Embedded Task 5 - Reflection on Simulations, Interactives (or Technology of your choice)

This week there has been an eclectic mix of technology types introduced that I have previously not encountered before. Platforms such as Google docs and online timeline were ways of involving the class that before this week I have not thought could be used within a classroom setting. The use of each tool was attached with a good case for use within the classroom, however both have some considerate downsides. Google docs allows any user access to a single document (such as a class) and can edit the document simultaneously, which can lead to students typing over each or potential disruption of a class especially if the document is projected to the entire class at the time of editing. Timelines are also a great tool to introduce new information to students in an online and easy manor however personally the time it can take to create a valuable learning tool can outweigh the benefit of using the platform.

The platform for this week, which I found the most user friendly and easily adapted into a classroom was concept mapping. It allows an author to precisely create a concept map (sometimes called a mind map) and customise colours, layout and text variations. The experience level to operate this tool is very low, if one can spell and comfortably use the ‘tab’ key on the computer than one can create a concept map on https://www.text2mindmap.com/. Although this program is single author, how it can be incorporated into the classroom demands no more, with the ability to quickly download and turn the concept map into a PDF file.

Text2MindMap’s primary advantage in a modern day classroom I believe revolves around the beginning of a lesson/year/topic. Being able to either collect student made mind maps on previous knowledge or creating a full class version can give great insight into the students existing knowledge of the topic or subject area. Being able to astatine previous knowledge in a ‘test free way’ gives the teacher a great platform to allow the building of goals or adapt their pedagogy to accommodate an either advanced or at risk group or individuals. Other techniques that could be drawn from the use of Text2MindMap, could be students being able to take a large group of notes and transform them into a mind map, allowing a different way of conceptualizing study. Although these are only two examples of what Text2MindMap can do, it does them extremely well and without too much preparation or requirement or prior knowledge of computing software or programming, which can be beneficial, especially when attempting to introduce them into a lower aged or special needs classroom.

As mentioned above the core application for concept mapping will occur at the begging of a topic or term, I will incorporate it into my classroom as a graduating teacher in this manner. Although the software has some limitations and lack of customization it does everything necessary to assist me in getting an overview of my student’s knowledge and areas for improvement.

 “The NMC Horizon Report: 2014 K-12 Edition examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry in schools” (Johnson et. al. 2014)

This report encompasses a large number of high priority areas that will influence the pedagogical practices of many teachers focusing on the inclusion of ICT into the classroom. As specified in the report there are some adjustments that may happen short terms and some that have to be a 5 to 10 year transition (Johnson et. al. 2014). This report practically covers everything looked at in the last six weeks of course learning, including detailed examples of why and how ICT can be introduced into the classroom. (Johnson et. al. 2014) alludes to the fact that ICT is a key way in which students will engage in the learning at hand and potentially aid the successful outcomes of tasks throughout schooling life. The team that created this report also created an extremely insightful and useful teacher tool in the form of a creative classroom framework, which allows the reader to get a quick insight into how ICT is changing the way 21^st century educators teach (Johnson et. al. 2014).

(Johnson et. al. 2014)

SAMR

Substitution- Replace ‘dot point’ note taking with a mind map creation 

Augmentation- Turn hand written notes in a virtual mind map using Text2MindMap.com

Modification- Students will be given a task as a group in which each student must create a section of a mind map and then collaborate with other group members to submit a full product

Redefinition- Students will be given 2 – 3 short response questions as a part of an exam or text and the students must create a mind map for each question then download it and send it to the teachers email 

References

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium.

Course Materials - Group 3 - Week 5

During this week’s tutorial we looked at the ways to present learning to a class. Throughout the lesson we were introduced to new ways that I have never heard of such as Thinglink and Glogster as well as some that I have encounter in the past, PowerPoint and Prezi. 

Technical aspects

PowerPoint is by far the best known learning presentation application, and by far the most readily available for students and teachers. This technology allows the user to take a presentation and customise the information/layout, with a great amount of ease. PowerPoint works in a very user friendly way with your level of knowledge the only limitation that the program has. It can be used for more technical application such as quizzes and pathways by adding hyperlinks to other slides (backwards and forwards) and the of course, the internet. 

Learning Outcomes

Being able to record a lesson worth of information and relay it onto students in a quick and effective way is a great way to assist students that may learn in different ways. This platform can somewhat work like a blog or wiki page that is simple and easy to share. By being able to upload information into a PowerPoint presentation, with the inclusion of videos or links can give students the opportunity to choose the way they learn. Having the lesson easy to access outside the classroom, students have the opportunity to study and revise a lesson at their own pace and also gives students that learn by reading rather than listening a chance to take in a lesson in their style. 

Link to PowerPoint Presentation - https://sebastiankilpatrickbrazier.wikispaces.com/Powerpoint+example

 

An application to teaching context – SAMR Model

Although PowerPoint isn’t a new technology, it still has the opportunity to change the pedagogy towards certain learning experiences. Being able to incorporate it into some areas may be more difficult than others, however below I have attached a link to a PowerPoint about Anatomy and health. I believe that is a good example of information being given with the use of pictures and short sentences rather than large amounts of text, which I believe is more beneficial when creating a power point. 

Substitution – A complete transfer for information from textbook to PowerPoint format 

Augmentation – Changing the look of the information, the inclusion of pictures and shortening information into concise points of information. (Uploaded)

Modification – Instead of having homework exercises, use PowerPoint to create a quiz that students can answer and record their score. 

Redefinition – A classroom is asked to create a documentary video answering a question related to important concepts. Teams of students take on different subtopics and collaborate to create one final, by each student having a number of slides each and then combining them.

Scaffolding Embedded task 3 - Images, Audio, Video

Within this week’s Tutorial we dived more into specific media types that can be used in the classroom, video, audio and pictures. I have looked at all three media types but have selected to draw my attention to the video, as I believe it can deliver the best learning outcome for my students. 

An overview of the technical aspects

A video once made cannot be edited by anyone else bar the creator which gives students the ability to watch and draw information form the platform but not to modify it. I have created a video response for an assignment which I have uploaded, this being my first attempt at using this platform for an assignment submission. I found that my lack of experience was enough to make a video that had headings and music layered over the top without too much difficulty.

There are many different ways to capture and create a video and by far the hardest part for myself, would be the editing stage. This is where the music, titles and pictures are added to create the entire product. I have discovered that there are numerous tutorials online on how to do everything that is required to make a video. I realise that creating a video may not be an issue that students encounter but if the teachers are focused on using the entirety of the SAMR then creating a video is a good idea for assignment submission. 

Learning Outcomes

As the learning out comes of the students may not change a great amount with the use of videos, how they reach the goal can change dramatically. By implementing videos into an online source such as a blog or wiki, the amount of ‘outside the classroom’ learning has the opportunity to increase exponentially. By putting some of the onus back on the students to create their own learning outside the classroom can also assist in building their own set of skills that will allow them to learn better in higher education such as university where online videos are prevalent. 

Videos can also create a place of information for a child that is nonthreatening or intimidating like a classroom can sometimes be. It allows the student to stop, rewind the class or lecture so that the information they require can be obtained but without the reticule that stopping a live class my draw to an individual. By introducing videos into the class room but mainly outside has the potential to change a teachers pedagogical views to an entire new perspective.

SAMR Model – Videos 

SAMR is a model designed to help educators infuse technology into teaching and learning. Developed by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences so they result in higher levels of achievement for students.

Substitution – A video on what is trigonometry, for example a simple, what is trigonometry? 

Augmentation – A video that incorporates pictures, music and voice that can show ‘real world’ practical applications for trig.

Modification – Can allow for students to move along at their own speed by uploading more advanced work as a video to a blog and then/if students finish class work they can move on to other work in a lecture style video online

Redefinition – Students instead of submitting an assignment via paper can submit an assessment in the shape of a video that is modelled off a proposal. This can be done by remodelling the question from “Work out and justify answers” to “submit a video proposal to why your mathematics equations work and should be used in an upcoming mine site build”.