Reflective Synopsis

Synopsis

Technology has the capacity to transform learning, just how it continues to transform and evolve the society we live in. The adoption of ICTs in a classroom ultimately comes down to the learning manager, the curriculum objectives and the learning theory that is used to reach learning outcomes. Just as the use of traditional teaching methods have supported and facilitated learning, the adoption of these tools in an ICT form can open student’s minds to a learning platform rich in technology. Fu (2013) highlights that studies have shown that using ICT’s not only becomes a powerful tool for educational reform, but helps students apply learning to real life situations. The University of Queensland (2014) believes that active learning can occur in conjunction with ICT’s, provide more challenging learning opportunities and facilitate active, critical thinking. Different learning managers adopt different pedagogies through the influence of internal or external factors. Productive pedagogy is achievable with ICT tools as its boundaries for learning; communicating, problem solving and engagement are endless. The infinite amount of ICT resources available to students cater for all styles, levels, but most importantly facilitate meaningful learning.

ICT can be used to substitute, augment, modify and redefine (SAMR) learning. Different types of ICT tools and resources can be implemented to develop and encourage cognitive processing.  Learning managers use different models of scaffolding thinking processes including  SAMR, Blooms Taxonomy, 5 E’s and De Bono’s Thinking Hats. These thinking processes help students scaffold their cognitive learning and develop complex and higher order thinking. In today’s society, due to the technological savvy generation currently trending, it can be suggested that most students have been engaged in ICT tools or resources (such as computers, iPads, smart phones etc). Therefore the use of these in the educational setting can be reformed to drive students to delve further into a subject than ever before. Henceforth, fostering a complex and higher level of thinking. Lincoln (2008), cites Vygotsky’s (1987) theory that by using a socially interactive tool with an exceedingly capable peer, greater cognitive engagement is promoted, therefore creating higher cognitive developments. By having guidance and social interaction with peers when using ICT tools, complex reasoning is being developed,  as students extend and refine their knowledge (Marzano, 1997).

The theory of constructivism can be applied to learning through ICT as students are actively engaged, building their knowledge and then able to reflect on the processes. Problem solving, discovery and inquiry based learning are all possible through the array of different ICT tools and resources available. However , a study conducted through schools in New South Wales found that learning managers were not confident in using ICT tools to enhance student learning (Orlando, 2011). Could this be due to a lack of knowledge on the tools and the uses in transforming learning? Orlando (2011), concluded that using a constructivist approach in conjunction with ICTS would require non-cognitive outcomes and a different emphasis on the curriculum. This raises doubt over this theory of learning, which could only be confirmed over time.  Through the reflection on theories examined, ICT can be incorporated and designed into learning experiences that drives students to the next level, both mentally and socially.

As students become more socially active and engaged in the materials discovered using ICT tools, ethical practice, safety and legal rights must all be clear. Student safety on the internet or any other socially active ICT tools will and should always be the number one priority for any learning manager. The Department of Education, Training and Employment (2012), state that schools are able to manage risks by the strong supervision of students, using a ‘school-based’ publishing site and ensure inappropriate sites are not available to students.  Teaching students about the laws of copyright and publishing is also a key principle to ICT learning. The implications of using a blog or publishing site incorrectly can be serious if students are unaware. These lessons can be used and explored further in the education or home environment. Although these risks are present, using the protection provided by the school systems, students will be able to safely use online tools.

The globalization and multiculturalism in a modern day society only increases over time. With the aid of an ICT tool students have access to a world of information that can apply to their learning and real life situations. ICT tools help to provide students with an authentic education which connects academically, socially and in actuality. This technology is flexible in time, place, availability and multiplicity, which means learning resources are constantly available for students.  Creating a supportive, collaborative learning environment is achievable when using these online resources. When students are motivated, engaged and provided with an opportunity to extend their thinking, ICT can transform their learning experiences and enhance the quality of learning.  

Through the experimentation of different ICT tools and determining their effects in the classroom I will, as a learning manager be able to facilitate an active learning environment. By utilizing the superfluity of ICT tools and interactive resources available to students, I can help students achieve their learning outcomes and goals. Leading the forefront and creating a confident student with the power to use modern authentic technology to learn is something any student deserves.

References 

Department of Education, Training and Employment. (2012). Risk management. Retrieved from http://education.qld.gov.au/web/schools/riskman.html

Fu, J. (2013). Ict in education: a critical literature review and its implications. International journal of education and development using information and communication technology (IJEDICT), 9(1), 112-125.

Lincoln, M. (2008). Higher order thinking through ICT. AARE 2008 International education conference. Retrieved from http://eprints.qut.edu.au/29054/1/29054.pdf

Marzano, R. J., Pickering, D., & Arredondo, D.E. (1997). Dimensions of learning: teachers manual. Alexandria, Virg.: Aurora, Colo.

Orlando, J. (2011). ICT, constructivist teaching and 21^st century learning. Retrieved from http://www.curriculum.edu.au/leader/ict,_constructivist_teaching_and_21st_century_lear,33278.html?issueID=12401

The University of Queensland. (2014). Active learning. Retrieved from http://www.uq.edu.au/tediteach/flipped-classroom/active-learning.html

Week 6 - Group 4 Technologies

Reflection 5

Group 4 Technologies - Animations and Simulations

Animations and simulations are a tool that can cater for all learning styles. The deep use of pictorial information, sound and physical movement can help students process new or developing knowledge. Animations and simulations can occur in different forms and be used for a variety of cross-curricular purposes.

The State University of New York (2012) believes that in order to produce technologically literate students, digital simulations and animation will foster enhanced learning in the classroom. An example the University of New York uses to explain the importance of these technological tools is through science. Studies conducted by the university have concluded that in employing these types of technological tools with scientific problems, the transition from abstract operations to concrete mental operations in the brain becomes clearer (State University of New York, 2012). When students develop a clearer understanding they are able to develop higher order thinking skills and apply this to learning. Animations can be used to demonstrate experiments, results and explain inquiry questions, among other uses in the scientific environment.

Another example of animations in the classroom has been used by the University of Colorado to aid in teaching history. Dauverd (2013), first came across the idea to make student lectures engaging and interactive. Through the success of the animations used in the history courses the university allowed Dauverd to continue the use of animated learning aids in the classroom. Dauverd (2013) found the following results from adopting animation use in the classroom:

• Students become involved, motivated and interactive with the information

• Animations can be used to tell information, ask students questions, demonstrate an idea or fact

• Emphasizes images and spoken text which encourages students to develop active listening and watch the processes or information unfold

• Learn to engage with a variety of primary and secondary sources.

From just these two examples it becomes easy to see how beneficial animations and simulations can be. These technological tools can break down complex information and abstract concepts to increase cognitive learning.

It would only seem fitting in a world where technology and its tools are used by a increasing amount of the population every day, that this technology is re-introduced into the classroom. Websites that allow students to interactively explore through simulations and animations are allowing students the chance to open their mind. Concepts they may have not previously been able to explore in the real world can become accessible. These tools can perhaps begin to put students on a level playing field in terms of access to information or technology that simulates real life. This type of technology not only allows students to interact with the subject matter but fosters the collaborative learning process.

The uses of animations and simulations can be described below:

Substitution

 - Students can use a simulation to show the changes in weather through seasons, rather than a traditional method of drawing.

- Simulation can be used as a mathematical explanation tool - i.e. demonstrating fractions, 3D shapes, space, whole and part numbers.

Augmentation

- Student can create an animation to present an assessment piece. I.e. use an animated character to explain a poster or give some background information as the introduction to a investigation.

- Students can use the website 'Dipity' to create a interactive timeline, list, or flipbook which can then be embedded into other technological tools such as blogs and Glogster.

- Learn math facts through simulated maths games in online challenges against other schools or peers.

Modification

 - Students animate a picture walk type activity. For example, students create the 'walk' using pictures taken and then creating a character animate it to speak to the audience and take them through the walk.

- Students create their own interactive maps of a an area using tools such as Google maps.

- Use a simulation to create and display graphical data

- Students can join educational chat rooms specifically designed for schools. School based chat rooms can involve students creating an animated character to portray a similar appearance to themselves.

Redefinition

 - Students use a simulation as a replacement for an experiment. For example, in biology students can dissect a frog, sheep brain or insect using an online simulation. This can also allow for errors to be 'undone' and students therefore analyse this, evaluate and re-attempt with greater knowledge. This is something that would not be conceivable in a real life situation.

- Students explore the ecosystem such as a rain-forest, ocean, space or desert using a simulation.

References

Dauverd, C. (2013). Using animations in history courses. Retrieved from http://assett.colorado.edu/using-animations-in-history-courses/

State University of New York. (2012). Meaningful use of animation and simulation in the science classroom. Retrieved from http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1145&context=ehd_theses

Dipity

Family Timeline on Dipity.

  

Family Timeline on Dipity.

Dipity is a new tool which I did not know existed or how creative you can become with it. It is an animated timeline which you can edit every aspect of to suit the learning you are trying to demonstrate or the information you are displaying. Dipity allows users not only to make their timelines creative with pictures but video, audio, location and time stamps are some of the extra tools that can be incorporated (Dipity, 2011). 

 If you cannot see the timeline in the blog the address to the short timeline I created is:

http://www.dipity.com/mel3hull/Family-Timeline/

References

Dipity. (2011). What is dipity?. Retrieved from http://www.dipity.com/ 

Bubbl.us

One of my favorite websites is bubbl.us. I have used in many times in the classroom with creating a variety of ways to collect thoughts i.e. brainstorm map. It works effectively with any grade and due to its attractiveness with being an interactive tool I have noticed students are more motivated to contribute. Bubbl.us also lets users add images and change the styles, fonts or colours to suit the layout required. Although I have not created one specficially for this task, the following link provides some excellent examples on the way this program can be used:

https://bubbl.us/examples