Reflective Synopsis

The second half of the 20th century ushered in acceleration in digital reform, transforming the way in which the world socializes and does business. Dubbed a Digital Revolution, it introduced radical changes in technology and in the way technology is used today. For example, almost every appliance in households in the developed world today is using the silicon-based computer chip, from the television, radio and CD player to the microwave and conventional gas and electric ovens and even phones and fax, and word processors. As a lot of people including our lecturer know, when I first began this course, (being somewhat of a technophobe) I was agonisingly nervous about the prospect of having to use technology in order to complete the assignments and therefore, the course itself. However, as I started to experiment with the learning content and create my own technologies using website, blog and wiki applications, I gained confidence in my ability to use the technology to my advantage and found the value and essentially, the growing need for technology in today’s classrooms.
The first form of technology I experimented with was the weebly.com website creation program. I created my ‘The E-Learning Experience’ website as a teaching tool as well as a learning forum for history students in everyday classrooms. The purpose of this website is two-fold: First, to allow the Learning Manager to publish helpful, researched information pertaining to his/her students' learning journey as well as other helpful items; second, to give the students easy access to readily available information which they will need to complete their learning journey. The aim is for the student to be the main beneficiary of this website. Under the direction of the Learning Manager (and even on their own at home), students will have the opportunity to interact with useful curriculum based information published on this website in written, audio and video form. Consequently, students are given an opportunity to increase their learning ability through E-Learning so as to aid them on their journey towards reaching their learning potential (Matene, 2010).
The second digital tool I utilised was the digital image or photo. Digital images have become a major element in the rapidly-evolving educational digital landscape. Photos have a number of applications in the classroom. Examples include illustrating steps in a procedure, providing a prompt for narrative or descriptive writing, or provoke a general perspective or opinion about a subject. One of the images I used depicts the early settlement of one of the last towns built in Ireland. Being a history teacher I saw in it an opportunity to teach a lesson on early pioneers/settlers. Although this picture is used to depict a specific town/area, it can also be used as a starting point to teach students about the history of a specific area, the towns built in that area and the people who built and settled those towns. Students can look at the picture and using their own perspectives, perceptions and opinions, come to their own conclusion about what the picture represents. After sharing their own ideas about the picture, the learning manager can then use both the picture and the students' ideas to elaborate on the subject that the picture portrays, thereby offering content based learning using a digital image.
After looking at digital images and their significance/potential in the classroom, I went on to discuss the advantages of using power point and/or prezi presentations in the classroom and the differences between the two. PowerPoint and similar slide show presentation programs provide an effective approach to both student work and classroom instruction. When you teach students to use these programs and allow them to turn in work completed with them, you effectively prepare students for the world in which they will work as adults. Using PowerPoint and slide shows to teach offers benefits, as well. Technology surrounds students and to reach them, teachers must therefore use the language they understand: technology. PowerPoint and slide presentations hold student attention through the use of video, graphics and music. Because students today are so technologically advanced, tools that involve technology such as slide shows increase student involvement and interaction (Stover, 2010).Personally, I have found that PowerPoint presentations in the classroom work well in offering the learners a different perspective on the learning content rather than just reading it from a book. PowerPoint presentations allow the learning manager to simplify information in a colourful and exciting format while at the same time staying within the core content area allowing students to know what they need to learn and where they are in terms of the learning process. A Prezi, like a PowerPoint presentation allow the learning manager to use information in an interactive and exciting way so as to help learners gain necessary knowledge about the lesson. The difference however, is that a prezi allows you to individualise and expand specific aspects of the content to allow maximum learning as opposed to a PowerPoint where the learners see information on individual pages. The disadvantage with Prezi however, is that with all the moving and action involved in the presentation, learners can become confused and distracted.
Podcasting was the next technology I looked at. While searching the BBC for podcasts I came across the BBC History Magazine podcast. Again, being a history teacher I found in it the potential to use this podcast in the classroom. The BBC History Magazine is an excellent resource for information on a variety of historical topics from Hitler to the role of food rationing in the Second World War to what drove the Vikings to launch their seaborne attacks. From an historical stand point, learning managers can use this podcast to both teach students about important aspects/events in history and also to help students find relevant information on possible assignment topics. Listening to digital audio content however, can never replace reading, listening to live presentations, or the multitude of other ways learners take in information, though it can augment those methods. Proponents of podcasting point out that the medium is perfect for learners who prefer to take in information aurally. Margaret Maag, an assistant professor at the University of San Francisco’s School of Nursing, has recorded her classroom lectures and posted them on a secure website. She explains to students that the purpose is to help audio learners retain the information covered. Even though critics initially said students would stop attending classes, Maag found that attendance did not in fact decline, because students didn’t want to miss what was going on. In addition to recording her lectures, Margaret Maag uses her MP3 player to record feedback on her students’ group presentations, creating a 3- to 4-minute file for upload. She says, “I think a professor’s voice adds to the feedback and it saved me a lot of time at the end of the semester.” This use can apply not only to instructors but also to learners, who could record and podcast peer feedback (Kaplan-Leiserson, 2005).
Research (Kearney & Shuck,2006) indicates that digital video has a range of common usages in schools, in particular for communication, observation and analysis, and reflection. As a communication tool, digital video facilitates students' communication of messages, ideas or information. Digital video is also used as an observation and analysis tool, enhancing students' observations of phenomena, experiments or performances. Finally, it is used as a reflection tool to support student reflections on their own learning. Outcomes of student video production include affective, metacognitive, higher order thinking, communication and presentation, literacy, organisational and teamwork and moviemaking skill development. Whilst digital video is a sound support of student capacity, and outcomes described (taken from Kearney and Shuck), caution is urged in ensuring that conceptual development related to curriculum outcomes is maintained as a core focus. Digital video can be created using digital video cameras, however can also be made using still photographs, audio overlay, and/or the inclusion of video. Common tools for the simple creation of digital video include Windows MovieMaker and iMovie, both included with the operating systems commonly installed on computers. The first tool I used was the Windows MovieMaker operating system. Using Moviemaker I created a brief memoir of my life after I married my wife. So as to demonstrate how this program could be used in the classroom, I discussed the potential for students to compile a memoir of either their own personal lives, the history of their family or the relationships they have formed with their friends. For a wider audience, or to solicit evaluation and feedback comments, video is shared online. A common sharing tool is YouTube, a sharing tool I used to demonstrate the teaching and learning potential YouTube offers. The video I chose depicts a history of African American’s in America and the racial opposition that existed in American Black History. I felt that this particular video would advantageous to students in a history class because it combines entertainment, engaging in the learning material and student interests into one learning tool. Students can relate to the song artist and his influence on popular culture today while at the same time learn about a history of racism and overcoming it. The lyrics also offer the artists experiences with overcoming racism and his insight into it, giving the video that much more meaning.
Overall, because of the growing need for technology based learning, it is important to offer students a way to learn using technology while at the same time, insuring that the technology used does not conflict or take away from the content and the intended learning outcomes. Whilst digital content can never replace live instruction, it can provide countless advantages to aiding students in reaching their learning potential in the classroom.

Week 5 Blog Reflection continued...

A History of Racism in America



This video combines entertainment, engaging in the learning material and student interests into one learning tool. Students can relate to the song artist and his influence on popular culture today while at the same time learn about a history of racism and overcoming it. The lyrics also offer the artists experiences with over coming racism and his insight into it, giving the video that much more meaing.

Week 5 Blog Reflection - Movie Maker

Ok so this video has the dodgiest editing at the end and technically doesn't have any specific learning point to it. it just shows that I was able to create a movie using movie maker. However, this movie can be used in a learning situation where students are required to compile a memoir of either themselves and/or their families and friends. Don't hate, spectate! lol

Week 4 Blog Reflection - Podcasts

http://www.bbchistorymagazine.com/podcast/historypodcast.xml

This is a link to the BBC History Magazine podcast. The BBC History Magazine is an excellent resource for information on a variety of historical topics from Hitler to the role of food rationing in the second world war to what drove the vikings to launch their seaborne attacks. I would use this podcast to both teach students about important aspects/events in history and also to help students find relevant information on possible assignment topics.

Images Continued

This is an image of an extremophile I created to teach a class of year 8 students about extremophiles in outer space as part of their S.O.S.E course. The students were required to use this as an example to create their own extremophile, complete with the environment the extremophile lives in, structural, functional and behavioural adaptations and a diagram depicting key features of their extremophile.

Week 4 Blog Reflection - Images

I got this photograph from - http://www.connemara.net/history/part1.aspx - and being a history teacher I saw in it an opportunity to teach a lesson on early pioneers/settlers. Although this picture is used to depict a specific town/area, it can also be used as a starting point to teach students about the history of a specific town/area/people. Students can look at the picture and using their own perspectives, perceptions and opinions, come to their own conclusion about what the picture represents. After sharing their own ideas about the picture, the learning manager can then use both the picture and students' ideas to elaborate on the subject that the picture portrays.

Week 3 Blog Reflection - Powerpoint vs Prezi

POWERPOINT
I have used powerpoint presentations in the classroom before and they have worked reasonably well in offering the learners a different perspective on the learning content rather than just reading it from a book. Powerpoint presentations allow the learning manager to simplify information in a colourful and exciting format while at the same time staying withing the core content area allowing students to know what they need to learn and where they are in terms of the learning process.

PREZI
A Prezi, like a powerpoint presentation allow the learning manager to use information in an interactive and exciting way so as to help learners gain necessary knowledge about the lesson. the difference is, that with a prezi, you can individualise and expand specific pieces of the content to allow maximum learning as opposed to a powerpoint where the learners see information on individual pages. I enjoyed using the prezi to create an historical presentation on Convict Australia. My only wish is that I could put it onto my blog! If anyone knows how to do this, please let me know