I have never used YouTube before this course. I find it amazing the amount of content available on specific subjects. In the early days of this course, I searched YouTube for videos/clips relating to 21st century education and technology in schools. There was a vast amount of relevant information available on this subject - it was overwhelming.
I have searched YouTube for a video on South African history. One of the classes that I am attached to is Year 11/12 Modern History. There current Term 2 unit is South Africa. The unit covers topics on early tribes, Dutch & British settlement, Shaka Zulu, The Great Trek, The Boer War as well as more recent history of apartheid.
As outlined by Aldred (2010), "video offers the ability to quickly outline concepts and show things not easily possible on paper or in a classroom." This particular video addresses the above. It is very dramatic and a great 'hook' at the beginning of the unit. I believe that you could also show it at the end of the unit to reinforce the information that was covered in the individual classes.
References
Aldred, S. (2010). Applying Digital Pedagogies 3. Retrieved from CQUniversity e-courses, EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au.
Monday, May 3, 2010
Saturday, May 1, 2010
Reflective Synopsis
“Education is undergoing a paradigm shift on a scale never seen since the Renaissance and the invention of the printing press. We are in the midst of seeing education transform from a book-based system to an internet-based system with profound implications for every aspect of teaching and learning” (Treadwell, 2007, n.p, as cited in Fox, 2008).
Since technology is so embedded into Generation Y’s psyche, it makes logical sense to incorporate it into their schooling. They have iPods, mobile phones, portable computer games or any other gadget imaginable; they interact on Facebook; they search for information via Google and Wikipedia; they watch YouTube; and they download music, videos and photos. As outlined by T4-Jordan School District (2007), why don’t we teach and engage students with this technology?
Therefore, as part of the GDLT program, students (including myself) have been studying a course known as ICTs for Learning Design. Over the past six weeks we have been engaging, investigating and trialling different technologies with the view of incorporating them into our classroom. To date, there have been numerous technologies embedded in the weekly coursework, with many more in future weeks/topics, as well as large range found through internet searches. This list of technology is never ending and new technologies are being introduced into schools at a rapid rate (Nintendo Wii and physical activity).
Technology can assist and facilitate student learning in conjunction with the theories discussed in the first few weeks of this course (i.e. Lynch’s LMQs; Blooms Taxonomy; Active Learning; Dimensions of Learning; Multiple Intelligences and other learning/personality styles; Engagement Theory; and Connectivism). Together they can achieve student centred learning and outcomes, as they involve authentic tasks valued in the real world and offer a negotiated and guided exploration of the content (Aldred, 2010). Kearsley & Shneiderman (1999) outline a number of examples of technology being used in education settings, which address their Relate-Create-Donate concept.
From the technologies that we have explored to date, I have found the following to be extremely useful and would work successfully across the secondary school curriculum. I would have no hesitation in utilising these technologies in my learning experiences.
1. Blogs
An authentic and real world product that can be viewed globally and feedback provided by the community, not just the teacher or school. The themes of Blogs are extensive and can be used across the KLA’s and syllabus. This is evident from the examples provided in the coursework (Aldred, 2010). Another example of Blogs would be students working on their family history. People across the global could then provide comments or even assistance in finding further information. Blogs would work extremely well with the learning theories of Engagement Theory and Connectivism.
2. Wikis
As per the WIKI in Plain English clip (LeFever, 2007 as cited in Aldred, 2010), WIKIs are a great alternative to emails. The use for WIKIs are never ending, which is evident from the topics or themes developed by GDLT students. Education Queensland has their own version of a Wiki or on-line collaboration tool, known as The Learning Place (personal communication with Mentor Teacher, dated 22 April 2010). I am yet to explore this option.
3. Interactive Whiteboards
I am yet to fully explore this option. There are a few within my Embedded Professional Learning site, however, I have not seen them being utilised. However, discussions (personal communication with Mentor Teacher, dated 14 April 2010; tutorial discussions for EDED20491 ICT’s for Learning Design) have revealed that they are engaging and motivating tool in lessons.
4. ePortfolios
I had never heard of ePortfolios before embarking on this course (refer to my posting ePortfolios). There is a vast range of articles on the topic. After reading an article titled e-Portfolios: A personal space for learning and I found it to be a more relevant tool in education. Fox (2008) outlines the importance of portfolios and how they can be used in the school setting.
5. YouTube
There are many relevant clips and videos on YouTube that could ‘hook’ and motivate students. It would allow them to connect the content with their own experiences. Students may also be given the opportunity to create their own video and donate it to YouTube. Therefore, the video can be viewed and assessed by the world.
6. Powerpoint.
Powerpoint has been around for many years and their current version is very easy to use. Both teachers and students can use this program for their presentations. It allows not only text, but a range of medias to be incorporated into the presentation (i.e. photos, video, music and animations). With the different media types being included, I believe that the one presentation would motivate and engage a variety of learning styles.
There are still many more in the courseware that I have not had the opportunity to research and explore. However, I am sure that when I do I will be able to determine how successful they will be.
One thing that I am mindful of is the challenges in implementing ICT’s. I have listed a couple below:
• School facilities
• School policy – in particular those regarding iPods and mobile phones.
However, in saying that there are challenges, technology is changing very rapidly and dramatically. Moreover, we must not become complacent in our teaching and learning. We, like our students, are lifelong learners. We must not only commit to professional development in pedagogy, behaviour management and content/discipline knowledge, but also ICTs tools.
I have spent a lot of time researching this topic and the information available is comprehensive and compelling. In the 21st century, our world is about technology, knowledge and globalisation. We, as teachers, have a duty to educate our students and prepare them for the real world.
References
Aldred, S. (2010). Contemporary Learning Design. Retrieved from CQUniversity e-courses, EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au
Aldred, S. (2010). Using Information Communication Technologies (ICT) in Education . Retrieved from CQUniversity e-courses, EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au
Fox, I. (2008). E-Portfolios: A personal space for learning. Retrieved from http://educationalleaders.govt.nz/ian-fox-sabbatical-report.pdf
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-courses, EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au
T4 – Jordan School District. (2007, April 4). Pay Attention [Video File]. Retrieved from http://www.youtube.com/watch?v=aEFKfXiCbLw
Since technology is so embedded into Generation Y’s psyche, it makes logical sense to incorporate it into their schooling. They have iPods, mobile phones, portable computer games or any other gadget imaginable; they interact on Facebook; they search for information via Google and Wikipedia; they watch YouTube; and they download music, videos and photos. As outlined by T4-Jordan School District (2007), why don’t we teach and engage students with this technology?
Therefore, as part of the GDLT program, students (including myself) have been studying a course known as ICTs for Learning Design. Over the past six weeks we have been engaging, investigating and trialling different technologies with the view of incorporating them into our classroom. To date, there have been numerous technologies embedded in the weekly coursework, with many more in future weeks/topics, as well as large range found through internet searches. This list of technology is never ending and new technologies are being introduced into schools at a rapid rate (Nintendo Wii and physical activity).
Technology can assist and facilitate student learning in conjunction with the theories discussed in the first few weeks of this course (i.e. Lynch’s LMQs; Blooms Taxonomy; Active Learning; Dimensions of Learning; Multiple Intelligences and other learning/personality styles; Engagement Theory; and Connectivism). Together they can achieve student centred learning and outcomes, as they involve authentic tasks valued in the real world and offer a negotiated and guided exploration of the content (Aldred, 2010). Kearsley & Shneiderman (1999) outline a number of examples of technology being used in education settings, which address their Relate-Create-Donate concept.
From the technologies that we have explored to date, I have found the following to be extremely useful and would work successfully across the secondary school curriculum. I would have no hesitation in utilising these technologies in my learning experiences.
1. Blogs
An authentic and real world product that can be viewed globally and feedback provided by the community, not just the teacher or school. The themes of Blogs are extensive and can be used across the KLA’s and syllabus. This is evident from the examples provided in the coursework (Aldred, 2010). Another example of Blogs would be students working on their family history. People across the global could then provide comments or even assistance in finding further information. Blogs would work extremely well with the learning theories of Engagement Theory and Connectivism.
2. Wikis
As per the WIKI in Plain English clip (LeFever, 2007 as cited in Aldred, 2010), WIKIs are a great alternative to emails. The use for WIKIs are never ending, which is evident from the topics or themes developed by GDLT students. Education Queensland has their own version of a Wiki or on-line collaboration tool, known as The Learning Place (personal communication with Mentor Teacher, dated 22 April 2010). I am yet to explore this option.
3. Interactive Whiteboards
I am yet to fully explore this option. There are a few within my Embedded Professional Learning site, however, I have not seen them being utilised. However, discussions (personal communication with Mentor Teacher, dated 14 April 2010; tutorial discussions for EDED20491 ICT’s for Learning Design) have revealed that they are engaging and motivating tool in lessons.
4. ePortfolios
I had never heard of ePortfolios before embarking on this course (refer to my posting ePortfolios). There is a vast range of articles on the topic. After reading an article titled e-Portfolios: A personal space for learning and I found it to be a more relevant tool in education. Fox (2008) outlines the importance of portfolios and how they can be used in the school setting.
5. YouTube
There are many relevant clips and videos on YouTube that could ‘hook’ and motivate students. It would allow them to connect the content with their own experiences. Students may also be given the opportunity to create their own video and donate it to YouTube. Therefore, the video can be viewed and assessed by the world.
6. Powerpoint.
Powerpoint has been around for many years and their current version is very easy to use. Both teachers and students can use this program for their presentations. It allows not only text, but a range of medias to be incorporated into the presentation (i.e. photos, video, music and animations). With the different media types being included, I believe that the one presentation would motivate and engage a variety of learning styles.
There are still many more in the courseware that I have not had the opportunity to research and explore. However, I am sure that when I do I will be able to determine how successful they will be.
One thing that I am mindful of is the challenges in implementing ICT’s. I have listed a couple below:
• School facilities
• School policy – in particular those regarding iPods and mobile phones.
However, in saying that there are challenges, technology is changing very rapidly and dramatically. Moreover, we must not become complacent in our teaching and learning. We, like our students, are lifelong learners. We must not only commit to professional development in pedagogy, behaviour management and content/discipline knowledge, but also ICTs tools.
I have spent a lot of time researching this topic and the information available is comprehensive and compelling. In the 21st century, our world is about technology, knowledge and globalisation. We, as teachers, have a duty to educate our students and prepare them for the real world.
References
Aldred, S. (2010). Contemporary Learning Design. Retrieved from CQUniversity e-courses, EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au
Aldred, S. (2010). Using Information Communication Technologies (ICT) in Education . Retrieved from CQUniversity e-courses, EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au
Fox, I. (2008). E-Portfolios: A personal space for learning. Retrieved from http://educationalleaders.govt.nz/ian-fox-sabbatical-report.pdf
Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity e-courses, EDED 20491 ICTs for Learning Design, http://moodle.cqu.edu.au
T4 – Jordan School District. (2007, April 4). Pay Attention [Video File]. Retrieved from http://www.youtube.com/watch?v=aEFKfXiCbLw
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