Week 6 - Interactive Learning

In this day and age, especially in the classroom, the ever evolving and changing technology is something that definitely needs to be considered. In the NMC Horizon Report, there is definitive reports on key trends, current emerging technologies and significant challenges which are likely to occur and have a major impact throughout the next five years throughout the world. (NMC Horizon Report, 2014) This exhaustive document holds some wonderful information and points, particularly to with teaching and engaging the students using the technology becoming available. To go even further, the authors of this report likened learning environments to being something like a 'live ecosystem.'(NMC Horizon Report, 1, 2014) Which I believe to be incredibly true simply because of the fact that the teacher, who should be interacting with the students constantly, is nurturing and helping students to grow and thrive.

This report, alongside the important and eerily true metaphors for the future, makes an incredibly information point which, fantastically, relates exactly to the topic being explored this week. This being interactive classrooms. 

It was stated that, 'learning by creating and doing will engage students in their education, prepare them for college and develop problem solving skills.' (NMC Horizon Report, 8, 2014) This statement, among others, was one that I found to ring true to me, as I know that the students I worked with whilst on my first Prac, interacted and learnt better if there was a genuine interaction used, even more so if it was something pertained to technology. The interaction lays hand in hand with engagement - so why wouldn't educators strive to create, interact and engage their students?

Within the course materials, and of course the NMC Horizon Report, was, and I'll admit this, a very confusing looking circle. See below for image. This circle, I discovered after some consideration and direction from my lecturers, divulged information about the values that educators all over the planet, considered to be important and would make a large impact in education in the next few years.

(NMC Horizon Report, 2, 2014)

For consideration as part of interactive learning, I gathered this list of sites and programs that can be used for learning that is both interactive and engaging.

- Scootle

- Text2MindMap

- Learner.org

- Dipity

- Google Maps

- Quizlet

My favourite out of this list is Text2MindMap, concurrently, the one I will be examining on this post!

This program/website, once it loads, is fantastically easy to use and has many wonderful uses in the classroom! The one I created, specifically about analysing short stories, is below.

This website and interactive tool is incredible useful as a mind-map in any form of classroom situation, it is easy to use and if the URL is shared, once it is saved, there is the possibility of having multiple authors, which within itself raises some problems, people could edit the mind-map anonymously, however, fixing it requires only a few backspaces and a republish from the editor. 

The website/program itself doesn't require much to run/use consistently, all that is really needed is an up to date web browser and a computer that will allow you to save images, if you so desire to save it as an image.

Whilst there is the option to multi-author the mind-map, there is an element of security and privacy as you can only access the specific mind-map if you have the corresponding URL or email code that can be sent through email, shared on Facebook or on Twitter. 

I believe that this program could have serious, practical use in the 21st century classroom as an engaging learning tool as well as one that is also incredibly interactive. For example, students could use it at the start of each term to brain storm and start to get an understanding of the topic they are going to undertake. It could also be used as part of assessment, the first few pieces of writing, the ideas sorted out logically and neatly, without having to worry about students 'misplacing' their hard copy. It could also be useful for students who work extremely fast, for example in an English classroom, students could use it to start a brain storming activity on the next theme in the play or what a certain character's beliefs, family life and status is. In a History classroom, it could be used to think about and keep track of student's ideas on what could have caused a war or a significant action in the past.

Like every piece of technology examined through these blog posts, Text2MindMap has to be pitted against the extraordinarily useful, if not at times confusing, SAMR model. Unlike some of the other pieces of technology examined in this course, I seem to be able to fit Text2MindMap into each level of the SAMR model.

In Substitution, it can be used in place of word, which can be confusing to use for mind-maps or on a piece of paper,- used by both teachers and students.

In Augmentation, students, classes or teachers use the website Text2MindMap to create, redraw their mind-map in a more organised and easy to read setting - this ensures it is interactive.

In Modification, after creating the mind-map, students or teachers can save or print out the mind-map and use it as a study, revision or jumping tool into other parts of the lesson.

In Redefinition, students, after creating and editing the mind-map could save and download it, and then continue to share it either through a blog, wiki or email. To which other students could comment on and possibly add their own ideas to. This can be extraordinarily useful if multiple tasks have been assigned by the teacher, because rather than having to get each group to come up and write out their mind-map, they could be shared quickly and easily so everyone could have a look and understand the information.

I believe and hopefully it is evident as well, that mind-maps are a fantastic tool to use in the classroom to engage and interact with students, particularly if using Text2MindMap.

By creating these mind-maps students are honing and working with their problem solving skills, simply by having to figure out how to get the website to co-operate in the first place, even with the discussion and thought process that goes into a mind-map.

And unlike many other pieces of technology, Text2MindMap achieves and works through each level of the SAMR model, a big tick in my books.

References:

NMC Horizon Report (2014) 2014 K-12 Edition Retrieved from http://redarchive.nmc.org/publications/2014-horizon-report-k12

Week 5 - Reflection on Powerpoint

Teachers, or educators, in the 21^st century classroom, as mention in the reading Audience and Purpose need to ensure that, when technology is used in the classroom, and thus the presentation tools, the purpose and audience is kept very close at hand. The afore mention reading pushes the necessity, when using/creating a digital tool, that there is a focus on what you expect the audience to do/complete. (Nature Education, 2014)

When considering what you want the audience to complete, prior knowledge is a must know. For example in a classroom, you could not simply launch into a PowerPoint on Marxism in society if the students had no prior knowledge, no matter how well made the presentation was. Before launching into an analytical lesson, teachers must provide a "simpler vocabulary (or definitions), as they have not mastered the technical terms" (Nature Education, 2014). So as to ensure all of the audience has an understanding and no-one is excluded. Therefore, teachers must also ensure the presentation tool they use in both the base lesson and the analytical lesson does not exclude any students, those of both primary and secondary reading skills. (Nature Education, 2014) In the long run, the use of PowerPoint as a learning tool, both initial and revision, is extremely helpful and ensures that no-one is left behind and everyone in the audience can gain an understanding.

This week were introduced to the concept of presenting learning utilising ICT, through means such as PowerPoint, Prezi and Glogster. Whilst each of the programs presented their own strengths, limitations and effectiveness, above all I found plain old Microsoft PowerPoint to be the most effective at presenting learning.

The presentation of learning in this day and age is incredibly important – if the student does not engage with the presentation, then they will not learn anything as they will disconnect from the lesson. And all hope is lost! But if used correctly, PowerPoint will save the day!

Glogster, although an intriguing and fun program to use, requires a large purchase price for a program so small. Price is also an issue with Prezi, with the full version costing upwards of 40 American dollars. A few years ago, back when I was on the other side of the desk, the free version of Prezi was a force to be reckoned with, however when we examined it this week, I was astonished to see that most of the fantastic features that had once allowed it to reign supreme had been removed and the features that had been left – leaving Prezi now to seconded to PowerPoint.

PowerPoint may seem like one of the least likely programs to be the most invigorating way to present learning using ICT, but after some investigation and mucking around with the software, even I was pleasantly surprised at the recent additions to PowerPoint as part of Microsoft Office 2013.

I have uploaded an example PowerPoint to my Wiki – the link here.

PowerPoint has been used in the classroom for generations of students, even I remember my teachers using trusty PowerPoint to attempt to engage us in learning, albeit not always successfully. However, with the recent updates, presenting learning through PowerPoint has become more impressive than ever, even if it is more time consuming.

Since the new update, PowerPoint now includes many fantastic features that prove to further present learning with ICT which is as engaging as it can be. PowerPoint in an engaging and entertaining way to present learning with features or animations that allow the changing or flashing of colour in a bunch of words on a click to illuminate important parts of a paragraph or parts of a reading. The ability to reveal or hide an image or text, once again with a click, switching between slides with a click or the use of the arrow keys. These features are used primarily during the actual presentation of the PowerPoint, there are many features or strengths or PowerPoint that are utilised outside of the presentation but used within it.
Much like a blog, PowerPoint can have photos and videos (both ones on the computer themselves or off YouTube) embedded on it for easy viewing and unlike blogs, audio can also be embedded on a PowerPoint to play at a specific time or once a specific slide has been used. This is something that cannot occur on a usual blog such as Blogger – but it can occur on a blog site such as Tumblr (although this site is probably not suitable for school use).
All of these features help to present learning in a fun and engaging way as well as meeting the expectations of the Australian ICT Curriculum. In which students that are currently in Grade 10, this is, a level 6 standard, should be able to “Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings. Select and evaluate data and information develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources.” (Australiancurriculum.edu.au, 2015) And, "generate solutions to challenges and learning area tasks: Design, modify and manage complex digital solutions or multimodal creative outputs or data transformations for a range of audiences and purposes." (Australiancurriculum.edu.au, 2015) If the PowerPoint is correctly created, then students will have no trouble being able identify and access the data and information that they require to both complete assessment and develop new understandings. The second part of the ICT curriculum mentioned is accessed properly when students actually create PowerPoints, which I will mention shortly.

The only real downfall I can gather with PowerPoint is that it is extremely time consuming if you wish to add features that will benefit the presentation of learning as mentioned above. However, once saved and completed, that presentation can be used for years to come. Another limitation is that PowerPoint can only be used if the laptop or computer being used has Microsoft Office or at least PowerPoint installed, also different versions of PowerPoint don’t like to interact together, another issue.

The sharing of PowerPoint presentations is quite simple, with the simplest method being through a USB or similar device. PowerPoints can also be shared on a common drive or home drive with students or staff members. Because they are so easily sharable, PowerPoints are ideal for use in a school setting as everyone within the school network can have access to it.

However, because of the nature of PowerPoints, anyone can edit the slides/transitions and save it back to the drive or USB as if nothing has occurred and the only hint you receive would be during the actual presentation. Thus, if someone has a copy of it, they can make edits to it and save it back, with nobody none the wiser. This along with the time consuming nature of PowerPoint is the only real downfall of it, however, like most ICT if the power went out or the network died, then nothing would be able to occur, unless – like you always should, the slides had been printed out and thus the lesson could be taught using mechanical pedagogies.

The use of PowerPoint does not just stop at teachers and presenting learning, in most classes. For example: in History it would be able to be used as exam revision with the possible programing of slides to slowly reveal parts of the answer on a click or timer. Or in an English class with parts of the play or novel appearing on the screen and once again on a click, important sections or paragraphs could be highlighted for students to acknowledge and reflect upon. The possibilities are endless! PowerPoint can also be utilised by all students in the secondary setting as either part of an assessment or a way to present learning that has occurred and demonstrate it to the class.
And whilst this sort of interaction with PowerPoint is occurring, students would be making a clear attack on the SAMR model. Much like with videos, students would be required to create and utilise sounds, images, text and videos in such a way to aid their learning and the learning of the peers. This type of learning and interaction is considered very high on the SAMR model.
PowerPoints used by teachers to demonstrate learning itself is still active on the SAMR model – just a lower level – that of Substitution and Augmentation. However with a bit of tweaking, the SAMR of the PowerPoint used in the classroom could be increased.

There are many positive benefits and opportunities to use PowerPoints in the classroom to present learning to students in an engaging and interesting light. Because of the easy access, students can engage with the PowerPoints during class as well as at a later date. All in all, PowerPoints are an incredible tool that is constantly increasing with versatility and use within the classroom, as well as allowing teachers to reach the Australian ICT curriculum.

References:

Australiancurriculum.edu.au, (2015). The Information and Communication Technology (ICT) capability continuum. Retrieved 9 April 2015, from http://www.australiancurriculum.edu.au/Mobile/Curriculum/Continuum/115c6749-9f4a-425f-8860-9fdd00cccf66

Nature.com, (2014). Audience and Purpose | Learn Science at Scitable. Retrieved 10 April 2015, from http://www.nature.com/scitable/topicpage/audience-and-purpose-13952663

Week 4 Reflection - Reflection on Audio, Images and Video

Students in the 21st century classroom, as demonstrated by the reading assigned for this week, Multimodal Composing In The Classroom: Learning and Teaching for the Digital World, need their lesson and learning to have a purpose. This alongside the message of the need to integrate multimodal lessons into the classrooms, where the ones to have the largest effect on me.

Much like Zachary in the reading, most students struggle to see the point of completing worksheets for questions that they have done hundreds of times in class. The answer to this lack of drive and resistance to complete such worksheets lies within the ability of the teacher to provide any learner "literacies that go beyond linguistic texts to draw across multiple modes." (Miller, S & McVee, M., 20012, p. 2) This means that whilst normal worksheets may have worked in the past, teachers of this century have to expand their horizons and begin to fully utalise the resources that the 21st century has to offer, so that students no longer can ask, "What's the point?" when they have lessons and work which engages them to the fullest.

Digital resources such as video, audio and images can help aid engagement in the classroom and an example of each is placed below.




Image: Taken 2/04/2015














 A copy of my audio example and video can be found on my wiki page - link here - due to a lack of space on this blog page.

Whilst I consider all three of these media incredibly useful for engagement and for use as pedagogies, I will be focusing on video for this reflection.

Videos are everywhere in the 21st century with websites such as YouTube, Vine, Facebook, Tumblr and even iTunes allowing the quick and sometimes viral sharing of videos - albeit some of the content can be questionable.
After some investigation, I was able to begin questioning myself on the application of videos in the classroom. Could it be done easily or was it something that required a large amount of preparation and hard work? Was this a pedagogy and engagement tool that would be useful to students or would it crash and burn like so many pedagogy ideas had before?
I came to the conclusion that yes videos are a lot of hard work and require preparation but on a whole they could and can be extraordinarily useful in the classroom.

Many programs are primarily designed for the creation of videos - one such being Windows Live Movie Maker (A pre-installed program on all Windows PC's or laptops), or Sony Vegas Pro 8 (Not a free one I'm afraid, but one none the less I had already invested in.) Both of these programs, much like many others allow easy editing and creation of videos for any use - if you couldn't understand from mucking around a little, Google is a plethora of knowledge!
Now onto sharing - these nifty little videos can be shared in a wide range of ways although once published, no editing can be made to them. The websites mentioned before - especially YouTube, allow for the quick upload and sharing of videos although I still found that I used both YouTube and good old fashioned USB's to share a video. Videos can be posted to blogs (much like I have done above), wiki's or websites - all of which can restrict viewer access, something that is important in some situations.
The only major concern with sharing a video or creating/editing for that matter, is the issue of copyright. Depending on what film or sound is used in the video, the content could be influenced by many copy-right laws, some of which denies the sharing of videos in any way that involves the spreading of copies, this is copying and pasting the file onto different USB's or computers.

A technical consideration required is the viewing of the videos, riddle me this!
If a teacher takes a group of students on a field trip, and they needed to show a video pertaining to the trip on the way there - how could they go about it? Not very many buses come equipped with Wireless internet - needed to connect to YouTube should the video be there. However, most buses come equipped with a television set - which will, more often than not allow for the connection of a USB. Ta Da! Instant viewing pleasure for the teacher and students.
If the teacher has created the video, then they will have a USB or 'hard copy' as well as any they have uploaded online - therefore access should never really be an issue! However, if they are using a video provided to them, sometimes getting a hold of it can be slightly difficult - but where there's a will, there's a way.

A field trip is only one of the possible requirements or uses of a video for engagement or for use as a pedagogy. Videos in the classroom allow for incredible engagement as videos can demonstrate many different ideas and lessons as well as keeping students engaged.  In History for example, the video would allow provision of information in an engaging way. Concurrently, in English, a video could show an interpretation of a text in a play or movie form which would allow for a better understanding for students. Clearly, videos do not have many limitations as they can used for a majority of students and because of the technological world we live in, engages them entirely.

Whilst videos are predominantly used by teachers to display and aid education for students, videos can also be created by the students themselves! For example, as a classroom activity, students could create a short video on a certain topic to which they then have to show to the class. The use and creation of videos is considered very high on the SAMR, particularly when students are able to use, create and utilise sounds, images, text and video clips  in their own way to aid both their learning and the learning of their peers.
Videos used by teachers however are still active in the SAMR model - however more so in the Substitution and Augmentation stages, as most of these videos are used to demonstrate information and a way to solve a problem in the classroom. When these videos become exciting, or students have to create their own is when higher-order thinking really comes into play!
The creation of videos in the classroom by students has the entire potential to completely change the way we teach - the creation of these videos would force students to use higher-order thinking in order to convey their message in short amount of time in the correct format.

There are many positive benefits to the use of videos in the classroom and with so many easy to access editing programs creating them is a breeze! They allow students to engage with higher-order thinking as well as allowing the information to be accessed at a later date.
All in all, videos are definitely something that is becoming more and more important in the classroom and is something that should be utilised fully.


References:
Miller, S. &. (2012). Multimodal Composing in Classrooms: Learning and Teaching for the Digital World. Oxon, UK: Routledge.