ICTs Assignment 2 Reflective Synopsis

Reflective Synopsis

This reflective synopsis will explore the de Bono’s thinking hats mobile phone wiki activity.  The four digital tools that will be included in the reflective synopsis are wikispaces, audio files and podcasts, Prezis and online concept maps.  E-learning, TPACK and the learning theories will be explored and linked to the digital tools as part of the reflective synopsis.

E-learning involves improving 21st century learners' engagement, learning outcomes, high order thinking and creativity through implementation of digital communicative technologies alongside an effective pedagogy (CQUniversity Australia, 2013; Prensky, 2005).  This is the basis for the Technological Pedagogical Content Knowledge (TPACK) framework where optimal learning outcomes are reached by combining a teacher’s thorough understanding of: the teaching content; how to utilise technologies available; and how to teach the content effectively utilising learning supportive digital technologies (CQUniversity Australia, 2013).  See Appendix A.  Consideration should be given to individual learning styles, Bloom’s Taxonomy’s cognitive, affective and psychomotor aspects of learning, and differentiation when the teacher is deciding which teaching strategies will best achieve learning outcomes (CQUniversity Australia, 2013; Felder & Silverman, n.d.).  Behaviourism, Cognitivism, Social Constructivism and Connectivism learning theories are learning theories that can meet different learning needs using different teaching methods (CQUniversity Australia, 2013).  See Appendix B.

Mobile phone wiki activity

In week two, I participated in a mobile phone wiki activity.  I analysed this activity in my blog.  See Appendix C.  My learning in relation to this activity involved learning how to participate in a wiki and how it worked, for example, if things were accidentally deleted they could be restored, and there could be multiple authors (CQUniversity Australia, 2012).  This activity was based on Social Constructivism learning theory as it facilitated learning and developing my own understanding through collaboration with others (CQUniversity Australia, 2012). 

The scaffold of de Bono’s six thinking hats with corresponding colours to represent different perspectives and the instructions provided did support productive pedagogy by promoting inclusivity, group identity, academic engagement, social support, problem solving and knowledge integration (CQUniversity Australia, 2012).  The learning outcomes that resulted were: a wealth of ideas and perspectives about the use of mobile phones in the classroom; a better understanding of the potential wikis can provide; and how to participate as a group member in a wikispace (CQUniversity Australia, 2012).  In the future I plan to utilise wikis in the primary school sector alongside a Constructivism learning theory including collaborative discussion forums with the wider school and expert community (CQUniversity Australia, 2012).  This activity has personally reinforced the importance of using an effective pedagogy, appropriate supportive digital technology and a scaffold including specific instructions to promote optimal learning outcomes of the content being taught (CQUniversity Australia, 2012).

Digital Tool 1: Wikispace

A wiki is a space on the internet that you can add and edit text, images and videos collaboratively (CQUniversity Australia, 2012).  See Appendix D.  Wikispaces, Blogs (See Appendix E) and websites (See Appendix F) are all valuable online spaces when used with an effective pedagogy and scaffolding to support particular learning outcomes (CQUniversity Australia, 2012).  I have chosen to focus on wikispaces as I would like to utilise this tool in a future primary school setting on a regular basis, for example, a class topic discussion forum that is linked with other classes and schools (CQUniversity Australia, 2012).  As part of creating my own wikispace I found that setting it up was easy and you could add projects, discussion forums and add unlimited pages (Wikispaces, 2012).  The link to my wikispace is:

http://emmataylor411.wikispaces.com/
 

Wikis can be used to support Social Constructivist learning theory through effective scaffolding to facilitate students to deepen their own understanding of a topic through collaboration with other students and the community (CQUniversity Australia, 2012).  Through using TPACK and a thorough understanding of wikis teachers can foster creativity and higher order thinking as part of students learning outcomes (CQUniversity Australia, 2012).  The teacher needs to model and teach students safe, ethical and legal guidelines to adhere to during wiki participation including crediting sources (CQUniveristy Australia, 2013; Department of Education, Training and Employment, 2012; The official copyright issues for Australian Schools & TAFE, n.d.d).  The teacher should also provide appropriate supervision (CQUniversity Australia, 2013).

Digital Tool 2: Digital audio files and podcasts

Multimedia group 2 tools include images, audio and video (CQUniversity Australia, 2012).  I have chosen to focus on the potential of audio enriching learning, as I plan to use images (See Appendix G) readily in all aspects of the classroom setting and plan to limit my use of digital video creation due to the time consuming nature of the creation process.  See Appendix H.  Podcasts (See Appendix I) and digital audio files are sound files that can be listened to anytime anywhere and created on the internet, using a computer or iPod (CQUniversity Australia, 2012).  For an example of an audio file I created: See Appendix J.  Below is an example of a podcast I created. 


The same podcast is also available on my website.  The link is:

http://emmataylorictsforlearningdesign.weebly.com/

Through exploration of podcasts (See Appendix K) I found examples of podcasts that I would like to implement in a primary classroom including: adding audio files to vokis; allowing students to submit assessments in this way; to support high achieving students and students with learning difficulties; to create stories, interviews and news reports; and to provide revision (CQUniveristy Australia, 2012; EDUCAUSE & Oblinger, 2006).  Revision in this form supports Behavioursim learning theory by facilitating practice until knowledge becomes automatic (CQUniversity Australia, 2012).  It has the potential to support Social Constructivism learning theory through group podcasts requiring collaboration to deepen an individual understanding of a topic (CQUniversity Australia, 2012).  It also supports Connectivist learning theory by encouraging students to listen to experts via podcasts (CQUniversity Australia, 2012).  Teachers can facilitate optimal student learning outcomes, high order thinking and creativity by integrating the TPACK framework including: utilising digital audio files and podcasts; a good understanding of how to utilise these; and an effective scaffold when using them (CQUniversity Australia, 2012).  It is important that the teacher models and teaches students to adhere to safe, ethical and legal guidelines including crediting sources, written parental permission for students to participate in podcasts and appropriate supervision (CQUniversity Australia, 2012; CQUniversity Australia, 2013; Education Queensland, 2012).

Digital Tool 3: Prezi

Group 3 online collaboration tools include PowerPoint presentations, Prezi and Glogster (CQUniversity Australia, 2012).  Although I plan to use interactive PowerPoint presentations (See Appendix L) and Glogster (See Appendix M) in the primary classroom setting, I have chosen to focus on Prezi as it facilitates high order thinking and creativity through supporting Cognitivism learning theory by linking concepts into groups to produce a deep understanding (CQUniversity Australia, 2012).  Prezi (See Appendix N) is an interactive presentation tool that allows the user to view a general page and to zoom in and out of this page to focus on minute details not previously seen (CQUniversity Australia, 2012; Hill, 2012).  This is an example of a Prezi that I created: 

I plan to utilise Prezi in the primary school setting to show students a term outline, for example, and zoom into new sections or topic focuses to show students how the current topic fits into the big picture and why it is relevant to do a particular activity (CQUniversity Australia, 2012).  I would also like to use this tool to teach human or animal anatomy and physiology to look at the being as a whole and then work our way into the specific names and features of more detailed structures to deepen an understanding of the topic (CQUniversity Australia, 2012).  A teacher can facilitate optimal learning outcomes utilising the TPACK framework including combining a knowledge of Prezi with an effective scaffold when using Prezi to teach students about a topic (CQUniversity Australia, 2012).  Teachers need to model and teach students to adhere to safe, ethical and legal guidelines when creating Prezis including crediting sources, seeking parental permission before adding images of students and providing appropriate supervision (CQUniversity Australia, 2012; Education Queensland, 2012).

Digital Tool 4: Online Concept Mapping

Group 4 animation and simulation tools include interactive learning objects, Adobe Flash, Google Earth, Google Maps, Google Docx, online concept mapping, online timelines, Zooburst and Museumbox (CQUniversity Australia, 2012).  Although there are multiple digital simulation tools I plan to implement in the primary school setting, I have chosen to focus on online concept mapping as I am impressed by the way it supports Cognitive learning theory by linking information together to facilitate a deep understanding of a topic (Buzan, 2007; CQUniversity Australia, 2012).  Online concept mapping (See Appendix O) involves starting with a key concept and demonstrating the participant's thinking by drawing a curved line and creating another concept cloud that links to the central concept using words that can be combined with colours, images or links (Buzan, 2007).  Below is an screen shot of a concept map I created on my iPhone on iThoughts (iThoughts, n.d.).

 

I plan to use online concept mapping in the primary school classroom by facilitating students to create their own online concept maps on a current class topic to promote high order thinking and creativity (CQUniversity Australia, 2012).  As a primary teacher I would also utilise this tool as part of teaching the students where concepts fit into the big picture and how it relates to a certain topic to promote engagement through making tasks meaningful and relevant to students (CQUniversity Australia, 2012).  Teachers could facilitate students to achieve required learning outcomes by utilising the TPACK framework including an effective scaffold combined with a good online concept mapping knowledge base, when implementing this tool (CQUniversity Australia, 2012).  It is important that the teacher models and teaches safe, ethical and legal guidelines including crediting sources, parental permission for the use of student images and providing supervision (CQUniversity Australia, 2012; Education Queensland, 2012).

This reflective synopsis has explored a mobile phone wiki activity and four digital tools including wikispaces, digital audio files and podcasts, Prezi and online concept mapping.  Learning theories, digital and productive pedagogies and the TPACK framework have been explored and related to the digital tools explored.  This assignment has reinforced the importance of utilising an effective pedagogy and scaffold to meet students’ learning outcomes (CQUniversity Australia, 2012).  The use of digital technology has the potential to facilitate student engagement, creativity and high order thinking alongside an appropriate scaffold (CQUniversity Australia, 2012).  Ultimately through utilising the TPACK framework a teacher can improve student learning outcomes by combining: a sound knowledge of digital technologies; an effective pedagogy and scaffold; and utilising digital technology (CQUniversity Australia, 2012).

Reference List

Brooks, S., & Byles, B. (2013). Ideas for using PowerPoint in the classroom.
            Retrieved from
            http://internet4classrooms.com/ideas_pp.htm

Buzan, T. (2007, Jan 8). Maximise the power of your brain: Tony Buzan mind
            mapping [Video file]. Retrieved from
            http://www.youtube.com/watch?v=MlabrWv25qQ&feature=player_embedded

Clark, D. (2010). Bloom’s taxonomy of learning domains: the three types of learning.
            Retrieved from
            http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

CQUniversity Australia. (2012). EDED20491- ICTs for learning design:       
            online learning materials. Retrieved from  
            http://moodle.cqu.edu.au/mod/page/view.php?id=115359

CQUniversity Australia. (2013). EDED20491- ICTs for learning design:       
            online learning materials. Retrieved from 
            http://moodle.cqu.edu.au/mod/page/view.php?id=115325

Department of Communications, Information Technology and the Arts
            Commonwealth of Australia. (2007). Net alert protecting
            Australian families online.  Retrieved from
            http://www.dbcde.gov.au/__data/assets/pdf_file/0011/72956/Protecting-

            Australian-Families-Online-booklet.pdf

Department of Education Training and Employment. (2012). Digital
           pedagogy guides. Retrieved from    
           http://education.qld.gov.au/smartclassrooms/documents/developing-  

           professionals/pdf/digital-pedagogy-guides2013.pdf

Dyck, B. (2009). Hooked on glogster: posters 2.0. Retrieved from
            http://www.educationworld.com/a_tech/columnists/dyck/dyck037.shtml

Education Queensland. (2012). Risk management. Retrieved from
            http://education.qld.gov.au/web/schools/riskman.html

EDUCAUSE., & Oblinger, D. (2006, Jan 7). EDUCAUSE Pocket edition
            #3: podcasting in the classroom [Audio file]. EDUCAUSE. Retrieved
            from
            http://www.educause.edu/sites/default/files/2006/01/PocketEdition003.mp3

Felder, R., & Silverman, L. (n.d.). Learning styles. Retrieved from 
            http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html

Glogster EDU. (2013). What is glogster EDU? Retrieved from
            http://edu.glogster.com/what-is-glogster-edu/

Google. (2013). Blogger tour: what is a blog? Retrieved from
            https://www.blogger.com/tour_start.g

Hill, P. (2012, April 20). Thoughts on using prezi as a teaching tool [Prezi file].
            Retrieved from
            http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/

iThoughts. (n.d.). Mindmapping for the iPhone & iPad. Retrieved from
            http://www.ithoughts.co.uk/iThoughtsHD/Getting_Started.html

Prensky, M. (2005). “Engage me or enrage me” – what todays learner’s demand. In        
            CQUniversity Australia. (2012). EDED20491- ICTs for learning design:       
            online learning materials. Retrieved from   
            http://net.educause.edu/ir/library/pdf/erm0553.pdf

Queensland College of Teachers. (2011). Australian professional standards for
            teachers. Retrieved from
            http://www.qct.edu.au/PDF/PSU/QCT_AustProfStandards.pdf

Siemans, G. (2005). Connectivism: a learning theory for the digital age. Retrieved
            from
            http://www.elearnspace.org/Articles/connectivism.htm

Tangient LLC. (2013). Podcasting in education. Retrieved from
            http://podcasting-in-education.wikispaces.com/

Teachers First. (2013). Wiki walk through. Retrieved from
            http://www.teachersfirst.com/content/wiki/

The official guide to copyright issues for Australian Schools & TAFE. (n.d.a).
            Mobile applications (eg iTunes apps). Retrieved from
            http://www.smartcopying.edu.au/scw/go/pid/1059

The official guide to copyright issues for Australian Schools & TAFE. (n.d.b).
            Podcasts – creating. Retrieved from
            http://www.smartcopying.edu.au/scw/go/pid/524

The official guide to copyright issues for Australian Schools & TAFE. (n.d.c).
            Podcasts – using. Retrieved from
            http://www.smartcopying.edu.au/scw/Jahia/lang/en/scw/go/pid/550

The official guide to copyright issues for Australian Schools & TAFE. (n.d.d). Tips
           for teachers on using wikis and blogs. Retrieved from
           http://www.smartcopying.edu.au/scw/go/pid/950

The official guide to copyright issues for Australian Schools & TAFE. (n.d.e). 2.4
           Sound recordings. Retrieved from 
           http://www.smartcopying.edu.au/scw/go/pid/726

Weebly. (2013). The easiest way to create a website. Retrieved from
           http://www.weebly.com/

Wikispaces. (2012). Wikispaces: make this the class they remember forever. 
           Retrieved from
           http://www.wikispaces.com/content/teacher

Appendices

Appendix A: Week 2 Engagement Activity 2 Blog (TPACK). 
Appendix B: Week 1 Reflections Blog (Learning Theories).
Appendix C: Week 2 ICTs: Engagement Activity 4 Blog Reflection (Mobile phone activity).
Appendix D: Week 3 Engagement Activity 3 (Wiki).
Appendix E: Week 3 Engagement Activity 1 (Blog).
Appendix F: Week 3 Engagement Activity 5 (Website).
Appendix G: Week 4 Engagement Activity 1 (Images).
Appendix H: Week 4 Engagement Activity 7 (Digital video).
Appendix I: Week 4 Engagement Activity 6 (Creating podcasts).
Appendix J: Week 4 Engagement Activity 4 (Digital audio files).
Appendix K: Week 4 Engagement Activity 5 (Analysing podcasts).
Appendix L: Week 5 Engagement Activity 2 (Interactive PowerPoint).
Appendix M: Week 5 Engagement Activity 4a (Glogster).
Appendix N: Week 5 Engagement Activity 4 (Prezi).
Appendix O: Week 5 Engagement Activity 10 (Online Concept Mapping).