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/
Wednesday, August 19, 2009
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
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