In Queensland, some places to see are..
www.greatbarrierreef.org
www.great-barrier-reef.com/
www.visitbrisbane.com.au/
www.queenslandholidays.com.au/
www.queensland100.com/
In Queensland, things to do are...
www.dreamworld.com.au/
http://www.themeparks.com.au/
www.underwaterworld.com.au
www.australiazoo.com.au/
www.cooktownandcapeyork.com/
www.nrl.com/origin/
In New South Whales, some places to see and some things to do are...
www.sydney.com/
www.sydney100.com/
http://www.visitnsw.com/
In Victoria, some places to see and some things to do are...
www.visitvictoria.com/
http://www.virtualtourist.com/
In South Australia, some places to see and some things to do are...www.southaustralia.com/things-to-do.aspx
www.tourkangarooisland.com.au/mustseeanddo/default.aspx
http://www.virtualtourist.com/
www.mannum.org.au/html/mannum-things-to-do.html
In Western Australia, some places to see and some things to do are...
www.westernaustralia.com
http://www.discovery-carhire.com.au/
http://www.exmouthwa.com.au/
www.travellingwa.com/
http://www.aaatourism.com.au/
In the Northern Territory, some places to see and some things to do are...
www.northernterritory.visitorsbureau.com.au/attractions/
www.thingstodo.com/au/northterritory/
www.lonelyplanet.com/australia/northern-territory/.../things-to-do
www.ntitours.com.au/
In Canberra, some places to see and some things to do are...
www.visitcanberra.com.au/Things-to-do-and-see.aspx
http://www.virtualtourist.com/
www.canberra-tourism.com.au/canberra-attractions.html
www.thingstodoincanberra.com.au/things-to-see-in-canberra
In Tasmania, some places to see and some things to do are...
www.discovertasmania.com/activities__and__attractions
www.tasmaniatopten.com/lists/tasmanian_attractions.php
www.justtasmania.com/
These are just SOME of the websites that you can find information about these beautiful states that Australia has to offer on. Make sure your decisions are well thought through and researched, because your ability to justify WHY you have chosen this specific place is going to be marked.
Remember to keep your exchange student's interests in mind throughout the entire planning process.
Goodluck :)
Monday, July 2, 2012
Monday, September 14, 2009
Digital Storytelling
Digital story telling improves the effectiveness of storytelling by incorporating valuable technical skills, high levels of student engagement, expanding the audience for student stories and enhancing critical thinking, expository writing and media literacy skills in students (Ohler, 2006). An example of it could implemented into a unit on bullying. Following is a small segment of a unit that (it has been made for year 7 students) has been designed around the Engagement Theory by Kearsley and Shneiderman (1998).
Have the principle present in the class (hook to the unit). Show learners a variety of recent media articles on the horrific, and inclining amount of bullying and fights in schools, with the most recent, the death of a year 9 boy in New South Wales. As bullying is a large problem at the school these learners are currently at, have the principle state that similar cases have been happening within their school and he is relying on them to help him prevent this behaviour. This specifically fits into the RELATE component of the Learning Engagement Theory.
Learners would then be divided into small groups of three (learning collaboratively), and given a scenario which they were to portray and deal with through a digital story whilst incorporating feeling and emotion in the audience, and putting across the important message intended (CREATE). In this they may use photos, music and text; however, they must keep it effective and engaging to the audience. These will be shown, one per week, on assembly as a means to stop bullying in the school. This fulfils the DONATE aspect of the Engagement Theory.
nic.
Reference List
Kearsley, G., & Shneiderman, B. (1998). Engagement Theory:A framework for technology-based teaching and learning. Retrieved September 1, 2009 from http://home.sprynet.com/~gkearsley/engage.htm
Ohler, J. (2006). Educational Leadership. The World of Digital Storytelling, 63(4) 44-47. Association for Supervision and Curriculum Development: Virginia.
Have the principle present in the class (hook to the unit). Show learners a variety of recent media articles on the horrific, and inclining amount of bullying and fights in schools, with the most recent, the death of a year 9 boy in New South Wales. As bullying is a large problem at the school these learners are currently at, have the principle state that similar cases have been happening within their school and he is relying on them to help him prevent this behaviour. This specifically fits into the RELATE component of the Learning Engagement Theory.
Learners would then be divided into small groups of three (learning collaboratively), and given a scenario which they were to portray and deal with through a digital story whilst incorporating feeling and emotion in the audience, and putting across the important message intended (CREATE). In this they may use photos, music and text; however, they must keep it effective and engaging to the audience. These will be shown, one per week, on assembly as a means to stop bullying in the school. This fulfils the DONATE aspect of the Engagement Theory.
nic.
Reference List
Kearsley, G., & Shneiderman, B. (1998). Engagement Theory:A framework for technology-based teaching and learning. Retrieved September 1, 2009 from http://home.sprynet.com/~gkearsley/engage.htm
Ohler, J. (2006). Educational Leadership. The World of Digital Storytelling, 63(4) 44-47. Association for Supervision and Curriculum Development: Virginia.
Student Centred Technologies: Blogs
Given that a class was available to participate in a learning experience involving blogs, I would divide learners into small groups and then have them set up a blog in which they would be required to use for many, if not all science experiments.
The unit that this blog idea would be based around is from the essential learning, Life and Living; specifically about how fungi grows (science experiement). Learners would first brainstorm about where fungi grows, and ask questions detailing what they would like to learn more about. Declarative and procedural knowledge would be built. Groups will then do an experiment trying to grow their own fungi. Each group will keep their experiment in a different environment or use a different food, and the variations will be used to help make predictions about which one may grow fungi faster and why.
Click here to see the science experiment.
Each group will take a photo of their experiment, and post it to their blog. Along with this they will record the purpose of the experiment, and their predictions. Each day, the learners will (as a group) be required to take a photo, and blog any changes made to the experiment and a possible justification. Included in this will be variations such as weather changes (e.g. perhaps a very humid day excelled the growth of the fungi)and the type of fungi (s) they think may be growing.
Learners must also read and comment on other groups blogs, posting their thoughts and predictions to cohorts pages.
References
Fogel, R. (1999). The Mushroom Club: Try Growing Your Own Molds in a Moist Chamber!!! Retrieved September 1, 2009 from http://herbarium.usu.edu/fungi/FunFacts/moist_chamber.htm
The unit that this blog idea would be based around is from the essential learning, Life and Living; specifically about how fungi grows (science experiement). Learners would first brainstorm about where fungi grows, and ask questions detailing what they would like to learn more about. Declarative and procedural knowledge would be built. Groups will then do an experiment trying to grow their own fungi. Each group will keep their experiment in a different environment or use a different food, and the variations will be used to help make predictions about which one may grow fungi faster and why.
Click here to see the science experiment.
Each group will take a photo of their experiment, and post it to their blog. Along with this they will record the purpose of the experiment, and their predictions. Each day, the learners will (as a group) be required to take a photo, and blog any changes made to the experiment and a possible justification. Included in this will be variations such as weather changes (e.g. perhaps a very humid day excelled the growth of the fungi)and the type of fungi (s) they think may be growing.
Learners must also read and comment on other groups blogs, posting their thoughts and predictions to cohorts pages.
References
Fogel, R. (1999). The Mushroom Club: Try Growing Your Own Molds in a Moist Chamber!!! Retrieved September 1, 2009 from http://herbarium.usu.edu/fungi/FunFacts/moist_chamber.htm
Wednesday, August 19, 2009
Reflective Synopsis
Technology; the future of education.
In the last two decades, technology has restructured the way humans live, communicate, and learn (Siemen, 2004). Therefore, it is the responsibility of today’s teachers to produce learners which will be able to subsist in the global information-based economy that is emerging (Brand, 1997). This means that not only is the integration of technology fundamental to achieve this, but also means that teachers must know how to effectively integrate these technologies into their classrooms (Brand, 1997). CQUniversity has recognised both the urgency and significance of this education need in teachers by making the Managing eLearning subject a compulsory part of the Bachelor of Learning Management course.
During this subject, a variety of technologies were investigated and analysed using specific frameworks and learning theories to gain an insight into their effectiveness when using them as an educational tool in teaching. The entire list of technologies investigated all resulted in being beneficial to help learners achieve outcomes and each promoted different types of learning. Although some technologies may have wider uses across Key Learning Areas, each technology analysed proved that they are capable of and have to potential to facilitate highly engaging, collaborative, meaningful, authentic tasks that promote deep learning.
In addition to this, the concept of Connectivism was explored through the requirement of having to actively participate in online discussions and forums, and read and comment colleagues’ blogs. This resulted in students having to network with, rely on and learn from these connections being made with other students who also attended CQUniversity campus’s in various locations across Australia (Siemen, 2004). The following are technologies which will be incorporated into future learning experiences due to their effective, fun and engaging nature.
Voki’s
Google Earth
YouTube/TeacherTube
WebQuests
Vokis have the potential to make teaching more efficient and enhance student learning by acting as the initial ‘hook’ to begin the learning process. Through putting Vokis into role play of a specific character, an authentic feel is given to learning tasks. This is beneficial to learners as learning is enhanced when the task has a degree of authenticity to it (Herrington, Oliver & Reeves, 2002). Another technology which has to the potential to facilitate authentic learning experiences is Google Earth.
Google Earth has such a versatile nature; it can be used across various Key Learning Areas and is fun and engaging. Google Earth could be used as the centre for many learning activities, including maths (longitude and latitude co-ordinates), science, SOSE and technology. This educational tool would also enhance learning in students through its authenticity (Herrington, Oliver & Reeves, 2002).
YouTube is a technology that all students love; perhaps not as an educational tool, but as a fun website to go on to research anything of desire. A sample of the benefits of using YouTube in the classroom is enhanced learning outcomes through high engagement levels and enriched and more productive learning environments (Burke, Snyder & Rager, 2009). In addition to this technology is the WebQuest; it too significantly enhances learning in the classroom and can be used across a variety of Key Learning Areas.
WebQuests are fun educational tools which facilitate engaging learning experiences across almost any Key Learning Area. They enhance learning by inspiring critical thinking in learners and are seen as a powerful new tool in the education industry (Vidoni & Madduz, 2002). They also have the ability to facilitate comprehensive learning experiences that promote higher order thinking (Zeng, et al., 2004).
Technological development generally means change and it happens everyday (McCain & Jukes, n.d.); the implications that this has on educators of now and the future is that there is a need for flexibility and life long learning. After all, it is the responsibility of today’s teachers to produce learners which will be able to subsist in the global information-based economy that is emerging (Brand, 1997).
Reference List
Brand, G, A. (1997). Journal of Staff Development, 19(1). Retrieved August 20, 2009 from http://www.wikieducator.org/images/0/04/Training_Teachers_to_Use_Computers.pdf
Burke, S, C., Snyder, S., & Rager, R, C. (2009). The Internet Journal of Allied Health Sciences and Practice: An Assessment of Faculty Usage of YouTube as a Teaching Resource, 7(1). Retrieved August 20, 2009 from http://ijahsp.nova.edu/articles/Vol7Num1/pdf/Burke.pdf
Herrington, J., Oliver, R., & Reeves, T, C. (2002). Patterns of Engagement in Authentic Online Learning Environments. Retrieved August 20, 2009 from http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/085.pdf
McCain, T,D, E., & Jukes, I. (n.d.). Windows on the future: education in the age of technology. Retrieved August 20, 2009 from http://books.google.com.au/books?id=uA3AnK40T2UC&printsec=frontcover&dq=Technology+is+the+future+of+education.&lr=#
Siemen, G. (2004). Connectivsm: A Learning Theory for the Digital Age. Retrieved August 20, 2009 from http://www.elearnspace.org/Articles/connectivism.htm
Vidoni, K, L., & Maddux, C, D. (2002). Computers in the schools: WebQuests- Can They Be Used to Improve Critical Thinking Skills in Students? 19(1) 101-107. Nevada:USA
Zheng, R., Stucky, B., McAlack, M., Menchana, M., & Stoddart, S. (2004). WebQuest learning as perceived by higher-education learners, 49(4). Retrieved August 20, 2009 from http://www.springerlink.com/content/j535521083145nwh/
In the last two decades, technology has restructured the way humans live, communicate, and learn (Siemen, 2004). Therefore, it is the responsibility of today’s teachers to produce learners which will be able to subsist in the global information-based economy that is emerging (Brand, 1997). This means that not only is the integration of technology fundamental to achieve this, but also means that teachers must know how to effectively integrate these technologies into their classrooms (Brand, 1997). CQUniversity has recognised both the urgency and significance of this education need in teachers by making the Managing eLearning subject a compulsory part of the Bachelor of Learning Management course.
During this subject, a variety of technologies were investigated and analysed using specific frameworks and learning theories to gain an insight into their effectiveness when using them as an educational tool in teaching. The entire list of technologies investigated all resulted in being beneficial to help learners achieve outcomes and each promoted different types of learning. Although some technologies may have wider uses across Key Learning Areas, each technology analysed proved that they are capable of and have to potential to facilitate highly engaging, collaborative, meaningful, authentic tasks that promote deep learning.
In addition to this, the concept of Connectivism was explored through the requirement of having to actively participate in online discussions and forums, and read and comment colleagues’ blogs. This resulted in students having to network with, rely on and learn from these connections being made with other students who also attended CQUniversity campus’s in various locations across Australia (Siemen, 2004). The following are technologies which will be incorporated into future learning experiences due to their effective, fun and engaging nature.
Voki’s
Google Earth
YouTube/TeacherTube
WebQuests
Vokis have the potential to make teaching more efficient and enhance student learning by acting as the initial ‘hook’ to begin the learning process. Through putting Vokis into role play of a specific character, an authentic feel is given to learning tasks. This is beneficial to learners as learning is enhanced when the task has a degree of authenticity to it (Herrington, Oliver & Reeves, 2002). Another technology which has to the potential to facilitate authentic learning experiences is Google Earth.
Google Earth has such a versatile nature; it can be used across various Key Learning Areas and is fun and engaging. Google Earth could be used as the centre for many learning activities, including maths (longitude and latitude co-ordinates), science, SOSE and technology. This educational tool would also enhance learning in students through its authenticity (Herrington, Oliver & Reeves, 2002).
YouTube is a technology that all students love; perhaps not as an educational tool, but as a fun website to go on to research anything of desire. A sample of the benefits of using YouTube in the classroom is enhanced learning outcomes through high engagement levels and enriched and more productive learning environments (Burke, Snyder & Rager, 2009). In addition to this technology is the WebQuest; it too significantly enhances learning in the classroom and can be used across a variety of Key Learning Areas.
WebQuests are fun educational tools which facilitate engaging learning experiences across almost any Key Learning Area. They enhance learning by inspiring critical thinking in learners and are seen as a powerful new tool in the education industry (Vidoni & Madduz, 2002). They also have the ability to facilitate comprehensive learning experiences that promote higher order thinking (Zeng, et al., 2004).
Technological development generally means change and it happens everyday (McCain & Jukes, n.d.); the implications that this has on educators of now and the future is that there is a need for flexibility and life long learning. After all, it is the responsibility of today’s teachers to produce learners which will be able to subsist in the global information-based economy that is emerging (Brand, 1997).
Reference List
Brand, G, A. (1997). Journal of Staff Development, 19(1). Retrieved August 20, 2009 from http://www.wikieducator.org/images/0/04/Training_Teachers_to_Use_Computers.pdf
Burke, S, C., Snyder, S., & Rager, R, C. (2009). The Internet Journal of Allied Health Sciences and Practice: An Assessment of Faculty Usage of YouTube as a Teaching Resource, 7(1). Retrieved August 20, 2009 from http://ijahsp.nova.edu/articles/Vol7Num1/pdf/Burke.pdf
Herrington, J., Oliver, R., & Reeves, T, C. (2002). Patterns of Engagement in Authentic Online Learning Environments. Retrieved August 20, 2009 from http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/085.pdf
McCain, T,D, E., & Jukes, I. (n.d.). Windows on the future: education in the age of technology. Retrieved August 20, 2009 from http://books.google.com.au/books?id=uA3AnK40T2UC&printsec=frontcover&dq=Technology+is+the+future+of+education.&lr=#
Siemen, G. (2004). Connectivsm: A Learning Theory for the Digital Age. Retrieved August 20, 2009 from http://www.elearnspace.org/Articles/connectivism.htm
Vidoni, K, L., & Maddux, C, D. (2002). Computers in the schools: WebQuests- Can They Be Used to Improve Critical Thinking Skills in Students? 19(1) 101-107. Nevada:USA
Zheng, R., Stucky, B., McAlack, M., Menchana, M., & Stoddart, S. (2004). WebQuest learning as perceived by higher-education learners, 49(4). Retrieved August 20, 2009 from http://www.springerlink.com/content/j535521083145nwh/
Voice Thread
Through spending much time thinking about what the point of Voice Thread is, I have come to the conclusion that it is actually a fantastic collaborative learning tool! I was quite unsure about what to put up there so I uploaded a random photo with quite bad balance. In doing this I hope to generate a conversation around the technical components, as such, of the photo.
Voice Thread could also be used in the classroom not only to generate collaborative learning about a certain topic, but also to enhance learner’s skills around computer technology through, for example, using a telephone to make a comment on Voice Thread.
This type of learning would conform to the constructivist learning theory through learners interpreting the picture(s) based on their own prior experiences, mental structures and beliefs (Steinmetz & Nahrstedt, n.d.).
nic.
Reference List
Steinmetz, R., & Nahrstedt, K. (n.d.). Multimedia Applications. Retrieved August 20, 2009 from http://books.google.com.au/books?id=Zw8h5BrEEKMC&printsec=frontcover&dq=multimedia+applications#v=onepage&q=&f=false
Voice Thread could also be used in the classroom not only to generate collaborative learning about a certain topic, but also to enhance learner’s skills around computer technology through, for example, using a telephone to make a comment on Voice Thread.
This type of learning would conform to the constructivist learning theory through learners interpreting the picture(s) based on their own prior experiences, mental structures and beliefs (Steinmetz & Nahrstedt, n.d.).
nic.
Reference List
Steinmetz, R., & Nahrstedt, K. (n.d.). Multimedia Applications. Retrieved August 20, 2009 from http://books.google.com.au/books?id=Zw8h5BrEEKMC&printsec=frontcover&dq=multimedia+applications#v=onepage&q=&f=false
ClassMarker
This quiz site is great- conducting quizzes on the computer would be near impossible without technologies like this, it is fantastic. The context I have used this technology in is as follows.
The unit I am currently doing with my learners is on dinosaurs and some of the declarative learning outcomes need a simple form of assessment; this technology is the answer to my dilemma! Simple outcomes such as knowing why dinosaurs are extinct and different random but important dinosaur-facts have been tested through this quiz. Click here to take it.
Online quizzes in education assist with catering to every learners needs through being available 24 hours a day; this means that learners can take the quiz when they feel they have the content knowledge and are ready to take it. This gives them the freedom to control their learning (Quinn & Reid, 2003).
nic.
Reference List
Quinn, D., & Reid, I. (2003). Using innovative online quizzes to assist learning. Retrieved August 20, 2009 from http://ausweb.scu.edu.au/aw03/papers/quinn/paper.html
The unit I am currently doing with my learners is on dinosaurs and some of the declarative learning outcomes need a simple form of assessment; this technology is the answer to my dilemma! Simple outcomes such as knowing why dinosaurs are extinct and different random but important dinosaur-facts have been tested through this quiz. Click here to take it.
Online quizzes in education assist with catering to every learners needs through being available 24 hours a day; this means that learners can take the quiz when they feel they have the content knowledge and are ready to take it. This gives them the freedom to control their learning (Quinn & Reid, 2003).
nic.
Reference List
Quinn, D., & Reid, I. (2003). Using innovative online quizzes to assist learning. Retrieved August 20, 2009 from http://ausweb.scu.edu.au/aw03/papers/quinn/paper.html
Tuesday, August 18, 2009
Incomptech
Incomptech is a good teaching resource as it enables you to have music of some sort on in the classroom without worrying about royalties and legalities; after all, those are worries a teacher in action simply does not need! The piece of music I just downloaded from Incomptech is called Dances and Dames by Kevin Macleod. The genre of it is Jazz. It is slow and mysterious with many different musical instruments.
I would use a piece of music like this in my classroom in KLA: Music. I have chosen this due to the use of instruments in the song. The learning experience involves the learners sitting in a circle with a different musical instrument each. I will then give each learner 15 seconds to have a turn at playing their instrument and the class must listen carefully to the sound it makes. Once each learner has had a go at this, they will listen to the piece and try to identify the instruments used within it. Learners will then play their instruments again, listen to the music piece again and further discuss the types of instruments they can hear in the piece, including those which will not be in the circle, e.g. drum set and piano.
This lesson would be extremely engaging and effective as the learners would be involved in a direct, purposeful learning experience thanks to its hands-on nature (ACU Adams Centre for Teaching Excellence, 2000).
nic.
Reference List
Abeline Christian University Adam Centre for Teaching Excellence. (2000). Learning Pyramid (learning retention). Retrieved August 19, 2009 from http://moodle.cqu.edu.au/mod/resource/view.php?id=580
I would use a piece of music like this in my classroom in KLA: Music. I have chosen this due to the use of instruments in the song. The learning experience involves the learners sitting in a circle with a different musical instrument each. I will then give each learner 15 seconds to have a turn at playing their instrument and the class must listen carefully to the sound it makes. Once each learner has had a go at this, they will listen to the piece and try to identify the instruments used within it. Learners will then play their instruments again, listen to the music piece again and further discuss the types of instruments they can hear in the piece, including those which will not be in the circle, e.g. drum set and piano.
This lesson would be extremely engaging and effective as the learners would be involved in a direct, purposeful learning experience thanks to its hands-on nature (ACU Adams Centre for Teaching Excellence, 2000).
nic.
Reference List
Abeline Christian University Adam Centre for Teaching Excellence. (2000). Learning Pyramid (learning retention). Retrieved August 19, 2009 from http://moodle.cqu.edu.au/mod/resource/view.php?id=580
Mediafire
Mediafire; what a useful technology! The content uploaded onto here can be accessed from any computer at any time; this means no more relying on USB sticks (that can break and get lost) and e-mails (easy to accidentally type the wrong e-mail address in, or have the attachment not open!). The following are examples of various Mediafire uses in an educational context.
The teacher may use Mediafire to back up important information such as report cards and learning portfolios. This means they are safe and can be edited from any computer at any time. Teachers may also use Mediafire as a way to transport documents to and from school (work sheets, homework etc.). Learners may use Mediafire to upload their homework onto rather then, or as well as, relying on email or USB. Mediafire could also be used as a collaborative education tool; if learners were doing a PowerPoint (for example) in group work, they could each have the same login and password, and simply load it back onto Mediafire once they have edited their part of the presentation.
The file I have uploaded is an LEP template; something I believe is worthwhile being able to access from any computer at anytime as a BLM student.
Comments are welcome.
nic.
The teacher may use Mediafire to back up important information such as report cards and learning portfolios. This means they are safe and can be edited from any computer at any time. Teachers may also use Mediafire as a way to transport documents to and from school (work sheets, homework etc.). Learners may use Mediafire to upload their homework onto rather then, or as well as, relying on email or USB. Mediafire could also be used as a collaborative education tool; if learners were doing a PowerPoint (for example) in group work, they could each have the same login and password, and simply load it back onto Mediafire once they have edited their part of the presentation.
The file I have uploaded is an LEP template; something I believe is worthwhile being able to access from any computer at anytime as a BLM student.
Comments are welcome.
nic.
WIKIPedia
Here is a list of resources which won’t support the learning in my webquest, as this WebQuest is technology based- however, these pages should assist with ‘sparking’ entertainment ideas.
Future Entertainment
Queen Elizabeth Youth Centre
National Youth Centre
These are just an example to get them thinking. Wikipedia is available to all learners at all times both in school and on computers outside of school. Wikipedia is a fantastic tool to give a rounded, ‘in-a-nut-shell’ description/explanation of something without all the technical terms. It has been difficult to use the Wikipedia as an educational tool in this context as it is not really suited. Wikipedia would be a great educational tool when completing other WebQuests, for example, ones based around KLA: SOSE.
Comments are welcome.
nic.
Future Entertainment
Queen Elizabeth Youth Centre
National Youth Centre
These are just an example to get them thinking. Wikipedia is available to all learners at all times both in school and on computers outside of school. Wikipedia is a fantastic tool to give a rounded, ‘in-a-nut-shell’ description/explanation of something without all the technical terms. It has been difficult to use the Wikipedia as an educational tool in this context as it is not really suited. Wikipedia would be a great educational tool when completing other WebQuests, for example, ones based around KLA: SOSE.
Comments are welcome.
nic.
WebQuests
WebQuests are a fantastic teaching tool, especially for KLA: SOSE where inquiry methods are used. They are engaging and can facilitate deep learning experiences using high-level thinking and problem solving skills (Russell, et al., 2008). Additionally, learner’s information technology and information literacy skills are also improved when completing a WebQuest (Russell, et al., 2008).
The implication that teachers may face when using this technology in their classrooms is reaching a number of KLA’s through the one learning experience. Another implication teachers may face is having enough computers for all learners to be on the computer at once. WebQuests differ to that of the traditional approach to teaching in various ways; using a webquest to complete a SOSE unit is completely opposite to the traditional ways of teaching in the fact that there is no library or text book necessary to complete it. Using a WebQuest to complete a technology activity is also different to the traditional teaching way in the fact that technology can often be seen as the construction of an object and the process which goes with it. A WebQuest can be used here to create a model on the computer along with the relevant documentation required.
Click here to see my WebQuest. It has been designed for learners in year 9.
This WebQuest has been designed in accordance with the Engagement Theory framework. It’s purpose is to engage the learners in a meaningful experiences that relates to them and their friends on a personal level of interest (Kearsley & Shneiderman, 1998). It has authentic links to the real world through news paper articles on the ‘problem’, making the learning experience more real. This task is also similar to that of a constructivist approach in the way that it has a meaningful, authentic touch to it (Kearsley & Shneiderman, 1998). Additionally, this WebQuest has been designed for groups of three (collaborative learning), are project-based and have an authentic/outside focus; the three primary factors that accomplish engagement (Kearsley & Shneiderman, 1998).
nic.
Reference list
Kearsley, G., & Sheiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 13, 2009 from http://home.sprynet.com/~gkearsley/engage.htm
Russell, C,K., Burchum, J,R., Likes, W,M., Jacob, S., Graff, J,C., Driscoll, C., Britt, T., Adymy, C., & Cowan, P. (2008) Webquests: creating engaging, student-centred, constructivist learning experiences, 26(2):78-87. Retrieved August 19, 2009 from http://www.ncbi.nlm.nih.gov/pubmed/18317258
The implication that teachers may face when using this technology in their classrooms is reaching a number of KLA’s through the one learning experience. Another implication teachers may face is having enough computers for all learners to be on the computer at once. WebQuests differ to that of the traditional approach to teaching in various ways; using a webquest to complete a SOSE unit is completely opposite to the traditional ways of teaching in the fact that there is no library or text book necessary to complete it. Using a WebQuest to complete a technology activity is also different to the traditional teaching way in the fact that technology can often be seen as the construction of an object and the process which goes with it. A WebQuest can be used here to create a model on the computer along with the relevant documentation required.
Click here to see my WebQuest. It has been designed for learners in year 9.
This WebQuest has been designed in accordance with the Engagement Theory framework. It’s purpose is to engage the learners in a meaningful experiences that relates to them and their friends on a personal level of interest (Kearsley & Shneiderman, 1998). It has authentic links to the real world through news paper articles on the ‘problem’, making the learning experience more real. This task is also similar to that of a constructivist approach in the way that it has a meaningful, authentic touch to it (Kearsley & Shneiderman, 1998). Additionally, this WebQuest has been designed for groups of three (collaborative learning), are project-based and have an authentic/outside focus; the three primary factors that accomplish engagement (Kearsley & Shneiderman, 1998).
nic.
Reference list
Kearsley, G., & Sheiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 13, 2009 from http://home.sprynet.com/~gkearsley/engage.htm
Russell, C,K., Burchum, J,R., Likes, W,M., Jacob, S., Graff, J,C., Driscoll, C., Britt, T., Adymy, C., & Cowan, P. (2008) Webquests: creating engaging, student-centred, constructivist learning experiences, 26(2):78-87. Retrieved August 19, 2009 from http://www.ncbi.nlm.nih.gov/pubmed/18317258
SlideCast/SlideShare
SlideShare is a technology used to upload PowerPoints onto the internet which also enables sound/voice overs to sound as the PowerPoint is played; this is called a SlideCast. I believe that this technology is great in circumstances where a PowerPoint presentation is a necessary tool to deliver the content needed; however, creating, uploading, adding a voice over to and embedding a presentation in a blog can be a lengthy process. This brings me to the thought that unless the tool will have significant benefits to the learner’s learning, it may be an activity which time could have been better spent elsewhere. The following is an example where using the SlideShare/SlideCast technology could be extremely useful.
During an art, science experiment or cooking class, a SlideCast could be used to demonstrate, with both visual and audio cues, how to do something. Take a visual art lesson for example; the class of learners may be drawing the same picture (individually) and need step-by-step instructions. The SlideCast technology could assist learning here by providing a picture of the next step (teacher could take photos of her/his own picture as a new part was added), and a voice over explaining exactly how to do the next step. This would allow the teacher to spend more time going around and assisting the learners, as the teacher would not have to draw their picture and manage the class at the same time.
Through closer analysis of this technology using the Learning Pyramid, using this as a general tool has only a 20% learning retention rate. However, when using it in the same context as above, the learning retention rate is increased to approximately 75% (Abeline Christian University ACU Adams Centre for Teaching Excellence, 2000). This, according to Siedman, is significant as retention in education is now more important then ever due to the increase of importance in higher education down the line (Siedman, 2005).
nic.
Reference List
Abeline Christian University Adam Centre for Teaching Excellence. (2000). Learning Pyramid (learning retention). Retrieved August 19, 2009 from http://moodle.cqu.edu.au/mod/resource/view.php?id=580
Seidman, A. (2005). College Student Retention: Formula for Student Success. Westport, CT: American Council on Education.
During an art, science experiment or cooking class, a SlideCast could be used to demonstrate, with both visual and audio cues, how to do something. Take a visual art lesson for example; the class of learners may be drawing the same picture (individually) and need step-by-step instructions. The SlideCast technology could assist learning here by providing a picture of the next step (teacher could take photos of her/his own picture as a new part was added), and a voice over explaining exactly how to do the next step. This would allow the teacher to spend more time going around and assisting the learners, as the teacher would not have to draw their picture and manage the class at the same time.
Through closer analysis of this technology using the Learning Pyramid, using this as a general tool has only a 20% learning retention rate. However, when using it in the same context as above, the learning retention rate is increased to approximately 75% (Abeline Christian University ACU Adams Centre for Teaching Excellence, 2000). This, according to Siedman, is significant as retention in education is now more important then ever due to the increase of importance in higher education down the line (Siedman, 2005).
nic.
Reference List
Abeline Christian University Adam Centre for Teaching Excellence. (2000). Learning Pyramid (learning retention). Retrieved August 19, 2009 from http://moodle.cqu.edu.au/mod/resource/view.php?id=580
Seidman, A. (2005). College Student Retention: Formula for Student Success. Westport, CT: American Council on Education.
Wednesday, August 12, 2009
Google Earth
Google Earth is a fantastic tool, especially for educational purposes. Using Google Earth facilitates the opportunity for students to participate in authentic learning experiences as they are able to see the world as if they themselves are in the chosen location (Marzano, et al., 1997). This technology could be used in several ways in the classroom, the following is simply one of the various ways Google Earth could be used in the classroom.
In groups of three, learners will receive a secret envelope with a longitude and latitude measurement. They are to find this location, take a picture of it and paste it into Microsoft Word. They must then record the location next to the picture and the weather. They are to then use Google to research the location, and create a paragraph of interesting facts about that location. Each group will then present their location to the class.
This technology, Google Earth, is compatible with Kearsley and Shneiderman’s Engagement Theory due to its engaging, authentic, and in this case, collaborative nature (Kearsley & Shneiderman, 1998). Although this specific activity is not meaningful to someone outside the classroom, it is meaningful to learners inside the classroom as learners are required to donate their findings to their class. This increases the compatibility of Google Earth with the Engagement Theory (Kearsley & Shneiderman, 1998).
nic.
Reference List
Kearsley, G., & Sheiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 13, 2009 from http://home.sprynet.com/~gkearsley/engage.htm
Marzano, R, J., Pickering, D, J., Arredondo, D, E., Blackburn, G, J., Brandt, R, S., Moffett, C, A., Paynter, D, E., Pollock, J, E., & Whisler, J, S. (1997). Dimensions of Learning Teachers Manual (2nd ed.). Victoria, Australia: Hawker Brownlow Education.
In groups of three, learners will receive a secret envelope with a longitude and latitude measurement. They are to find this location, take a picture of it and paste it into Microsoft Word. They must then record the location next to the picture and the weather. They are to then use Google to research the location, and create a paragraph of interesting facts about that location. Each group will then present their location to the class.
This technology, Google Earth, is compatible with Kearsley and Shneiderman’s Engagement Theory due to its engaging, authentic, and in this case, collaborative nature (Kearsley & Shneiderman, 1998). Although this specific activity is not meaningful to someone outside the classroom, it is meaningful to learners inside the classroom as learners are required to donate their findings to their class. This increases the compatibility of Google Earth with the Engagement Theory (Kearsley & Shneiderman, 1998).
nic.
Reference List
Kearsley, G., & Sheiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 13, 2009 from http://home.sprynet.com/~gkearsley/engage.htm
Marzano, R, J., Pickering, D, J., Arredondo, D, E., Blackburn, G, J., Brandt, R, S., Moffett, C, A., Paynter, D, E., Pollock, J, E., & Whisler, J, S. (1997). Dimensions of Learning Teachers Manual (2nd ed.). Victoria, Australia: Hawker Brownlow Education.
Podcasts
Podcasts are audio or video digital media files that are released in episodes. They are downloaded through a web syndication using iTunes, Zune, Juice or Winamp. These have access to a centralised web feed which they use to automatically download any newly released podcasts which the user is subscribed to. This means that in an educational context, the following uses of podcasts would be extremely useful:
- Lecture notes; this would enable learners to listen to everything the lecturer is saying, rather then screening what they are saying and missing out on a lot of important content due to writing the last thing they said.
- To facilitate highly motivated or gifted learners with the chance to gain extra content.
- Facilitate the opportunity for guest speakers to have a ‘guest speak’ from somewhere else in the world.
- To allow for larger distribution of a guest talk to learners and the opportunity to watch it more than once.
- Homework
(Norman, 2004)
The podcast that I have downloaded is from the Hooked on Phonics series- “The O Song Kindergarten”. It is fun, it is catchy and it has great motion pictures that go with it. Whilst learners are learning about the letter O in words during school, why not send it home with them to watch and listen to on their ipods? After all, learning should never simply be confined to the classroom, a whiteboard and a marker (Moodle, 2009). Additionally, using a podcast in this context conforms to the multimodal learning instruction by catering to more learner-needs as a result of being able to watch, listen to and learn from the podcast anywhere, at any given time (Stansbury, n.d.). It also conforms to a multimodal form of learning through the use of technology. However, with the good must come the bad; access and equity. Technology access is fundamental to learning through podcasts and unfortunately, the learners without access to computers, ipods or internet outside of school will be severely disadvantaged by this. After all, education cannot exist when it is only available to a sample of students (Spender & Stewart 2002).
nic.
Reference List
Moodle. (2009). The Big Picture: Conceptual ICT Learning Design. Retrieved August 13, 2009 from http://moodle.cqu.edu.au/mod/resource/view.php?id=641
Norman, D. (2004). Podcasting for Education. Retrieved August 13, 2009 from http://www.darcynorman.net/2004/10/30/podcasting-for-education/
Spender, D., & Strewart, F. (2002). Embracing e-Learning in Australian Schools. Retrieved August 13, 2009 from http://www.bssc.edu.au/public/learning_teaching/research/embracing%20e-Learning%20000-731.pdf
Stansbury, M. (n.d.). Analysis: How multimedia can improve learning. Retrieved August 13, 2009 from http://www.eschoolnews.com/news/top-news/?i=53243
- Lecture notes; this would enable learners to listen to everything the lecturer is saying, rather then screening what they are saying and missing out on a lot of important content due to writing the last thing they said.
- To facilitate highly motivated or gifted learners with the chance to gain extra content.
- Facilitate the opportunity for guest speakers to have a ‘guest speak’ from somewhere else in the world.
- To allow for larger distribution of a guest talk to learners and the opportunity to watch it more than once.
- Homework
(Norman, 2004)
The podcast that I have downloaded is from the Hooked on Phonics series- “The O Song Kindergarten”. It is fun, it is catchy and it has great motion pictures that go with it. Whilst learners are learning about the letter O in words during school, why not send it home with them to watch and listen to on their ipods? After all, learning should never simply be confined to the classroom, a whiteboard and a marker (Moodle, 2009). Additionally, using a podcast in this context conforms to the multimodal learning instruction by catering to more learner-needs as a result of being able to watch, listen to and learn from the podcast anywhere, at any given time (Stansbury, n.d.). It also conforms to a multimodal form of learning through the use of technology. However, with the good must come the bad; access and equity. Technology access is fundamental to learning through podcasts and unfortunately, the learners without access to computers, ipods or internet outside of school will be severely disadvantaged by this. After all, education cannot exist when it is only available to a sample of students (Spender & Stewart 2002).
nic.
Reference List
Moodle. (2009). The Big Picture: Conceptual ICT Learning Design. Retrieved August 13, 2009 from http://moodle.cqu.edu.au/mod/resource/view.php?id=641
Norman, D. (2004). Podcasting for Education. Retrieved August 13, 2009 from http://www.darcynorman.net/2004/10/30/podcasting-for-education/
Spender, D., & Strewart, F. (2002). Embracing e-Learning in Australian Schools. Retrieved August 13, 2009 from http://www.bssc.edu.au/public/learning_teaching/research/embracing%20e-Learning%20000-731.pdf
Stansbury, M. (n.d.). Analysis: How multimedia can improve learning. Retrieved August 13, 2009 from http://www.eschoolnews.com/news/top-news/?i=53243
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