Week 7

E-learning comprises of all forms of electronically supported learning and teaching. One of the core reasons why teachers facilitate it into the classroom is because the digital natives of this generation are more engaged and involved with these technologies and are more likely to learn because of it. Having a plethora of technological devices used within the classroom, students have the opportunity to learn though a number of different learning styles; visually, auditory or kinaesthetically. 

The reason that supports this is from ACARA as it states; "ICT's are fast and automated, interactive and multimodal, and they support the rapid communication and representation of knowledge to many audiences and its adaption in different contexts. they transform the ways that students think and learn and gives them greater control over how, where and when they learn" (2012). This synopsis is aimed to address the learning styles of students, the different types of technologies that can be manipulated for students to achieve a full understanding of the content, the understanding of the pedagogies and the safely implications when using these tools. 

The best framework that best describes digital technology is TPACK, or technological pedagogical and content knowledge. This is a framework that identifies the knowledge teachers need to teach effectively with technology. TPACK revolves around three forms of knowledge; content, pedagogy and technology. Students need to be able to understand the technology they use, their pedagogical knowledge means they need to know how they are going to teach a concept using that technology and the content knowing means they to know how using that piece of technology will achieve the curriculum requirements. 

There are a number of different learning theories that can assist teachers when constructing a technological activity, one of those is Edward De Bono's Six Thinking Hats. This method of learning is constructed in a way which allows students to look at a situation or problem from all different perspectives, whether it be the implications, the data available, the positives, how creative you could be (especially in online tasks when creating things like Voki's, Prezi's, Glosgter, PowerPoint, etc) and how much control the student has, this helps in a collaborative situation. This learning theory can be manipulated into a technology based resource by intertwining it with online, collaborative activities. 

Digital pedagogies are new ways of working and learning with ICT to facilitate quality of learning experiences for 21st century learners. Some of the main forms of technology that were explored and acceptable to use in a classroom environment from my blog include PowerPoint, Prezi, Glogster, Wiki's, video clips, YouTube, pictures and other imagery, mobile phones,Voki's and other various audio devices.

With a multitude of technological and interactive tools, it is very important to make sure that the learning manager as well as the students are manipulating these tools legally, safely and ethically. The New South Wales Department of Education and Training suggests that for students to be fully safe from harmful sites, learning managers must all get involved in the activity, they should be aware of the materials and links used in the activity and the nature of the learning resource (NSW Gov, 2011). When looking back upon my third reflection it can be noticed that to establish the positives and negatives about a website, learning managers should consider the strengths, weaknesses, opportunities and also the threats to make sure a site is suitable for use. 

The future implications for the future practice of ICT and digital activities in the classroom could involve the fact that some sites are harmful or unsuitable for students, therefore teachers are forced to be diligent when providing students with online tasks either by themselves, in groups or as a class.  

The lessons that have been learnt are that teachers must make sure that students are looking at sites that are legal, safe and ethical for the sake of the student and the school, that teachers must embrace students love of technology and manipulate it to gain their interest, also the fact that this is the 21st century, and technology is becoming more and more present, instead of pushing it away, if teachers expose it appropriately and educationally to students, it can be the most effective and engaging tool at the learning managers disposal. 

The significance of the explorations and ideas that were discussed are important for learning managers to understand as students are digital natives and technology is a very common aspect in their life. It is something that they are most familiar with, they have a lot of exposure to it (mobile phones, Ipads, computers/laptops, etc) therefore the more technology that teachers put into their activities and everyday use in the classroom, the more like students are to engage in a task and understand how to navigate new sites more fluently. 

References

ACARA (2012). Information and Communication Technology (ICT) Capability. Retrieved from

http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Introduction

http://www.curriculumsupport.education.nsw.gov.au/index.htm 

http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html

http://www.mindtools.com/pages/article/newTED_07.htm

http://katetruelson.blogspot.com.au/

Week 6

 Mobile Learning Technologies for 21st Century Classrooms 

Technology has always slowly being implemented into classrooms, from computers, iPads, laptops to interactive whiteboards, technology has always been right round the corner, and when talking about the digital natives of this generation, it is the most likely to succeed in teaching them through it. 

But lets talk about mobile phone devices and how they impact this generation in a classroom setting! "Digital natives" are being exposed to more gadgets and technology every day and this is having a profound effect on the ways in which children learn. They are more engaged in learning when using the latest technological gadgets, because it is what they are most used to interacting with.

Our students don't just want mobile learning, they need it! 

There are TEN great reasons why mobile phones are an acceptable resource in student learning and benefiting the classroom environment:

1.  Convenience and flexibility: mobile learning can be accessed anywhere, at any time: at the exact moment learning is required.

2. Relevance: mobile learning enables training to be ‘situated rather than simulated’ and so it makes learning possible at the point of need.

3. Learner control: the always-available nature of mobile learning empowers learners to take the initiative and direct their own learning activities.

4. Fits many different learning styles: reading (text and graphics), video, animation, working through decision trees, listening to pod-casts  contributing to discussions (forums or SMS), researching on the internet, choosing the correct answer (text or photograph), rating skills on a diagnostic… are all means for offering learning on mobile devices.

5. Improves social learning (i.e. communicating with peers and experts): SMS texting reminders, knowledge sharing forums, ‘ask a question’ forms and the use of telephony are all means to enable interaction between peers and tutors using mobile devices.

6. Encourages reflection: the voice recorder on many mobile devices enables effortless and instantaneous recording of thoughts and opinions.

7. Elimination of technological barriers: the use of a learner’s own mobile device means they are already familiar with the technology, eliminating technological barriers to accessing learning.

8. Direct interaction with learning: with most mobile devices the use of touch screens and other more direct input devices removes a layer of interactivity, meaning the learner literally is interacting with the learning.

9. The power of personalisation: by getting the user to do the training on their own personal device they are more likely to engage with the learning. They are also more likely to do the training in their own time, rather than at work.

10. Heightened engagement: quick-fire knowledge or mobile assessments/quizzes, in between other kinds of training activities, keeps learning fresh and at the forefront of learners’ minds, making success more likely.

Below is a YouTube clip demonstrating why and how using cell phones is an engaging way to help students learn in a classroom?

QR Codes - what are they? Can they influence learning in the classroom?

These funky things are called QR codes, or (quick response code), and there purpose is similar to a bar code where it fills a 2 dimensional space where people can scan to get the information on it, whether it be an advertisement, it can link people to websites and much more! 

How does this help students learn?

WELL, These codes can be of great use in terms of students education as:

- It eliminates the frustration of long web addresses

- Students don't have to worry about typing in an error

- It can take them straight to the website

- It's perfect for all ages

- Easy to make (as a busy teacher)

- A fun an new experience! 

- Students can scan their QR code using their mobile phone and take them directly to the website...no fuss no muss!  

References 

http://www.scholastic.com/browse/article.jsp?id=3754742

http://insights.elearningnetwork.org/?p=507

http://www.youtube.com/watch?v=Mec1d1gMuTw

http://www.edutopia.org/blog/using-qr-codes-in-classroom-monica-burns

Week 5

There are many ways teachers can present information to students to gain their interest, curiosity and participation, however, sometimes further help is needed to keep their engagement. Interactive technology such as:

Technology Overload! 

PowerPoint

Prezi

Glogster

These three different sites can be used by everyone and can be a very successful tool to manipulate, if you present it correctly, to assist students with their learning. All of these tools are appropriate to embed into curriculum stories as they include valuable knowledge for teachers to manipulate to give students the best chance in learning. 

PowerPoint presentations are one of the oldest forms of interactive technology that teachers use, (even I remember using PowerPoint in primary school!) P.P. is a very effective pedagogical tool in the classroom, they can be used for:

- Initial teaching 

- Student projects 

- Practice drilling

- Games 

- Reviews 

- Tests and more.  

Teachers manipulate P.P. because it is an easy program for both teachers and students to learn, the program comes with a complete tutorial, and easy to find and use features. 

Here is are some screenshots of a PowerPoint presentation I made which shows you all the things you can do with it. 

Example 

The second interactive tool that is a successful method to use is a Glogster. Glogsters can be used as a good ice breakers or a way to get to know your students! Starting off the school year can be hard for some, so by using a Glogster EDU as an innovative tool to get kids to express themselves about who they are and what they hope to accomplish over the year is a great way to start!  Create a “Meet Your Teacher” glog with all the makings of a fantastic glog (audio, video, links, graphics, images, documents) and not only let your new students get to know you and your teaching philosophies, but train them on HOW to create a glog of their own!  Send it out before school starts to your parents’ emails or post on your website for instant Day 1 assignment fun!

Other ways it can be used is for:

Example 

Cooperative learning tool

Graphic organizers 

Assessments

Problem solving tests 

Research

Biographies

Timelines 

<-- Info graphs (Example to the right)

The following is a Prezi example which explains all the examples and features of a Prezi presentation and why it is a successful tool for teachers to manipulate. 

References

Google images 

http://www.slideshare.net/MFueston/prezi-as-a-valuable-teaching-tool-12493838

YouTube 

http://earthholisticeducation.webs.com/powerpoint.htm

http://blog.edu.glogster.com/2013/05/13/40_ways_to_innovative_teaching_using_glogster_edu/

Week 4

 Manipulating the various digital tools in the classroom: Pictures, Audio and Video, are essential if you want to fully engage your students, help them to gain more understanding on the topic which embeds these tools and for students to actually enjoy learning!

Having these digital tools embedded into a classroom setting whether it be an online task or not, can dramatically increase students understanding as students process information in different ways, either through:

Visual Learn by seeing- (pictures and diagrams of the task)
Auditory Learn by listening - (listening to the steps or pod casts of the task)
Video Learn by understanding- (watching at a demonstration or video of the task)

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Digital Tool:

Using visual tools can be both
engaging and enjoyable 

Visual imagery is one of the most important aspects of teaching as most students learn best through seeing what they are being taught. Visual learners typically prefer these types of learning for gaining a better understanding of the task and help them remember key information more clearly:

• Images
• maps
• graphs
• diagrams 
• lists
• mind maps 
• illustrations 

Ways in which teachers can encourage visual learners can include students studying in an environment which is free from any visual distractions, when students are reviewing information, get them to re-write or draw it from memory or limit the amount of written information and use bright colours and animations/illustrations.

Other ways include using a series of boxes when writing out steps and highlighting/bold the most important parts or even asking the students to create graphic organizers such as diagrams and concept maps that use visual symbols to represent ideas and information. 

~ "The ability to look at visual information with perception. A visually literate person understands how visual elements contribute to the meaning of the whole." ~

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Digital Tool: 

Transcript: Auditory learners learn best while they are actively listening. This means that something like a voki would be very appropriate to use on these students as they don't have to pay attention to whats happening visually, only the words that are being said. This is just one of many methods teachers can use to help auditory learners learn.

Another way of engaging your auditory learners is through pod casting! 

I chose to upload my pod cast through 'Audioboo'.

> > > listen to ‘Characteristics of an Auditory Learner ’ on Audioboo < < < 

Transcript: To know if your student is a auditory learner, there are some characteristics that show the signs, for example they tend to have better memories from past conversations (such as jokes), they have a great memory for music and lyrics, enjoy discussions, debates, and talking to others, enjoy listening to music, and sing/hum/whistle to themselves. They prefer to give oral presentations over written reports (although this also has a lot to do with confidence!). they may read slowly, or they may have difficulty interpreting complicated graphs, maps or diagrams. Auditory learners should try to incorporate study techniques that have them either listening to information and repeating it out loud, to give them a better chance of understanding the task at hand. 

If link doesn't work, click:

http://boo.fm/b1519699

Username: katetruelson 
Password: s130993#

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Digital Tool: 

Manipulating video's as a digital tools is another effective method of getting students to become more engaged within the classroom. The below clip explains how visual learners best learn through different clips, videos and other kinaesthetic means. 

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References 

Clare (2010). Study Advice for Auditory Learners. Retrieved July 18, 2013, from http://www.thestudygurus.com/auditory-study-tips/

- See more at: http://reffor.us/index.php#sthash.03zZS4bI.dpuf

Dr. Mangrum & Dr. Strichar (n.d.). Visual Learner. Retrieved july 25, 2013, from http://www.how-to-study.com/study-skills/en/visual-learner.asp

- See more at: http://reffor.us/index.php#sthash.AehilXVj.dpuf

Kelly, M. (2013). Visual Learners. Retrieved july 25, 2013, from http://712educators.about.com/od/learningstyles/p/visual_learner.htm

- See more at: http://reffor.us/index.php#sthash.6FiHjoMq.dpuf

Week 3

The above is a 'clipping' of a newspaper that I created from a website called Fodey.com. It is one of the many websites that teachers can use to engage students with and let their creativity and English skills flow. 

BLOGS

Blogs are up-and-coming in this day and age, they are one of the most successful and simple ways of engaging a classroom of students and getting them all to enthusiastically participate. This provides students with ample ways of opportunities to become familiar with technology and how to use it, heightens their social skills by working on blogs collaboratively in groups, shows them how to embed links and pictures into texts and sites, and limitless other possibilities. One great example of a blog would be the one you're looking at! 

WIKI'S

First off, lets look at a website called "Wiki-Spaces". A Wiki is well known for doing a plethora of collaborative work, any student with access to the internet can participate and edit it, they can change and add information and remove details, as well as adding links and clips from other sites. 

Wiki's - How good are they?

Here is a link to my WikiSpace that I created about De Bono's 6 Thinking Hates theory. When I used the WikiSpace, I found it to be quite simple at first, even though I had never really properly used one before. But don't take my word for it, below, I have created a PMI chart to gather all the Positive, Negative and Interesting facts and information about it.  

PMI Chart - (Positive, Minus & Interesting) 

PLUS	MINUS	INTERESTING
Provides students to work together collaboratively It can be customised to look unique - therefore giving students a chance to be creative and suit their individual needs Lets students blog and be interactive with each other- giving students an opportunity to be social and improve sand computing skills.	Without regular monitoring by a teacher, students can be vulnerable to cyber and internet bullying  If students but out someone else's or their own personal information, it can be hard to retrieve without fully knowing weather it's completing off the internet. (Once someone is put on the inter-webs,  Extremely unlikely to get it off.	The fact that students can communicate ideas to each other without being in the same room as them  Tons and tons of various files, clips, links, pictures and other types of data can be stored and embedded into the Wiki where everyone can see and add too, making it a very successful teaching method - without even being in a classroom!

WEEBLY'S

A Weebly is another excellent resource to manipulate within a classroom. In my second year of University here, I had to create a Weebly for grade 5-6's. The task was to make a website for students to log onto, where they would follow steps on how to create a particular vehicle. In my Weebly, I had put in pictures, YouTube clips, various other clips, links to helpful sites, examples of materials, steps, references and other files necessary to help students in understanding each step and grasping their knowledge on it faster. Here are some screen shots of my weebly site. it shows the different things i used for it: files, links, clips, pictures, steps, examples, references and so on. 

But don't take my word for it, below is a SWOT chart which will demonstrate the positives and negatives of manipulative a Weebly, along with the opportunities it provides and the threats it brings. 

SWOT Chart - (Strengths, Weaknesses, Opportunities & Threats) 

STRENGTHS	WEAKNESSES	OPPORTUNITY	THREATS
Very easy to use and get the hang of Allows students to be creative and unique Every Weebly is different  Lots of different media is provided to embed - video, pictures, links, clips etc.	Weebly's are not to best site to use to be collaborative Some parts of the site ask for personal information and young children might not understand and give it out	Allows students to gain more knowledge and understanding in computing and digital technology and it prepares them for futures and more complex teaching in it It allows everyone to get creative, even teachers!	Some students might not use this website appropriately students could give out their personal details

VOKI

Finally, the last website I wish to show is called a Voki. A Voki will definitely get students attention as it is a fun, engaging and safe way to get information across. This educational tool allows students to have their own voice play over a multitude of characters such as a historical figure, a cartoon or even over a picture of you! these Voki's can be shared to other students or embedded in other websites for teachers to see or anyone else on the internet. Used correctly, it is a very usual learning tool. 

FUN FACT

Why is Voki called Voki? Voki is a combination of the words “vox” and “Loki”. “Vox” is the Latin term for voice. Loki is a Norse god from Norse mythology. Loki is a trickster who has the ability to change his shape. Fitting name since Voki gives students and teachers the ability to change the character’s appearance and add a voice!

WOW! COOL! 

Below is my own Voki I created, link here.It is so creative that I was able to make a sock puppet at a rave party. Charles the sock puppet will now conclude this blog. 

(If Voki isn't working, click here) 

Resources:

com, F. (2013). The Newspaper Clipping Generator. Retrieved July 18, 2013, from http://www.fodey.com

- See more at: http://reffor.us/index.php#sthash.R4BptDR4.dpuf

Eric Ablett, Dominick Bellizzi, James Byers, Sarah Cove, Max Dobrusin, Adam Frey, and Jeff Hanke. (2013). E-learning-Kate-Truelson. Retrieved July 18, 2013, from http://e-learning-kate-truelson.wikispaces.com/home

- See more at: http://reffor.us/index.php#sthash.jzYr0bdQ.dpuf

Google images

Oddcast (2013). About Voki . Retrieved July 18, 2013, from http://www.voki.com/about_voki.php

- See more at: http://reffor.us/index.php#sthash.TWbYCD85.dpuf

Truelson, K. (2013). Designing a Vehicle. Retrieved July 18, 2013, from http://www.weebly.com/

- See more at: http://reffor.us/index.php#sthash.J8kwgEIb.dpuf

Week 2

Design Strategies & Pedagogies within the Classroom 

For the digital natives 

Source: Google Images 

This week is all about the various methods teachers implicate into a classroom setting, such as Blooms Taxonomy and the TPACK strategy. Along with  digital pedagogies and environments, the modern student and how it all affects teaching. 

Blooms Taxonomy:

Source: Google Images 

The method of Blooms Taxonomy was created in order to promote higher forms of thinking in terms of education, such as analysing and evaluating, not simply trying to remember facts by writing them down. 

By understanding the triangle to the right, looking at all the steps:

• Creating; Builds a structure or pattern from diverse element.
• Evaluating; Make judgments about the value of ideas or materials.  
• Analysing; Separates material or concepts into component parts so that its organizational structure may be understood.  
• Applying; Use a concept in a new situation or unprompted use of an abstraction, 
• Understanding; comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. 
• Remembering; Recall previous learned information.

TPACK:

Technological 

Pedagogical 






And








Content 









Knowledge 

Source: TPACK. org.

TPACK, or technological pedagogical and content knowledge is a framework that identifies the knowledge teachers need to teach effectively with technology.  If you follow along with the image, you can see that TPACK looks at three forms of knowledge; Content, Pedagogy and Technology. 

This method of teaching does more than just demonstrates the three knowledge bases individually, but rather, it also emphasizes new types of knowledge that lie between them, which represents more knowledge which teachers are then able to apply. some of these include:

- Pedagogical Content Knowledge

- Technological Content Knowledge 

- Technological Pedagogical Knowledge

and the intersection of all three circles:

- Technological Pedagogical Content Knowledge

Digital Pedagogies:

Digital pedagogies are new ways of working and learning with ICT to facilitate quality of learning experiences for 21st century learners. If you look at the picture above, you can see that there are a plethora of ways that digital pedagogies assist in teaching students within the classroom. 

They can be defined as three main principles; personalized and authentic learning, broader experiences and deeper learning and learning in the global context. these three principles cooperate together and are the core attributes which students need in a digital world.  

Modern Student - digital natives & living in a digital world:

Source: Google Images

In this day and age, everything is digital. We have interactive whiteboards in the classroom, computers with access to the internet and every student nowadays has their own cell phone. So it is important for teachers to keep up with technology and not fall behind as it could be the missing link between students understanding and grasping something.

Obviously the picture beside me is exaggerated  but to some, it could be generation Z's idea of life. To this generation of digital natives, internet and the latest technology is so important to them that it falls under necessities along with money, food and water. 

How it affects Teaching - How will it affect my teaching?

Knowing this, it is important for all teachers, especially for me as a future teacher, to recognize that every generation of students are different and requires different ways of teaching. In this case, the above ways of teaching are very effective and can be used in any classroom situation to help students gain wider knowledge.

Digital natives and digital immigrants:

Below is a YouTube clip about technology and what are digital natives and digital immigrants. 

References:

Google images 

Clark, D. (1999). Bloom's Taxonomy of Learning Domains. Retrieved July 14, 2013, from http://www.nwlink.com/~donclark/hrd/bloom.html

- See more at: http://reffor.us/index.php#sthash.Ctca6dbM.dpuf

Koehler, M. J. (n.d.). What is TPACK?. Retrieved July 14, 2013, from http://www.tpack.org/

- See more at: http://reffor.us/index.php#sthash.IQjn6OAO.dpuf

McNorton, D. (2010). Digital Native, Digital Immigrant. Retrieved July 14, 2013, from http://www.youtube.com/watch?v=vZfJI2_-CL0

- See more at: http://reffor.us/index.php#sthash.e6UGPfU0.dpuf

          Perkins, J. (2009). Digital Pedagogies are new ways of working and learning with ICT to facilitate quality learning experiences for 21st Century learners.. Retrieved July 14, 2013, from http://www.learningplace.com.au/deliver/content.asp?pid=41886 - See more at: http://reffor.us/index.php#sthash.17DYI1ry.dpuf