2009-08-09T00:01:00.008+10:00

YouTube

The global phenomenon known as 'YouTube' is a video sharing website, that surprisingly, was created just 4 short years ago. This advance in technology has grown at such a rapid rate, that millions of viewers upload and share their work each and every day.

An aspect of YouTube that must be considered when incorporating into classroom practice, is that of safety. Up until deeper investigations into YouTube, i was unaware that since its inception many countries, including China, Morocco and Thailand, have actually blocked it from being used. The reasons behind these actions have usually been security based. In order to ensure the content of the film, including advertisements and related comments, is appropriate for our students, a program entitled KeepVid can be downloaded. KeepVid allows the learning manager to save and store selected YouTube videos prior to the lesson and also reduces the problem of limited accessibility.

YouTube and TeacherTube (a site that caters specifically for education purposes) are a bank of information and knowledge for learning managers to use in the classroom. However, it must be acknowledged that when incorporating such technologies, the learning manager must develop pedagogical strategies that ensure the learning is at the centre of the activity (Smith, Lynch & Knight, 2007).

The following video is one that i have used while teaching my year 4/5/6 cohort, about Medieval Feudalism. It provides a brief introduction to feudalism, what it was and why it evolved.

The video explains the new system of rule, starting with the Kings, Lords, Knights and finally to the Peasants. Students have previously been allocated these roles in groups, which they will then research further in order to participate in a collaborative role-play in a culminating context. Kearsley and Shneiderman (1999) suggest these learning activities can be summarized by the three components of 'the engagement theory', Relate-Create-Donate.

Relate: Students work collaboratively in their groups to research their characters. They must investigate their role, costumes and their particular skills or profession.

Create: Students work collaboratively as a class, to focus their efforts on creating a reenactment of how the feudalism system worked in medieval days.

Donate: Students perform the reenactment at our medieval fair to an audience.

Tools such as YouTube and TeacherTube provide opportunities for learning managers to plan and implement learning experiences that can engage learners within a connected environment (Siemens, 2004).

Unitl next time,

Kerri.

References:

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

Siemens, G. (2004). Citing computer references. Retrieved July 18, 2009, from http://www.elearnspace.org/Articles/connectivesm.htm

Smith, R., Lynch, D. & Knight, B.A. (2007). Learning Management: Transitioning teachers for national and international change. Frenchs Forest, NSW, Australia: Pearson Education Australia.

PowerPoint

2009-08-08T21:03:00.009+10:00

The Possibilities of PowerPoint

PowerPoint is a graphical approach to any presentation in the form of a slide show. When used in the correct context it has been known to be one of the most powerful tools for disseminating information that has ever been known (Teach-nology, 2007). From a learning managers point of view, this program, when used with explicit pedagogy skills, could be a wonderful tool for learning in both a student and teacher-directed perspective.

PowerPoint allows users to create presentations that can accommodate all learners needs. Howard Gardner (1983) has identified seven distinct intelligences that may be apparent in any given classroom. These include visual, kinesthetic and auditory. Gardner suggests that the broad spectrum of learners would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means. PowerPoint provides opportunities for lessons to be designed that can assist learning development for each of these learners styles and needs.

I have explored PowerPoint quite a bit in the past, with the help of my own three children. However, the tutorial provided on http://www.actden.com/pp/ gave me an up to date and detailed view of the capabilities that are available including editing, adding custom animations and sound and arranging slides into order.

I believe at times we underestimate the knowledge and skills that our children/students have tucked away. The following PowerPoint was created by my youngest son last year, when he was in year 4. We sat together for just a short time while he prepared it for a school project and I was blown away by how confident and creative he was. This is a prime example of how incorporating the use of ICT's, including PowerPoint, can support and enhance learning regardless of location.

With just a few minor alterations, i would happily use this PowerPoint in my own classroom to provide students with the intended knowledge, therefore, applying Siemens (2004) 'personal to network to organisation' theory that sits within connectivism.

Crab Power Point

View more presentations from KerriNor.

Until next time,

Kerri.

References:
Teach-nology (2007). PowerPoint In the Classroom. Retrieved August 8, 2009, from
http://www.teach-nology.com/tutorials/powerpoint/

Siemens, G. (2004). Citing computer references. Retrieved July 18, 2009, from
http://www.elearnspace.org/Articles/connectivesm.htm

Copyright

2009-08-06T15:56:00.016+10:00

After todays tutorial with Linda and Jacqui, i thought i had better quick smart come and remove my groovy little Ipod. I must admit it was hard to hit that delete button, but i felt as if it had to be done. I had not considered the degree of complexity involved with copyright laws in the school environment and i have learnt some extremely vital information.

However, i really liked the visual look of my Ipod, so my mind began to tinker. I considered the alternatives and possibilities of what i could do to negotiate these copyright regulations. I finally reached the conclusion that if i were to change the music to appropriate 'educational' content that i could use in my classroom, and for university purposes, there would be no implications.

During my 'tinkering' i recalled information i read while creating my Flickr account, about a copyright license from 'Creative Commons'. Creative commons is a shared culture that preserves identity. It gives people the right to exercise their own copyright prohibitions while providing a connection for users all over the world. Have a look at what creative commons have to say.

http://creativecommons.org/videos/a-shared-culture

I believe that his gadget would be a fantastic engagement tool to use in the classroom in any year group. Mark Prensky (2005) acknowledges the fact that students do not have short attention spans when it comes to games, music, movies and internet surfing. Therefore, by introducing this Ipod and music into our lessons, our opportunities to 'engage' our students rather than 'enrage' are dramatically increased.

Until next time,

Kerri.

Reference:

Prensky, M. (2005). Engage Me or Enrage Me - What today's learners demand. Retrieved July 29, from,

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

ClassMarker

2009-08-05T21:27:00.019+10:00

ClassMarker

The years 1-10 Curriculum Framework for Education Queensland Schools Policy and Guidelines suggest that assessment is a purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning. Programs such as ClassMarker, i believe, can provide learning managers with the opportunity to collect this data in an ongoing way that engages students into their learning. Kearsley and Shneiderman (1999) suggest that these forms of technology provide an environment that fosters the kind of creativity and communication needed to nourish engagement.

Providing students with a weekly quiz, that provides the opportunity to view their responses and the correct responses, could be an authentic factor of formative assessment. ClassMarker enables the learning manager to assess the results on the web and then provide feedback to their learning cohort. This feedback can can inform students of where they need assistance and where they can improve their student learning, before summative assessment is conducted. I found the program to be straight forward and it can be used with relative ease. The features include a variety of delivery formats including multiple choice, true/false and short answer.

I have created a quiz based upon the current unit of work i am working with. The unit is entitled 'Medieval Times' and has been designed for my year 4/5 cohort. The quiz is a 'true' or 'false' answer quiz and has an element of 'guesswork' involved, which like any multiple choice answer problems, may have implications. However, the content of the quiz is designed specifically to focus on students prior knowledge. As the learning manager, i would front load the students, and encourage them to consider the alternatives to each question before reaching a decision. I trailed this quiz with my own son, who is in year 5 and he thought the concept was wonderful. He commented on the fact that he actually wanted to do it because it was not like 'normal' tests.

http://www.classmarker.com/embedded_quizzes/?quiz=170e8cf0cd36ac251d5a3950267e21e3

Really, once again, it comes back to 'engage' them don't 'enrage' them.

Bye for now,

Kerri.

Reference:

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm

Prensky, M. (2005). Engage Me or Enrage Me - What today's learners demand. Retrieved July 29, from,

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

Flickr

2009-08-03T20:53:00.020+10:00

Flickr Funtastic and Image Manipulation.

I must admit my 'digital immigrant' persona is now being exposed. Prensky (2001) states that "the digital immigrant can be seen in such things as turning to the internet second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it". I am sure he voiced this statement directed at me. Up until recently i have still gone to Big W, or Harvey Norman, and spent endless moments on the photo processing machines in attempt to edit my photography.

Thanks to Managing E-Learning,i now have the useful knowledge of a program called Flickr. Flickr is a valuable tool that i plan to explore with a lot more detail. I admit, the blurb that 'Flickr is the best online photo management and sharing application in the world' is quite a hard task to live up to, yet i am prepared to delve into it in more detail to find out. I continue to hear 'photoshop this and photoshop that' so it will be an interesting journey to compare the differences.

Flickr allows users to share their photos, without detailed consideration towards copyright considerations, as it is covered under the creative commons license. Flickr also allows users to upload their photography to a communal 'photo bank' at no charge. From here the author has the opportunity to edit, organise, shape, map, make interesting objects and keep in touch with friends and family, at the touch of a button. These opportunities arise through a program called 'Picnik'.

I found the process of establishing yet another free account, quite simple. Follow the prompts and before you know it, you have the ability to adjust and manipulate any photo you desire. Online image repository systems and editing tools such as 'Flickr' and 'Picnik' provide students with the possibility to create images that are directly related to their topic.

To provide you with an example, my son, in year 6, recently completed a unit of work titled 'life on Antarctica'. Students were asked to design a visual story of the life of an antarctic penguin. These programs would have allowed students to take photos of their penguins journey (cute little creatures made from egg cartons) and edit/manipulate them into a suitable story. From here opportunities of reports, lost posters, blogs and other media presentations would have followed.

The photo that i have edited (above) is one that i recently took on a holiday in New Zealand. This would also be an ideal picture for an Antarctic unit. Take a look at the sites and have a play, as i believe we could create some fantastic classroom resources from here.

Take care,

Kerri.

References:

Prensky, M., (2001). Digital Natives, Digital Immigrants. Retrieved July 23, 2009, from

http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Voki Avatars

2009-08-02T14:38:00.021+10:00

Voki Avatars

Internet usage, in particular gaming and virtual worlds, is a widely growing commodity. A recent survey in the United States discovered that an outstanding 45% of teens that were interviewed are classified as 'heavy internet users'. 29% of these teens spend a considerable amount of their time playing games and communicating in a virtual reality program.

As a future learning manager, i believe that if i want my students to 'power up' and express a desire towards learning, i must provide them with learning experiences that will endeavor to connect to their personal knowledge and needs. Incorporating avatars into the classroom is one way of achieving this success. While researching appropriate ways to utilize avatars in the classroom i stumbled across this useful website. It provides a list of ideas that i am sure will provoke your thoughts and create some 'light bulb moments'. http://www.squidoo.com/voki#module13244898

There are many different sources of avatars available on the internet. The source i have chosen to generate for the purpose of this assignment is Voki. Voki provides easy to follow directions that allow the user to create an interactive speaking avatar. These avatars provide opportunities for both learning managers and students to enhance their learning, reflect on their learning and provide details of their learning, regardless of their location. One of the great advantages is an avatar can be accessed in the classroom and at home. In the words of my own children, 'wow mum, you could make homework be soooooo much fun'!

I have created an avatar that provides students with the details of a lesson. This avatar would be embedded into the class blog and incorporate links that provide printable resources that must be used. I would introduce the topic and direct students to the blog in order to receive their instructions. The three components of Kearsley and Shneiderman's (1999) 'engagement theory' would facilitate the learning experience.

Until next time,

Kerri.

Reference:

Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from

http://home.sprynet.com/~gkearsley/engage.htm

Wiki's

2009-07-30T21:20:00.019+10:00

Welcome to the

Wonderful World of

Wiki's

Have you ever felt like you are left behind, towing the line or need that extra little pull along? Up until a couple of weeks ago this was exactly what i was thinking and how i was feeling. However, I find myself continually blown away by the progression i have made, in just a couple of short weeks of being enrolled in this course.

One of the new and exciting tools i have learnt about, that will contribute to an easier and more effective teaching regime, is a Wiki. A Wiki is a fantastic tool that allows many people to participate in collaborative on line communication. Once the owner has published his or her Wiki it provides opportunity for others to directly add, remove or edit the content. This method of communication allows ideas to be generated and consolidated into a useful portal for learning. I believe that one of the great advantages,is that a Wiki has the ability to eliminate many hours of wasted back and forth emailing time. This would prove to have many advantages both at home and in the school environment.

There are endless possibilities of different ways to incorporate Wiki's into the classroom. Following Kearsley and Shneidermans (1999) Relate-Create-Donate concept, in order to create imaginative and meaningful tasks to be completed on a Wiki, can engage students in their learning and also allow for intrinsic motivation. Wiki's also provide opportunity for students to demonstrate both high student responsibility and higher order thinking within their tasks.

I have worked in collaboration with my fellow colleagues, Kellie and Nari, to create three Wiki's that will endeavor to strengthen the repertoires of all future learning managers. The main objective of the Wiki i have created is to provide a list of activities and games that can be used as '5 minute fillers' in a classroom environment. Kellie's Wiki provides the beginnings to an informative list of attention getting strategies, while Nari's Wiki aims to provide a list of transitioning activities.

1. Five minute fillers (http://technological-competence.wikispaces.com/)
2. Attention getting techniques (http://kellieswiki.wikispaces.com/)

3. Transitioning activities (http://nariswiki.wikispaces.com/)

I believe, that if together, these Wiki's can provide just one or two ideas for just one or two future learning managers it will have proved to be worthy of our time. Have a look and please feel free to add any suggestions, games and activities.

Until next time,

Kerri.

Reference:
Kearsley, G., Shneiderman, B., (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 18, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm

RSS

2009-07-25T16:11:00.015+10:00

Really Simple Syndication

Hello once again,

As each day goes by and i reflect upon the knowledge and new skills that i am learning and developing, i begin to ponder on the opportunities that are opening up to me. The use of ICT's can be introduced into the classroom in order to support and enhance learning in such a wide variety of aspects. Aspects that up until 2 weeks ago i had not ever considered.

Upon commencement of this course i heard the terms 'RSS feed' and 'RSS aggregator'. I honestly had no idea what either of them meant and assumed it was something that happened at Australia Zoo! I now know that Really Simple Syndication, or 'RSS', is a convenient and efficient way of accessing new content, or a change of content, in your favorite blogs and websites. In laymen's terms, a 'feed' is the content that an author posts onto their website and an 'aggregator' is the program that accesses the feeds you are interested in and automatically organizes them.

The aggregator that i have chosen for the purpose of this assessment task is Google Reader. Set up of my account was an easy process and Google Reader automatically collated the blogs that i am following. This system removed the tedious task of searching for any new postings that have been made to individual blogs and websites. It allows the author to view all posts from one easy to read location and add new subscriptions as required.

The prospect of incorporating 'blogs' into my future classroom is one that i am excited about and extremely keen to begin. A blog could be used as a weekly reflective tool for each student to post their new knowledge, thoughts and also comments based upon the current unit of work. The learning manager could provide questions that need to be addressed each week, which in turn supplies them with consistent information regarding each students learning journey. Google Reader will provide the learning manager with the enormous benefit of viewing each new post, on each students blog, from one convenient location.

Really Simple Syndication is another step forward in this digital age of 'connectivism'. Siemens (2004) suggests that 'connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era'. I believe that in order to 'flourish' in this constantly evolving world of technology, tools such as Google Reader are a prerequisite.

Until next time,

Kerri.

Reference:

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved July 19, 2009, from http://www.elearnspace.org/Articles/connectivism.html .

2009-07-17T20:36:00.015+10:00

One week closer to technological competence.

Piaget and Vygotsky both believe "that learning is an intentional process of

constructing meaning from experience" (McInerney and McInerney, 2006, p.37). However, there are also considerable differences between the two, one of which is identified in the work of Wink and Putney (2002), who acknowledge Piaget’s belief that ‘development precedes learning’ and Vygotsky’s belief that ‘learning precedes development’. Whichever of these beliefs is indeed correct i can say with great satisfaction that my 'intentional' 'learning' 'development' through 'experience' into an unknown world, has been both exciting and adventurous.

Up until Tuesday the 7th of July i had absolutely no idea what a blog was. I can now tell you it is a useful tool that i look forward to incorporating into my future classrooms. A blog is an easy and interactive way to communicate ones thoughts, pictures, recipes, designs, ideas, opinions and the list goes on.

In a classroom environment the opportunities that are open to both learning managers and students are endless. Blogs provide learning managers with the ability to post discussion points on classroom topics and allow students to return their thoughts and comments. Students who display 'introvert' qualities in a classroom setting could possibly benefit from this, as they have the opportunity to voice their opinions in their own personal surroundings.

During any unit of work a blog can be created by each student in order to reflect upon their learning journey. Weekly, or perhaps even daily depending on resource availability, entries can be made that provide an analysis of the learning experiences the students have been presented with. Not only does this provide the learning manager with information that can guide literacy, ICT and also deep understanding components of assessment, it provides a weekly/daily checkpoint to ensure that all students in your class are on task and have a solid knowledge and understanding of the topic.

This only names a few, however the possibilities are endless and we have the opportunity to let our potential and creativity take its place in this new and exciting era.

Until next time,

Kerri.

Reference:

McInerney,D. & McInerney,V. (2006). Education Psychology: Constructing learning (4th ed.). Frenchs Forest Pearson Education Australia.

Wink, J. & Putney, L. (2002). A Vision of Vygotsky [Electronic version]. Boston MA, United States of America: Allyn and Bacon.

2009-07-17T13:24:00.012+10:00

Hello once again,

It is so good to see the amazing creations that everyone has achieved in such a short time. I don't know about you, but i am finding that i am learning new and exciting tools each and every day. It really is something i did not expect from myself!

My head is kind of like the above picture that i created (thanks to wordle), that is a bit scrambled. I am still trying to find the most productive words to sum up my first week, so i thought i would give you a glimpse of the words that stand out in my journey so far.

I must say a huge thank you to Linda and Jacqui for the websites they provided us with, i never knew they existed. I can honestly say it really could become quite addictive!

Until next time,

Kerri.

2009-07-10T16:31:00.008+10:00

Well here goes...

As i embark on this learning journey i am filled with the most intense fright, yet an abundance of excitement. Nearly 20 years had passed, since my previous studies, when i commenced the Bachelor of Learning Management in 2008. That was a big enough hurdle on its own and yet now there is this....FAHE11001 Managing E-Learning!

Up until now the extent of my computer knowledge has been using Word, creating assignments, sending emails and uploading photos from my camera. I often watch my 3 children as they confidently explore the phenomenal wonders of the World Wide Web and i think to myself "oh to be born in this amazing technology era". However, my father continues to tell me, 'you are never too old'. I will stick to his motto until i have achieved the technological competence and creativity that is required to provide a platform for my future students as they enter the rapidly changing world of TECHNOLOGY.

Until next time,

Kerri.