Mind Maps

Mind maps are my personal favourite strategy for teaching and learning. They reflect the way in which a learner understands and makes connections between topics and concepts, thus making it a valuable tool for assessment and learning. Some different mindmapping programs are explored in this post.

100 Teaching Tools You Should Know About | Edudemic

This shows some of the various technologies which can enhance learning.

100 Teaching Tools You Should Know About | Edudemic

Reflective Synopsis

The world is rapidly changing. Technological advancements are significantly influencing how individuals communicate and access information in contemporary society. These emerging technologies have also had a considerable impact on the rate at which information is outdated and replaced. Consequently, learners require a range of information literacy skills in order to effectively access, evaluate and use information (Siemens, 2004). Another important consideration for contemporary education is its contribution to the qualities of lifelong learning. According to Queensland Studies Authority (2004) lifelong learners are creative thinkers who are able to apply their knowledge to unfamiliar situations and problems. McEwan (2008) suggests that a combination of these information literacy skills and qualities of lifelong learning are necessary for successful learning and participation in a 21st century society.

Children’s lives are also highly influenced by modern technology. On a daily basis, children experience a range of technologies such as television, video games, computers and the internet. These devices are embedded into children’s social and cultural worlds as they are used as a means of entertainment, communication, play and research (Arthur, Beecher, Death, Dockett & Farmer, 2005). With technology playing an increasingly prevalent role in children’s lives and society, educators must adjust pedagogy to reflect this in the classroom. Teachers require their own professional competency and knowledge base to ensure they can effectively use information communication technologies to foster lifelong learning and information literacy skills.

My professional blog is an example of my own lifelong learning and professional development in the field of technology and pedagogy. By critiquing a range of ICTs and reflecting on their usefulness, as a tool to enhance learning in a primary classroom, I have developed a collection of tools and strategies for using them meaningfully in learning experiences. Online collaboration with my colleagues, about technology in education, has also been a key feature of my participation in this course. These professional discussions have been highly productive and thought provoking as we have discussed the practicalities of particular tools and developed strategies to overcome issues associated with their use.

McEwan (2008) asserts that ICTs have the potential to foster lifelong learning and information literacy skills however, teachers must consider pedagogy when planning for instruction with ICTs. According to The State of Queensland (Department of Education) (2002) there are four domains of productive pedagogy: intellectual quality, connectedness, supportive classroom environment and recognition of difference. Arthur et al. (2005, p. 196) states “these pedagogies focus on a view of knowledge as constantly changing and ensuring that learners have opportunities to use information and ideas in ways that transform meanings.” This framework is consistent with the goals of lifelong learning and therefore, is an appropriate pedagogical tool for guiding instruction with technology.

Although the productive pedagogies framework is useful for developing lifelong learning, it does not explicitly focus on information literacy. An online discussion about appropriate e-learning frameworks challenged me to consider this area of learning in more depth. My colleagues discussed the Big6 as a useful framework for teaching with ICTs because it succinctly describes the process of effective research and provides a common language for educators and students to use when talking about information. This framework supports educators in explicitly teaching students how to locate, evaluate and use relevant information, thus promoting information literacy skills (Eisenberg, Johnson & Berkowitz, 2010). As a result of this discussion I was challenged to consider a new and unfamiliar framework, which proved to enhance the analysis of technologies in my own blog and provided me with a useful resource to use throughout my career.

In addition to pedagogy, diversity is a key consideration for the use of ICTs in education. As noted by Thrupp (2009) children have a diverse range of experiences with using technology outside the classroom. Furthermore, a recent government study (Australian Bureau of Statistics [ABS], 2009) found that only 78% of Australian households have home access to a computer. The presumption that all children have access to technology at home is highly exclusive and therefore, educators must implement inclusive practices with ICTs by embedding them in learning experiences during class time.

The Big6 e-learning framework has proven to be useful in reflecting on the practicalities of Google in the classroom. This online search engine provides students with a platform for conducting research and accessing information on a wide range of topics. Educators can promote a ‘knowledge as problematic’ approach to learning by teaching students how to use Google to locate answers to problems and questions as they arise during lessons. Eisenberg et al. (2010) notes the importance of explicitly teaching students how to refine questions in order to determine what information is needed. My own personal experience with Google suggests that if students are able to apply this process, by identifying key words and phrases, their research will yield more relevant results. The pedagogical practice of actively involving students in researching answers, to their own questions, will ensure that they are engaged in intellectually rigorous learning (The State of Queensland (Department of Education), 2002).

Although Google is an excellent resource for information, an online discussion with my colleagues addressed the pertinent issue of credibility on the internet. Through this discussion our ideas developed and we collaboratively resolved this issue by deciding that students should be taught how to access information from a range of sources. Eisenberg et al. (2010) supports this solution, suggesting that information collected from a range of sources will enrich the research process by encouraging students to compare the credibility and usefulness of sources. Having these information literacy skills will support students in becoming lifelong learners who are able to gather and critically evaluate information, from a range of sources, in order to solve problems as they encounter them throughout their lives (Twitchett, 2008).

Google Earth is another ICT that has the potential to enhance learning, particularly in the area of Geography. According to Marsh (2008) a key goal for Geography education is for students to develop an understanding about the relationships between people and places. Robertson (2008) proposes that Google Earth assists students in making these connections through clear visual-spatial representations of real world locations. In addition to this, the interactive nature of this software provides upper primary learners with opportunities to actively construct their own understandings by searching for particular locations and using the tools to solve problems. In my blog I have reflected on Google Earth’s usefulness in a classroom context by considering how some of its feature can be used to support a problem based curriculum.

Another practical application of this tool has been discussed by one of my colleagues. Technoclue designed a task in which students compare old images of Gladstone to current images of the same location. The State of Queensland (Department of Education) (2002) suggests that, through its connectedness to the real world, this task would enhance student’s understanding of the impact that people have had on the town over time. Another reason why this reflection was significant, for my own learning, was the fact that it prompted me to consider how print-based resources can be used alongside technology to access information. This pedagogical strategy, offered by my colleague, reinforces my appreciation of blogging and networking as a valuable resource for teaching ideas that I will refer back to during my career.

Digital cameras are practical tools that offer a range of learning opportunities in all year levels. As previously discussed, students need to access information from a range of different sources. Eisenberg et al. (2010) suggests that digital photographs should be seen as valuable sources of information in their own right. Therefore, learning managers must explicitly teach students about how these visual texts are constructed to convey particular information and meanings to the viewer. Through my reflections I have identified several teaching strategies that will support effective learning through a focus on substantial conversation and connectedness to the real world. Digital cameras also provide children with a meaningful context to actively construct their own understandings about the conventions of photography through planning and taking their own photos (Arthur et al., 2005).

Tonita's comment about her own use of digital photography as a tool for encouraging student reflection, prompted me to consider an application of this ICT that I had not previously considered. Given the fact that digital photos can instantly be viewed on the camera or computer screen, they provide an instant visual stimulus for reflective discussions among students and their teacher. These reflective practices will contribute to lifelong learning through the development of meta-cognitive thinking skills, which allow students to become autonomous and self-regulated learners (McPherson, 2006).

Digital cameras are simple to use and McGuire (2004) notes that, with scaffolding, most children will be able to handle and use them successfully. However, McInerney and McInerney (2006) suggest that some young children may not have the fine motor skills required to hold the button long enough to take a photo. Therefore, in an early childhood classroom or centre, old cameras can be included in the play area to encourage children to practise and develop photography skills during their play. Effective scaffolding will ensure that children, of all ages, are able to construct images and communicate information through digital photography.

Stacey’s comment about the similarities between photography and filming encouraged me to explore and evaluate Windows Movie Maker as a tool for editing my own video. My reflection on this software demonstrates how it can be used to enhance learning and allow upper primary students to transfer their knowledge of effective photography to filming. Furthermore, the process of planning, filming and then editing their own videos will promote substantial academic engagement with the key concepts and conventions of the film medium (The State of Queensland (Department of Education), 2002).

During my research in this course, I have questioned the current emphasis placed on ICTs in education. In particular, I have been concerned with the impact of technology on young children’s social development. Online search engines such as Google do not encourage children to interact with their peers as a source of information. Additionally, many of the social nuances that children would experience during face-to-face interactions are not conveyed on blogs, wikis and discussion forums. This issue was addressed during a conversation with my colleagues about Skype. We determined that Skype offers a solution to this problem by allowing children to see the other person’s facial expressions and gestures, which McInerney and McInerney (2006) identify as being crucial to effectively interpreting messages from other people. My own post identifies how Skype can promote connectedness to the world by providing access to other specialists in a range of fields. I will definitely use the Skype technology, in any year level, as it provides opportunities for learning and networking that would not be possible without it.

Through the process of evaluating and reflecting on a range of information communication technologies I have proven that technology has the potential to foster lifelong learning and information literacy skills. However, educators play an essential role in facilitating this learning through ICTs. The pedagogical applications of each tool must be considered to ensure they are used in meaningful ways that are best suited to curricular outcomes. I have also gained a great appreciation for professional blogging as an invaluable networking tool and a resource for sharing ideas with other educators. Being able to collaboratively discuss the benefits and issues associated with ICTs and collaboratively finding solutions has enriched my own learning in regards to this field of education. Rodd (2006) suggests that my positive disposition toward lifelong learning, as evident in my blog discussions, will support my own ongoing professional development throughout my career as a teacher.

Appendices of included links

Links to discussions on my colleagues’ blogs

http://elearninginthe21stcentury.blogspot.com/2010/07/which-learning-framework.html

http://ictsineducation1.blogspot.com/2010/08/all-knowing-google.html


http://elearninginthe21stcentury.blogspot.com/2010/08/google-earth.html#comments


http://ictsineducation1.blogspot.com/2010/08/skype.html

Links to posts and discussions on my blog

http://e-learningtoolkit.blogspot.com/2010/08/recently-my-peers-and-i-have-been.html 


http://e-learningtoolkit.blogspot.com/2010/07/google-earth.html


http://e-learningtoolkit.blogspot.com/2010/08/digital-cameras-and-photography.html


http://e-learningtoolkit.blogspot.com/2010/08/windows-movie-maker.html


http://e-learningtoolkit.blogspot.com/2010/08/skype.html 

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2005). Programming and planning in early childhood settings (3rd ed.). South Melbourne, VIC, Australia: Thomson.

Australian Bureau of Statistics (ABS). (2009). Household use of information technology. (Cat. No. 8146.0.) Canberra, ACT, Australia: Author.

Barratt-Pugh, C., & Rohl, M. (2000). Literacy learning in the early years. Crows Nest, NSW, Australia: Allen & Unwin.

Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, communications, and technology (ICT) skills curriculum based on the big6 skills approach to information problem-solving. Retrieved July 20, 2010, from http://www.big6.com/

Marsh, C. (2008) Studies of society and environment: Exploring the teaching possibilities (5th ed.). Frenchs Forest, NSW, Australia: Pearson Education Australia.

McEwan, R. (2008). Think creatively for ICT. Teacher. 190, 44-47.

McGuire, D. (2004). Digital photography in the early childhood setting. Bedrock, 5(2), 8-10.

McInerney, D., & McInerney, V. (2006). Educational psychology: Constructing learning. Frenchs Forest, NSW, Australia: Pearson Education Australia.

McPherson, T. (2006). Metacognition enhanced by peer assessment. Australian Journal of Middle Schooling, 6(2), 33-39.

Queensland Studies Authority (QSA). (2004). Technology: Years 1 to 10 syllabus. Brisbane, QLD, Australia: Author.

Robertson, M. (2008). Geography breathes again! Can pragmatism energise the discipline?. Geographical Education, 21(4), 15-19.

Rodd, J. (2006). Leadership in early childhood (3rd ed.). Crows Nest, NSW, Australia: Allen & Unwin.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved July 22, 2010, from http://www.elearnspace.org/Articles/connectivism.htm

The State of Queensland (Department of Education). (2002). A guide to productive pedagogies: Classroom reflection manual. Brisbane, QLD, Australia: Queensland Government.

Thrupp, R. (2009). ICT created diversity in the classroom: The contemporary learner. ACEC2010: Digital Diversity Conference. Bundaberg, QLD, Australia: CQUniversity Australia.

Twitchett, L. (2008). Getting great results with Google – year 7 search strategies. FYI: The Journal for the School Information Professional, 2(4), 14-16.

Skype

Skype is a freeware video conferencing program that allows users to have voice and video calls over the internet. Instead of being restricted to purely text based discussions, on a wiki or forum, this tool allows participants to see each other's facial expressions and gestures. I would use Skype as a tool for conducting whole class interviews with professionals outside the school. For example, during a SOSE unit about local polical systems, students could formulate their own questions and have an interview, with a local politician, through Skype.

Windows Movie Maker

After discussing the benefits of using digital photography, in the classroom, Stacey noted the similarities between filming and photography. Both of these mediums require learners to consider design elements such as lighting, framing and the composition of the text to convey a particular message to the viewer. One tool, which can be used to edit videos is Windows Movie Maker. 

I found Windows Movie Maker to be really simple to use. All of the options were clearly linked on the side of the page. Creating my video was as simple as uploading images from the computer then adding titles and transitions. I would use this tool with upper primary students to teach them how to construct a multimodal text to present to an audience.

English/Media Unit:

In a unit about persuasive, advertising texts, students could use their knowledge about the features of an effective advertisement to film and edit their own toy commercial. This would require them to consider design elements such as how the toy/child is framed to be the focal point of the commercial.

I would also involve students in using this tool to document class projects, which would be presented to parents at an open night. Student's self-evaluation skills would also be developed through the process of selecting which images/videos best capture their success throughout the project.

Digital Cameras and Photography

In this post I would like to focus on digital photography as a practical tool for enhancing learning with learners of all ages. During my senior years at high school I chose digital photography as the primary medium, through which I created my artwork. As I became more experienced with the process of planning and then photographing my art pieces I gained an appreciation for the technical skills involved with using this medium. Considerations such as framing, lighting and what will be photographed (the subject) are all essential in the process of effective photography.

I would use digital cameras with any year level, although younger learners would require some initial scaffolding when using the different functions such as zoom and flash. Older students could be taught how to use the camera’s different settings for different types of photos (indoor, outdoor settings etc.). Digital cameras are also accessible, with most classrooms having one provided by the school, and the fact that they do not require any specific websites or programs, which might be blocked by authorities. The photos can also be uploaded to the class computer for easy access and printing.

The following examples demonstrate how digital photography can be used to enhance learning:

Visual Art Elements

This photograph demonstrates how a toucan has been framed to be the focus of the image. This is achieved through the stark contrast between the bold, black feathers and the cool, green leaves on the tree. Additionally, the sense of asymmetrical balance, created by the leaves, on the left, and the toucan, on the right, leads the viewer’s eye around the image and back to the bird, thus ensuring it remains the focal point of the piece.

This is just one example of how an image can be used to teach students about visual art elements such as line, symmetry and colour and how they are incorporated into artwork for a specific purpose, which in this case, was to draw the viewer’s focus to the toucan. Following the deconstruction of this visual text, students could be involved in taking their own photographs within the classroom or garden, which would allow them to practise and refine this knowledge. State of Queensland (Department of Education) (2002) suggests that this activity would encourage substantive conversation between the teacher and students around the specific terminology associated with photography.

During an English unit about narratives, learners could take photographs of a range of locations around the school and create a ‘circumstance’ wall in the classroom. Students could then write labels and descriptions for the different locations and add these to the wall.

According to Barratt-Pugh and Rohl (2000) visual representations such as photographs support the acquisition of new words into a child's vocabulary. Therefore, the inclusion of real-life photographs on the word wall will assist students in learning new circumstances of place.

During a Mathematics unit about time, students could take photos of different locations, at specific times during the day, to monitor the length of shadows. This would provide a valuable link to the real world and allow students to take more ownership over the resources used in the classroom.