Class: Tuesday 3:30- 5:30 

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Online Game

* attached online game 

1. Which learning style/s does this ICT support?

This ICT supports the visual and kinesthetic learner.

The kinsthetic learner is when someone learns things from doing. “They make up about 15% of the population” and struggle to learn by reading and listening. Using online games the learner needs to manipulate and interpret information and physically do something to complete the activity or task. For example, students play the memory game and time challenge to learn and reinforce learning of 12 hour and 24 hour time.

The visual learner learns by seeing something. This online game I have chosen has many colours, uses different modes of visual information pictures and written material, large font, and layout makes it very easy to read.    

 http://en.wikipedia.org/wiki/Kinesthetic_learning. Obtained on the 22nd of April 2009

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

This ICT is a fantastic cognitive tool within the learning environment. With careful selection teachers can find online games that can reinforce, teach knowledge and content specific to curriculum outcomes.

For example, the online game relates to the KLA mathematics, strand measurement, topic “Time”. This resource enables students to

-       Explore and manipulate time by using the clock controls to change

-        Match times on analogue and digital clocks

-        Explore the features of 12-hour and 24-hour clocks and the passing of time from am to pm.

-       Play a game and find the matching time cards

This online game is scaffolded to provide feedback in the time challenge. This is very important with online activities, because it gives the students the opportunity to improve on their previous results.    

3. How is this ICT enabling the development of creativity?

Using this ICT learners develop their creativity by:

-       Interacting with others

-       Manipulating times

-       Modeling  

-       Experimenting with times

-       Analysing material 

Also, inspired by the game students can create their own clocks to represent time.  

Reflection

 Teacher Pedagogical beliefs: The final Frontier in our quest for Technology integration?

·      Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research & Development, 53(4), 25-39.

“Technology is now considered by most educators and parents to be an integral part of providing a high quality education” (U.S. DOE, 2003, p.3 cited in Ertmer, 2005, p.2)

This article examines the relationship between teacher’s pedagogical beliefs and technology practices.

Ertmer states resources and conditions are in place for technology integration and there is tech training for teachers, yet high-level technology use is still very low. He argues that teacher’s pedagogical beliefs influence classroom instruction hence classroom users of technology.

Becker (2000) conveys computers are a “valuable and well functioning tool” (p.1) for classrooms. They are easily accessible, adequately prepared, teachers have freedom in teaching, and the resource is in align with the constructivist approach.

This is evident:

- According to Market Data (2002), in the United States “98% of schools and 77% of classrooms are connected to the Internet” (p1).

- Along with increase access teachers gain confidence with technology skills, “81% of teachers have a moderate to high level of use to instructional computers” (US Department of Education, 2003 cited in Ertmer, 2005 p.1), much higher percentage compared to the 2000 report from the National Center for Education Statistics.

- Increase time blocks for the use of ICT (particularly in high schools)

How to use technology for instruction rests on classroom teachers’ pedagogy. A number of studies demonstrate teacher technology use has increased because of access and skill. However, majority of teachers are using technology for low-level tasks like Internet research, word processing, practice drills and it’s a type of free time activity or reward, this is teacher directed learning. Only a small proportion of teachers (1 in 9) use high tech tools like spreadsheets, presentation software, and digital imaging. This approach is associated with student centred or constructivist practices.

Ertmer acknowledges that there is a vast array of definitions to define teacher beliefs, but his main focus is in regards to teaching and learning, and how technology translates those beliefs in classroom instruction and practice. Some scholars also comment on how difficult it is determine the validity of teacher’s beliefs because they can be changed through factors like time, actions, situations etc.

Ertmer suggests beliefs are formed through: personal experiences, culture, events, and cognitive and affective social functions. They can be changed and challenged, because they may be no longer dissatisfying.

There are different beliefs about technology, some view it as a

-       Teaching strategy

-       Tool

-        Reformed initiation

-       Facilitate learning

-       Something else to do

However, current teachers experienced and observed the use of technology in their schooling so they will most likely have already conceived ideas about the use of technology.

As a new current teacher, I reflect on my previous schooling and use of technology. When I was in primary school I did use technology, the school had a computer lab that we visited once a week for an hour. During this time, we learnt how to use some programs like the Internet, Word, and presentation software for example in year six we used PowerPoint to make a graduation presentation. The classroom teacher never taught us though we had a specialist teacher who taught ICT.  In high school we did not use a lot of technology in class, we only visited the computer lab for research activities, technology was encouraged through home tasks and assignments.  

I believe my practicums have influenced my beliefs. Last year I used the smart board software, and I truly believe this resource is ideal for any year level it is interactive and fun. Also my class had access to eight computers linked to the Internet this influenced by teaching activities and strategies. For example, when I taught mathematics “Data” students were using a program where they could construct their own graphs, choose colours, label axis etc. They were motivated and excited and enjoyed learning.

My technology pedagogy and belief is still developing and forming. Using my prior experiences of using technology I can determine and evealuate what was effective in some classroom tasks and what was not so good.

Guskey (1986) suggests, “changes in belief follows rather precedes practice whereas, others suggest changes in belief might be facilitated through experience” (p.13). Rokeach’s (1968) schema also supports “teachers who adopt technology without changing their pedagogy is likely to resist adopting technology completely” (p.13). Hence teachers need to Expand and Replace existing beliefs.

McCarthey (1996) “teachers practices are unlikely to change without some exposure to what teaching looks like when it is being done differently” (p.15). So strategies need to be implemented: 

-       Electronic models- Vision Quest CDROM

-       Social networks

-       Socialising with peers about technology

-       Small communities of practice

-       Opportunities to observe classroom practice with technology

-       Ongoing technology support

As schools acquire more software and hardware, teachers must have the equipped skills to use tools and reconsider and alter current classroom practices and beliefs.   

Reflection

Bernie Dodge – Some Thoughts about WebQuests

So many schools are already connected some how with the internet yet there is no common terminology for the instructional activities they are completing.  The field of ICT would benefit from having clear set categories to describe new forms of learning environments.

According to Dodge WebQuests are inquiry-orientated activities, in which learners interact with resources on the internet, and sometimes supplemented with videoconferencing.

There are two types of WebQuests: 

·      Short term WebQuests-

Its goal for students is to obtain “knowledge acquisition and integration”. Completing activities in one to three lessons, students should read a significant amount of new information and have made sense of it.

Example of a short term WebQuest- students viewed a number of different school websites; choosing and criticizing good and not so good designs so they could make there ideal school website.  

·      Longer Term WebQuest  

Taking at least one week to a month, teacher’s aim for students to extend and refine knowledge, by analysing information, transforming it and demonstrating their understanding by creating something people can respond to (feedback from peers).

Dodge suggests when designing longer term WebQuests you need to consider: what thinking process is required in what form.

Examples of thinking skills might be comparing, classifying, inducing, deducing, analysing errors, constructing support, abstraction, or analysing perspectives.

These thinking skills might be used, completing forms such as: designing an interactive story, case study, document, discussion, interview, or completing questions and answers.

Critical attributes- It is essential WebQuests are motivational and designed to fulfil learner time. The structure should contain:

- Introduction- explaining background, stage

- Exciting task

- Information sources

- Process description

- Guidance – questioning/ tips to complete work

- Conclusion- encourage response to learning

To not waist learner time, the teacher needs to be organised: familiar with resources, organise knowledge into categories (headings: reference material/ project ideas), identify topics, and create a template for learning.   

I think WebQuests are an effective and motivational learning tool and strategy in the classroom. I have not used them before in a class setting however, I have implemented and viewed one while completing an assignment, making a HSIE unit of work for the topic “transport”. I obtained the WebQuest using the search engine “Google”, not an educational search engine like “EdNA”.

In the tutorial this week, we evaluated two different WebQuests from these two different search engines. I have to say using the “Evaluation WebQuest Rubric” helped (I have already saved it in my USB for future reference).

The task has opened my eyes to the fantastic resources on the computer as well as the resources that will fail immediately before a class due to: little colour, pictures, support material, unrealistic tasks, and details. Teachers must be vigilant when using other peoples designed resources.  

The Evaluated WebQuest:

http://www.cap.nsw.edu.au//bb_site_intro/stage1_Modules/operation_koala/koala.htm.

The task: You have to investigate and then choose the best form of transport to carry a koala from Sydney Australia to a zoo in Japan.

Students will inquire about different transports by clicking on to 3 different web links, students will be exposed to land, air, and sea vehicles they will then need to decide which transportation is best suited.

-Students will need to complete about a worksheet about the different types of transport using these links.

* This WebQuest scored: 33/ 50

It had some graphics, links had no mechanical problems, well-designed and structured, introduction had a compelling question, activities related to the task, and students needed to analyze information and make an opinion. I was a little disappointed that this WebQuest didn’t have any complex or extra activities for students who need to be challenged.  

 Very useful activity and lesson!  

Sound File

1. Which learning style/s does this ICT support?

The sound file caters mostly to the auditory learner, they learn effectively by listening to information delivered orally. Usually auditory learners develop effective skills in: 

• Following verbal direction
• Participating in group discussions
• Participating in group activities
• Reading aloud
• Putting information into a rhythmic pattern such as: rap, poem, or song

(Ideas taken from http://en.wikipedia.org/wiki/Auditory_learning on the 21st of April, 2009)

* 20% of the population are auditory learners; this is quite a low number when you consider that speaking and listening is one the most commonly used teaching strategies in classrooms.

This alerts me! It is vital that the teacher knows their students learning needs and learning style(s) so effective and constructive knowledge and learning is achieved.  

2. How could this ICT be implemented as a good cognitive tool within the learning environment?

Sound files are good cognitive tools within the learning environment. They may appeal essentially to the auditory learner but they are a resource that promotes a constructivist approach to learning:

-       increase class motivation

-       increase self esteem

-       increase participation

-        Build listening skills

-       Interact

-       Relax (meditate)

-       Build leadership skills

-       Promotes creativity

-       Express experiences

-       Construct own interpretations by using own prior knowledge 

3. How is this ICT enabling the development of creativity?

Music/ sound provides the opportunity for students to open their imagination and explore their own interpretation of various things, instead of someone handing information to them. They have the opportunity to use sound in so many ways:

-       Dance

-       Listen

-       Video clip

-       Speeches

-       Meditation 

-       Interview

I used the attached sound file to complete a group dance relating to the Science and Technology unit “What’s the Weather”. We used a variety of different movement genres like contemporary, tap, jazz and props, like umbrellas, raincoats, and sunglasses to represent the different types of weather. If I had to complete this activity again, I would change the music. The music used was a variety of rhymes and pop songs such as

-       “Singing in the Rain” from the movie “Singin in the Rain”

-       “Thunder” from ACDC      

-       “Tomorrow” from the movie Annie

-       The rhyme “Its raining its pouring”

-       “Don’t blame it on the boogie” by Michael Jackson

I would change the music to an instrumental piece, with no words dance can be expressive of own experiences and interpretation.  The music could have been demonstrated weather by volume, loud for thunder, and soft for rain. 

I think this is a very powerful ICT resource.

Marsh, C. (2004). Third edition becoming a teacher. Pearson Education Australia, Malaysia. 

http://nature.wallpaperme.com/1331-2/Tropical+Harmony.jpg

*Harmony

http://api.ning.com/files/jsxW24cFoEiQbRj6ED5hKfKEE8aC6OywqnZfRICjYNA110EzVHDZPuF1RH2xNq7d8apYTs0ePSKbAXltAYWms2jKTbRA2-Y0/Harmony.jpg

*Circles of Harmony

 http://www.trishart.com/graphics/Circles_of_Harmony.jpg

 1.  Which learning style/s does this ICT support?

At first I thought an image would essentially support the visual learner, but as I thought about it a little more I strongly feel this type of ICT supports any learner of any age in the classroom.

An image connects to people in different ways, and will cause some kind of generation, stimulation, contemplation, reaction and expression. 

People connect and identify meaning through an image by noticing:

-       The use of colour,

-       Placement of objects

-       Identifying different objects of the image,

-       The use of shapes

-        Symbolism/ representation

-        Relationship between parts of an artwork   

2.  How could this ICT be implemented as a good cognitive tool within the learning environment?

The use of an image(s) in a lesson is an effective cognitive tool within the learning environment. It can foster the development of wonder and awe, natural creativity, and expression, transform thoughts and feelings, skills like attentiveness, listening, meaningfulness. 

However in order for this to occur I truly believe teachers need effective guiding questions to prompt thinking, for example

If teaching a younger grade, questions can be asked like:

-       What can you see? Who or what is in the picture?

-       What colours are used? Why?

-       Why is that there?

-       Does anything in the picture relate to your life?

-       How does the artwork make you feel?

-       What do you like the most about it?

-       What is the picture asking you to do?

I used these sets of images while teaching a year four class the Religion unit “Creation”. The pictures share the theme of living things living in “harmony”.

The students responded positively to the images, all students were involved including students with intellectual learning difficulties. Everyone interpreted the images according to their own prior knowledge, capacity of intellect, and vocabulary. The thing about interpreting and finding meaning in images is that you can never be wrong, there is no right or wrong answer it is just your own interpretation. 

3.  How is this ICT enabling the development of creativity?

This ICT fosters and encourages the development of the arts and creativity. 

Students can use the images as a stimulus and inspiration to create their own type of artwork:

= Create a mindmap-

E.g. mind map of effects of disharmony/ importance for harmony/ needs for harmony

= Create an advertisement and slogan

= Create own picture/ image

E.g. picture of an environments/creation living in harmony  

= Students need to create their own rhyme/ song using the message portrayed in the image.

E.g. song to help the environment-

= Developing creativity through Drama using an image  

- E.g.  

In groups, students are shown a picture of an environment living in harmony, like ocean/ rainforest

- In those groups students need to create a freeze to represent that environment 

-       Everyone else has to guess

-       In freeze frames students need to create a sound scape 

= To further exemplify the message of the importance of  “harmony” 

-       In groups students need to demonstrate an ecosystem. I.e. everyone needs to be connected in different shapes and sizes

-       Students need to create a still image of a specific life cycle like life cycle of a butterfly

-       Shows everything in nature is connected and linked

These activities enable students to respond and express thoughts and feelings from an image. An image can translate a thousand words and meanings…. It is a very powerful ICT resource. 

Week 5 =

Preparing students for Elearning http://www.elearnspace.org/Articles/Preparingstudents.html

Reflection

This article is a collage of thoughts about teaching. It focuses on a non -traditional approach to learning known as Electronic Learning (Elearning).

“Elearning is where the medium of instruction is through technology” (Marsh, 2004, p.135). Lessons are designed to lead students through information or perform in specific tasks (Marsh, 2004). I think this new approach has many benefits:

-  Reduces paper usage

-       Educators can share knowledge making it more accessible to pupils.

-       Self paced for learners

Unfortunately, this new approach faces unacceptable drop out rates and failures; the article suggests to improve completion rates their needs to be:

-       Better designed resources

-       Teachers skills need to improve

-       Preparation for online learning

Online learning requires preparation of

= Ecosystems- the tools and resources available, functions of learning system, prerequisite knowledge and support in terms of problems and mechanisms

= Content- students need to be interactive, engaging, and motivational, have support material and resources and accommodate to needs of learner.

Online learning encourages exploratory, this is quite different to classroom learning which is teacher directed, they are the “source of knowledge”. Exploratory learning encourages students to be independent and acquire information this causes students to feel disoriented hence students need transitional support. 

Online students will be successful only if

- Instructors are flexible, have an effective rapport with students and prepare appropriate resources, assessments, information i.e. unit outline, assessment rubric, remedial resources, appropriate links, clear expectations and schedule chat times and messages. 

The instructor needs certain specified competencies for effective Elearning. They need to know how to use Internet, get connected, learn online, and familiar with software.

To overcome the high drop out figures of Elearning their needs to be a comprehensive course design, learner preparation, and instructors need to be familiar with environment and content.  Educators should support and encourage this new approach to learning because we are in the “era of life long learners”.

Marsh, C. (2004). Third edition becoming a teacher. Pearson Education Australia, Malaysia. 

Week 4- what is meaningful Learning

Reflection

Johassen, D. Howard, J. Morra, R., M. and Crismond, D. (2008). What is meaningful learning. Meaningful Learning with Technology, 3^rd Edition. Pearson: New Jersey. 

This article explores and articulates the question ”How do students learn?” It provides many effective instructional and technological strategies teachers need to implement in the classroom so students can become independent, constructive, authentic, cooperative and active learners in the community.

·      What is Learning?

Students perform according to the nature of the learning. Unfortunately, today the most common experience in schools in standardised tests. This type of task only assesses skills and knowledge it has no relevance to everyday experiences hence has little meaning.

For students to learn meaningfully they must actively engage in activities, construct own interpretations, interact with environments, manipulate objects and share knowledge with others. It is essential students develop conceptual understandings, recognise problems, set goals, and regulate own learning so they can fully participate in everyday life and community.

Johassen, et al states that there are five characteristics of meaningful learning.

1.   Constructive

Students learn by integrating their experiences with prior knowledge. They need to be interested and curious in subjects so they set goals, make sense,

 and reflect on learning hence make meaning.  

2.  Intentional

Student’s behaviour is directed by goals. They think and learn because they want to fulfil an intention hence making it relevant for themselves.

3.   Authentic

Teachers need to make ideas and concepts relevant to natural contexts, so tasks are meaningful, understood, remembered, and useful in everyday situations.  

4.   Cooperative

Tasks should be completed collaboratively, so knowledge is shared, students can negotiate a common understanding to achieve a task, conversation is encouraged, aware and respect others opinions, and students learn to make joint decisions.

5.   Active

Students need a constructivist approach to learning, they need to work with others to construct knowledge and interpretation, discover processes to a problem, work with concrete materials hence establish own learning.

·      “How does technology facilitate learning?”

More often then not, student’s role is to learn the information presented by the technology and reproduce what teachers or textbooks tell them. Instead students should teach or use the technology to represent what they know.

Technology is a learning tool that students learn with, not from.  They engage learners; they consist of cognitive learning strategies, provide critical thinking skills and students have the opportunity to build “meaningful personal interpretations and representations of the world” (Johnassen, 2008, p.7)

Technology fosters thinking:

-       Casual reasoning is important for cognitive processes

-       Casual thinking is required for explanations, and casual relationships

-       Analogies to convey ideas

-       Express themselves in different ways

-       Express experiences in story

-       Learn to structure information

-       Construct interpretations

-       Develop decision making

Johassen et al. article have made vital and paramount points in regards to ways children learn. I value support his ideas and believe the effective teachers in our schools follow these propositions.

Their philosophy of teaching and meaningful learning would be summed up by: Student’s need

“Knowledge construction, not reproduction

Conversation, not reception

Articulation, not repetition

Collaboration, not competition

Reflection, not prescription”  (Johnassen, 2008 p.10)

I think Jonassen has missed an important concept, scaffolding. It allows “students to perform tasks that would normally be slightly beyond their ability without that assistance and guidance from the teacher” (Marsh, 2004, p.57). Scaffolding is therefore an important characteristic of constructivist learning and teaching.

Another point I would like to rise is that of “tests”. I believe there are many other ways to assess skills and knowledge of students like through performance tasks, observations, portfolios, marking books. During my practicum’s I noticed that tests are very common and easy and I fell into the trap of this. Last year when I taught year four I had to make up assessment tasks for all KLAs and for all KLAs except two I designed tests. This was because tests allowed hard evidence and results were clear for the teacher, parents and myself. I found they were the quick and easy way out.   

Marsh, C. (2004). Third edition becoming a teacher. Pearson Education Australia, Malaysia. 

Brewer, J. and Daane, C. J. (2002). Translating constructivist theory into practice in primary –grade mathematics. 123 (2) p.416-426

The article “Translating constructivist theory into practice in primary –grade mathematics” by Brewer and Daane (2002) conducted research to assert whether primary classroom teacher’s belief regarding constructivist theory was exemplified by classroom practices. The study was conducted in south- eastern schools with teachers ranging from kindergarten to year three, in middle to upper socio economic areas. Data was obtained through interviews, observation of lessons, field notes and analysis of videotapes.

The data demonstrated the teacher’s perceptions, and they were then combined into four themes:

1.     Learning is an active process

2.     New learning is built on prior learning

3.     Autonomy is considered

4.     Collaborate knowledge construction

These themes were identified and present throughout the teacher’s instructional practices in the classroom. For example engagement of small group work and whole class discussions enabled students to clarify thinking and explain how to solve problems. Maths games were played, students were encouraged to make decisions about things like strategies to use, composition of activities and teachers used open -ended questions to prompt reflection and own thinking.   

The implementation of the constructivist theory in the teaching of mathematics in the primary classroom is essential. Teachers worked as a team to create a risk free environment and accommodate to student’s needs.  They used their time to reflect and discuss curriculum, instruction, and classroom management to achieve a learning community. Thinking about your own philosophy of learning and teaching with members of staff establishes support networks, and professional growth. 

The results speak for themselves, the importance of implementing constructivist theory within instructional practices and activities in the classroom and to collaborate and share ideas and teachings with staff. This is essential to achieve effective learning and teaching.