Before I commenced this ICTs course, I didn't even know what ICTs stood for! I had to look it up!! Out of all the courses for the Graduate Diploma of Learning and Teaching, this was the one that frightened me the most. Why? Because I was not technologically savvy (and I couldn’t see what all the fuss was about). But here I am, over 8 weeks on, and I have had my beliefs challenged, my eyes opened to not only a new world, but it's endless possibilities and I now have a new perspective. I am still on a huge learning curve, but I can see that it is all worthwhile as I will hopefully be able to use the skills I have learnt to learn more and to better facilitate my students' learning.
What I have learnt is that students are digital learners. They spend enormous amounts of time on the computer, the web, email, computer games, i-pods, blogs, text messaging, instant messaging, and mobile phones, that it is clear that ICTs motivate or engage our students (see posting – “A vision of K-12 students today”). What I have come to realise is that if I, as a 21st Century Learning Manager, don’t make an effort to learn about what interests or engages my students, and then somehow incorporate these into my pedagogical practices, then I will not be able to engage my students fully (or at all in some cases) and I will be doing them a disservice. The catch-cry “Engage Me or Enrage Me” (Prensky, 2005) still rings in my head and pushes me to learn more.
Over the last few weeks, I have experimented with a number of different ICTs and during this experimentation, I have thought about how I could apply them in the classroom using the Engagement Theory of learning (Kearsley & Shneiderman, 1999) as well as to promote active participation. The ones I can see myself using initially are programs that are easy to use (for both myself and the students), quick to set up and can be used for a multiple of applications. These include the following:
· Avatars (see posting “Vokis in the Classroom”).
· Wikis (see postings “Wikis and Engagement Theory” and page “Activity Ideas for the Classroom”).
· Powerpoint (see postings “Playing with Powerpoint” and “My Powerpoint Presentation”).
· U-tube (see postings “U-Tube – Oh the Possibilities” and “U-tube again”).
· Digital Stories (see posting “Another First For Me”).
· Music (see posting “Music – Such a Wonderful Thing”).
· Wikipedia (see posting “Wikipedia – A Wealth of Knowledge”).
· Opinion Polls (see posting “Take a Vote”).
· Flickr and Picnik (see posting “Uploading Flickr Images to Blog”).
· Forums and blogs (see postings “Blog Ideas for the Classroom”, “Blog Activity in Detail”, and “Reflection on Blogs”), both of which I have used most extensively during my ICTs course. Through this experience I have come to learn that these ICTs provide a great platform for student engagement and interaction. I have learnt a lot from visiting other peoples’ blogs. For example, I learnt about glogs from Carolyne Thornton’s and Sally James’ blogs (I had never even heard of them previously). I learnt about how to imbed powerpoint presentations into blogs by posting to the forum and getting a response from Carolyne Thornton. I found out about bubbl.us from William Sutton via the forum. I have contributed to a lengthy thread about Mahara which was started by Sally James and, of course, I have benefited from other students’ questions posted to the forum and being able to learn from them also (such as the Assessment Task 3 forum). I was also able to comment on other students’ blogs such as Susan’s learning design where I shared her thoughts and opinions about Flickr/Picnik and appreciated her posting on Music; Christine’s e.journal posting about Obesity where I provided feedback about her powerpoint; Sally’s Learning e.journal posting about Mahara where I supported her thoughts on the use of this application with Primary school students, and Carolyne Thornton's Blog about using U-Tube in Teaching as I thought she made a great choice.
Even though I have gained a lot of information from the use of forums and blogs and I tried to contribute to them, I struggled with feeling like a valued member of this community (as I felt that I had nothing to contribute) and hence, didn’t post or comment as often as others perhaps have. I can only envisage that if I feel this way, then this will be an issue for some of my students as well. While I need to consider this issue further, there are possibly 2 things I could do: One could be to scaffold their learning by providing prompting questions to respond to on a forum and another could be to foster a ‘safe learning environment’ (whether it is in the classroom or online in a forum), so that students are comfortable with providing and receiving positive and constructive feedback.
As well as the ICTs identified above, there are, however, other technologies that I would like to utilise once I have learnt more about them (to incorporate them effectively into the classroom). For example, I am really interested in animations and simulations (see posting “Animations and Simulations”), Interactive Whiteboards (see posting “Interactive Whiteboards – WOW!”), audio technology (such as ‘Audacity’ as recommended by my lecturer), glogs (see Carolyne Thornton’s Blog “There is a Glog in my Blog”), Microsoft Movie Maker (which I have downloaded but I just need time to play) and the use of ipods or mobile phones. I think all of these would be great for promoting active participation.
Aside from what I have learnt in the ICTs course, I have also played with Photostory 3 (which I am really excited about); I have bookmarked numerous sites that I have found along the way and I have learnt how to take screen shots (which I think will be an invaluable tool to incorporate into instruction - see posting "How Cool - Screen Shots Made Easy).
I am also very conscious that what I have learnt so far is only the tip of the iceberg (see posting “Into the Abyss”), so it is very important that I try to keep abreast of new and evolving technologies. I need to find out what my students are interested in outside of the school environment and try to incorporate these into my teaching and student learning so that my students are “engaged” and not “enraged”.
Wish me luck!
Monday, April 26, 2010
Wednesday, April 21, 2010
How Cool - Screen Shots Made Easy!!!
I have just learnt something new today (although, it almost seems that I am learning something new everyday)! I have just learnt the easiest, fool proof way of taking a screen shot (because even I can do it)! I just haven't worked out how to get it into my blog, but I can put it into Word. All you have to do is follow these simple steps:
1. In the screen you want to take a screen shot of, press CTRL + Print Screen button (mine is located next to the F12 button)
2. In Word, right click mouse button and select Paste.
Ta-da. There is your screen shot. I am truly amazed.
I have seen screen shots before but haven't given them much thought until my lecturer used a screen shot to explain how to create a hyperlink in an open window. Of course, I then realised that this simple idea would be invaluable to help students when they are learning a new software tool or to learn about more advanced features of a program. A screen shot, combined with more explicit verbal and written instructions, would reach the majority of my learners as it incorporates a number of different learning styles. Now that I know how to do a very basic screen shot, I will definitely be using this application in my pedagogical practices. It is simple yet very effective.
1. In the screen you want to take a screen shot of, press CTRL + Print Screen button (mine is located next to the F12 button)
2. In Word, right click mouse button and select Paste.
Ta-da. There is your screen shot. I am truly amazed.
I have seen screen shots before but haven't given them much thought until my lecturer used a screen shot to explain how to create a hyperlink in an open window. Of course, I then realised that this simple idea would be invaluable to help students when they are learning a new software tool or to learn about more advanced features of a program. A screen shot, combined with more explicit verbal and written instructions, would reach the majority of my learners as it incorporates a number of different learning styles. Now that I know how to do a very basic screen shot, I will definitely be using this application in my pedagogical practices. It is simple yet very effective.
Saturday, April 17, 2010
Another First For Me
I have just finished my first week of EPL (Embedded Professional Learning) and I have been exposed to yet another piece of technology. The idea isn't new to me (digital storytelling - because I learnt about it through the ICT course I am studying), but the program I have never used. It is PhotoStory 3. I absolutely love it!!!!! And it is really, really, really simple to use. I can't wait to get the time to teach my 6 year old how to use it.
In the classroom, I can see this being used for individual students - maybe creating a story about themselves (which can be really open ended and about things they are interested in), a fictional story they have created themselves, or stories around a theme they are learning at school (such as ancient Egypt, Explorers, Dinosaurs, Endangered Species, the Environment) using photos, drawings, narration and music. "Digital stories let students express themselves not only with their own words but also in their own voices, fostering a sense of individuality and of “owning” their creations" as indicated by the Educause Learning Initiative.
In groups, they can create a group story (perhaps each student being responsible for a page to create in terms of illustrations, but all students would need to collaborate on the story), or stories around topics they are learning about (such as those listed in the second paragraph. Students could use it in science to report on any experiments they may have conducted for a school project rather than simply writing what they did in boring report format. Student groups could also use it to create campaigns, such as something for Sun Safety, Road Safety, Bicycle safety, bullying, healthy eating etc. I think this example ties in nicely with the Engagement Theory of learning and also requires a high level of active participation.
I think digital stories are much more exciting and engaging than simply writing a story, an essay or scientific report on a piece of paper. Another good thing about digital storytelling is that the students' creations can be published on the internet such as on the school website, on student blogs, personal blogs, or wikis. The idea of a public audience may be very motivating for some to do their best.
In terms of my teaching, I could use it to introduce a topic. I could simply collect some photos around a theme (like weather - hail, snow, rain, storms, sun, or more specific - cyclones), add music and use that as an introduction to a topic. So, with the weather scenario, I could present the digital story, then have students' explain what they saw and then lead into what they know about the weather/cyclones.
I could also use existing digital stories, such as this one about TV violence, to stimulate discussion about how students use TV, their thoughts about the content of the video, whether they agree or disagree, and perhaps lead them into a group project to analyse popular TV programs (for example, The Simpsons, Home and Away, Ben 10) for the number, degree and type of violence in these programs and to perhaps reflect on their own behaviour from watching these programs (for example: Are they desensitised to violence? Do they copy violent actions in play?).
I know that there are a lot more applications for this tool (such as those suggested by Techteachers) that I am yet to learn about, but I think they are a fantastic tool and so easy to use!
Reference:
1. Kearsley, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
2. Educause Learning Initiative. (2007). 7 things you should know about digital storytelling. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7021.pdf
In the classroom, I can see this being used for individual students - maybe creating a story about themselves (which can be really open ended and about things they are interested in), a fictional story they have created themselves, or stories around a theme they are learning at school (such as ancient Egypt, Explorers, Dinosaurs, Endangered Species, the Environment) using photos, drawings, narration and music. "Digital stories let students express themselves not only with their own words but also in their own voices, fostering a sense of individuality and of “owning” their creations" as indicated by the Educause Learning Initiative.
In groups, they can create a group story (perhaps each student being responsible for a page to create in terms of illustrations, but all students would need to collaborate on the story), or stories around topics they are learning about (such as those listed in the second paragraph. Students could use it in science to report on any experiments they may have conducted for a school project rather than simply writing what they did in boring report format. Student groups could also use it to create campaigns, such as something for Sun Safety, Road Safety, Bicycle safety, bullying, healthy eating etc. I think this example ties in nicely with the Engagement Theory of learning and also requires a high level of active participation.
I think digital stories are much more exciting and engaging than simply writing a story, an essay or scientific report on a piece of paper. Another good thing about digital storytelling is that the students' creations can be published on the internet such as on the school website, on student blogs, personal blogs, or wikis. The idea of a public audience may be very motivating for some to do their best.
In terms of my teaching, I could use it to introduce a topic. I could simply collect some photos around a theme (like weather - hail, snow, rain, storms, sun, or more specific - cyclones), add music and use that as an introduction to a topic. So, with the weather scenario, I could present the digital story, then have students' explain what they saw and then lead into what they know about the weather/cyclones.
I could also use existing digital stories, such as this one about TV violence, to stimulate discussion about how students use TV, their thoughts about the content of the video, whether they agree or disagree, and perhaps lead them into a group project to analyse popular TV programs (for example, The Simpsons, Home and Away, Ben 10) for the number, degree and type of violence in these programs and to perhaps reflect on their own behaviour from watching these programs (for example: Are they desensitised to violence? Do they copy violent actions in play?).
I know that there are a lot more applications for this tool (such as those suggested by Techteachers) that I am yet to learn about, but I think they are a fantastic tool and so easy to use!
Reference:
1. Kearsley, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
2. Educause Learning Initiative. (2007). 7 things you should know about digital storytelling. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7021.pdf
Monday, April 12, 2010
Saturday, April 10, 2010
Into The Abyss
The Abyss - that's how I have come to recognise technology. It is an endless sea/pit/void of information, gadgets, plug-ins, ideas, theories, thingamajigs, whats-its, do-hickies, or whatever you would like to call them. The internet is full of them and it will never cease. It is ever evolving from one day to the next. It makes me feel ever so small knowing that even if I was technologically savvy, that I wouldn't even touch the sides of what is out there. This has really hit home as I visit other peoples' blogs and the forums and repeatedly see something new. This constant barrage of information, websites, u-tube, mind maps, posters, blogs, glogs, story telling, video making, audio files, (and this list goes on), I'm finding it all a bit too much really. What makes it all the more daunting is the wading through of all this information and working out how I can use it as a teacher and for my students. I hardly feel equipped to make those decisions.
So, where does this leave me? On a constant journey of learning, that's where. I need to keep abreast of new and potentially useful technology so that I can use it to further enhance my pedagogical practices and to enhance student learning. I think our students need to see new technology being used on a regular basis because although a lot of the resources we have seen thus far seems really appealing, engaging, motivating or fun, it won't be long before something new and better comes along and our students become bored with what was once considered the 'in' thing or the 'bees knees' of technology. Technology, to some extent, will probably follow fads. Some things will come and go really fast, while others will have a longer life. If we are really clever, we will be able to pick the ones that will be able to stand the test of time.
So, how do I keep at least a toe in this endless sea of technology? Join a community of practice and get to know people who are passionate about the use of technology in schools; embark on professional development opportunities targeted to ICTs in education, experiment with technology and be courageous enough to try them out in the classroom (I just need to be prepared with a back up plan if all goes pear shaped - just as I would with anything new I am experimenting with)!! But, possibly, the most important thing I could do is talk to my students. They are the ones I want to engage, so only they can tell my what they are interested in. I need to ask them what they do in their spare time, websites they visit, technologies they are using, and ask them if they have ideas about how we could use these things in the classrooms. And I am sure that many students would be more than happy to show me how to use certain programs/websites, which I can then (hopefully) use to engage my students in learning. Collaborative learning at it's best.
What else does "the abyss" mean for me as a teacher? As knowledge, information and technology is changing at a rapid rate, I need to teach my students the skills of life learning, to encourage them to take risks and experiment with new wonders, to take responsibility for their own learning, and to ask questions and seek answers autonomously. They will need to be able to do this to live, work and be productive in the new knowledge economy. This is what being a learning manager is all about - facilitating the learning journey, not controlling or limiting it (Smith, Lynch & Mienczakowski, 2003).
Reference:
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability": Why we do not prepare teachers anymore. Change: Transformations in Education, (6)(2): 23-37.
So, where does this leave me? On a constant journey of learning, that's where. I need to keep abreast of new and potentially useful technology so that I can use it to further enhance my pedagogical practices and to enhance student learning. I think our students need to see new technology being used on a regular basis because although a lot of the resources we have seen thus far seems really appealing, engaging, motivating or fun, it won't be long before something new and better comes along and our students become bored with what was once considered the 'in' thing or the 'bees knees' of technology. Technology, to some extent, will probably follow fads. Some things will come and go really fast, while others will have a longer life. If we are really clever, we will be able to pick the ones that will be able to stand the test of time.
So, how do I keep at least a toe in this endless sea of technology? Join a community of practice and get to know people who are passionate about the use of technology in schools; embark on professional development opportunities targeted to ICTs in education, experiment with technology and be courageous enough to try them out in the classroom (I just need to be prepared with a back up plan if all goes pear shaped - just as I would with anything new I am experimenting with)!! But, possibly, the most important thing I could do is talk to my students. They are the ones I want to engage, so only they can tell my what they are interested in. I need to ask them what they do in their spare time, websites they visit, technologies they are using, and ask them if they have ideas about how we could use these things in the classrooms. And I am sure that many students would be more than happy to show me how to use certain programs/websites, which I can then (hopefully) use to engage my students in learning. Collaborative learning at it's best.
What else does "the abyss" mean for me as a teacher? As knowledge, information and technology is changing at a rapid rate, I need to teach my students the skills of life learning, to encourage them to take risks and experiment with new wonders, to take responsibility for their own learning, and to ask questions and seek answers autonomously. They will need to be able to do this to live, work and be productive in the new knowledge economy. This is what being a learning manager is all about - facilitating the learning journey, not controlling or limiting it (Smith, Lynch & Mienczakowski, 2003).
Reference:
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability": Why we do not prepare teachers anymore. Change: Transformations in Education, (6)(2): 23-37.
Wednesday, April 7, 2010
Music - Such a Wonderful Thing
I've just had a look at the Incompetech website that has a range of royalty-free music. I think music has a significant place in the classroom. For example, in terms of teaching instruction, it can be used to create a mood about a topic or it can be used to calm/settle/relax very active children. It can also be used to motivate, inspire, and focus kids. I also think students can use music a lot more in their projects/presentations, in powerpoint, to add power to an argument, evoke emotion in a play scene, but also as a form of expression. Students could also choose a piece of their favourite music and analyse the messages within them. Most people like music of some form or another and it isn't hard to see how powerful it can be.
I am an advocate for music in the classroom as I think it can enhance our teaching and motivate kids to learn, but I don't believe music should be chosen randomly. I am just not sure about copyright issues for other music (not royalty-free), or whether this is not an issue if it is being used for educational purposes.
I had a look at this website that has a lot of information about how music promotes learning and how we can use it. As a suggestion, if students are learning about ANZAC Day, why not have them listen to "And the Band Played Waltzing Matilda" and have them analyse the lyrics for meaning. Similarly, many modern songs can be used to spark discussion about political issues such as with Pink's "Dear Mr President" or about self-esteem such as with Christina Aguilera's "I am Beautiful". Students would be more actively engaged if they were able to bring in meaningful song choices on their i-pods, then have them downloaded for others to listen and interpret the lyrics. Personally, I think music is underutilised in classrooms and it just takes a little creativity to incorporate more of it.
I am an advocate for music in the classroom as I think it can enhance our teaching and motivate kids to learn, but I don't believe music should be chosen randomly. I am just not sure about copyright issues for other music (not royalty-free), or whether this is not an issue if it is being used for educational purposes.
I had a look at this website that has a lot of information about how music promotes learning and how we can use it. As a suggestion, if students are learning about ANZAC Day, why not have them listen to "And the Band Played Waltzing Matilda" and have them analyse the lyrics for meaning. Similarly, many modern songs can be used to spark discussion about political issues such as with Pink's "Dear Mr President" or about self-esteem such as with Christina Aguilera's "I am Beautiful". Students would be more actively engaged if they were able to bring in meaningful song choices on their i-pods, then have them downloaded for others to listen and interpret the lyrics. Personally, I think music is underutilised in classrooms and it just takes a little creativity to incorporate more of it.
Wikipedia - A wealth of knowledge
Wikipedia, what a phenomenon! An encyclopaedia at your finger tips. As I don't have a particular subject, I just found myself wandering around, putting in different topics, just to see what would come up. What is great about this resource is that you can probably type in any subject you want and it will be there, right at your fingertips but it also has links to elaborate on particular topics, people, events as well as other resources. For example, if you search "History of Australia", it covers numerous topics from: Aboriginal Australians, WW II, Federation, Convicts, politics etc, but it provides links to elaborate on these particular topics within Wikipedia. It also provides links to the Australian portal which has links to the portals of different states/territories.
Providing students with weblinks to wikipedia would be a great startng point for students who are required to conduct research for a topic because it provides quick and easy access to the background knowledge of a subject. And it can be accessed at home or at school.
I also think it would be great (in an ideal world) that if a topic was being discussed and students' pose questions that teachers cannot answer, that the student who posed the question could get straight onto wikipedia and find an answer. It would show that we as teachers value student inquiry, it would add value to the topic and the transfer of information would be smooth, kept in context and without delay. If we could do this, then students may be more motivated to pose questions to expand their knowledge and understanding. We are also encouraging students to be responsible for their learning.
It would also demonstrate to students that teachers do not have all the answers and that learning is a collaborative process. We are not the 'gate keepers' of knowledge but managers of the learning experience as suggested by Smith, Lynch & Mienczakowski (2003, p. 4).
Outside of the school setting, students could be more proactive in their learning as we have armed them with a tool for the easy acquisition of information rather than using a search engine and this tool can be used beyond school.
Reference:
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability": Why we do not prepare teachers anymore. Change: Transformations in Education, (6)(2): 23-37.
Providing students with weblinks to wikipedia would be a great startng point for students who are required to conduct research for a topic because it provides quick and easy access to the background knowledge of a subject. And it can be accessed at home or at school.
I also think it would be great (in an ideal world) that if a topic was being discussed and students' pose questions that teachers cannot answer, that the student who posed the question could get straight onto wikipedia and find an answer. It would show that we as teachers value student inquiry, it would add value to the topic and the transfer of information would be smooth, kept in context and without delay. If we could do this, then students may be more motivated to pose questions to expand their knowledge and understanding. We are also encouraging students to be responsible for their learning.
It would also demonstrate to students that teachers do not have all the answers and that learning is a collaborative process. We are not the 'gate keepers' of knowledge but managers of the learning experience as suggested by Smith, Lynch & Mienczakowski (2003, p. 4).
Outside of the school setting, students could be more proactive in their learning as we have armed them with a tool for the easy acquisition of information rather than using a search engine and this tool can be used beyond school.
Reference:
Smith, R., Lynch, D. & Mienczakowski, J. (2003). "The bachelor of learning management (BLM) and education capability": Why we do not prepare teachers anymore. Change: Transformations in Education, (6)(2): 23-37.
The World At Our Fingertips?
I have been playing around with Google Earth and my first thoughts were, what's the big deal? I can see my house using Google Maps. And the images aren't up to date anyway. For some reason I thought the images were live via satellite and then (after telling my family about it) I had my Father ring up and tell me his house isn't even built yet in Google Earth. Feeling a little foolish, I endeavoured to go back and explore a little further to see what the big deal was. I also had a look at Joe Wood's Blog to try to learn more. Well, all I did was get overwhelmed.
One thing I did get from Joe Wood's Blog was using Google Maps to create your own tour. I thought this would be great for students, pinpointing/marking places they have been and entering information about those places. They might even be able to mark places that they would like to visit and explain why. Or on a topic on weather, they could map out where cyclones have hit Australia in the last 5 years and enter in statistics, or use it to trace the tracks of explorers.
Back in Google Earth, I was checking out the 'layers' down the side but I couldn't get it to do a great deal. I also had a look at Mars, the Moon and the Sky options but didn't know quite what to do once I got there. I just kept clicking on little markers, but in the end, I got bored. I'd type in specific searches, for example, the Eiffel Tower, Taj Mahal, but very little seemed to come up. If I was lucky, there might be some info attached to it, an image or a video maybe. I found it exceptionally difficult to navigate around and probably need to spend some time on the tutorials as clearly (from one tutorial I had a look at for 3D buildings) there is a lot more to Google Earth than my superficial exploration. I have the "Tip" option at startup to give some quick clues as well!! And I also found this little snippet from Google for Educators that briefly summarises how we could use it and I think there are also a number of 'plug-ins' that are not automatically available when you first sign up that would probably improve my Google Earth experience. However, this exploration will be at a later date when I have time to casually look through it.
So, in terms of using in classrooms, I am not sure as yet. Yes, in the 'layers', there appears to be lots of things to look at (global awareness, oceans, buildings, terrain) all of which students could learn from, but until I become more familiar with it, it isn't going to enhance my pedagogical practices or student learning outcomes. I'd find it easier doing a simple Google search.
One thing I did get from Joe Wood's Blog was using Google Maps to create your own tour. I thought this would be great for students, pinpointing/marking places they have been and entering information about those places. They might even be able to mark places that they would like to visit and explain why. Or on a topic on weather, they could map out where cyclones have hit Australia in the last 5 years and enter in statistics, or use it to trace the tracks of explorers.
Back in Google Earth, I was checking out the 'layers' down the side but I couldn't get it to do a great deal. I also had a look at Mars, the Moon and the Sky options but didn't know quite what to do once I got there. I just kept clicking on little markers, but in the end, I got bored. I'd type in specific searches, for example, the Eiffel Tower, Taj Mahal, but very little seemed to come up. If I was lucky, there might be some info attached to it, an image or a video maybe. I found it exceptionally difficult to navigate around and probably need to spend some time on the tutorials as clearly (from one tutorial I had a look at for 3D buildings) there is a lot more to Google Earth than my superficial exploration. I have the "Tip" option at startup to give some quick clues as well!! And I also found this little snippet from Google for Educators that briefly summarises how we could use it and I think there are also a number of 'plug-ins' that are not automatically available when you first sign up that would probably improve my Google Earth experience. However, this exploration will be at a later date when I have time to casually look through it.
So, in terms of using in classrooms, I am not sure as yet. Yes, in the 'layers', there appears to be lots of things to look at (global awareness, oceans, buildings, terrain) all of which students could learn from, but until I become more familiar with it, it isn't going to enhance my pedagogical practices or student learning outcomes. I'd find it easier doing a simple Google search.
Friday, April 2, 2010
U-Tube again
I have another example of using U-tube to enhance pedagogical practices. I chose a clip to introduce the topic of the arrival of the first fleet. The clip can be used to generate thought and discussion as well as lead into what will be covered in the topic, assessment/projects etc.
Here is the video:
Here is the video:
U-Tube - Oh the Possibilities!!!
Now, even though I am behind the 8 ball when it comes to technology, I have heard of u-tube (and, yes, this was even before the course believe it or not!),but I didn't explore it. Of course, the extent of its possibilities is yet to be realised but I have seen its benefits time and time again while in this course (for example, instructions on how to embed powerpoint into a blog, or even to explain simple concepts such as blogs and RSS feeds). U-tube has enhanced my learning and I feel it is a very powerful tool, particularly because video clips are so readily available and in any topic imaginable. I also like U-tube because sometimes a short video (like a picture) can paint a thousand words. I just need to be mindful that I am using it to enhance my learning design and not just because I can. .So, with that in mind.......
I decided to use a U-tube clip on origami. I decided that I was teaching my students about the art of paper folding, but what I realised, is that it can be a little hard to see what I am doing when I am demonstrating the technique of making a crane. U-tube provides a clear tutorial that all can see and the advantage is that I can pause and go back on the clip if students are having trouble. In the same topic, U-tube also shows more challenging designs in origami that I may have trouble showing (or even doing), but students may like to try. In effect, I would use U-tube to compliment and enhance my pedagogy so that it is more effective.
Here is my clip:
I decided to use a U-tube clip on origami. I decided that I was teaching my students about the art of paper folding, but what I realised, is that it can be a little hard to see what I am doing when I am demonstrating the technique of making a crane. U-tube provides a clear tutorial that all can see and the advantage is that I can pause and go back on the clip if students are having trouble. In the same topic, U-tube also shows more challenging designs in origami that I may have trouble showing (or even doing), but students may like to try. In effect, I would use U-tube to compliment and enhance my pedagogy so that it is more effective.
Here is my clip:
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