For the past 5 weeks or so I have been engaged in, introduced to and have learnt an astonishing amount of technologies and learning approaches. These technologies and approaches have seemed very beneficial to exercise within the classroom environment. They prove to be more time efficient, accurate on certain information’s and engage students thus increasing their learning.
Technology is forever changing and today’s youth seem to be more interested in it, having a great deal of access to so many gadget’s and gizmo’s than ever before. I think it would only be logical using technology to help motivate students and make learning more relevant to them.
During the study of ICT’s I have come to understand that funds and facilities prevent the implementation of ICT’s in a lot of schools (Department of Education, Literate Futures Project, 2002 n.p.). In saying that, as teachers I still think we could do our best to:
· employ ICT’s in learning with the facilities we have access to;
· find out what the students are interested in and;
· use certain technologies to our advantage.
During the first week of engaging in ICT’s, I found a useful YouTube video that described practical ways of implementing technologies within the classroom. See the YouTube link, “Top 10 tips for using technology in the classroom”: (http://jhgdltlearningreflection.blogspot.com/2010/03/icts-for-learning-design-week-1.html). These tools are very similar to what is being engaged currently within the GDLT program. Box of Tricks (2008) sets out to show how to make the most out of all the resources contained in websites and only embedding technology when it helps to achieve lesson objectives.
My arrogance of age appropriateness when using technologies to increase student learning was swiftly reversed when I found a YouTube video on children using a program called “Crazytalk.” See YouTube link, Crazy Talk: (http://jhgdltlearningreflection.blogspot.com/2010/03/learning-activity-1-my-own-experiences.html). Viewing this video encouraged me to use technology that youth are fascinated about. It also provides a way of altering student learning for their academic ability. Crazytalk is proof that children are becoming ever more reliant on technology. They use it, so we should use it and make the most of it too! This approach parallels with Marzano and Pickering’s (1997) Dimension of Learning 1 as it is about taking interests in what students take interest in, thus students feel a sense of comfort and acceptance and by using popular technologies students will perceive tasks as valuable and interesting. Altering certain exercises to students learning ability will also allow students to believe they have the ability and resources to complete tasks (pp. 15-35).
From the technologies introduced so far, I think the most successful technologies to implement in schools would be Blogs, Mahara and Voki’s.
Blogs are an efficient way to display student’s works and achievements, providing a focus for their efforts and adding a different approach to the teaching. Blogs are a tool for reflecting on and discussing individual and group ideas which allows students to gain certain information and enhance learning. Blogs correspond to the engagement theory relate, create, donate as it emphasises team effort that involves communication, makes learning a creative activity (students have many options as to how they design their page) and provides the opportunity to make a useful contribution to others whilst learning (Kearsley & Shneiderman, n.d., p. 1).
e.Portfolios such as Mahara in my personal view, is an academic version of the popular social network Facebook. I think students would engage with Mahara because of its similarities with other popular social networks. Students could relate to this electronic network thus increasing their motivation to learn (Kearsley & Shneiderman, n.d., p. 1). Mahara would serve as an educational tool that allows students to create closed groups to communicate with. This would make teaching more efficient as teachers can monitor students work more efficiently providing positive feedback where necessary. Not only does Mahara provide efficiency for teachers but, as Aldred (2010) suggests, gives users the ability to reflect on their own learning experiences throughout their life. After a discussion with a fellow Central Queensland University student as seen on Moodle: (http://moodle.cqu.edu.au/mod/forum/discuss.php?d=77536#p130016), the conclusion of Mahara’s efficiency was that although it is a fantastic engaging tool, we didn’t see its use for younger primary students. Interest in Mahara would depend on how technologically savvy the student was.
Mahara’s framework reflects on Kearsley & Schneiderman’s (1997) engagement theory relate, create, donate as it provides collaborative learning, creation of own projects and provides authentic group contexts (pp. 1-2). Furthermore, engaging students with Mahara would develop Marzano and Pickering’s (1997) Dimension of Learning 5 as interacting with different social networks would assist in creating ones critical, creative and self regulated thinking.
As seen in paragraph 5 of my blog (http://jhgdltlearningreflection.blogspot.com/2010/03/first-glimps-of-mahara.html), there is a fantastic quote which I feel is a summary of what Mahara can offer.
Voki’s are an advantage of the wealth, tools and gizmos offered freely on the internet. Voki’s are a great tool to motivate students as they allow independent creation and provide a fresh approach to what students are listening to and viewing. Voki’s refrain from over using “teacher talk” therefore allowing teaching to become more efficient. If students have the choice to view and listen to what they have created, I personally feel they are more likely to retain the information given; Voki’s are providing a different approach to acquire and integrate knowledge (Marzano and Pickering, 1997, pp. 51-104). In a lecturer (EDED20456 Pedagogical content Knowledge) presented at Central Queensland University, Rockhampton, on March 22, 2010, R. Fisher gave a handout on the different types of learning styles. In my outlook Voki’s have the ability to accommodate these different learning styles in students, especially those who are visual and auditory learners. Voki’s also provide students with fun and humour, which is always good for anybody, especially for children. They are great fun for children and adults to create, as seen in a discussion with a fellow GDLT student on my blog (http://jhgdltlearningreflection.blogspot.com/2010/03/hello-everyone-i-am-very-first-avatar.html). I did have some difficulty getting my Voki to speak all the words I wanted it to. Unfortunately additional payment is required for this feature. In my view, this would be the only downside to this program as it may deter schools/teachers from using it. Hopefully with the support from the school, teachers may have access to Voki’s with additional speaking to achieve lesson objectives.
In summary, I believe that as aspiring teachers we are to make the most out of pupils technologies (mobile phones, iPods/iTunes) and the technologies available and only use them if it helps achieve lesson objectives and create meaningfully engaged learning activities
References
Aldred, S. (2010, March 22). EDED20491 Re. Mahara. Retrieved from http://moodle.cqu.edu.au/mod/forum/discuss.php?d=77536#p130016
Box of Tricks. (2008, Aug 7). ICT in Education: Top 10 tips for using technology in the classroom. Retrieved from http://www.youtube.com/watch?v=xiisteObuhk&feature=player_embedded
Marzano, R.J., & Pickering, D.J. (1997). Dimensions of Learning (2nd ed.). Alexandria, VA: McREL
State of Queensland (Department of Education, Literate Futures Project). (2002). New Times, New Literacies. Brisbane: Author. Retrieved from http://education.qld.gov.au/curriculum/learning/literate-futures/pdfs/reading-part2.pdf
Wiki - A collaboration tool for hyper knowledge managementhttp://www.capgemini.com/technologyblog/2010/01/wiki_a_collaboration_tool_for.php
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