ICT Assessment 2 Synopsis

ICT Assessment 2 Synopsis

Theories and Learning Frameworks for ICT

Learning is creating an environment that encourages students to embrace ideas and solutions collaboratively and individually then connect learning to meaningful context to prepare for real life situations, encourage higher order thinking, make connections between teaching and learning. Learners today are superbly worldly in social and economic environment's, technologies support all learning styles encouraging visual, oral, written, music, interpersonal, interpersonal and logic via the constant flow of resources. Technology positively creates exciting, challenging and new learning and teaching environments if scaffolded correctly. The investigating of Wikis, blogs, websites, audio, visual and movies was introduced to assess students ability to embrace digital technology in authentic collaborative learning environments that focus on connecting various learning frameworks (Fasso 2013). These frameworks include but are not limited to behaviourism theory guiding students through instruction that supports cognitive development using interactive and co-ordinated activities that re shape and re design the declarative knowledge they currently possess.

The Wiki, Blog, Website, audio, visual and movies all encourage sharing and appreciation of different views and perspectives and provide evaluation and feedback measures using positive reinforcement within collaborative learning that interconnect with Social Constructivism and Constructivism learning. Digital Learning stimulates cognitive learning using visual, and audio aids while providing content in context to real life situations. The ability of these tools to enhance student learning regardless of learning support required can only simultaneously occur if the teacher has designed familiar content to ensure benefit for all involved. Additionally teacher's must provide scaffolding procedures identifying outcomes and expectation's in place alongside appropriate security measures required to protect learners while they busily continue to evolve with new age creations (Klopfer, Osterweil, Groff & Haas 2009). (Fasso 2013).  Research by Green & Hannon (1997) identified that technology was a normal part of our young children's lives and they are embracing these tangible and creating ideas, learning, communicating and transforming their relationship with technology so as teachers' we also need to evolve and create interactive learning environment's (Klopfer et.al  2009).

Learning experience of the DeBono Wiki

The Wiki experience is a constructivism learning exercise conducted to instigate participation in collaborative learning, sharing ideas and views using declarative knowledge. It was interesting to note the Wiki prompted some students to quickly input data constructive in summary on mobile phones as a learning tool in the class environment. As the Wiki expanded later students tended to agree or synthesise the opinions of others (Fasso 2013).The Wiki exercise was based on the thinking caps of DeBono. The scaffolding prompted students to place themselves in another dimension of thinking while trying to deconstruct cognitive feelings on a different hat colour. I am left pondering whether any other subject matter would be as effective, the amazing thing about DeBono, it encourages critical, defining and evaluating response while consistently tapping into  higher order thinking (Appendix 1: Wiki Space).

The Wiki challenges the traditional approach of reading, writing and listening it embodies all of these but encourages the embedding of music, video's, digital imaging and voice controlled applications to create a more interactive live learning tool. The Wiki requires little specialised knowledge as students evaluate and assess peers input, instruction is provided in sequential order providing efficiency in a short amount of time. The use of a Wiki in a learning environment can provide students with an exchange of information that can be edited, revisited, shared and critiqued (Lundin 2008). The Wiki builds upon individual declarative knowledge, can be accessed at a time convenient to the learner and provide the teacher with effective pulling of information strategies that monitor participation and accommodate administration rights (Lundin 2008). The success of a Wiki in a digital learning environment relies heavily on correct scaffolding processes and instruction to effectively construct and understand thinking processes to the task at hand. Scaffolding in a pedagogical sense provides explicit and systematic instruction for students with learning difficulties encouraging skill development through selective and sequenced orders providing students with the ability to understand and develop knowledge via collaborative learning whilst encouraging stronger students to learn how to deconstruct and evaluate peers work (DETA 2013) (Appendix 2 Wiki Blog)

The wiki, blog and website which one to choose

The creating and designing of a Wiki, blog and website provides the learner the foundations to explore creativity plus the challenges of negotiating software to embed images and music into the final product. These exercises definitely challenge lateral thinking and encourage students to re frame their cognitive process in relation to digital tools.

The benefits of the are blog it encourages students to keep a chronological journal of their learning which they can further share with others. unfortunately the ability to embed audio easily and effectively can prove to be difficult at times so it is essential that students provide links to redirect viewers (Bakardjieva & Gradinarova 2012) (Appendix 3: Blog creating Website on Childhood Anxiety)

 My chosen tool was the creation of a Childhood Anxiety Website (Appendix 4: Weebly Website)
 I wanted to expand my knowledge of  anxiety which I and the students may feel when I begin my practical experience in Term 2. The benefits of website design as an on line teaching tool for students is it  provides them with a foundation on which to develop, enhance and organise information to share with others in the learning group (Fasso 2013). This occurs through fostering learning and knowledge in written, musical, visual and audio context appealing to several learning styles. Website design provides amazing opportunities to link additional resources whilst empowering learners to create and analyse cause and effect reasoning between the topics at hand through further acquiring of research and information while enhancing the learning process providing meaningful interactive resources that can be applied to real life situations  (Jonassen,Howland, Marra & Crismond 2013). The website design is highly recommended for student on line learning, it promotes interest and explanation, defines clear goals and outcomes for teacher evaluation and assessment, intellectual challenge, independence and control of learning as well as being able to be integrated into other multimedia usages including imaging, audio and video (Hicks, Reid & Rigmor George 1999). Finally it is important to understand and recognise privacy, copyright, legal and ethical considerations when utilising the web and sourcing works completed by others. Students need to be prepared for the different types of web blockages and have the ability to effectively disengage from anything that may jeopardise their learning experience (ACMA 2012)

Images, audio and video enhancing the product

Innovation comes in many forms and the ability to manipulate multimedia to generate a different outcome through visual, audio and written text and images can provide stepping stones to higher thinking and retention of what is being taught in smaller increments of time (Neo & Neo 2001). Research indicates that people remember 20% visual, 40% of visual and audio, and approximately 75% of what they see and hear and do simultaneously (Neo & Neo 2001).

Images provide the students with the ability to manipulate and create something new. On line resources are endless and most provide scaffolding to ensure the end result is the desired effect the learner is hoping to achieve.  Images tell a story using a combination of text and visually stimulating pictures that can be cropped and edited, furthermore it promotes self regulated learning and can build upon knowledge the student already has acquired (Neo & Neo 2001) Disadvantage of images is permission and privacy rights (Appendix 5: Blogspot Image Manipulation).

The audio creation records and manipulates voice, it promotes an evaluation on speech and grammar due to the oral presentation context it represents, additionally audio can be used to persuade listeners (Appendix 6: Podcasting Kids Lunchboxes). This task is beneficial to students who may suffer some form of anxiety when presenting work to a group of people and is easily accessible to students either through their phone, cd player, mp 3 player, ipod or computer based app such as podomatic. Research further states that audio can support learners with learning support as it can improve terminology understanding and promotes regulated learning through the pedagogical objective of learning including communicating through oral presentation and presenting it to a larger audience (Department of Education 2013). The disadvantages of the audio is it is heavily reliant on voice only so for those learners who need visual or written text it may become boring or non conducive to learning (Appendix 7 : Blogspot Podcast).

The video task for students would definitely steer away from traditional constructivist learning teaching techniques as it promotes experience in creating and negotiating different types of visual and audio to compliment self regulated work (Johnson & Maddux 2007 ). Video manipulation provides experience in articulating, editing and sharing technology through the use of short films or videos which ultimately challenges intrinsic feelings of fantasy, challenge and curiosity (Johnson & Maddux 2007) (Appendix 8: Creating Digital Video).

It was challenging to identify which single multimedia tasks would be more beneficial in a learning environment than another  all three have pedagogical benefits that provide enhancements to students learning. The media chosen was the video as it combines visual, text and musical components to enhance the learning through the support of images and audio especially for those with learning support needs including hearing or sight impaired (Appendix 9: You Tube Demonstration). This is further supported by evidence stating that visual experience is more effective in children than aural experience, children tend to remember best what they have seen however admittedly encompassing all in simultaneous context is the most effective (Box 2003). The application of video allows the learner to create the digital images through photographs or collections of pictures that they have attained by placing the images on a photo or movie maker board this then enables the student to place the pictures in a sequential free flowing order to tell a digital story. The addition of visuals provide the receiver and decoder of the video the ability to deconstruct, reflect and appraise the end product.

Conclusion

In conclusion digital learning is one that promotes learning through discovery it minimises instruction and provides the learner to analyse and develop knowledge through experimentation it engages learners to analyse the problems, solutions and fantastic world of technology. The ability to participate provides students with real life experiences that they can utilise on a daily basis. It encourages higher order thinking by tapping into creative energy and supports learning for students that have differing leaning styles and abilities. The disadvantages of this learning are the unclear boundaries in relation to copyright and privacy and the struggles to gain access to information without the correct licensing agreements in place however clearer reforms over time alongside current governing regulations can provide a basis of protection for learners and teachers alike. There are several resources available for teachers that protect children on line.

Digital learning is moving forward at a fast rate and it would be a shame for teachers not to embrace this type of learning many students are already using the technology it really is time for teachers to catch up in the classroom.




List of References

Australian Communications and Media Authority 2012 Cybersmart Program, viewed online 8 April 2013, http://www.acma.gov.au/WEB/HOMEPAGE/PC=HOME

Bakardjieva, T & Gradinarova B 2012, Wikis and Blogs in E-Learnng Context, viewed 5 April 2013, http://www.intechopen.com.

Department of Education, Training and Employment 2012,  viewed online 5 April 2012 http://deta.qld.gov.au/

Fasso,  W 2013 ICT for Learning and Design, viewed online March-April 2013 www.cqu.edu.au

Hicks M, Reid I & Rigmor G 1999, Enhancing Online Teaching, viewed online 4 April 2013,.www.herdsa.org.au/wp-content/uploads/.../1999/

Johnson, D & Maddux, C 2007, Effectiveness of Information Technology in Education, viewed online 5 April 2013, Computers In School, vol.24, pg.3-4, www.cits.harworthpress.com
 
Jonassen, D, Howland, J, Marra, R & Crismond J2013, How does Technology Facilitate Learning, viewed 8 Aril 2013, http://How Does Technology Facilitate Learning Education_com.mht
Klopfer, E, Osterweil, S, Groff, J & Haas J 2009, Using the Technology of Today in the Classroom Today, accessed online 4 April 2013, www.creativecommons.org

 Lundin, R 2008, Teaching with Wikis:Toward a Networked Pedagogy, viewed online 7 April 2013, <http:www.sciencedirect.com>

 Neo, M  & Neo, K 200, Innovative Teaching:Using multimedia in a problem-based learning environment, viewed online 5 April 2013, Education and Technology Science Journal, no 4, edn. 4.



Appendices

Appendix 1:Wiki Space http://shellemery.wikispaces.com/,

Appendix 2: Wiki Blog http://www.blogger.com/blogger.g?blogID=7719384262923766974#editor/target=post;postID=2176070910344237930

Appendix 3:Blog creating website Childhood Anxiety http://shellem72.blogspot.com.au/2013/04/creating-my-website-on-childhood-anxiety.html

Appendix 4:Weebly Website http://www.weebly.com/weebly/main.php 

Appendix 5: Blogspot Image Manipulation  http://shellem72.blogspot.com.au/2013/04/image-manipulation.html.

Appendix 6:Podcasting Healthy Lunchboxes http://emerym58.podomatic.com/entry/2013-04-03T14_21_02-07_00

Appendix 7:Blogspot Podcast http://shellem72.blogspot.com.au/2013/04/creating-podcast.html

Appendix 8:Creating Digital Video http://shellem72.blogspot.com.au/2013/04/creating-digital-video.html

Appendix 9: You Tube Demonstration http://www.youtube.com/channel/UCrbmnvbyejRtR8w6eRiYHSw/videos


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Glogster

So far we have had wiki, blog, pod cast, websites, videos, u tube and now introducing the Glog really is this just another name for an online collaborative learning when will it all end. I am unsure but here goes at my dissection of the Glogster.
 It is like a big scrap booking page that allows you to add photos, text and information to facilitate more learning.

In looking for how glogging could benefit the learning process it definitely puts a new spin on creating a poster for a particular topic. Imagine doing a science project on the planets using Glog it would almost definitely be informative, colourful and certainly my own creation.
some clearly profound learning benefits for the tool emerged.

Glogster encourages the learner to look at images in 3D something they are already participating in at the local cinema. The 3D encourages the learner to gather the message being portrayed, evaluate the information and then create meaning from the visual, audio and text meanings being communicated to the learner. The Glogster would definitely appeal to those learning styles who thrive on video and audio skills (Education World 2013) The company that created Glogster has definitely tried to attract the teacher market as they have created several teaching and education tools to help facilitate the use of Glogster in the classroom. Glogster can be integrated across so many levels of the curriculum including Arts which is self explanatory, English, Maths, Science, SOSE and HPE.

The benefits of Glogster definitely outweigh the negatives and this is supported by the many Internet tools and evaluation tips they supply the teacher. Glogster provides the teacher with interactive resources to utilise in the classroom and can provide effective assessment in the areas of listening, reading, writing and speaking. As well as appealing to a range of diverse leaning styles due to the fact students can create their glog to be visually, written, musically, orally and image focused dependent on the topic being sourced. The glogster tool can facilitate learning and encourage deeper learning knowledge by playing around with the various tools available in the glog.

Creating my own glog was an enjoyable learning tool and  I feel as it is definitely another technological tool that will gather momentum as teachers and students learn more about it.









Source:http://adaptivelearnin.wordpress.com/2011/10/14/web-2-0-interactive-posters-for-lessons-glogster-edu-for-teachers/

My Glog: http://www.glogster.com/rosey72/ict-learning-glog/g-6krg195ds4scrb11aoonoa0

Creating a Digital Video

Yahooo I did it I am so on cloud nine the last couple of days. That was so awesome I am loving this creating thank you so much Wendy for allowing and giving us the opportunity to do all this amazing learning.
I did mine a little different I took a whole pile of photos of our house then I uploaded them to movie maker, added some music and some screen display of the images and ha I could become a real estate agent right now!! Note there is a slight delay between the photos and music starting but its my first attempt so its okay.

Anyway here is a sneak peek of my work.

http://www.youtube.com/channel/UCrbmnvbyejRtR8w6eRiYHSw/videos


The usage of video has definitely continued to increase over time the availability of you tube is that it can provide learners with a wide variety of visually and audio stimulating topics to help facilitate the learning of topics or interests. The advantage of using videos for students is that it can accompany other theories in the class environment. It provides students with the ability to tap into their creative and the divers world of knowledge. The issues here would be the privacy and possible vandalism of you tube as posters can leave comments that may not be productive to the learning process. The learners would need to be provided with the steps in protecting their images and personal information on line (Journal of Online Learning & Teaching 2010). Now it would be ignorant of me to indicate that you tube was the only available video tool but that is incorrect there is an absolute array of applications that could assist however the reason I chose you tube is its free, widely accessible from most hand held devices that students would more than likely own an its more widely known by students. Others I came across were Animoto and one truemedia.com

The ability of multi media to innovate learners in the classroom is encouraging research indicates that multi media devices can provide students with quicker learning experiences using a variety of media whilst developing critical thinking, participating in self controlled teaching and learning and being responsible for the final outcome of work (Neo & Neo 2001)

http://jolt.merlot.org/vol7no1/snelson_0311.htm

 

Creating a Podcast

Super Super Cool.
I really am becoming an IT whizz adult (ha). I really had never thought in my life I would make my own pod cast but I really enjoyed the process. I have started to gain the confidence and am thoroughly starting to get into this whole creative process. I have never really thought of myself as being creative but this course has really encouraged me to step outside the box. I chose to do my pod cast on healthy lunchboxes as a parent sometimes it can be quite overwhelming and challenging to provide children with nutritional foods that will not only combine energy and brain food but that will ACTUALLY EAT IT. I must admit I am lucky with my girls they will really try anything but I do know of parents who struggle to get their children to eat the healthy alternative.
Anyway the link to my pod cast is here I would love your feedback on my first attempt.

http://emerym58.podomatic.com/entry/2013-04-03T14_21_02-07_00

Now down to the learning theory as its not all about having fun is it. The benefits of pod casting are its easy, convenient to use and is a teaching tool that enables the teacher to communicate the required information to the learner at at time that is convenient for the learner to listen. Pod casting can be used in conjunction with classes especially if the student has misunderstood or needs clarification on a particular topic conducted in the learning environment. Students may find that they can listen to the lecture in class then take notes form the pod cast at a later time this toe of learning may benefit and place a focus on auditory skills by being an active listener and would be a great teaching tool used in conjunction with PowerPoint presentation (Scutter S, Stupans I, Sawyer T, & King S 2010) The benefits of pod casting could support ESL students as it can help them to improve their vocabulary and terminology skills, it allows them the freedom to learn and re learn at a pace that is suitable to them. Overall the pedagogical objective and outcome of pod casting encourages many aspects of learning including communicating through oral presentation and presenting it to a larger audience.The Department of Education (2013) stated that ... a pod cast allows students to share learning experiences, provides them with a world-wide audience that makes learning meaningful...

There is limited research identifying the advantages of pod casting as a learning tool possibly due to the fact it is a new alternative to teaching some of the disadvantages recognised are those students who prefer written sequential learning may struggle there is no visual stimulation from the pod cast its just a persons voice being communicated if the teacher has a boring voice the required outcome of the pod cast may be missed. The attendance of classes and the face to face communication of teachers and learners may become reduced if only pod casting is utilised in the learning process and may increase the use of memory learning as opposed to active, passive, analysing and evaluating skills which learners will need for life.

There is definitely a shift in using different forms of technology in the classroom learning environment the evidence found so far has identified both advantages and disadvantages for the use of pod casting. Like any other learning theory it must be supported by proper pedagogical content through supportive learning environments that provide scaffolding with a clear common goal that is to be achieved through the use of pod casts (BMC 2006).









References:
http://www.ascilite.org.au/ajet/ajet26/scutter.pdf
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/podcasts/#value
http://www.biomedcentral.com/1472-6920/6/41.

Prezi Amazing Tool

The Prezi Tool was amazing its definitely something I will use again. I am unsure where I went wrong with the presentation part but hopefully I can rectify this problem when I do not have 2 little girls at home on school holidays. Oh yes I tried to download it onto my blog ha but to no avail. So unless I can figure out how to put it in my blog I will add the link in here for you to have a look at.

In teaching well it would be a good teaching tool for the interactive whiteboard almost like using PowerPoint maybe this has replaced the good old power point presentation. However unlike PowerPoint Prezi allows the teacher to make connections between the main points in a free flowing type discussion.The prezi allows those students that rely on visual and written learning styles to enjoy the experience however some may find that the constant changing around of the diagram may confuse them (sequential learners). The disadvantage with Prezi is its relatively new and teachers may be less inclined to use it when they have power point so readily available(McLean 2012). I think its a tool that could be used in conjuction with Powerpoint

http://prezi.com/4fbi5-ifclfi/untitled-prezi/

Voice Memo Digital Audio

Hi everyone,
This exercise encouraged us to use a digital voice recording. Now knowing that I sound much younger on the phone than my actual age I was quite hesitant but I have completed the task at hand. I  created digital audio memo using my ipod. I managed to eventually download i to my laptop and then transfer onto my wiki. So if you want to listen my wiki address is
http://shellemery.wikispaces.com/ come on over and have a listen.

It was fun to create but doubt whether it could actually be conducive to the learning environment unless incorporated with other activities that further develop learning support, learning resources and learning tasks to develop both procedural and declarative knowledge (Garner 2008)

Plus:

• Fun to create
• Learners in action
• Encourages learners to engage in Literacy using oral dialogue
• Small file that can be uploaded to any computer
• Virtual learning
• Independent learning
• Produced anywhere at a low cost to learner and teacher

Minus:

• Quick
• Voice tone could be identified  as not interested in activity
• Pedagogy would need to be very defined in what was required
• Control of teachers very limited

Interesting:

• Something different
• Ability to analyse your grammar and speaking ability
• Could utilise it if used several multi media sources

In summary there are good points and bad to using this type of learning tool. Not sure if its something I would be rushing out to use in class though.

Resizing Photos

This activity was fun. I found a pile of photos old and new and played around with them for a while before becoming completely happy with the final product. I used photos of our beloved dog Kiki from puppy to her big age of nearly 2. My girls also helped me in this one allowed me to do uni and combine some school holiday fun together.

The advantage of this activity is it allows the learner to take charge of their learning environment. It can help them re connect with their family or friends and hopefully reignite some family recollections and reflections. I must admit while completing this task I remembered when we got Kiki from the RSPCA and initially we were just carers for 3 months to ensure we liked her and she liked us. Of course the girls fell in love and there was no turning back after the fact.
Now after nearly 2 years of her antics, normal puppy chewing on water bottles, shoes and toys left lying around to swallowing fishing sinkers and having an operation, laying on the girls trampoline as if it was made for her, to taking herself on walks even after I have just ran her 5k she has now become like another person in our family.

Further reading identified that research indicates that photography and the applications that can be used to manipulate photographs allows the learner to experience first hand things they may not have had anything to do with before.Take for instance the photographs I have used in this blog not all children experience the comfort of pets. The use of these photos shows how happy my children are with their beloved KIKI. Furthermore the photo can be used as a communication tool allows the learner to look at the picture and design a story written or oral or allow their creative minds to make their own adventure with our dog KIKI. The constructivist point of view believes that children learn by being given the opportunity to take turn and participate (Byrnes & Wasik 2009). This exercise encourages the children to take the photo then shape and change the dimensions to fit with the story or topic they are discussing, increase higher order thinking and allows them to learn how to organise things to tell a story.


I gained the permission of my 2 daughters to use these photographs please respect my privacy and do not use or copyright in any shape or form. I would be extremely distressed if I was to find these pasted into the world wide web. Thanks for your understanding.

Add caption

Image Manipulation

 

 

My 40th Invite

 

 

 

 

Ha this was cool fun. I took a photo of an outfit of the net (Source: EBay)and added my face to create my own 40th birthday invites. This was actually last year but I thought it looked fun and quirky and completed the task at hand.
This type of activity allows students to be creative while having a bit of fun. Of course this is my image of my face so the privacy rules and guidelines normally expected are swayed a little. If getting students to use images and addresses of friends/family/others they must gain permission of the person or people they are posting into cyber world.

In regards to the learning theory well it enhances learning through the facilitation of communicating an idea or message to a wider audience, allows one to edit and change the picture, font and look of the end product before display and encourages learners to use their literacy skills (reading & spelling) in design (Fasso 2013)

Creating My Website on Childhood Anxiety

This must be my favourite part of this course so far. I thoroughly enjoyed designing the web page and it is a topic that I am very interested in. You see my daughter is a bit of a perfectionist at only the age of 7 and this course combined with Learning Supportive environments has really encouraged me to help understand why she gets so uptight about things a 7yo really should not. I loved working my way around the design pages and I really felt like I wanted to go further with this one.

As a teacher I think websites are a very creative way for students to show their learning flair. It enables them to delve into their own interests and create something that they have complete control over their own learning. It combines both procedural knowledge and declarative knowledge but also allows higher thinking knowledge to be accessed as well. The website creation allows the learner to take control of their own learning and encourages the learner take responsibility. Structured and scaffolded appropriately technology can be utilised to understand the differing needs of students as well as teaching them about iInternet safety, guidelines, privacy and ethical rules and regulations of the world wide web (Fasso 2013 & Winch et.al 2011). This is further supported by Education Queensland who recognises that tapping into available technology is a resource that engages students in a wider variety of teaching tools (Department of Education Training and Employment 2011-2015). From the teachers perspective and fitting in with the requirement's of the curriculum it provides teachers with concrete evidence of students innovative learning progress for evaluation, identifies and differentiates students learning capabilities, strengths and weaknesses (DETE 2011-2015)


Though I loved creating and designing my web page I thought I better do a PMI (Plus, Minus, Interesting) Analysis just to ensure my decision is an informed one.

Plus

• Encourages learning using IT
• Exposes learners to website design
• Improves procedural & declarative knowledge
• Improves self esteem due to creating something new and different
• Allows innovative ideas to flow
• Scaffolded to align with curriculum

Minus

• Lack of software or IT equipment may disadvantage children
• Low self esteem in ability to try something new
• Must step outside comfort zone
• Privacy and copyright legalities

Interesting

• Learning something new
• Creative flair and opportunity to discover new resources
• Using technology as a research tool to facilitate learning and teaching
• Assessment and evaluation tool for teachers

In summary I believe this is a wonderful tool for students it encourages collaborative learning, promotes interactive learning between students and teachers and encourages technology learning by the sharing of ideas and information between students (AASL 2013). Additionally researching information on the topic Childhood Anxiety took me to many wonderful journals and databases identifying that there is also help available out there for parents and sufferer's alike.


http://www.weebly.com/weebly/main.php

Creating a WIki

The Wiki creation I found was exciting, frustrating, fun and then challenging. I acknowledge that it can definitely be a great learning tool in the classroom but I really wonder if it would create the type of learning I would expect it to. I decided to conduct a SWOT to help me decide either way whether I could see its advantages in a classroom environment.


The strengths of a Wiki

1. Allows greater access for all students
2. Promotes learning in a collaborative environment
3. Allows teacher to be "Big Brother" and monitor and evaluate the learning process
4. Readily available, easy to use for teachers and students and low or no set up costs associated for users.

Weaknesses of Wiki

1. Messy, untidy and can be confusing
2. Students may accidentally erase your thoughts creating angst
3. Confusion for the marker/teacher in trying to determine who had participated
4. Vandalising of the workspace by outsiders of the learning environment (BMC Medical Journal 2013)
5. Can increase the use of plagiarised content, copyright and privacy terms of the original author may not be referenced correctly or not at all (BMC Medical Journal 2013)

Opportunities

1. Encourage different learners to try something they may not normally engage in
2. Identify learners understanding of the topic being discussed in a more relaxed environment
3. Compliment, improve and add to collaborative learning that reaches beyond the classroom environment (BioMed Central Journal 2013).

Threats

1. Cyber bullying or physical danger if appropriate legal and ethical requirements are not implemented by teacher and learners
2. Possibility that students may not engage in the activity.

My other concern regarding the WIKI is does it engage the TPAK framework effectively. As I understand using the TPAK framework I must ensure I know all content, I must know how to deliver it so that the students gain the knowledge I am waiting them to. I wonder whether the wiki would be the most effective tool here. I would most probably use a blog where I can effectively devise the lesson plan, content, outcomes and evaluate the outcomes. Additionally the student would still be able to use the blog and add comment buy not alter the structure.

The lack of security, privacy,openness and the ability to not really know if students work is their own and that the wiki has not been compromised by others outside of the learning circle are my biggest concerns as a new teacher do not really make the WIKI one of my favourite technology tools. However I do acknowledge that steps could be taken as an administrator of a wiki to ensure the learning wiki is a safe environment for the learners.
Rather than just rely on my individual feelings I decided to pursue further research into the benefits of wiki as a learning tool in the classroom that goes beyond collaborative learning, sharing of ideas and being able to access no matter what your location. I found that wikis can be used to interlink and share information between webpages and blogs. the wiki also is readily available and flexible in the learning process also surprisingly research indicated that collaborative learning can have a significant impact on lower achievers learning. This occurs because the student is able to read, digest and evaluate what other learners have inputted and improve on their own knowledge base. Even more interesting reading was that the wiki can be used in a two dimensional approach breaking down the wiki into smaller groups to encourage more facilitated learning which may also reduce the anxiety of losing inputted materials (Sulisworo 2012).

In conclusion I can see see the benefits of a wiki I believe that my own learning would need to be improved to ensure I could properly facilitate the learning outcomes I was intending to achieve.

Bio Med Central Journal 2013

Designing the Online Learning using the wikispaces Sulisworo, D 2012
accessed online
http://ehis.ebscohost.com.ezproxy.cqu.edu.au/eds/pdfviewer/pdfviewer?vid=3&sid=f066f57f-2ec4-47d5-9257-83f7a3f073bc%40sessionmgr198&hid=102ollabarative

Wiki

The mobile phone wiki was a challenging tasks. Initially I thought I had only had delve into my deeper thoughts and comment on what De Bono hat colour I felt strongly about concerning the usage of mobile phones in the classroom easy right of course it should be allowed this generation is so technologically focused and involved they really do not need anything else in life to help get them by according to my neighbours Grade 8 daughter.  Upon further reading ha I discover I must put on all colours of the hat. 'I beg your pardon Wendy your wanting me to think outside the square" mmm yes well I am going to be a teacher and this I will need to get my students to do over the years to come.

Firstly who is De Bono and why hats? I remember this back in my early days of uni studying Marketing. Putting every different colour and having to decide which mind set I was going to portray. Its hard to be six different people at once. Really I did not look at it in colours the pessimist, the optimist, the devils advocate (we all like that one), the undecided, the advocate really is how I looked at them all. But to ensure I stayed on the right track I have included the meanings of the colurs and what they hope to represent in learning.

White Hat:

• Facts figures information and gaps
• List the facts
• What did you do
• What did you know
• What did you find ourt about
• Tell us and compare

Red Hat:

• How did you feel
• What would you feel
• Emotional feelings
• Intuition
• Logic

Black Hat:

• Judgement Hat
• Devils advocate
• Problems
• Confusion
• Negative aspects or concerns
• Disadvantages
• Blockages to obtaining desired result
• Dangers

Yellow Hat:

• Positive
• Logical
• It will work and why it will work
• Strategies implemented for success
• Benefits
• Sharing success

Green Hat:

• Creativity
• Alternatives
• Proposals
• Design
• Develop
• Predict
• Plan

Blue Hat:

• Thinking Hat
• Strategies used to solve
• Steps
• Providing information

So in wrapping the learning theory framework around the exercise its a form of constructivist learning working together in an active learning task that encourages collaborative thinking and sharing and allows the teacher to provide instruction and support to the students in their learning journey (Fasso 2013). Anyway I guess its all part of that critical thinking and delving into untapped feelings about a particular topic.The ability to utilise pedagogical scaffolding in this activity could be entirely beneficial so long as the desired outcome was instructed clearly.

 It was great reading everyone else's input however the one thing I did notice is that my posts disappeared among the chaos of everyone else adding their input. No matter how many times I tried to fix it eventually it got swallowed up by another colour. This was a threat really my response had disappeared into thin technological air never to be seen again reigniting my initial concern whether this type of activity would be beneficial to students. Yes it would promote self directed learning, it could encourage them to critically think about a topic rather than just an an emotional level and it also may provide them with an insight into others reflections on an activity (Fasso 2013). Furthermore though the teacher would really need to ensure they provide direction and support to the learners otherwise it may take away the value of the intended outcome (Deters, Cuthrell & Stapelton 2010).


So reflecting back on this exercise identified that while its strengths was it gave everyone the opportunity to have their say and allowed us all to mindfully agree or disagree with what others had written without hurting their feelings, it had the threat of becoming a pile of jumbled mess where no one could find their post then start stressing that they would fail this blog synopsis. The weaknesses I discovered was Wendy may never find our work and not know that my answers really meant something else as it was 2 or 3 paragraphs on how I felt and I wonder if I would feel different tomorrow was I just having a bad day/overtired/stressed with sick children.

So moving forward a week and some reflection I guess mobile phones in the class could have many benefits it would certainly engage the children into tech learning, it would excite their appetite to possibly design their own app and would enable them to communicate with other students in similar classes around the local and international market. My concerns are what about outside learning experiences, are we encouraging bad grammar, shorthand texting lol for example what is that lots of love or laugh out loud? Are we encouraging a lazy generation yes they are very technology smart but are we deteriorating the communication lines talk to any child with a device connected to ear phones and its almost an impossible task (Pewinternet 2010)

Like anything that bursts onto the market steps need to be taken to ensure there are plenty or rules and regulations regarding the usage and ethical boundaries of cultural, racial and sexual context whilst also considering bullying and possible isolation of those students who are unable to afford the latest and greatest piece of equipment. The positive reinforcement of social etiquette and communicating to the children that social morals and values also play an important role in life when they are adults will surely help guide them in the right direction. Additionally getting the students to identify the right and wrong way to use a phone in class and the punishment to be dished out if these rules are broken ensure it is a collaborative team effort.

So in summary it was not my favourite piece so far. and as a teacher I would definitely need to figure out a way to control a wiki that would not cause angst between the students

References.

Multiple Intelligences

The multiple intelligence test indicated that my highest scores were in Linguistic (Word Smart) followed by Intrapersonal (Myself Smart) I scored fairly evenly across Kinaesthetic (Body Smart) Naturalistic (Nature Smart), Logical (number Smart) and visual /Spatial (Picture Smart) my lowest scores where in Interpersonal and Musical (Birmingham City Council 2013). Admittedly I agree I have strong tendencies to learn better when I only have to worry about myself which is funny considering I was in the Defence Force for 15 years and it is necessary to work as a team looking after your mate. However moving forward I think my personality is one that prefers to work alone.
(Birmingham City Council 2013)

After these results I conducted a SWOT on myself and focused on how I could ensure that I did not only utilise the things I was good at but also incorporate the other types of learning styles to ensure that I did not exclude any child who was under my teaching direction (Winch et al. 2011)

 Strengths

• Good with words
• Enjoy writing and reading stories
• Comfortable in public speaking
• Love to debate a topic when I believe the outcome will benefit the majority
• I use facts, theories and true life experiences and knowledge to put forward my argument
• Will admit defeat if proven wrong (unless it involves my husband lol)
• Enjoy the outdoors
• Love drama, plays, theatre, music
• Enjoy using technology to gather information. Love FB, Pinterest and Twitter

Weaknesses

• Find it difficult to picture something in my head without having some knowledge of it first
• Terrible at reading maps
• Not overly good at playing musical instruments
• Dislike relying on others to help me get results
• Maths
• Wiki & Blog beginner

Opportunities

• Create and learn more on blogs & wikis
• Understand how use of digital technology can promote and enhance learning in all learning styles of children
• Tap into the wealth of knowledge that the children have in regards to technology
• Identify what excites the children about technology
• Combine my skills and knowledge with ICT to improve my individual knowledge to ensure I am teaching the correct strategies

Threats

• Lack of time and resources
• slow connection, outdated software & hardware
• constant changing of the technology and knowledge to keep up with it.

Behaviourism:

• Learning through positive reinforcement
• Step by step process with an pre defined end result
• Re inventing what is already known

Cognitivsm:

• A sensory register that mentally processes information that is relevant to the learner
• Working Memory: short term, stores for long term, graphs, charts ad images help with learning
• Working Memory: long term, learning knowledge and skills that will constantly be at disposal

Social Constructivism:

• Learning via social circles including family, friends, sport, culture, race, values, beliefs, community rules and regulations

Connectivism:

• Learning for the digital age
• Actions that are defined, linked and makes regular connections to what is being taught to increase the knowledge bank.

In evaluating myself I identified that I could use my strengths to design teaching lessons around what I could convey to the students but I must be mindful that I include all types of learning styles and gain a better understanding of how others learn. I could achieve this by further investigating my children and set up different types of learning activities including building, writing, reading, talking, role plays and then evaluate the children's strengths and identify what weaknesses they may have then organise activities that would build upon their learning knowledge in a way that would improve confidence and allow them opportunities to discover new ways of learning that they may have never thought of before (Marzono et.al 1997). The next step in the process would be to move to ICT resources and allow the children to further investigate what they had learnt utilising digital technology this would expand their declarative knowledge and enable their procedural knowledge to be an advantage form the classroom activities they had previously completed (Marzono et. al 1997). Additionally I would also need to consider if any threats may impact on the result I was trying to achieve time constraints, resources and possible resistance from the children due to uncertainty. I could reduce the risk of uncertainty and resistance by ensuring that the learning environment was fun, safe and secure where the children would be encouraged to participate without fear of failure (Winch et al. 2011)

All children deserve the right to stimulate all senses and as a future teacher I am excited and passionate about being able to contribute to their life skills.

Learning Styles & ICT Impacts

After completing the the learning questionnaire it become apparent that I have a moderate preference for visual, reflective and sequential learning. I do agree with this evaluation as I like to be able to see and write what I am learning as opposed to having to draw a picture in my mind and just work from there. I also tend to learn easier if I can see the steps that go into a process. In regards to verbal and visual learning I am fairly balanced. I am not one who can read maps very well but once I have been somewhere I can picture it in my head by using landmarks and am then able to return at another time without referring to additional information  (Felder & Solomon)

Learning experiences that work best with me include those that have have a beginning, middle and conclusion. I like experiments where I can see the cause and effect of a result which will then enable me to be able to write down what I have learnt. Additionally I also like to search the web to identify reasoning behind a particular outcome. I prefer to research valid information and rely on facts to back up any research I conduct.


As a teacher I would use a variety of the above steps as how I perceive a piece of information may be different to how someone else perceives it. This became apparent when I was trying to help my daughter do her maths homework this morning and realising my explaining was not sufficient and confused her even more. I managed to break it down into steps through written form and she started to understand slightly better however upon discussion with the teacher they have only just started learning hence why my daughter was so frustrated.
This exercise allowed me to understand that she may be a visual  learner in sequential steps (Felder & Solomon)

To teach effectively a combination of visual, written, modelling, think, pair, share exercises as well as cloze would be a start in identifying the varying types of learning. This could be achieved by getting the children to discuss the topic, find out any prior knowledge, then progress into think, pair, share, followed by illustrating or writing their understanding of the topic. Children learn in so many different ways and I feel that you would need to identify what type of learning would support them in developing their knowledge and learning experience.I would discuss with the children the skills and strategies I would like them to learn and then continue to monitor this progress through evaluation techniques which would identify any strengths and weaknesses in my teaching and attaining of goals techniques (Winch et.al) 

My understanding of ICT is that it is relevant in so many forms the technological wave has definitely taken over. The usage of i-pods, i-phones, i-pads, tablets anything technology related has definitely increased and shifted the amount of knowledge and is important for building that knowledge(Mostsman's et al) My 5yo has an i-pod and was using my i-phone from around the age of 2 this access to technology has enabled her to develop recognition of sounds, maths problems involving shapes, story telling and whatever other apps that are age related to her development. 

However my concerns here are that as a teacher I would need to ensure that my teachings could be accessed using current and up to date software & hardware, that the children could easily access the Internet and back up plans were identified if connection was lost or De- activated for some reason and to be considerate of those students or may not have readily available access to digital technology (Johnson & Maddox). Furthermore the apps or digital usage would need to be age appropriate, relevant to the result as a teacher I am trying to achieve and easily manoeuvrable for the children (Mostmans et al).Additionally I think information gained from the web is not as intricate in detail unless your searching reputable databases so you would need to ensure that the information being accessed is relevant and able to be digested by the students once the technology has been switched off  (Johnson & Maddox). I would achieve this by ensuring that the children could communicate to me what they learnt via other designs including modelling, building, creating with their hands/bodies then get them to conclude their information through written/verbal or/ visual arts (dance/music).

My profiling for lower school aged children would include questions on
1. Do you own/use an i-pad/i-pod/laptop device
2. Does anyone in your family own/ use a i-pod/i-pad/laptop device
3. Do you like searching for things on the Internet/books/outside environment
4. Do you like music/dance or drama
5. Do you like to write a story or read a story
6. Do you like to talk/play your story to others.

ICT support different learning styles as it offers visual, active, reflective and allow children experience in identifying different ideas, feelings and information to support their learning experience. ICT can develop and increase knowledge, provide access to other avenues of learning like music, arts,language, different cultures and possibly tap into cognitive areas that may not have been accessed. Different learning can create deeper thinkers and constant challenging of the brain can have a positive impact in increasing the  knowledge base children have (Mostmans et al.).