Assessment Task 2: Reflective Synopsis

Throughout my interaction with the course activities, readings and many e-tools I have discovered that e-learning does in fact need to be managed. Turner Bisset (2001) state that researchers have long sought to define and create a model of the “expert teacher”, one who knows content, pedagogy, themselves and their learners. The expert teacher may or may not exist, what is clear is that there is a generation of students who need something different to what is currently being offered. They are digital natives who receive and process information fast and graphically with instant gratification and frequent rewards (Prensky, 2001). Digital technology is integral to teaching in the 21^st Century, without it students do not engage with or value the learning process (Prensky, 2001).

The Department of Education and Training (DETA, 2008) have placed a high importance on teachers’ competency surrounding e-learning. They believe that e-learning is a balance between three inter-related components, digital pedagogy, digital content and e-learning spaces. This is reflective of the TPACK framework which has been developed to describe the relationship between content, pedagogy and technology (Mishra & Koehler, 2006). This framework has changed the way I think about e-learning, I understand how it can be accomplished and I realise that technology is not an extra, it is integrated in partnership with content and pedagogy (TPACK blog). E-learning is exciting, technological knowledge evolves and enhances learning, providing more opportunities for groups of people to work together to solve problems and communicate effectively (Hargreaves, 1998). The DETA (2008) state that the challenge lies in shifting mindsets from teaching and learning about ICT to teaching and learning with ICT. This is a dynamic change that will see students develop the capacity to use and apply ICT, which will be a key for economic growth and stability in the future (DETA, 2008).

There are many learning theories from Behaviourism, which looks at behavioural patterns and associations to Cognitivism which states that learning is about acquiring and reorganising cognitive structures (Megrel, 1998). The two theories that are most effectively applied to e-learning are constructivism and connectivism. Constructivism takes the stance that learning is an active process of acquiring and processing information in order to lead to deeper understanding (Lein, n.d.). This theory values the sharing of multiple perspectives and collaborative learning (Megrel, 1998). Connectivism is about the connections that people make with information when they learn (Siemens, 2004). This theory is less about the information and more about the ability to make decisions and judgments about what information is important or unimportant (Siemens, 2004). Connectivism is relevant to e-learning when you consider the amount of information that is available, it truly is a learning skill to process that information quickly and decide upon its relevance.

The week 1 wiki activity which asked students to contribute information and thoughts about mobile phones in the classroom is reflective of the constructivist theory. Throughout this activity students were constructing and changing their opinions about the topic as they learnt more and were exposed to others perspectives. My interaction on the wiki opened my eyes to the amount of knowledge and perspectives there are about the topic and made me want to learn more so that I could construct a valid and well-researched opinion (Week 1 - Mobile phone blog). The wiki was intentionally scaffolded with the use of DeBono’s thinking hats, without this scaffolding I am not sure that I would have felt compelled to contribute, let alone continue researching and reading others comments. The thinking hats effectively scaffold learning as they direct and guide the focus of the discussion (Practical Radical Innovative, 2011). My experience with this wiki influenced the way I designed my own wiki. I purposely included scaffolding strategies such as assigning people into groups and providing a table to guide contributions. (For more information about my wiki see below)

Group 1 Tool

This week I explored wikis, blogs and websites as a tool that allows students to upload information and communicate with other students, teachers and guests (Group 1 Tools Blog). I have enjoyed learning and creating with these tools and especially see many uses for a wiki in the education context. Wikis are a living collaboration, encouraging students to share the learning and creating process with many people (Teachers First, 2011).

Uses in the learning context

Wikis could be used for students to work collaboratively in groups, where they can safely share information, websites, images and video on a password protected and monitored site. Social interaction and collaboration helps students to make meaning and construct knowledge (Snowman et al., 2009). They could also be used as a reflective tool for students to share what they have learnt and learn more as others comment and add to their reflections. The use of reflective practices assists students to develop skills in self-awareness; analysis and evaluation (Department of Education and Early Childhood Development, 2007). Wikis also provide opportunity for expert guests to contribute to students learning without having a physical classroom presence. The wiki I have created uses intentional scaffolding to guide students to participate in groups and learn more about their group topic. It is important to note that wikis are a space, not an automatic tool for learning, teachers must work strategically to scaffold the learning and teach students how to participate in order for learning to be effective (Fasso, 2011). (View my Wiki here)

Group 2 Tool

Recently there has been recognition that a profound shift is taking place in the way people communicate and express themselves using multimedia (The New Media Consortium TNMC, 2005). Multimedia involves images, sound and video and can be used to provide rich learning experiences. I thoroughly enjoyed experimenting with these tools and I will definitely use them in my classroom (Group 2 Tools Blog). I have chosen visual imagery as a focus because as Prensky (2005 as cited in TNMC, 2005) says children view and analyse images from the moment they can see and it is our responsibility as educators to further those skills with critical literacy.

Uses in the learning context

Visual literacy is the ability to see, understand, create and communicate graphically (Thibault & Walbert, n.d.).  The ability to analyse and draw meaning from imagery is at the heart of this new multimodal literacy, which has the power to transcend traditional language and evoke emotional responses (TNMC, 2005).  Visual literacy allows the viewer to gather the information and ideas contained in an image, place them in context, and determine whether they are valid, these analytical skills are valuable across a range of subject areas (Thibault and Walbert, n.d.). Frameworks such as see, think wonder and the four resources model guide students to make judgments and think deeply about what they see. Acquisition of these skills allow students to become competent creators of imagery, as they use images to convey messages and express their learning. Bloom’s taxonomy  states that creative design is the most complex type of thinking, this type of thinking stems from a foundation of critical analysis (Anderson, 1990 as cited in Innovative Teachers Companion, 2011). In a practical way images can be used as stimulus for a lesson or unit, to convey information about a student’s personal experiences or as a means to teach critical analysis.

Group 3 Tool

This group of tools focuses on programs that present information, such as PowerPoint, Prezi and Glogster. These tools uses multimodal platforms, to engage students whilst conveying information (Group 3 Tools Blog). I have chosen Prezi over the other tools because it allows students to see the big picture as well as how the minute details inform and contribute to a broader perspective.

Uses in the learning context

Prezi could be used in all different subject areas to convey information and engage students with large pieces on information. The zoom function allows teachers to direct students to what is important and focus on key ideas in large pieces of text (Hill, 2011). It is important to use the navigation skills to enhance communication, this can be done by zooming in on an unknown word and giving a definition or providing images or video to clarify key points. Once the students have taken a closer look at a word or concept they are able to zoom back out and continue learning about the overall topic. Students who use Prezi to demonstrate their learning, not only present information but have the opportunity to demonstrate that they understand the relationship between key concepts and how they contribute to the big picture. This type of analysis encourages critical analysis and higher order thinking which enriches the learning process.

Group 4 Tool

The tool I have chosen to focus on is the iPod touch, a mobile device that is full of excellent uses in the learning context. The iPod touch allows students access to the internet, educational applications, it is a camera, calculator, notepad and so much more all in one small package. The Apple (2011) company who make the iPod, state that “apps helps transform the way teachers teach and students learn and there are apps for every subject and every stage of learning”.

Uses in the learning context

Many people view mobile devices as a distraction but Fang (2009) states that educators must adjust their view and see the distraction as a challenge or opportunity to change the design of teaching, using innovative technology to reform education. The iPod is versatile in use and provides easy accessibility because of its size and internet access. Throughout this course I have learnt about and used video, audio, images, presentations, wikis and blogs, all of these things can be accessed with the iPod. In addition to these functions the iPod is loaded with apps that enable the teacher to differentiate learning for students in the class. The iBooks program can be loaded to target individuals reading levels or the translator can be used for ease of communication with ESL students. Please see my blog for more information about how the iPod can be used in the classroom. (Group 4 Tools Blog)

There are many interesting tools that can be used in the classroom. It is important that teachers become digitally literate and seek ways to incorporate these tools into the classroom to engage students and transform learning. E-learning is a transformation on learning because it is relevant, fast and interactive. Exploration of these tools has made me excited to take this knowledge and apply it in future planning for learning.

**Please note that as part of the iPod touch project I have been granted a week extension** 

References

Apple. (2011). Apple in education: Learning with iPod touch and iPhone. Retrieved from http://www.apple.com/au/education/ipodtouch-iphone/

Department of Education and Early Childhood Development. (2007). A spotlight on reflective practice. Retrieved from http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/mch/refpractice/spotref.pdf

Education Queensland. (2008). Department of Education, Training and the Arts. Smart classrooms bytes. Elearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf

Fang, B. (2009). From distraction to engagement: Wireless devices in the classroom. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/FromDistractiontoEngagementWir/192959

Fasso, W. (2011). Readings: Group one technologies. Retrieved from CQUniversity e-courses. FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au

Hargreaves, D. (1998). Creative professionalism: The role of teachers in the knowledge society (pp. 19 – 24). London: Demos. Retrieved from CQUniversity Course Resources Online FAHE11001 http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro974.pdf

Hill, P. (2011). Thoughts on using prezi as a teaching tool. Retrieved from http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/

Innovative Teachers Companion. (2011). Primary Edition 2011: Innovative teachers companion. Toowoomba, Qld: ITC Publications.

Lein, K. (n.d.). E-learning pedagogy. Retrieved from http://elearningpedagogy.com/constructivist.html

Megrel, B. (1998). Instructional design and learning theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism

Mishra, P. & Koehler, M. (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au

Practical Radical Innovative. (2011). De Bono thinking systems: Six thinking hats. Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm

Prensky, M. (2001). Digital natives, digital immigrants. On the horizon (Vol 9 (5)). MCB University Press. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://e-courses.cqu.edu.au

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Snowman, J.,  Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler. R. (2009). Psychology applied to teaching (1^st ed.). Milton, QLD: John Wiley & Sons Australia Limited.

Teachers First. (2011). Wiki walk through. Retrieved from http://www.teachersfirst.com/content/wiki/

The New Media Consortium. (2005) A global imperative. The report of the 21^st century literacy summit. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au

Thibault, M., & Walbert, D. (n.d.). Reading images: An introduction to visual literacy. Retrieved from http://www.learnnc.org/lp/pages/675

Turner Bisset, R. (2001). Expert teaching: Knowledge and pedagogy to lead the profession (pp. 1 – 19). Great Britain: David Fulton Publishers. Retrieved from CQUniversity Course Resources Online FAHE11001 http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro961.pdf

Group Four Tools: The Ipod Touch

Wow! There are so many thing that you can do with an iPod touch. I have really enjoyed experimenting with this tool and I have found so many uses for them in the classroom. The benefits of using the iPod in the classroom are that they are basically a mobile learning tool. Students are not restricted in location (other than wifi connection), they are able to go outside and take pictures, come back to the classroom and create a movie and then go to another classroom and share their learning. Below is a list of some of things that I have used that would be beneficial in a learning context.


Sock PuppetsThis app allows students to setup a scene and then record a message for 30 seconds. I could see this being used in the early years as a way for students to express their feelings if they were feeling nervous or anxious. Students could talk to teachers, guidance councilors or other students without the pressure of face to face confrontation. This would also be great as a hook to a lesson as it has been used below.




Notes
Students are able to write down key take-away points during lessons. This might be advantageous for students with Aspergers Syndrome who have trouble focusing and the texture of the iPod screen and tapping on the keypad could be soothing to them.

Google Maps
For use during social sciences, sharing about different cultures.

iBooks
There are many free books on here for, this could be used for gifted and talented students to have access to more challenging texts. They are accessible whenever the student needs them, no need to worry about library borrowing time limits.









Story Kit

Students are able to take existing book and edit the text, add photos and colour. This could be used to innovate or change stories including characters and events to make "twisted" stories.









Weather

 A great way to record weather locally, nationally and internationally on a daily basis. This could be used for experiments in Science or comparisons between different countries.










Mytalk

 There are many different icons that students can add to their dashboard based on their needs. When tapped these icons say the name, for example if you touch the green tick it will say yes. This could be used for students with a Speech Language Impediment (SLI) or students who have English as a Second Language (ESL). There is also another app called MLS which translates language and speaks the word using correct pronunciation, this could also be used for ESL students.






Spelling test
Teachers or students can make their own spelling test by creating a bank of words and recording their voice saying each word. The program follows the Look Say Cover Write Check routine.

Alphatracing
For use in the early years, students become familiar with the shape of letters by following the train that is tracing the letters.

Reel Director
This is a great program for creating videos. Students can use photos that they have taken from excursions add sound and video and then upload straight to youtube. Please see the video I have created in week 2 using reel director for a look at what it can do.

Youtube
Google
Social Networking
including blogging and wikis

Australian Curriculum
This one is for the teachers, the app has been set up really weel to be user friendly on the iPod touch. Teachers are able to choose strands and content descriptors for multiple age levels with ease. This is a great companion for teaching without having to print of the curriculum or be restricted to a desktop.

As you can see there are a lot of ways to use the iPod for learning and the best part is that it can travel anywhere with you making it an easy to use anywhere learning device.

Thanks for reading.

Group 3 Tools: Glogster, Powerpoint and Prezi

Glogster

Plus	Minus	Interesting
-   Free online program -   Can be used for individual presentation -   Can be used as a mind mapping device for multiple people to add information -   Permission to access or contribute can be restricted which is necessary to ensure a safe site for students to work in.	-  Must have access to the internet and a computer -  The program could turn into “poster making” rather than a learning tool -  The teacher would need to take time out of the unit to teach students the purpose of the tool and how to use it properly	-  There is a special version available that is tailored to education -  This is the digital native’s answer to the poster assignment!

Below is the Glogster that I created to wish you all a Merry Christmas!






Powerpoint Presentations
Powerpoint can be used as a visually creative way of presenting information, below is a powerpoint presentation that I created for an Arts Assessment to represent my Arts journey.

I was so surprised to see the interactive way that powerpoint can be used. I never realised that powerpoints could use hyperlinks which link to other pages or websites. This really opens up a lot of learning opportunities. The learning manager could create an interactive unit on powerpoint which guides students through their learning. Students could work at their own pace and use the powerpoint program as another teacher in the room. This is great!!

Other classroom uses

-          Teacher presents information during a lesson

-          To collate and present students work

-          As part of a student oral presentation

-          Students represent their own learning

Nikita Thornton s0191008 Arts...

More PowerPoint presentations from Nikita

Prezi
This is such an interesting program that I would really like to incorporate in my classroom. Students are required to make decisions about what information is important and how to organise the information in a fluid and cohesive way. I believe that this program uses higher order thinking skills because students will learn how to critically analyse their information, make judgments and create!! When students have the opportunity to create something from what they have learnt they are able to take ownership of it and convey the information in a way that makes sense to them. The learning manager is then able to view this creation and see what the student has learnt in their own words. This is a creative way of presenting learning!

This program could also be used  by the learning manager as a hook to a lesson or to present information. Below I have analysed the tool using a SWOT analysis.

Strengths -   Images, texts and video can be used throughout the prezi -   The interface was easy to learn and use -   Interactive Whiteboards could be used to joint construct whole class prezi’s. This would provide the students with a good model of how to use the tool -   Students have freedom to present their information in an interesting and engaging way. -   It is a free online website and could be used on multiple computers throughout the school and classroom -   Incorporates technology into other KLA’s which is a focus in the Australian Curriculum -   The program is online, meaning that students could access and edit their prezi at home, school and on any mobile device such as Ipod and Ipads -   Could be used an interesting hook to a lesson or unit

Weakness -  Students must have access to a computer or mobile device which has access to the internet. -  The teacher would have to understand and be confident in using the program. They would need to allow time to teach students the program as well as the content of the other KLA/s -  Using the program could overtake the goal of presenting quality information, if students spend more time creating the prezi than learning about the content

Opportunity -   Incorporation of this technology fulfils the Curriculum requirements of using technology throughout every KLA -   Students can access the website at home, classroom, computer lab time and the teacher could stagger the use of computer time as there is no need for all students to be working on the website at once -   This is a good opportunity to teach students the importance of selecting and presenting quality information and showing them how to correctly use the tool to enhance that information -   Professional Development may be available to teachers, especially with the push for technology to be used much more in classrooms

Threats - The time that it takes to teach students the program could take away from learning about the content. - School funding could reduce the number of computers available to students - Slow internet connections -

Going on a trip to Cambodia on Prezi

Group 2 tools: Images, Audio and Video

Images
The following images come from The New York Times Magazines, this feature article was about weekly food consumption around the world.

Images sourced fromhttp://www.time.com/time/photogallery/0,29307,1626519,00.html

I can imagine these images would be very thought provoking for students who were doing a unit on nutrition, families, different culture etc. It is very easy to access quality images on the internet and in hard print. These images allow students to develop critical literacy skills and higher order thinking as they analyse and make judgments about what they see, think and wonder. The see, think, wonder strategy encourages students to consider what they are viewing closely as they ask these three questions "What do I see?", "What do I think about that?" and "What does it make me wonder?". The four resource model by Luke and Freebody would also be a great tool to use when analysing these thought provoking images. The four resource model asks the student to consider the image from different perspectives, as a code breaker, meaning maker, text analyst and text user.

The important thing is that the Learning Manager provides the students with quality images and gives them a framework to scaffold higher order thinking. Images are useless if students don't understand the critical literacy skills necessary to analyse them. This means that the Learning Manager must allow time in the unit to teach students these skills and to make them familiar with the metalanguage involved with images such as lighting, scale, position, purpose. Then students are confident and capable analysers who will be able to use higher order and deep thinking to really see the images!


Audio

Unfortunately podcasts really didn't grab me like the other tools have! I can see the value in students creating their own podcasts as the research suggests students learn best when they are actively creating as opposed to passively listening. I don't think that I would use podcasts in my classroom to convey information, especially in an early years classroom.

Vokis on the other hand are very appealing to me especially in an early years context! In the past I have only seen vokis with computer generated voices and I was excited to find that you can record your own messages to go with them. I think they are a really creative way of conveying certain types of information. They could become boring if over used but I believe that when used appropriately and in moderation they are a novel and engaging way of sharing information.

I have long had the idea of using a voki as a feed forward tool at the start of the day. Each day I could record what will be happening and the types of things the class will be learning. I would give the voki a name let's say "Fiona" and each day we would sit in front of our IWB and Fiona would tell us what is going to happen today. I think that this could be a great hook to a lesson and in this case a hook to the start of the day!

Video
I created this video using Reel Director on my iPod touch. This was such a simple process and I really enjoyed being able to take photos and transfer them straight into such an interesting and engaging medium for everyone to enjoy. All up it took about 10 minutes to take the photos and videos, arrange them how I wanted them and add music. I bought the music from itunes and then I was able to add it straight into the program. Following that the program had to render which took a while, but I was able to press the render button and walk away. The simplicity of this program made me think about how easily students could use this independently. It would be really simple for students to document things that they have learnt and then create a video for reflective or communicative purposes. Bloom's Taxonomy lists "create" as the highest level of thinking, with this tool students have the opportunity to document the information or experiences that they have had and then create something that will help them to share their knowledge with others. Please enjoy my video!




Thanks for reading

Group One Tools: Blogs, Wikis and Websites

Ok, I have played around and spent some time familiarising myself with these tools and I must say that I do see them as very valuable tools to use for personal and whole class learning.

Blogs
I set up my own blog without any problems and quickly started playing around with the functions and settings to make it personal! I found that the set-up of the blog and the way the blog interface is designed is very user friendly. I think that students would be able to use this interface quite easily if they were given a few introductory sessions and were able to play around with the interface. The most daunting thing about using the blog is that it is really a reflective journal for you to write down your thoughts. Normally this is reserved for private viewing as opposed to this blog where many people are able to scrutinize your grammar, spelling and general thoughts. I believe that in order for students to use blogs effectively the learning manager would need to provide students with support and information about the types of things to put in their blog. Their must be some type of framework or guiding questions in order for students to use higher order thinking when they are reflecting on their learning. Reflection is probably the number one thing that I would use this blog for in my classroom. Reflecting on learning is one of the most important parts of the learning and unfortunately it is often the thing that gets cut short as the bell rings. Students would be able to jot down their reflections using text, images, videos or other tools that they can embed in their blog. This makes the reflecting very personal to each student and doesn't limit them to pen and paper!!

Wikis
I created a wiki for my pretend year 5 class who have investigated rain forests and are now discussing the impact and influence that different stakeholders have on the rain forest. Having created this page and added text, sub-pages, videos and images I am impressed again with the ease of setting it up and interacting with the material. I especially like the fact that the learning manager can monitor the content and can restrict content with passwords, ensuring that the students have privacy within the wiki. It is important to set up a safe environment for students to work in as the internet can be a dangerous place for young children, but the password protection provides peace of mind for the learning manager and parents. I have created my pretend grade 5 wiki with the intent that groups would interact with each other and share information on their page. The front page gives an introduction to the project and encourages students to find their group (animals, homeowners etc.). On these pages I would put an activity that stirs up conversations and guides students to make valuable contributions. For example on the animal page students are asked to consider how the rain forest impacts the animals that live there. This way students are researching, communicating with each other and developing a shared understanding. I think that when using wikis in the classroom it is important to give students guidance about the content that they should upload and discuss to ensure that students are learning and using higher order thinking skills.

You will find my wiki here https://nikitabarnett.wikispaces.com/

Websites
Following my rain forest theme I created a website using weebly to make an information website about rain forests and the impact that different stakeholders have. I really like the way that you can drag different features onto the page and then edit them to put in your content. I really enjoyed playing around with the different functions and int he end thought that simple was best! I created different pages and if I was actually designing this for a class I would use this as a base for my students research. I would put up suitable websites for them to explore, word documents such as checklists, tips for internet searching or templates for them to display their work. As a learning manager I don't think that the goal is to monitor and restrict students access to the internet but I do think that it is helpful to have a place to start that is safe and reliable. Creating your own website means that you can monitor the content and guide students to reliable websites on the internet. I would be really interested to learn how I could make the website more interactive so that younger students could access the website using an interactive whiteboard and really interact with the content.

Here is my website http://year5rainforestproject.weebly.com/

Thanks for reading

Unpacking TPCK... What does it mean for me?

Throughout my time at university I have learnt about pedagogy and content knowledge. Both of these concepts are familiar to me and I understand the need to incorporate them in my classroom. TPCK takes this one step further and adds technology to the equation, not as an optional extra but as a crucial part of teaching in today's society. Below is an image of how the three areas work together to make "pairs". Each pair is just as important as the whole and it is important for teachers to know about each section separately, the pairs that are formed and the fusion that is TPCK. 

Pedagogical Content Knowledge (PCK): 

Teachers must know what teaching strategies (pedagogy) best fit the particular knowledge that they are teaching. This results in students receiving information in a way that makes sense to them. 

Technological Content Knowledge (TCK):

The content that is taught can be changed and enhanced by using appropriate technology. Mishra & Koehler (2006) give the example of Geometer's sketchpad as a way to teach geometry. Students are able to play with geometry in a hands on way that doesn't change the content but changes the way students interact with it. 

Technological Pedagogical Knowledge (TPK):

Teaching students to use technology appropriately and pick which types of technology are appropriate is a skill in itself. Teachers must understand the components of the technology they are using and be prepared to teach students how to use the technology as well as teaching the content through technology. 

The combination of these things is TPCK, this is a blend of the above pairs. In order for TPCK to be effective teachers must realise that there is a dynamic relationship between the three areas, one that actually can not be separated into three areas, as they all work together.

Image from http://tpck.org

This all sounds very exciting, but how do I do it?? Apparently this is a question that many people are asking. It all becomes very overwhelming when you realise that there is so much to learn and so little PD that helps to make sense of it. Mishra & Koehler (2006) say that professional development doesn't work for these reasons
- The rapid rate of technology
- Inappropriate design of software (made for businesses not education)
- The situated nature of learning (tools are used for specific ages and contexts and PD is very generic)
- Emphasis on what not how.

They believe that the best way to learn is by designing. Teachers should be involved as practioners in the construction of units of work. This way teachers are not passive onlookers, but contribute to the process by identifying a learning need and working with others to find solutions. This involves the teacher identifying their specific content, audience and outcomes and experimenting with how technology and pedagogy can be used to best teach the content in that particular situation. This teaches teachers to use higher order thinking skills to analyse and make judgments, which will benefit them much more in the long run than simply listening to a lecture on technology.

Thanks for reading
Nikita

Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: a framework for teacher 
              knowledge. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-learning, 
              http://e-courses.cqu.edu.au

Mobile phones in classrooms...?

This week the managing e-learning wiki asked us to consider whether mobile phones should be used in the classroom. To analyse the many perspectives that people have, we used De Bono's thinking hats. De Bono's thinking hats is a tool that people use to look at an issue from many different perspectives. I was drawn to the white hat because it encourages people to do some research! I don't really have an opinion about the effectiveness of mobile phones in classrooms because I don't know if they work!!

My contribution to the wiki was

whitehat.jpg

Nikita Barnett

Information: What information do I have? What are the facts? What information do I need? What do I want to KNOW?

- Information about the effectiveness of mobile devices in classrooms would be necessary to make this decision. This information could come from surveys, research or personal experiences

so... then that made me think, I wonder what sort of research is out there about this issue that will make me more informed.
Here are some things I have learnt
- In a survey done in Japan it was found that students use features such as email and document storing on their mobile phones far more than on a PC
- Students are already using mobile phone features such as to-do lists, reminders, online searching and emailing to help them in their studies
- Rich multimedia found on mobile devices are incredibly engaging and therefore more likely to capture students attention  and the information is more likely to be retained.
- Availability is a major issue, most classrooms have access to a computer, but this is a far cry from access for every child.
- Both students, teachers and administration need time and professional development to understand how these tools can be used effectively. There are a lot of people and programs out there that could have a positive impact on education, but there are not enough educators that are aware of how to make the best use of these tools

These are a few of the articles that I read, feel free to find out more!
http://www.u.arizona.edu/~yshigena/Thornton_Houser_2005.pdf
http://www.eduworks.com/Documents/Publications/Mobile_Learning_Handheld_Classroom.pdf
http://www.tojet.net/articles/8210.pdf

Upon reading this information and considering it from the perspective of the white hat, I felt compelled to add more to the wiki. This time I added information to the yellow hat. De Bono's thinking hats provide an excellent framework for learners to explore a topic. It is very difficult to construct knowledge with a group of other people without a common framework for people to be guided by.

This has made me consider what it would be like for learners in my classroom. I need to scaffold their learning in such a way that they feel comfortable to contribute and learn from sharing their opinions and knowledge. It is also important that the framework or guidance that you provide allows learners to use higher order thinking skills. The process of using De Bono's thinking hats in the wiki helped me to feel comfortable contributing to the wiki because I immediately saw something that I was familiar with (the thinking hats), I was able to pick a hat that suited me and I could learn about different people's perspectives and ideas which actually informed me a lot and inspired me to find out more and contribute to the wiki again.

I think that wiki's are great! but even greater when learners are scaffolded to contribute effectively!!

Thanks for reading

Nikita

Welcome

Hello there!!

I am really looking forward to learning more about "e-learning". This concept intrigues me and I believe that it is a valuable skill to have under my belt as a classroom teacher. Although I am intrigued and enthusiastic, I am also unsure of how I can incorporate blogs, wikis, mobile devices and other such things into my students' learning.

I hope to learn a lot throughout this course and hopefully share some knowledge with you along the way.
Hopefully I will come out at the end feeling like this...

Rather than like this...

Thanks for reading!

Nikita