Embedded task 5- reflection on interactives

Planning to teach with digital tools: Introducing the interactive whiteboard

Student engagement is critical to student motivation during the learning process. The more students are motivated to learn, the more likely it is that they will be successful in their efforts. Technology is used in innovative ways leads to improved learning and teaching (Wishart & Blease, 1999). Like various school systems throughout Australia and the world, the New South Wales public education system is investing heavily in interactive whiteboard (IWB) technology. In 2007, the New South Wales (NSW) state government announced that it would spend A$66 million to install interactive whiteboards in all schools by 2011 (NSWDET, 2008).

Push for technology of this kind in the United Kingdom where many evaluative studies have been carried out (Higgins, Beauchamp & Miller, 2007). A universal theme emerging from this literature relates to the extent to which teachers are able to adapt their pedagogical approaches to accommodate this new technology in the classroom, in ways that improve student learning.

Figure 1: Schematic view of TPCK (Mishra & Koehler, 2006)

Mishra and Koehler (2006) have extended Shulman’s framework in order to include technology as a significant variable in the current teaching context. They define TPCK as the “basis of good teaching with technology and requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones” (Mishra & Koehler, 2006, p. 1029).

Reference:

http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/1139/388

Power Point as a presentation tool ET4

PowerPoint is regarded as a presentation tool that is used to support oral presentations. But boasts more functionality then just a presentation tool. It is a platform that supports the embedding of text, linking and interactivity, audio, video and images. So it is really a very easy to use multimedia-authoring tool.

PowerPoint can be used to create a narrated stand-alone presentation. This means that your students are able to record, listen, improve and re-record their narration - a benefit that is not afforded by an oral presentation. Thus, your students have the opportunity to develop their spoken skills rather than being confronted by nervousness when presenting orally.

As a presentation tool, PowerPoint supports embedded audio and video, which has already been proven to be important to this generation of learners, and certainly by the learning theory you have consulted.

PowerPoint can be used to analyze a process, to create interaction "choose your own path" storybooks. It can be used to create interactive quizzes both by yourself and by your students for each other (or other audiences).

But there are other ways to use PowerPoint as a multimedia authoring tools. In the activities this week, you will learn how to manipulate images, how to make PowerPoint’s interactive. Examine the "save as" file options - you can use PowerPoint to create images by simply saving your slides as jpg images. These images can be used for a variety of purposes. So your students can create image layouts (for instance book covers) on slides, which can then be used in many ways.

You can use PowerPoint to make a drag and drop activity for students. It can be used to create concept maps, to brainstorm. It can also be used creatively as a whole class interactivity tool (- see Mouse Mischief. Mouse Mischief allows you to use multiple mice (up to 25 if using Vista or Windows 7) in a single interactive PowerPoint. And it is VERY easy to do. There are even downloadable lessons for you to use.

In short, there is a number of multimedia authoring tools that are complex and require significant learning to use. PowerPoint is so versatile for the creation of learning objects and games.

The best use of PowerPoint is not to have it in your hands, but to ask your learners to use it in inventive, thoughtful, complex and creative ways! Have THEM create presentations, displays, interactive resources, interactive Mouse Mischief presentations.

Embedded task 3

When used effectively, video is a powerful technology for learning. Researchers can examine videotapes to learn about patterns of classroom interaction. Given the range of seeing outcomes and possible video techniques, how can designers know whether their video has been successful? A recognition paradigm is the least demanding way to test for familiarity. One might show pictures or video clips and asks people to select the ones they recognize. People, however, are very good at recognizing images (Shepard, 1967), so this can be made a more sensitive measure by showing things at a different angle or setting.

Relative novices produce learning-relevant videos with more visual appeal and information than they could prepare given months of computer programming.

To design an effective video, it is important to have a clear target, so in our discussion, we describe some important findings about learning and how to promote and measure it.

Video is a valuable technical tool that allows students to educate their perception, because people tend to assimilate what is familiar rather than accommodate to new subtleties. Therefore, learning to discern often requires special provisions to help people notice

http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf

Reflection 2

Blogging as a Digital tool

Blogging can improve students’ writing skills and build their confidence as writers. By blogging, students can take ownership of their writing, become better observers of others’ writing, and develop a more immediate and powerful understanding of audience. Blogs encourage experimenting and risk-taking, seriousness and play, and they foster an increased awareness of private and public writing. Blogging blends both the freeing aspect of short pieces that can be written in a relatively low-stakes environment with the sense of claiming one’s own voice and learning how to develop analysis and articulate ideas to a larger public. Guided by clear expectations of what is required in a class blog, students can see their writing develop over the course of the term (Gayle Morris)

A class blog or individual student blogs could be completely private and classroom-based, with the only users and viewers being you as the instructor and your enrolled students. A class blog also may be completely public and accessible to anyone online.  Making this technology on the SAMR model come in at minimum modification level and almost venturing into redefinition. 

  

References 
Gayle Morris, Sweetlan Centre for Writing, University of Michigan, 2015(Using Blogs in the Classroom)

  

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