Synopsis

What is e-Learning?

As the twenty-first century becomes more involved with technology, it is a given that today’s students need to be educated in this technology, to become successful members of society (Queensland Studies Authority (QSA), 2007). Throughout everyday situations, students encounter a range of technological devices, such as “hardware, software, peripheral devices and digital systems that enable data and information to be managed, stored, processed and communicated” (QSA, 2007, p.1). Although technologies have previously been thought of as consisting entirely of computers, the range of technology available today is far more complex and advanced, and students need to be accustomed and educated in this variety of technological mediums (QSA, 2007). It is within this domain that e-learning becomes integral to classroom instruction.

E-learning is defined as being the process of enabling student learning to consist of more than just face-to-face interaction, through the implementation of technological tools (Holmes & Gardner, 2006). Although face-to-face interaction is still important in the classroom, it is stated that making technology integral to the classroom environment is also imperative (QSA, 2007, p.1). As teachers it is essential to incorporate these tools into learning experiences, not only to familiarise students with the technology, but also to take advantage of the benefits of this form of learning (Holmes & Gardner, 2006, p.29). Holmes and Gardner (2006, p.29) state that there is a range of benefits to e-learning across the entire educational spectrum when this form of instruction is implemented correctly. These benefits include, creating digitally minded members of society, encouraging higher order thinking processes within students, catering for diverse learners, and creating more engaging and meaningful tasks for students (Holmes & Gardner, 2006, p.31). It is for this very reason, that it is so important for educators to embrace e-learning and implement a range of digital learning tools into learning experiences.

As teachers, e-learning relates to good pedagogy within the digital domain, otherwise referred to as “digital pedagogy” (Queensland Government, 2010). Whilst pedagogy is referred to as the science of teaching students in a way that assesses and implements teaching strategies directly appropriate for all learners, catering for their needs and achieving learning outcomes, digital pedagogy is the application of this knowledge, in a technological context (Queensland Government, 2010). Digital pedagogy needs to be embraced and applied by teachers, to educate students in a way appropriate to their individual needs, whilst developing learning experiences that allow “access to a broader range of knowledge and ideas, by making the potential for thinking and learning more visible, and by leveraging student collaboration and engagement with the world outside the classroom” (Queensland Government, 2010).

What does e-learning look like in my context?

 Students are Year Two age
 Engaging tools effectively captivates these learners
 Students exhibit skills in general operation of computers and software
 Students work well collaboratively or independently

What are the barriers in my context?

 Block of six computers and one SmartBoard must be shared amongst classrooms
 Specified class only receives one hour per week in the large computer lab

What are the opportunities in my context?

Although the provided technology tools in my context are limited, digital pedagogy can still become integral in this classroom through the use of the individual computers, on rotational shifts. Students could be cycled through these six computers in small groups, whilst the remainder of the class completes alternative rotational work. In addition to this, the allocated computer lab time can be used for digital learning experiences that require independent learning, and use of the SmartBoard can be utilised where students are to work collaboratively as a whole group.

What tools have I explored?

Throughout the previous weeks, I have explored and experimented with a variety of tools. Holmes and Gardner (2006, p.10) state that it is imperative for teachers to be the learners of new technology, so they are able to implement and deliver this technology to students and this takes practice and knowledge of the tools and their applications.

Marzano, Pickering, Arredondo, Blackburn, Brandt, Moffet, Paynter, Pollack, and Whisler (2006) provide a framework through which effective pedagogical teaching can be achieved. These experts break the grasping of knowledge and understandings into dimensions which endeavour to progress students from knowledge acquisition, through to the use of new knowledge and understandings (Marzano, et al., 2006). These dimensions consist of “acquiring knowledge, integrating knowledge, extending and refining knowledge, and using knowledge meaningfully” (Marzano, et al., 2006, p. 43-259). Using digital pedagogy, students can be taken through this framework with the integration of various technological tools as they process medium. In many cases, because the vast range of digital tools available for use can be implemented in a variety of ways by the teacher, these tools can be allocated into more than one domain depending on the context for use.
Within my own context, the tools I have explored can be grouped into this framework in a way suitable for my intended usage in the classroom, please click on the tools to read the individual post:

Knowledge Acquisition:
 Blogs
 PowerPoint
 Prezi
 Podcasts
 Spelling City
 Voki
 Google Maps

Knowledge Integration:
 Concept maps
 LMS/RSS
 Learning Objects

Extending and Refining knowledge:
 Wiki
 Etherpads

Using Knowledge Meaningfully:
 Websites
 Images
 Digital Video

Of these tools, I have chosen to further explore and evaluate the use of the following tools in my context:
 Blogs
 Concept Maps
 Etherpads
 Digital Video

Using digital tools in my context

Blogs

Blogging is used as a way of communicating with others online. Blogs are a Web 2.0 tool, which allows a creator to offer information, newly learnt knowledge or practical facts about various topics in the style of a journal entry. Blogs have been proven to be effectively used within education, as they encourage the collaboration of ideas and thoughts with others, producing meaningful conversations and developing higher order thinking through the processes of metacognition (Department of Education, 2010). Kearsley and Shneiderman (1999, p.1) go on to state that students learn effectively when they are engaged in meaningful tasks that encourage collaboration and interaction with others.

Upon first exploring this tool, I did not see an application for this form of tool within a Year Two class because I thought the concepts of blogging would be too complex for this age level. After reading Emily-Jane’s post on blogs and taking part in a discussion with her however, I came to realise that blogs could be used in the classroom as a means to communicate with sister schools, or for use with a pen-pal from an overseas school (to view discussion click here). From analysing the application of this tool in my context, I realise that this form of application has the potential to extend students in the areas of social skills, reflective practices, acceptance of diversity, and writing and reading development. For these purposes, this tool would be effectively used in my context for knowledge acquisition as students take part in discussions with others, in order to increase knowledge.

Concept Maps

A concept map is a visual organisation of existing knowledge and understandings. For this reason, I have placed this tool in the “Knowledge Integration” (Marzano et al., 2006, p. 43 – 111) stage of the framework, as students would be using the knowledge they had previously acquired, to internalise the knowledge through the organising of this information.

Taking into account the research from Eisenberg and Berkowitz (2007), concept maps are a graphic organiser which assists students to collate their knowledge and understandings in order to then extend and refine knowledge through the processes of synthesising, analysing, and evaluating. By encouraging students to integrate their knowledge in this way, teachers are equipping students to create easy visual representations of information and learnings, rather than becoming overloaded and bamboozled by knowledge (Eisenberg & Berkowitz, 2007).

Through my experimentation of this tool through bubbl.us and professional conversation with Emily-Jane (click here) I see how this tool is very flexible, as it can be used within any Key Learning Areas of the curriculum, either as a collaborative task, or for students to complete independently.
Some ideas I have for implementation of this tool are:
1. As a planning tool for students. Allowing students to outline all of their existing knowledge on a topic, using a concept map, before commencing the task or assessment.
2. As a tool for reinforcing new knowledge and reflecting. Students could independently, or as a whole group, construct a concept map outlining all of the new knowledge learnt from the previous topic covered.

Etherpads

An etherpad is similar to the Microsoft Word program however it is online. It has very similar functions to Word however by adding members onto the created etherpad, members are able to add to or delete the existing information on the etherpad, and see this happen in real time. To grasp a more thorough idea of this tool, click here.

Clark and Mayer (2007) state that collaborative learning using digital tools can be more effective than learning individually. Kearsley and Schneiderman (1999, p.1) also state that collaborative learning assists to engage students and motivate them to learn. From my exploration and reflection of this digital tool, I have concluded that etherpads are an effective way of producing engagement, whilst also extending and refining knowledge and understandings. By encouraging students to rework, refine and extend existing knowledge, students are being moved through the phases of deep knowledge to deep understanding (Queensland Government, 2004). Encouraging students to take part in these processes develops higher order thinking processes, whilst acquainting students with a new digital tool. Within my context, etherpads can effectively be the vehicle for these processes to occur. After professional discussion with Pauline White (view discussion here) it was ascertained that etherpads would be an effective tool to use within any age group of students, and can be used in a variety of ways.
The ways in which I have identified uses for this tool in my context are:

 Used as a medium for writing a book about the class; each class member may be asked to write a paragraph about him/herself and add it into the etherpad where the teacher can access the finished document.
 Used to write a collaborative report about an excursion or something students have learnt in a particular lesson. The teacher could provide headings and students could add to each heading, adding new information and collating ideas from all students. In this activity, students would extend their understandings, as student responses would vary and peers would be aware of these differing opinions. A process of working through the completed document as a whole group could then be used, to refine and extend knowledge and understandings.

Digital Video

Digital Video’s can be created simply by using programs such as MovieMaker. Whilst doing further reading on digital video as a tool in the classroom, I realised the immense benefits of implementing this tool into the classroom. Schuck and Kearney (2004, p.8) state that using digital video in classrooms creates the following positive effects:
 “Development of movie-making skills
 Development of spoken and written literacies
 Development of media literacy skills
 Improvement of presentation skills
 Understanding of the subject content or topic
 Increase in autonomous behaviour
 Increased engagement and motivation” (Schuck & Kearney, 2004, p.8-9)

Reading through Pauline White’s blog posting on ‘digital video’ prompted me to reflect more on the applications of this tool and the uses of this tool in the framework of using knowledge meaningfully (Marzano et al., 2006). This discussion with Pauline assisted to cement some ideas I had for uses of this tool, and also presented me with some other ideas (to see conversation click here). Taking all aspects into account, I have come up with the following ways to make this tool integral to my classroom context:

 Assessment piece – students required to make a movie outlining their journey through a specified area of learning
 Used as a resource to collate ideas using images and words at the conclusion of a task, unit of work, or excursion
 Used as a culminating tool – to display students’ activities to peers or parents
 Used as the assessment piece for a Technology unit – students put together a movie showing the progress of an invention process
 Used as a form of stimulus for literacy learning – students are presented with an image of movie, from which they must make their own meaning and write a story

In order to teach our students, we must first teach ourselves. Technology is on the rise in our society and with the number of digital tools available to twenty-first century teachers, making technology integral in the classroom through digital pedagogy is imperative to ensure the success of all students.

References

Clark, R.C., & Mayer, R.E. (2007). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Retrieved 23 August 2010 from, http://books.google.com.au/books?hl=en&lr=&id=MOutGGET2VwC&oi=fnd&pg=PR15&dq=E-learning+&ots=XJscDdBZEh&sig=3WadErN-FqbNGA_hhmuD4U0jhz8#v=onepage&q&f=false

Department of Education. (2010). Resourcing the curriculum: Blogs in education. Retrieved 23 August 2010 from, http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/weblogs/#value

Eisenberg, M., & Berkowitz, B. (2007). What is the Big6? Retrieved 23 August 2010 from, http://www.big6.com/what-is-the-big6/

Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. Retrieved 23 August 2010 from, http://books.google.com.au/books?id=XbbM9mj22KQC&printsec=frontcover&dq=E-learning%20&lr&source=gbs_slider_thumb#v=onepage&q&f=false

Kearsley, G., & Schneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved 23 August 2010 from, http://home.sprynet.com/~gkearsley/engage.htm

Marzano, R. J., Pickering, D. J., Arredondo, D. E., Blackburn, G. J., Brandt, R. S., Moffet, C. A., Paynter, D. E., Pollack, J. E., Whisler, J. S. (2006). Dimensions of learning; teacher’s manual (2nd ed.). Heatherton, Victoria, Australia: Hawker Brownlow Education.

Queensland Government. (2010). Why use it? Retrieved 23 August 2010, from http://education.qld.gov.au/smartclassrooms/pdframework/why.html

Queensland Government. (2004). Department of Education and Training: New basics project: Productive pedagogies. Retrieved 11 August 2010, from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html

Queensland Studies Authority (QSA).(2007). Technology: Essential Learnings. Retrieved 23 August 2010, from http://www.qsa.qld.edu.au/downloads/early_middle/qcar_ccp_ict_yr3.pdf

Schuck, S., & Kearney, M. (2004). Students in the director’s seat: Teaching and learning across the school curriculum with student-generated video. Retrieved 16 August 2010 from, http://www.ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf

Comments on other posts:

21 July 2010
Comment on Renee’s “Blogging” blog
Hi Renee,
I absolutely agree! I would definitely affirm that "blogger.com" is a easy to use program for creating a Blog, as I found it straight forward and simple to navigate. I thoroughly enjoyed reading your post about Blogging, and I think your idea about using Blogs as a medium for assessment and checks for learning within the classroom would be engaging and effective. I think the students would find it fun to have ownership over their own Blog, and be able to make friends, communicate online and experience all the features of Blogging!
Personally, I see so many advantages of Blogging in students' schooling, as they are able to work collaboratively, and share their ideas and reflections with other people, and online; which, let's face it, is the way society is developing!

24 July 2010
Comment on Pauline’s “Wiki and Engagement Theory” post
Hi Pauline,
I think this is a fantastic post! You’ve covered so much about Wiki’s, from a variety of perspectives. Personally, I think Wiki’s are a great tool for learning in the classroom, however I agree with your statement of how it would be difficult for less technologically literate people/students to use this tool. I have attempted to make my own Wiki and have found it very difficult because I am not at all competent with the program and I do not find it a user-friendly site. As a teacher, I do not think I could use it as an effective tool, simply because I would be unable to explain how to use it, to the students. However, you have successfully created your Wiki, and I think if you got an opportunity to implement Wiki’s with your students, you should definitely utilise the knowledge you’ve acquired on this tool!

25 July 2010
Comment on Emily’s “Blogs”
Hi Emily,
I enjoyed reading all your ideas for implementing the use of Blogs in classrooms. I think your idea about using it as a tool for communicating with sister schools is a great idea! I think that would be so effective! Another idea maybe could be to use it as a sharing tool for students to use with a PenPal? Maybe from the sister school? The students could "follow" the learning of each other, although a world apart, this could be an excellent way to create friendships and also, if the sister school is in a different country, introduce students to diversity?

25 July 2010
Comment on Renee’s “Prezi”
Hi Renee, I've just created my own Prezi, and I would have to agree with you - they are fun and effective! I think this tool could be effectively used as a brainstorming tool for students to place their ideas on the canvas, and then revisit later and add more detail. I think it is such a great program to "rework" in this way. What do you think?

25 July 2010
Comment on Renee’s “Weebly Websites” Hi Renee,
Yes, creating a website for your students I think is a very effective tool for teaching and learning. I was thinking perhaps you could set up a website filled with homework tasks (similar to a Virtual Classroom) and have students access links or activities online, using your website. I think this would assist students to become more confident with technology, and would also make homework a fun task as students wouldn't be required to do the old "fill out this worksheet" tasks. What do you think?

25 July 2010
Comment on Kelly’s “Websites”
Hi Kelly,
I agree with you. I think that websites would be more effective when set up by the teacher, rather than the students. Although I see websites as a valuable learning source, the difficulty is that, as you say, they cannot be edited unlike a Blog or Wiki. The lack of this aspect really deteriorates any opportunities for sharing or collaborative learning. Instead, I think the best way to use websites is for creation by the teacher, for students to access. In this way, the teacher could post activities such as homework tasks, for students to access at home. Or alternatively, the teacher could set up a WebQuest for students to follow through during ICT time. I do think that websites are excellent as far as creating a connection for students to access online resources and activities - all the teacher needs to do is provide the links! What do you think of these ideas?
Kate

25 July 2010
Comment on Emily’s “Blog vs Wiki” Hi Emily,
I agree! I had a lot of trouble understanding how to create a Wiki too! I too can see that Wiki's would be a highly effective way of communicating for students as a Wiki allows the students to access the site at individual times and edit/save new information - I think this is great! However, like you, unfortunately I can't really see myself using this tool with the students, as I can't personally work out how to use the tool and that does make it hard for the students. Particularly with younger students when there is such a high need for modeling in teaching instruction! However, possibly students in higher year levels such as secondary school may be able to utilise this tool? And let's face it, with technology on the rise and the level of technological literacy today's students are equipped with prior to schooling, they may be able to work out how to use this tool themselves and then teach us!
Kate

25 July 2010
Comment on Emily’s “Concept Maps” Hi Emily,
I enjoyed reading your analysis of Concept Mapping as a technology tool! I've also had a look at both of those websites for creating concept maps. My views are that whilst Text2Mindmap was effective, I found it a little bit mature and complex for younger children. I think this website would be more effective if used by older students, and also if the ideas being represented were more complex - the smaller formatting I think allows for more extension in ideas, which is a positive when representing a complex thought/idea. Bubbl.us was so easy to use! Personally I think this website is more suitable for the younger grades because,
1. It is easier to navigate around the features
2. It consists of a simpler framework
3. I believe it is more visually attractive
I've used concept mapping strategies before with students and it can be a really simple, but effective tool to use when brainstorming as a whole class. Representing information in this form of graphic organiser breaks down the information and makes it much easier to understand in my opinion - what do you think?
Kate

9 August 2010
Comment on Emily’s “Powerpoint”
Hi Emily,
I enjoyed reading your ideas about using PowerPoint! Last year I was in a Year 2 classroom, and we took the kids through how to use powerpoint and make their own presentation about themselves - they absolutely loved it! And they grasped how to use the program so quickly! I was thinking that perhaps this could be an activity at the beginning of the year, where students are able to create a powerpoint presentation about themselves, and share it with the rest of the class? Sort of like a "getting to know you" but incorporating ICT's. What do you think?

9 August 2010
Comment on Kelly’s “Images” Hi Kelly,
I really enjoyed looking at the images you have posted!
I also think that images are a great tool for using in the classroom! I think as you have said, images are a great stimulus to use for English strand activities such as story writing or assessment ideas. By presenting your students with these images and saying "Please write me a story about how this makes you feel" you are opening their eyes to the ability images have to evoke emotion, and in the younger year levels, you would even be assisting students to identify and label emotions that they may not have recognised as "emotions" - sometimes it is harder for younger students to understand their feelings and what they mean, but by presenting these images, provides these students with a learning medium.
Also, there is such a variety of students in the classroom isn't there!? So by presenting all students with the same stimulus, you would witness the various ideas that come out of these individual personalities!
I know what you mean though regarding copywrite. Perhaps as the teacher you could pre-select a large variety of images and reference them yourself and then tell your students they are to pick from only that folder of pictures? That way you will have covered this criteria to using images correctly?
Kate

16 August 2010
Comment on Pauline’s “Etherpads”Hi Pauline,
Yes, as you saw on my Blog, Etherpads I believe have great potential within the classroom! From my personal experiences with this tool, I have found it easy to use and it is a great way to organise and manage collaborative work. I think this tool would indeed be applicable for any age group, but what is great about this tool is that younger children would be able to use it as well! After reading through your post, along with the knowledge of applications for this tool, I was thinking perhaps it could be used in a similar way to a virtual classroom? I know that this tool would be great to implement within school hours, but what about outside of school hours as well? Perhaps students could be asked to go onto the Pad after school and add one comment about something they learnt that day? As an engaging reflective source? What do you think? Do you have any other ideas for the application of this tool? I'm glad you enjoyed experimenting with it too!
Kate

16 August 2010
Comment on Pauline’s “Digital Video”
Hi Pauline,
I enjoyed reading your analysis of this tool. I have since experimented with MovieMaker myself and I would agree with you - I think it would be a very engaging tool for the classroom! I have seen children as young as five years old successfully use this program, and for this reason I think it would be suitable for any age group.
Some of the ideas I had relating to the use of this tool were perhaps using MovieMaker as a tool for assessment pieces. For example, if the students were creating an invention within Technology, they may be able to document their creation process through this program, to be assessed at the end by the learning manager. Also, within the Key Learning Area of English, I thought maybe a teacher-created movie could be used as stimulus for writing tasks? What do you think of these suggestions?
One aspect I thought may be problematic was the area of Copywrite when using images for these movies. My idea was that perhaps the learning manager could pre-select images and then add these to a folder for student use? This way, the learning manager could reference these images, and narrow down the resources students could access. In saying this however, if students are capturing images of their own experiences and pieces of work, this is also an easy way to avoid this problem!
I also read through the research conducted by Schuck and Kearney (2004) and I was blown away by all the positive impacts of this form of tool on student learning! As learning managers, I think making time to incorporate this form of learning into our classroom is a must!
Kate

Google Maps

I am reasonably familiar with the Google Maps online program. This program provides viewers with a bird’s eye view of any location. In the past, I have found Google Maps very successfully when trying to find directions, because the program allows the viewer to zoom in or out, depending on the detail required.
Within the classroom, I can see that this digital tool would be useful within the older year levels mainly, as I think it would be slightly confusing for the younger students. In saying this, older students could use this program as a medium for practicing mapping and directions within the Mathematics strand, and in this way, teachers could use this program in a variety of ways. I can see the possibilities for the use of this tool in the classroom, however for myself, with a younger year level of students, I can’t see cause for implementation in my specific classroom.

Learning Objects

Over my time studying, I have seen several learning objects successfully put into practice within classrooms. Myself, I have been able to familiarize myself with the Curriculum Exchange site and last year during my professional practice, I was able to implement some of these tools in the classroom as the room I was in had a SmartBoard, making it easy to access these objects for the class.
I think the Curriculum Exchange is a fantastic resource for teachers and I have seen first-hand how effective these tools are with the students!
I can see that these tools would be effectively used in all contexts for learning, as the learning objects range from working to acquire new knowledge for students, through to extension of knowledge. Of course it depends on the context in which these tools are used, however I think that teachers could easily place these tools into learning experiences to teach new concepts, or even for assessment at the conclusion of a unit of work.
From my observations of these objects being used, I have seen how younger students become captivated and engaged by this varied teaching medium. For all these reasons, I believe that this form of tool would be fantastic in the classroom!
Thinking about my current practice however, I would have to admit that I cannot see myself implementing these learning objects into my own classroom. Although I recognise that they are an incredibly valuable resource, the classroom that I am currently working within, has only a couple of computers and no group ICT facilities such as a SmartBoard. With these limitations, I cannot see how I would be able to integrate learning objects regularly into the classroom, except for perhaps into ICT time in the large computer lab. If anyone has some ideas bout how I would be able to get around these limitations, please comment on this post as I am eager to find a solution so that perhaps I could integrate this tool into my classroom!

Voki

Get a Voki now!



I had a play around to create my own Voki today! Using the website: www.voki.com, I was able to create a visual aid that is able to verbally repeat any information I type - I found this amazing! This program is easy to use, and in the classroom, I think it would be highly effective and engaging for students.
Some ideas I have thought of for the implementation of this tool, is using this tool to present information to students regarding expectations of descriptions of the tasks to be covered in the particular learning experience. I think this could be done effectively, however I also have the opinion that Voki's can be a distracting way of presenting information, because students would be more focused on watching the Voki, than what the Voki was actually saying - in this way, I don't think I would implement this tool in my current classroom. After profiling my young students, I know that this would certainly be engaging for them, but I am also aware that they would become very distracted and talkative as a result. I can imagine however, that this form of tool could be useful in higher education, possibly in university lectures, as an engaging medium to present information, or even for Flex students, as a way of presenting lectures.
I had an enjoyable time playing with this program, however for my class, I can not see this tool being utilised, however it is definitely an easy tool that I will consider for future practice, or perhaps even as an enjoyable activity for students to do in ICT time!

Spelling City

SpellingCity is an online spelling resource to use for all ages! By accessing this site, students can list their own spelling words, and then be taken through a process of being tested on these words, to then being taught these words, and then finally putting these words into practice.
I tried using this tool and I think it would be very useful as a practice tool for students to use either at school in small groups, or at home as a homework task.
The way the program works, is students are able to access the site and carefully type in their spelling words straight from their list. Students then click the “Test Me” button, and the program will provide students with the word verbally, and also the word placed into a sentence verbally. Students are then required to type in the spelling for each word. Once this is completed, students can have their words marked by the program, and then students click on the “Teach Me” button, which provides students with the spelling of each word correctly. Once students have completed this part of the program, they can then choose from a range of games that work to integrate this new knowledge by asking students for example, to write a sentence containing the words. According to Marzano, Pickering, Arredondo, Blackburn, Brandt, Moffett, Paynter, Pollock, & Whisler (2006), I think this program acts to effectively take students through a knowledge acquisition and integration process by requiring students to learn and then practice the new skills. In my opinion, I believe this program would be very useful within classrooms however I think that it would be required to test students again after they have used the program, as a way of checking for learning. Despite this however, I think this program would be engaging for students and would be an appropriate way for students to learn their weekly spelling!

Digital Video

Throughout both my school and university education, I have encountered use of digital tools such as PowerPoint. However it was not until now that I have been introduced to the “Movie-Maker” program. I decided to experiment with this program because I was scrolling through the automatically existing programs on my computer and came across this program. I didn’t realise that this program was already on my computer, I thought I would have to install it. Knowing nothing about how to operate this program, I would have to comment that it was very user-friendly! The captions providing instructions were very helpful and it didn’t take long at all to create my own movie! I see great potential for this type of resource in the classroom. Also, I did some further reading on this, and discovered that Schuck and Kearney (2004, p.8) state that using digital video with classrooms creates very positive effects. Using research, these two experts state that the following student learning outcomes are directly related to the incorporation of this technology:  “Development of movie-making skills  Development of spoken and written literacies  Development of media literacy skills  Improvement of presentation skills  Understanding of the subject content or topic  Increase in autonomous behaviour  Increased engagement and motivation” (Schuck & Kearney, 2004, p.8-9) After reading through these facts, I began to reflect on all the possible uses for this form of technology in the classroom, some of my ideas I have listed below:  Assessment piece – students required to make a movie outlining their journey through a specified area of learning  Used as a resource to collate ideas using images and words  Used as a culminating tool – to display students’ activities to peers or parents  Used as the assessment piece for a Technology unit – students put together a movie showing the progress of an invention process  Used as a form of stimulus for literacy learning – students are presented with an image of movie, from which they must make their own meaning and write a story I think that this tool would be easily implemented within any age group. One issue I see however would be that of Copywrite regarding the images used. This would be a difficult aspect to manage as students could be finding images from a number of resources and by law, these would need to be correctly referenced. One way to cater for this aspect that I can see however would be that the teacher goes through and creates an easy-to-access folder on the student computers, consisting of a variety of images that the teacher has pre-selected and referenced. This way, the teacher could instruct students to simply choose pictures from only that folder; however this would be somewhat limiting for the students and time-consuming for the teacher. Overall however, this is a tool I would aim to implement into my own classroom! Below is a digital video I created using Movie-Maker and a collection of my own photos, have a look!

Etherpads

Last year during a University assignment, I experienced using what is referred to as an Etherpad. When I first used this form of digital tool, I had no idea what it was! For this reason, I really wanted to find out more information so that I could tell you all about this great tool!

An Etherpad is similar to the Microsoft Word program, however an Etherpad is online! It has very similar functions to Word, however it allows many people to be accessing/editing the same piece of work! How practical and useful does that sound!?

Last year, I used one for a group assignment as it was difficult for us all to meet at the same place at the same time due to young families and location differences. We set up an Etherpad so that we could all log on from our home computers and access our group assignment. We all had different colour codes, and we were all able to edit/add/delete information on the assignment, at the same time! It was so useful!

To experiment with this tool, I logged onto PrimaryPad and began to create my own pad. This public site allows me to post information and invite other users to post more information or edit what I have written. The main site page for PrimaryPad explains directions for using the program, however the steps are so easy I will explain them and you can have a go too!

Looking at this print-screen I have added, my name is listed on the right-hand column, with the colour purple next to the name. This is the "code colour" for the Etherpad Member "Kate ". To add users to this Etherpad I would click the "invite" button in the right column under my name. This would invite other specified people to view and use the Pad. Like me, they would be able to record their name in the right column and then choose their own code colour. We could then insert a document we wanted to work on, or start from scratch. Then, we could all sit, accessing the same Etherpad, seeing the various people edit/change/add to this document. The colour coding is a great way of identifying the various people, and there is an instant-chat option at the bottom of the right column as well.

I think this is an excellent resource for any classroom environment! I think this tool is applicable for all age groups, because it is so easy to use and access!

P:
 Easy to access
 Easy to use
 Encourages collaborative work
 Allows students to be at home or at school and still access the program
 Allows students to chat instantly while they are working
 Is easily colour-coded to identify users
 Is real-time so users can see the work as it is edited
 Allows users to access and edit existing documents, or create new ones
 Allows users to be in completely different locations, but still able to edit work as a whole group

M:
 Is only really applicable for editing documents. It is not a tool like a Blog that can be added to throughout time and is used as a source of journal entries. Etherpad’s are purely productive and practical.
 Does not incorporate creativity in its use as there are limited options that students are able to chose from with regard to the program’s functions

I:
 This ICT tool could be easily integrated into the classroom environment when performing group work activities, or even as an alternative for Microsoft Word
 If the teacher signed up all the students to the particular Etherpad site, it could be used as a productive class program whereby the teacher adds a task like “List all the adjectives you can think of” and the students are required to write down all of the adjectives they can think of in a specified time, making sure they do not repeat any words other people in the class might be adding.
 Could be used as a medium for writing a book about the class. Each class member may be asked to write a paragraph about him/herself and add it into the Etherpad where the teacher can access the finished document.
 Could be used after an excursion, for students to write a joint report about findings from the excursion. To encourage group interaction, the teacher could even allow the students to decide on who will do what on the Etherpad. This would require students to work together and experience delegating skills, in order to complete the requirements.

I think this tool is great! I will definitely use this tool in my classroom – I think it is so practical, productive and useful!