"We must educate the students we have, not the student we used to have, nor the student we wished we had. We must adapt to today's student, not them adapting to us. We must adapt to their world of today's 21st century technology. We cannot teach like we've taught forever anymore. We must change ourselves to adapt to their world." (Sharing Technology, 2009)
Students these days are in way or another are actively and enthusiastically involved in technology in their out of school, leisurely environment for example when they participate in playing videogames, downloading music or making movies. Prensky (2009) agrees with this when he states that ‘all the students we teach have something in their lives that’s really engaging—something that they do and those they are good at, something that has an engaging, creative component to it.’
It is in our best interests as Learning Managers to construct effective instructional pedogogical design within learning experiences to engage and enthuse our students. How do we do this? I believe the answer is right at our fingertips. Research relating to current pop culture describes the way in which technology such as videogames are marketed to children. The words “Explore…” “Take on your friends.” “Exciting!”“Challenging!” “Master…”“Amass…” “Build…” “Perform…” “Research…”“Lead…” “Don’t work alone” are used to engage children (Prensky, 2009). I believe these words underpin the e-learning tools and programs which are freely available on the World Wide Web as well as the potential learning experiences that Learning Managers can design for their students.
I believe that YouTube (2009) is fantastic tool to engage learners within the classroom and if used in a meaningful approach can be ultimately effective for students to reach desired outcomes in a wide range of KLA's. YouTube is a free video-sharing website, it has quickly become a popular way to upload, share, view, and comment on video clips. These clips range from self-produced short films and performance videos to portions of mainstream film and TV. YouTube can offer immeasurable pedagogical learning opportunities for students of varying abilities and disabilities, learning styles and personalities in a wide variety of KLA's within the classroom. WorldWideLearn (2009) highlight this idea when they state that “Learning is self-directed, allowing students to choose content and tools appropriate to their differing interests, needs, and skill levels” .For example, YouTube encompasses masses of educationally valuable learning tools, activities and tasks for EAL and ESL students. Beare (1997) highlights this idea when he explains that 'these sites provide English learners and classes with a new tool to improve listening skills as well as offering authentic examples of everyday English used by everyday people'.
Sprenger (1999) tells us that emotional memory strategies are by far the most effective and insists that music in particularly can be very powerful in gaining emotional memory. Music can be incorporated into learning experiences to assist students in making meaning of content. Music can be accessed from various online learning applications such as Incompetech and YouTube but can also be incorporated into numerous other applications such as PowerPoint, Interactive Smart Boards and Animations and Simulations to hook in and increase student engagement. For example, when constructing and transferring content to students on the 'Diggers' and Australian War History the Learning Manager could play 'I was only 19’ by Redgum. This is in aid of provoking feeling and emotion and can result in the students becoming more engaged, making connections and using their emotional memory to learn and retain information. Music can also be used routinely for more simple tasks such as in student’s free time and when transitioning into new tasks.
At the beginning of my e-learning journey I felt I was a competent user of the World Wide Web and possessed considerable knowledge of what it had to offer in terms of educational purpose. Throughout working my way through the Course Module I found that I was quite the opposite and the skills and knowledge which I had were only minimal in comparison to the myriads of e-learning tools and applications that are available on the internet. The majority of e-learning tools and applications that we were to explore, I was entirely unfamiliar with. It became apparent that the utilisation of these tools within learning experiences underpins smart, efficient, engaging and futuristic teaching which results in effective learning. The journey was supported by a sense of collaboration where opportunities were available to communicate with peers and educators. The concept of e-learning within the classroom and my journey in this e-learning task are both intrinsically linked to the ‘Engagement Theory’. Kearsly & Shneiderman (1999) explain that the ‘engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom’. Even though the assessment task was to be completed individually, it enabled us to some extent to co-operatively and collaboratively learn within our peer community via communication technologies such as forums, email and phone calls, all of which I was actively involved in. Our professional blogs enabled ourselves and our peers to leave thoughtful and relative comments surrounding content posted on blogs. This offered a sense of motivation, encouragement and overall engagement within the student cohort and gave opportunities for higher level learning. E-learning within the classroom gives students opportunities to experience authentic, engaging and innovative learning experiences in a collaborative and co-operative student- structured environment. It also develops lifelong transferable learning skills. Marzano & Pickering (1997) agree that Learning Managers should use a variety of ways to engage students as well as structuring opportunities for students to work with peers. In saying this, by constructing authentic- based and peer- structured experiences using online applications and tools that students are able to clearly see the relevance and use and therefore are more likely to become engaged.
The 21st century and the technology it has produced has given educators opportunities to become involved in the wide world of e-learning and where possible to step away from the traditional style of teaching. Zang & Nunamaker (2003) continue with this idea when they explain that with the information technology revolution that traditional classroom education does not always satisfy all the needs of the new world of a lifelong learning. Armed with the advanced information and communication technologies, e-Learning is having a far-reaching impact on learning in the new millennium.
Reference List
Beare. K. (1997) YouTube in the classroom. Retrieved 16 August, 2009 from http://esl.about.com/b/2008/07/29/youtube-in-the-classroom.htm
Given, B. (2002). Teaching to the Brain's Natural Learning Systems. Alexandria: Association for Supervision and Curriculum Development.
Kearsley, G & Shneiderman, B. (1999) Engagement Theory: A framework for technology-based teaching and learning. Retrieved 16 August, 2009 from
http://home.sprynet.com/~gkearsley/engage.htm
Prensky. M (2006) Engage or Enrage me. Educause Review, October, 2006
Sharing Technology (2009). Using YouTube in the classroom. Retrieved 16 August, 2009 from http://teacherlingo.com/blogs/sharingtechnology/archive/2008/02/23/using-youtube-in-the-classroom.aspx
Sprenger. M (1999). Learning and Memory: The brain in action. Retrieved 15 August, 2009 from
http://books.google.co.uk/books?id=OjZR
WorldWideLearn (2009) E-Learning Essentials: What is e-learning? Retrieved 17 August, 2009 from http://www.worldwidelearn.com/elearning-essentials/elearning-benefits.htm
YouTube (2009) Retrieved 16 August ,2009 from
www.YouTube.com.au
Zang. D, Nunamaker. J (2003) Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Retrieved 15 August, 2009 from www.springerlink.com/content/x2jv277358503x28/ Volume 5, Number 2 / April, 2003
Tuesday, August 18, 2009
Monday, August 17, 2009
Mahara: e-portfolios
"An electronic portfolio is an online collection of reflections and digitial arterfacts that students and staff can use to demonstrate their development over time to various audiences" (Mahara, 2009).
Users of Mahara are able to iclude various types of artefacts in their eportfolio which can be uploaded such as resumes or cv's, education based files and blogs. Within this, you are able to upload web content such as videos, audio and image files. These elemenets are able to be viewed by audiences selected by the user. The user can place and recieve reflections and feedback relating to pieces of work that exist in their eportfolio. It is also a great tool to network and form groups with peers and collegues within your career field. Overall, this tool is a gradual digital display of your learning transitions and development within your specific field such as Education.
Again, another engaging tool to use within the classroom, preferably more suited to upper primary and secondary students, that definately displays the technological transition we are making into the 21st century.
E-portfolios create an easy accessible, neat, efficient and futuristic way to display learnings and skills which I believe will most certainly increase students motivation, self esteem and confidence when they become users of Mahara. Already, I am eager to add to my eportfolio my skills, goals, learning development and teaching and learning philosophies in a professional and impressive manner.
I do note that this program could be difficult for some students to use intitially, as it was for me. However, the more students and staff use the program to become acquainted with its many uses, the more students and staff will gain competance in using the program. Learning Managers should adopt a 'have a go' and 'practice makes perfect' strategy when teaching children the ins and outs of such complex elearning tools.
References
Mahara (2009) Retrieved 16 August 2009 from
http://demo.mahara.org/artefact/file/download.php?file=6440&view=823
Users of Mahara are able to iclude various types of artefacts in their eportfolio which can be uploaded such as resumes or cv's, education based files and blogs. Within this, you are able to upload web content such as videos, audio and image files. These elemenets are able to be viewed by audiences selected by the user. The user can place and recieve reflections and feedback relating to pieces of work that exist in their eportfolio. It is also a great tool to network and form groups with peers and collegues within your career field. Overall, this tool is a gradual digital display of your learning transitions and development within your specific field such as Education.
Again, another engaging tool to use within the classroom, preferably more suited to upper primary and secondary students, that definately displays the technological transition we are making into the 21st century.
E-portfolios create an easy accessible, neat, efficient and futuristic way to display learnings and skills which I believe will most certainly increase students motivation, self esteem and confidence when they become users of Mahara. Already, I am eager to add to my eportfolio my skills, goals, learning development and teaching and learning philosophies in a professional and impressive manner.
I do note that this program could be difficult for some students to use intitially, as it was for me. However, the more students and staff use the program to become acquainted with its many uses, the more students and staff will gain competance in using the program. Learning Managers should adopt a 'have a go' and 'practice makes perfect' strategy when teaching children the ins and outs of such complex elearning tools.
References
Mahara (2009) Retrieved 16 August 2009 from
http://demo.mahara.org/artefact/file/download.php?file=6440&view=823
Voicethread
Yuen (2008) explains that Videothread is a Web-based digital-storytelling application that allows users to share their stories through audio, images, videos or text. It also allows visitors to make comments on their stories in five different ways: 1) voice with a microphone, 2) or voice with telephone), 3) text, 4) audio file, or 5) video with a webcam. The stories can be shared with anyone in the world or they can be kept private for selected individuals.
After playing around in Voicethread for quite some time, I found myself enjoying the freedom the tool provides to comment in it's various ways. I did however, struggle to upload any audio files any audio files but I can absolutely see the effectiveness of this application. If I was able to do this, it would have made for a more entertaining and informative collaborative piece of work. There are many learning potentials with the use of this program. For example, when students create an audio file, they focus their attention on their voice and projection therefore improving their speaking fluency. Another learning opportunity could involve loading an entire picture book onto Voicethread, then students are able to comment about various aspects of it in a collaborative and engaging way. The program can also be used to include real life learning elements, not to mention gaining skills in visual literacy. As Learning Managers we know that by teaching using real life contexts can be extremely effective. This idea is backed up by Marzano and Pickering (1997) when they explain that Learning Managers should construct tasks that are authentic, that is, related to life outside school. The image of the koala above represents just this. Students could express their thoughts, feelings, ideas on current affairs such as the Victorian bushfire's in a number of ways using the comment element of Voicethread.
Marzano & Pickering (1997). Dimensions of Learning (2nd Ed) Aurora, Colorado.
Yuen. S. (2008) Tech Learning Retrieved 16 August 2009 from
http://scyuen.wordpress.com/2008/01/14/voicethread/
Sunday, August 16, 2009
Loving music in the classroom.
Educators need to understand cognitive development and be able to link current brain research to classroom instruction to be effective teachers.According to Given (2002) there are five natural learning styles in the brain which are emotional, social, cognitive, physical and reflective. She explains that these all play an important role in the development of an effective classroom but highlights that there are just two which seem to be most necessary which are the emotional and the social systems.
In saying this, it makes sense that as Learning Managers we must ensure that we provide an emotionally safe classroom for all students. This can be linked to Marzano & Pickerings (1997) Dimensions of Learning when they discuss that teachers must create a balanced classroom climate which is underpinned by positive attitudes and perceptions. Some students have difficulty articulating their ideas, feelings and/or opinions orally through a discussion. Therefore Learning Managers should encourage these students to come up with other ways to express themselves. This could be done through the use of music in the classroom. Given (2009) explains that 'teachers need to allow for the differences in their classrooms to help students feel that their varied viewpoints and different ways of solving problems are acceptable'. By encouraging this, teachers are creating an emotionally safe and comfortable classroom climate which is encouraging and supportive for all learners.
Sprenger tells us that emotional memory strategies are by far the most effective and insists that music in particularly can be very powerful in gaining emotional memory. Music can be incorporated to assist students in making meaning of content. For example, when discussing the 'diggers' and Australian war history, the Learning Manager could play 'I was only 19' to the students. This is in aid of provoking feeling and emotion and can result in the students becoming engaged and using their emotional memory to learn and retain information.
Music can also be used for more entertaining and simple tasks such as in students free time, art activities as well as when transitioning into new tasks.
Given, B. (2002). Teaching to the Brain's Natural Learning Systems. Alexandria: Association for Supervision and Curriculum Development.
Sprenger. M (1999). Learning and Memory: The brain in action. Retrieved 15 August 2009 from
http://books.google.co.uk/books?id=OjZR-1O5_yoC&pg=PA76&lpg=PA76&dq=using+music+in+classroom+%2B+feelings+%2B+emotions&source=bl&ots=A8IjkQBOJd&sig=jw5iN2m50pmCZhabQRojGHfij3g&hl=en&ei=NOiISu_AJI36kAXsiZ29Bw&sa=X&oi=book_result&ct=result&resnum=8#v=onepage&q=&f=false
In saying this, it makes sense that as Learning Managers we must ensure that we provide an emotionally safe classroom for all students. This can be linked to Marzano & Pickerings (1997) Dimensions of Learning when they discuss that teachers must create a balanced classroom climate which is underpinned by positive attitudes and perceptions. Some students have difficulty articulating their ideas, feelings and/or opinions orally through a discussion. Therefore Learning Managers should encourage these students to come up with other ways to express themselves. This could be done through the use of music in the classroom. Given (2009) explains that 'teachers need to allow for the differences in their classrooms to help students feel that their varied viewpoints and different ways of solving problems are acceptable'. By encouraging this, teachers are creating an emotionally safe and comfortable classroom climate which is encouraging and supportive for all learners.
Sprenger tells us that emotional memory strategies are by far the most effective and insists that music in particularly can be very powerful in gaining emotional memory. Music can be incorporated to assist students in making meaning of content. For example, when discussing the 'diggers' and Australian war history, the Learning Manager could play 'I was only 19' to the students. This is in aid of provoking feeling and emotion and can result in the students becoming engaged and using their emotional memory to learn and retain information.
Music can also be used for more entertaining and simple tasks such as in students free time, art activities as well as when transitioning into new tasks.
Given, B. (2002). Teaching to the Brain's Natural Learning Systems. Alexandria: Association for Supervision and Curriculum Development.
Sprenger. M (1999). Learning and Memory: The brain in action. Retrieved 15 August 2009 from
http://books.google.co.uk/books?id=OjZR-1O5_yoC&pg=PA76&lpg=PA76&dq=using+music+in+classroom+%2B+feelings+%2B+emotions&source=bl&ots=A8IjkQBOJd&sig=jw5iN2m50pmCZhabQRojGHfij3g&hl=en&ei=NOiISu_AJI36kAXsiZ29Bw&sa=X&oi=book_result&ct=result&resnum=8#v=onepage&q=&f=false
File storage @ Mediafire
Mediafire is simply an easy way to store files and images without using up your own personal computer disk space. This program is a shared environment and allows users to upload and download information. This could be a useful tool to use within and more importantly outside of the classroom learning environment. Students are able to access Mediafire in their out of school time for tasks such as homework or projects. This is beneficial as students do not have to be at school to complete tasks that are on the school's system.
Slideshare
The Beach
View more presentations from jessvarley84.
Throughout the entire process of using 'slideshare' uploading powerpoint and audio files I encountered many problems, not to mention linking the two together. I managed to upload a powerpoint presentation however, but with no audio file. It became apparent that Learning Managers must possess a firm grasp on technologies they wish to implement within the classroom. If this does not happen, students become off task, unengaged and doubt the teacher's capabilties which are all round negatives which must be avoided. As students use this tool and begin creating slideshow presentations and other multimedia, they encounter a variety of file types they're not acquainted with. Most students have dealt with text files such as Word and WordPerfect and spreadsheet files such as Excel, but many students are unacquainted with graphic, audio, and video files. Learning Managers must be prepared and plan for any technological problems they may encounter when using 'slideshare' within the classroom. We know that many students are a step or two ahead of us when it comes to technological tools such as 'slideshare' however, it is vital that the Learning Manager is competant in guiding students through tools such as this, in particular for those students who have not been acquainted with such technolgy.
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