Reflective Synopsis

Reflective Synopsisof the use of ICT's in Primary School Classrooms

E-learning is a powerful, relatively new concept that involves the use of information communication technologies (ICT’s) for the enhancement of learning experiences.  In recent years our world has been transformed by technological developments, which have provided a vast number of new tools and methods that can be used to enrich educational settings.  A further effect of this technological advancement is that educational settings are no longer confined to the classroom; there has been a massive increase in the development and use of distance education, improving the educational opportunities to those in remote areas and those for which traditional on-site education is not viable for their lifestyle.  By using engaging ICT’s in a primary school setting, you are likely to have increased student engagement, a decrease in disruptive behaviour and an improvement in student learning outcomes.  It is important for educators to understand the potential for utilising ICT’s within their teaching, as well as finding ways for students to use their creativity with ICT’s in order to facilitate their own learning.  In order to do this, it is imperative that teachers have a sound understanding of the Technological Pedagogical Content Knowledge model, also known as TPACK.  You are able to view my overview of TPACK here.

In the following reflective synopsis, I will critically evaluate my experience in working with a wiki and the potential of wikis, digital videos, PowerPoint and Interactive Learning Objects in a learning environment.

Working in a wiki

Wikis are a powerful constructivist learning tool.  Its very nature is steeped in constructivist theory; in that it knowledge is actively constructed by multiple contributors within a learning environment (Liu, C. & Matthews, R. 2005).  The main principle of wikis is that the content of the wiki space can be edited by any visitor, exposing each of the wiki participants to a wide variety of perspectives that they may have not previously considered.  As such, a wiki is constantly in a state of revision, resembling an evolving organism constructed from the information and ideas of many (TeachersFirst. 2013).

I participated in a wiki activity with my fellow GDLT students with the topic being the pros and cons of mobile phone use in the classroom.  I had never actively participated in a wiki before, so the learning experience was a new one.  I did have some issues with the logistics of working within a wiki (this is outlined in my blog posting “Working in a Wiki: A Reflection” which you can view here).  However I found that it was a very effective learning tool.

The scaffolding of the wiki employed the De Bono’s Thinking Hats routine.  (For a brief overview of de Bono’s Hats, have a look at De Bono’s Thinking Systems website here).   This was an effective way to organise each of our perspectives, and gave us all an easy way to compare perspectives and expand upon our own ideas. 

Using Wikis in Primary School Education

As described above, wikis are a collaborative space inhabited and edited by a number of users.  While I found certain elements of the wiki difficult to work with at first, I believe that primary school aged children would be able to effectively engage with this tool provided they receive a sufficient amount of instruction on how to work within one.  I also explored blogs and websites which I found great potential in both as a learning tool, but I have decided to focus upon wikis as they are more student centered and collaborative than the other tools.

As part of my exploration of wikis, I created a dummy wiki designed to be used by a Grade 6 class to aid in their collection of information for a class project on the positives and negatives of renewable energies.  The project would involve the class being divided up into five groups with each group given a type of renewable energy to focus on.  The students would then conduct their research on their type of energy, and use the wiki as a space to collect and share their findings.  The students would then compile a poster presentation using the information they have gathered.  To explore my wiki, click here.

I believe that wikis would be particularly effective for use in the classroom; it allows all students to communicate without limitations in space and with minimal time constraints, which is particularly effective for those students who take longer to formulate their responses or find it difficult to speak up in face to face class situations. Due to their collaborative nature, it would be important to ensure that access to the wiki is controlled through either having users require a password or needing to be added to an approved user list.  This would ensure that it is only the students who are able to edit information and reduces the chance of inappropriate information being added.  To get an in-depth on my reflections on wikis in primary school education, you can explore my blog posting here.

Using Digital Video in Primary School Education

The use of digital video is an engaging way to both present information to students, as well as being able to have students create their own for learning.  The process of creating a digital video can be used to develop learners' computer literacy skills and also has the potential for increasing student engagement. I explored creating a digital video using Windows Movie Maker, and enhanced it with an audio file.  You can read my reflection and view my digital video here.  

According to John Sweeder of La Salle University, digital video works to meet the varied cognitive, social and technological needs of the learners of today by presenting curricular content in a new way (2007).  In other words, digital video engages the increasingly visual and digital learners of today using a new method of presenting visual information.  

When exploring this tool, I surmised that digital video could be used by classes to present video diaries of their classwork.  This would provide a different and exciting way to display their achievements, which could then be uploaded onto a blog, wiki or website for parents and other teachers or students to view. One of the major legal issues that would need to be addressed is that of privacy laws.  In order to use images of students or their work, permission would need to be obtained from parents.  Failure to do this would leave teachers open to legal prosecution.  That said, if permission was obtained, I believe that digital video would be an effective tool to enhance and present learning outcomes.

Using PowerPoint in Primary School Education

PowerPoint is a very widely used and popular piece of software, and with good reason.  It is a simple way to present and organise information using a slideshow format in which you can embed video, images and audio with the aim of engaging your learners.  PowerPoint is such a common tool that I believe learners should not only be consuming information that is presented within PowerPoint, but should be able to create their own presentations in their early school years. 

My exploration of PowerPoint involved creating a presentation about reptiles.  I was able to embed pictures, information and video files to enhance my presentation with the objective of engaging my learners.  To explore my reflection of using PowerPoint in primary school classrooms, click here.

Upon exploring the capabilities of PowerPoint, I believe that it is effective both for the presentation of information to students, but for students to present their work.  For example if I was to build off my previous example of the renewable energies wiki, students could compile a PowerPoint presentation using the information they have gathered and developed in their wiki.

Using Interactive Learning Objects in Primary School Education

Interactive learning objects are in my opinion, a wonderful tool for facilitating learning amongst primary school students.  They can be defined as “any digital resource that can be reused to support learning” (Wiley, D. A. 2000). I focused on interactive games accessible through Scootle such as Letter Planet.  To view my reflection upon interactive learning objects in the classroom, click here.

I found that interactive learning objects are useful in that there is a vast number of them readily available, and (if they are accessed from a reputable source such as Scootle or the Learning Place), have been developed with the purpose of supporting curriculum requirements.  They are engaging and often provide motivation through digital ‘rewards’ for students to do well.  I predict that using interactive learning objects to facilitate learning in a primary classroom setting would increase student engagement and result in an increase of learning achievements. 

Conclusion

In an increasingly technological world, it is important that we as educators work to incorporate ICT’s into our teaching using appropriate scaffolding and pedagogy, with the aim of better engaging learners, improving classroom behaviour and increasing student learning outcomes.  It is no longer a question of should we use technologies in classrooms, but how should we use them to improve education delivery.  With these new technologies comes new opportunities, but also raises legal issues of privacy and intellectual property that we need to be vigilant to uphold.  We have a wealth of innovative options to use in our teaching practice, and I believe that it is only through engaging our learners using ICT’s and supporting them with effective pedagogy can we truly make the most of this brave new world.

References

Lui, C. & Matthews, R. (2005). Vygotsky’s Philosophy: Constructivism and its Criticisms Examined. International Education Journal. 6(3), 386-399. Retrieved 19^th April, 2013 from http://ehlt.flinders.edu.au/education/iej/articles/v6n3/liu/paper.pdf

Sweeder, J. (2007). Digital video in the classroom: Integrating theory and practice. Contemporary Issues in Technology and Teacher Education. 7(2), 107-128.

TeachersFirst. (2013). Wiki Walk-Through. Retrieved 19^th April, 2013 from http://www.teachersfirst.com/content/wiki/

Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The instructional use of learning objects (pp. 1-35). Retrieved 19^th April 2013, from http://www.reusability.org/read/chapters/wiley.doc. 

Interactive Learning Objects

Using Interactive Learning Objects

in Primary classrooms

For ICT's in Learning Design the next group of technologies we were asked to explore was open-ended, so we were able to have a play with whatever kind of tool we wanted.  So of course after getting an overview of the recommended tools I decided upon interactive learning objects, because they're, well... games!

Yes, they're carefully developed and tested to enhance learning outcomes and link to the curriculum.  But still, games!  Who doesn't love a good game? (Actually, I did have a flatmate when I lived in Brisbane for uni who informed us vehemently that "I don't like games!" when asked if she wanted to get in on a round of Scrabble.  Odd duck).

My first stop when looking around for interactive learning objects (ILO's) was Scootle.  I found ILO's for all grade levels and KLA's, and wasted about two hours playing with them... 

I would definitely use these in my classroom.  They're fun, engaging, develop kids' computer skills and link to the curriculum.  I started my embedded professional learning (EPL) this week, and my mentor teacher has made use of several of these ILO's with her students.

For the Technology lesson on Monday, students made their way to the computer lab and participated in an ILO multiplication game called Pirates II.  The students were motivated to complete the times tables questions to earn 'resources' for their pirate ships.  This activity worked to engage all of the students, even those who are struggling with their mathematics.

In the classroom I have been working in for my EPL there is an Autistic student.  He does not respond well to traditional teaching methods (sitting still, paying quiet attention), but does have a very visual learning style.  This student has a computer station in the classroom, and uses ILO's for many of his lessons.  Due to the fact that ILO's are a visual tool and he can work at his own pace, he works well with them.

When looking at ILO's, I can see an overwhelming amount of positive aspects versus very few negatives, and plenty of possibilities for enhancing learning experiences;

Positives

• ILO's are engaging; they take the form of many students' favourite pasttimes (video games).
• They also serve to develop students' computer literacy skills, essential for navigating an increasingly technological landscape.
• There are ILO's that cover most topics, and those on Scootle or the Learning Place are pre-linked to the Australian Curriculum.
• Most ILO's use a system of rewards; students can earn 'achievements' by completing their work.  This increases motivation and gives students a sense of mastery.
• Many students will happily use ILO's for homework.  Having work presented in a fun manner increases the likelihood that they will actually complete homework activities.
• ILO's are reusable and easily accessible making them ideal for repeated use and use across classes (Kay, R. & Knaack, L. 2008).
•  They are usually straightforward and don't require users to spend large amounts of time learning how to navigate the system.

Negatives

• If students do not have access to computers or internet at home, they will not be able to complete set homework tasks and may become disadvantaged.
• They are usually web-based and therefore require fast and reliable internet; although most Queensland schools have a sufficient connection.

Opportunities

• ILO's can be used by students of all ages, and add an interactive and engaging element to their learning experience.
• ILO's could also be used as 'reward time' for students who complete work early or as a reward for good behaviour.
• For example, looking on Scootle I found an ILO called Letter Planet.  Letter Planet is ideal for Prep or Grade 1, and focuses on letter sounds, consonant diagraphs and word structure.  I spent some time with my daughter (aged 5 in Prep) and she LOVED it.  
• ILO's could be effective for Autistic students, as they use visual elements and are practical activities which is consistent with many Autistic students' preferred learning styles.

I would definitely recommend these activities for homework or class activities.  I would use them as an incentive as well for good behaviour, as they can seem like a 'treat' for students.

References

Kay, R. & Knaack, L. (2008). Investigating the use of Learning Objects for Secondary School Mathematics. Interdisciplinary Journal of E-Learning and Learning Objects. Volume 4. Retrieved 19th April, 2013 from http://www.ijello.org/Volume4/IJELLOv4p269-289Kay.pdf 

PowerPoint Presentations

Using PowerPoint in the Classroom

Ah, good old PowerPoint.  I was relieved to see that the next task we were set was to create a PowerPoint presentation for use in the classroom, because I've used it many, many times.  The beauty of PowerPoint is that it really is a simple program to learn and use.

I created a PowerPoint presentation that gives students a very brief overview on reptiles.  Please note that if I was to actually use it in a classroom I would put a lot more effort into the presentation.  But as these tasks are set mostly so that we can demonstrate to our lecturer that we know how to use the various ICT's tools, as well as the fact that I'm jacked up on cold & flu tablets because I have managed to catch what I can only assume is the black plague (or possibly the lady version of man flu), my presentation is very basic.

I did learn a couple of new things when completing this task; how to embed YouTube videos into my presentation, and how to embed the presentation into Blogger.  I used a program called Freemake Video Converter to convert the YouTube videos into an AVI format which is supported by PowerPoint and was able to embed the videos into my presentation.  I then created a SlideShare account, and used that to get an embed code to put into my blog.  My marvelous slideshow can be seen below:

Reptiles ppt from Marina Waddell

Thrilling, no? (For some reason the videos won't play within the blog.  I am simply too exhausted to try to figure it out, but they definitely play in PowerPoint).

It's clear that PowerPoint is a great way to present information; I see my wonderful, talented, brilliant lecturers using it all the time (*see what I did there?*).  In terms of using it in the classroom:  

Pluses:

• Easy to use program, can be used by both students and teachers.
• Allows clear organisation of information; is great for summarising main points of a lesson/presentation.
• Presentations when done properly can be attractive and engaging.
• Is able to incorporate different types of media including pictures, video and audio files.

Minuses: 

• Not a collaborative tool; presentations are designed to be made and presented as is.

Interesting:

• Ideal for teachers to use during lessons to summarise main points.
• Students could create a PowerPoint presentation for a class project and in turn develop their ICT skills.
• Having a PowerPoint presentation running on a loop could be useful for reinforcing prior learning (eg. having a presentation on sight words in a Prep class; students could look at it in their spare time or in passing).

Creating a Digital Video

Making a Movie

Today I created a short movie using Windows Movie Maker using some photos I had on the computer of our dog and her litter of puppies.  It was a very simple process, simply importing pictures and using a drag and drop function to sequence them.  I then recorded an audio file using my iPhone and inserted that over the video, made a title credit page and selected a transition effect.  I then saved it to my desktop (in the Broadband 525 kbps format) and voila!  1 minute movie.  Simple stuff, absolutely nothing special but gets the point across.  

View my cinematic masterpiece below.

Well I did warn you it was nothing special... 

Uploading the video to Blogger was a nightmare.  For some reason when I tried to upload it from my computer it would get stuck on the 'processing video' part, then tell me there was an error uploading my video.  Tried again.  And again.  Compressed the video and resaved it.  Same result.  Tried again.  Suppressed my bubbling rage.  Lost my patience, saved this post as a draft and walked away.  Came back 24 hours later and tried again.  SAME PROBLEM.  

Finally I went down another path and uploaded the video to YouTube, then embedded it from YouTube to Blogger.  It uploaded almost instantly, which I found both a massive relief and incredibly annoying (because I wasted a whole day in a technological hissy fit when the answer was so painfully simple and I didn't think of it yesterday).   

Now that I'm over that little hurdle, I have no problem envisioning primary school aged children making their own movie.  And since I am now so very skilled at analytic thinking, I shall perform a dazzling SWOT analysis on the use of digital video in the classroom:

Strengths:

• Having students create their own digital videos is an engaging activity which encourages students to utilise their skills in ICT's.
• Creating a digital video is a simple yet effective way for students to display and narrate images or video.
• Digital video files can be created collaboratively between students or classes, and shared online with others.

Weaknesses: 

• While digital video files can be created collaboratively, they do not allow other students to contribute to them after they are made.
• Like any ICT tool, they require access to a computer which not all students may have outside of school hours (if prescribing the creation of a video as homework or as a project).
• There is always the issue of good online ethics and proper attribution of sources when working online, which can be difficult to monitor.

Opportunities:

• Digital video files are an engaging way to display student's work or school experiences (for example, students could make a movie using images or video taken on a school excursion, then add audio explaining what they saw or learnt).
• Students could take photos of their artwork, and at the end of the term make a movie using the pictures whilst explaining their favourite piece, and how their skills evolved over time.
• Teachers could have pictures of a process (such as the process of making bread; seed to a seedling, to a plant, to a mill, to grain, to bread) and have younger students enter them into the timeline in the correct sequence to create a movie.

Thoughts:

• While I can see many uses for digital video files in the classroom, I do wonder how effective they will be with younger students.  I would be interested to see how quickly they would pick up the skills required to create them in an actual classroom situation.

Overall, I think that digital video files could be used effectively in the classroom as long as like with any ICT tool, students are provided with appropriate scaffolding and teachers utilise appropriate pedagogy for the activity.

Podcasting in Primary Schools

Podcasting in Primary

When I first started thinking about the use of podcasts in primary school classrooms my initial reaction was that they would be of limited use.  I thought that they would not be able to hold student's attention for long, that they were limited to what came up on an iTunes search.  But like so many things in this course, a bit of research gave me a much different perspective.

I found that while podcasts can be downloaded from iTunes or other online sources, they are also fairly easy to create.  The implications for creating your own podcast, or having your students create their own are much more diverse.

Strengths: 

• As podcasts are online, they are accessible any time and from a wide variety of devices.  This is particularly helpful for students who may miss important information in class due to absences.
• Particularly useful for creating a 'screencast' podcast, walking students through computer processes (for example creating their own website or creating a digital video).  Students are then able to work at their own pace or complete work at home (Lesage, S. 2009).
• There are already a wide range of podcasts that cover a vast amount of educational content, giving teachers yet another readily available pool of resources to choose from (and are mostly free).
• Students are able to upload their podcasts to iTunes; knowing they have a potentially global audience may increase student engagement in their task (Vincent, T. n.d.)

Weaknesses: 

• Put simply, there are a lot of crap podcasts out there.  So there are a lot to sift through to find useful podcasts which can be a very time consuming process.  (That said, one of the most important skills of technological literacy is being able to determine what is valuable information and what is not.  So I can see the value in being skilled in sifting through said crap.)
• They are time consuming and very hard to search.  One of the biggest reasons I have never really gotten into podcasts is that I haven't got the patience or time to sit there and simply listen for the main points of information.  I much prefer other online resources where I can simply search for specific pieces of information rather than having to listen to or watch an entire episode or series, then sift through the bulk of the information for the main points.  

I did have a look around on iTunes and found quite a few podcasts that could be useful in the classroom;

• Kid Friday: Made by kids for kids, exploring the different types of technology and their uses.  I found it painful to watch, but I could see how kids could respond to it as it's made by other kids.  It also has a companion website that includes links to most of the things they talk about it. https://itunes.apple.com/au/podcast/kidfriday-apps-websites-gadgets/id344979790?mt=2
• BBC Learning Listen and Play: an audio podcast which encourages listeners to answer questions such as "what kind of animal do you think makes this sound?".  It also includes songs about animals and their habitats and behaviours.  My kids (aged 5 and 2) really enjoyed this podcast and had a lot of fun guessing the animal noises. https://itunes.apple.com/au/podcast/listen-and-play-bbc-learning/id332923870?mt=2
• Hooked on Phonics: This video podcast is great for learning phonics, particularly for Prep classes as it includes catchy songs and repitition. It kept my 5 year old's attention, and it didn't take long for her to start singing along.  Highly recommended. https://itunes.apple.com/au/podcast/hooked-on-phonics/id318331495?mt=2  
• Sesame Street: This is a great podcast and covers a huge range of content.  Sesame Street has got a great reputation for education and this is another way they present their material.  Most kids are familiar with the Sesame Street characters, and this held both of my kids attention.  This would have to be my favourite podcast so far.  https://itunes.apple.com/au/podcast/sesame-street-podcast/id264537349?mt=2 

Overall I can see how podcasts could be used in classrooms, although I'm not convinced that they are the best way to present information.  I personally prefer websites, blogs and wikis for both teacher and student use as they are generally more interactive for more student engagement.

References

Lesage, S. (2009). Podcasting as an Educational Tool. Accessed 5th April, 2013 from http://www.devia.be/news/article/podcasting-as-an-educational-tool/ 

Vincent, T. (n.d.) Podcasting. Accessed 5th April, 2013 from http://learninginhand.com/podcasting/ 

Creating Audio Files and a Voki

Audio Files and Creating a Voki

Creating a Voki was actually a lot of fun.  Choosing hairstyles, clothes, facial features and accessories brought back memories of my nine year old self and the many hours spent dressing up Barbie in let's face it, clothes that are really only appropriate for the street corner.  Fun, nonetheless.  And on a side note: Voki gives you the option to make a Borat Voki.  Or a Julia Gillard Voki.  And then you can make them say anything you want... I'll let you dwell on the possibilities for a moment.

But back to business.  Creating my Voki was easy.  Then it came time to record a sound file to add to it using my iPhone.  Simple stuff right? 

Picture Source: babble.com

They say that no one likes the way they sound on recordings.  That's probably true.  I recorded a brief audio file on my iPhone in which I sound strangely like a perky American woman who is on their third cup of coffee for the day.  Which come to think about it, I do drink too much coffee...  So that explains a bit.  

Then came time to add my sound file to my Voki.  After fruitlessly trying to set up my iPhone to sync to our new computer using the wireless, I gave up and got the cord.  iTunes then helpfully informed me that I had already used up my 5 authorised computers and must deauthorise one.  I had no idea how to do that, so I hit up Google.  Turns out I had to deauthorise all of them if I no longer have access to the one I no longer use.  Ok iTunes, done.  I reauthorise current computer.  Now I can't find where the voice memos are stored.  Turn to my good friend Google again, who sends me to my other friend YouTube.  Now I try to add the file to my Voki.  Voki doesn't like mp4 format.  My eye develops a twitch from frustration.  I have no idea how to convert it to mp3, so I hit up Google again, and get bounced back to the original helpful YouTube lady.  I follow her idiot-proof instructions and FINALLY I have success!  I upload my sound file to my Voki, then go to embed my Voki to my Wiki.  

I go into my wiki and have a play with the menus for just long enough for the eye twitch to come back.  Again I turn to Google and again find a helpful lady on YouTube (how did we survive before this marvellous invention?!) and am finally able to embed my Voki into my wiki.

So to cut a long story short; (too late) I found creating the Voki and the audio nice and easy, it was all the fiddly bits I had to do to put them together that chewed up and spat out the better part of my day.  And gave me a twitchy eye.

If you would like to check out my Voki-enhanced wiki, click here.

Now in terms of using a Voki in my learning context?  I can see how they could be effective for teachers;  

• Using Voki's could potentially enhance learning engagement as they are a fun and attractive way of presenting information.
• They can add a personal touch so that learning materials are catered toward the specific group you are teaching.

I can also see how Voki's could be used as an effective learning tool for students;

• One of the contributors to the Voki Blog attests that the biggest advantage of having students make their own Voki is that it allows the quieter students to "make their presence felt, and be heard" (Picardo, J. 2011). 
• Most of the students in classrooms today are digital natives, and often respond more positively to using web-based tools which often results in better learning outcomes.
• Creating a Voki is a fairly straightforward process, and students of most ages would be able to do so successfully.  They often have experience in creating similar avatars from game play outside of the school setting, and being able to show off these skills would in turn foster a sense of achievement.  

Overall I believe that Voki's could be used very successfully in a Primary school setting by injecting a sense of fun to increase student engagement, and utilising technologies that are familiar to most students to increase confidence in the classroom.

References

Picardo, J. (March 3, 2011). Vokis in the Languages Classroom. Retrieved 3rd April, 2013 from http://blog.voki.com/2011/03/03/voki-in-the-languages-classroom/