Assessment 1

Previously learned knowledge did not prepare me for what is required to critically understand 'Information Communication Technology, ICT'. My previous knowledge of computer skills were limited to emails, banking, and using library resources for research purposes.  This course has changed that, through the need to learn and understand different aspects of technology, and also the need to understand them for the purpose of using them within a classroom as effective learning tools. These new tools, such as blogs and wikis, could be used to help students in their own learning outcomes.

The course required that we find our Learning Style (http://www.engr.nscu.edu/). I had considered I tended towards the visual learner. Knowing this helps as, in a classroom environment there will only be a small percentage of students who have the same learning style. Therefore, I need to find out each students learning style and accommodate each style throughout the day toa facilitate the students in their understanding of all the material learned.

As an Interpersonal type (http://www.gp.training.net/), I need to become more outgoing, otherwise the students within my classroom will be able to override me and the classroom will become disruptive and the learning outcomes will not be achieved.  Students also need to feel valued and comfortable within the classroom so that learning will be achieved in a manner that students are willing to participate, whether that will be from pen and paper or from technological tools such as computers. 

The use of mobile phones in educational situations (cmslive.curriculum.edu.au) showed that technology, even that generally considered to be disruptive, can be useful for specific subjects, such as science, maths and some field trips.  The use of De Bono's hats as a learning tool (http://www.kurwongbss.eq.edu.au/) and a wiki to analyse the use of mobile phones showed a unique tool for the students to gain and share their knowledge.

The learning theories wiki instructed us to form a group and perform a Plus Minus Interesting (PMI) on a specific learning theory (http://www.thirteen.org/) and upload the results onto a wiki.  This then enabled other groups to read and add their own knowledge to the theory. This helps with the sharing of knowledge.

The creating of the blog (http://www.blogger.com/) for me, made me very nervous as I was worried I would make a mistake. The instructions given proved to be very helpful which made it easy to set up.  The creating of the wiki (http://www.wikispaces.com/) also with good instructions was easy to set up and after uploading a scenic photo, I was comfortable with the process.  The web (www.weebly.com/) was slightly harder to actually create, but only because I was not sure how I wanted to set it out or the information I wanted to put on the web page.

The scaffolding of each of these technological tools has led me to be more confident, so that when I am using them within a classroom environment I can lead the students to also be confident users.  The tools can be used to connect students within groups to other groups within the class, and it can also connect students from other classes to collaborate their learning experience.

As a teaching tool, the teacher creating and using a blog whereby both the students and their families can access it leads to more inclusive learning.  Families will be able to keep up with their students education, and through online comments be able to ask the teacher questions when it is convenient for them. Therefore setting up a blog is a great communication facilitator.  The students' access to the blog can also lead to fewer misunderstandings on instructions when the student arrives home to start on an assigned task.

Creating a wiki for the students to use is a good experience in their learning, through not only cross class learning but also cross school learning. Through our group activity, with only contacting each other through emails, and as a result I felt disconnected from the communication process.  Students can be assigned a task that requires them to work in smaller groups. Any group activity should be conducted face to face to allow students to learn all communication strategies that help in sharing of their knowledge.  The information from each of these groups is then uploaded onto the wiki. This then allows each group to read other groups conclusions which can then be shared with other classes, which ultimately leads to a more collaborative learning.

Creating a web page for the class is another way of having parents access their students work.  The students can upload their work with any explanation needed, which can then be accessed by any interested parties. This is a good tool for students to build self-esteem and pride in not only their work but within themselves. The web page can be used at the conclusion of an assignment or to show how the students have an understanding of a subject, such as early Australian history.  The web page can also be used to inform parents of extra activities that are happening within the class or with the school, such as sports days.   After these events, photo's can be uploaded to show the students prowess on the sports field.

After learning low to use thes new information technology tools, I believe that the use of these within the classroom would be of an asset that affects not only the students learning ability but their family as well.  The technology will lead to a more inclusive and collaborative style of learning for all the students.

References:

Felder, R & Soloman, B (n.d) 'Learning Styles and Strategies', retrieved 26 February 2011, from
     www.engr.ncsu.edu/learningstyles/ilsweb.html
Multiple Intelligence (n.d) retrieved 26 February 2011, from
     www.gp.training.net/training/educational_theory/multint/multint.htm
Constructivism as a Paradigm for Teaching and Learning, retrieve 5 March 2011, from
     www.thirteen.org/edonline/concept2class/constructivism/index/html
Mobile phones and student learning in secondary school, Curriculum Leadership Journal, retrieved
     4 March 2011, from http://cmslive.curriculum.edu.au/leader/default.asp?id=28526&issueID=11897
De Bono's Hats, Kurwongbah State School, retrieved 1 March 2011, from
     ww

S.W.O.T. Analysis

S.W.O.T Analysis for Blogs

Strengths  -  Able to view

                       Ability to leave comments

                       Can upload text, pictures, videos and links to other sites

                       Students can be creative

Weaknesses  -  Set out in chronological order

                            Only the author can add or edit the text

Opportunities  -  Students and Teachers can keep their blogs going over long periods of time

Threats  -  Not sure

S.W.O.T Analysis for Learning Potential of a Wiki

Strengths  -  Allows teachers and students to collaborate, edit and modify their information

                      Shared knowledge

Weaknesses  -  As a learning tool, consideration need to be taken on the way the learning will occur

                            Information can be deleted by mistake

                            Editing issues

Opportunities  -  Can be used as a great learning tool

Threats  -  Others can access and input information

S.W.O.T Analysis for Websites

Strengths  -  No one else can add or edit the content

                      Can be shared by all who have internet access – World Wide Web.

Weaknesses  -  Teachers or students can add/contribute to the website, supervision may be needed

Opportunities  -  Can be shared by everyone who has access to the internet

Threats  -  Information can be used elsewhere,  copied and reposted

                           

Wiki Posts

Wiki Reflection – Mobile Phone use in Education

Using De Bono’s six thinking hats framework as a way to gather information created a large body of information.  We used the hats framework to critically analyse mobile phone use as an education tool within schools, and the information was then put into the wiki.  The use of a wiki allowed other students to read all students perspectives and add their own information.  This helped with the learning process, as other students’ ideas may have differed from the ideas that I had considered, and re-reading the text with those ideas in mind, other perspectives for using mobile phones occurred.        

For some students the wiki can have a lot of benefits as the students have access to collaborative elearning, but for others they may need extra encouragement to put their ideas into the wiki.   

Learning Theories Wiki  

The Learning Theory Wiki task required that I work with a partner to perform a PMI (Plus, Minus and Interesting) on a particular reading. I felt that the process of performing the PMI was constructive as a learning tool as it helped with critically analysing the reading and sharing that knowledge with a partner and then with other students.

As a distant educational tool I felt disconnected from my partner, therefore I believe this would task would be better conducted through face to face communication with the partner. Within a classroom atmosphere a small group of students could collaborated their knowledge. Then through the wiki share their combined knowledge with other groups within the class and possibly groups within other classrooms or even schools, therefore expanding their knowledge further.                                                                                                                                                                                                                                                        

Activity 1

Active/Reflective. I have a balanced preference for active learning style, this means that I prefer doing things rather than thinking.

Sensing/Intuitive. I have a moderate preference towards a sensing learning style, this means that I prefer to learn through facts and solve problems by well established methods.

Visual/Verbal. I have a strong preference towards the visual learning style, this means that I prefer to see things, such as diagrams etc, rather than reading and listening.

Sequential/Global. I have a moderate preference towards the sequential learning style, this means that I prefer to learn through a step by step process, through to its conclusion.

Q1. What is your learning style. What sorts of learning experiences would suit you best with your learning style.

My learning styles are balanced for active, moderate for sensing and sequential, and strong for visual.

Learning experiences that best suit me would be visual learning. This is where there were diagrams, graphs etc to help with the understanding of the text or verbal content.

Q2. In traditional classroom of 25 students, how would you support the range of learning styles each lesson.

I would conduct my lessons using a range of learning styles, including group activities using the students different learning styles to enhance their experience in learning.

Q3.  With your current knowledge of ICT how could your design and digital pedagogy support your learner better.

Today’s students by the time they start their school based learning experience already have a good grasp of technology such as the internet, iPods etc. Therefore students need to be stimulated using these tools otherwise they will become bored and lose interest in learning.

Q4.  What sort of profiling questions would you be asking about your learners to ensure you cater for everyone’s preferences.

Do they like to read, and what books do they enjoy reading

Do they like to work in groups or alone

Do they like pictures and diagrams when learning new things

Do they prefer to listen or read the information when learning

Do they like to participate in activities or prefer to watch others

Q5.  How does ICT support differences in learning styles.

Students today have a large range of learning options through the use of ICT resources. Such as a student that was hearing impaired can use computer technology to read and understand the knowledge that other student’s area able to hear through standard class learning. ICT resources mean that all students are able to learn together with students not being left behind in their learning experience.