WEEK 8- The Final Touches

It's been a long road but we have finally made it. 

Together, my group and I have collaborated and worked effectively together to think, plan and mould together our finished piece. We have utilised various tools including Camstasia Studio to record online visual demonstrations of the use of Webspiration Classroom, Google Documents as a means of communicating between the three of us, PhotoBooth to record each individual contributing to the video, Vimeo to upload our finished product online and iMovie to edit, produce and piece together our entire video.

Camstasia was an excellent tool to use when recording demonstrations of Webspiration Classroom. The problem was…how could we then take this recording and import it into iMovie? After amounts of frustration, fiddling, saving, deleting, navigating, manipulating, and saving again…we finally got it there.  The Camstasia recording was first imported into iPhoto, then importing into iMovie. I can definitely say that a range of tools and routes were explored to get there.

At times, piecing it all together using iMovie proved time consuming and fiddly. We wanted to perfect our levels of background music, audio of the videos, recordings of voices and smooth transitions from scene to scene.

Here it is, the finished product…our Webspiration Classroom Professional Development Video.

http://vimeo.com/22696692

Enjoy!

WEEK SEVEN- Bringing it all together

The construction of our Professional Development Video is coming together quite nicely.

 Firstly, we discussed our modes of communication between the three of us. We created a Google Document in order to communicate with one another effectively. This by far was the most beneficially choice of communication I have ever used within a group assignment and I will without a doubt employ it in the future.

The construction of our video was divided as follows:

Myself

·      Introduction- Students in the 21^st century: How does technology assist with learning?

·      The Traditional Classroom vs. a Collaborative Classroom

·      TPACK: The utilization of the model and how best use it to effectively enhance       classroom teaching and learning.

·      Collaborative Learning Pedagogy: How can we enhance Webspiration Classroom and an English content area through a Collaborative Learning Pedagogy?

·      Owner of Macbook Pro and editor of video.

Mel

·      Webspiration Classroom- About

·      Why we chose it

·      Why is it effective?

·      How is it effective?

·      Integrating it within the classroom

·      Other content areas: How Webspiration Classroom can also enhance the knowledge and understanding of various other content areas.

Andrea

·      Content Area- English and Literacy

·      How can Webspiration Classroom assist in the learning of English and literacy?

·      What we can do using the resource

·      Demonstrating the utilization of templates, graphic organizers and concept maps

·      Using Camstasia to record an online demonstration of Webspiration Classroom

Our group is thoroughly enjoying this Learning Adventure. We have been able to collaborate effectively together, both at university, online through Google Documents and meetings outside university. Our video has been shaped using each others thoughts and ideas, creating what we think will be a highly enjoyable Webspiration Classroom Experience.

WEEK SIX- Thinking, Planning and Producing

This week we are moving right along with our Learning Adventure 1 Professional Development Video. After the tutorial, our group got together to discuss ideas about what we wanted to achieve with the production of our video.

Throughout the weeks we have come to better understand the TPACK model and the beneficial results when put into practice effectively. Reflecting on this, my group and I have found that the selection of our technological tool, focal content area and pedagogy will replicate this model. Furthermore, we developed questions that we wanted to explore:

-       How can the technology facilitate the pedagogy?

-       What can students solve using webspiration classroom?

-       How can the technology enhance this understanding?

-       How can effectively execute the technology using a collaborative learning approach?

-       What KLA’s support the use of Webspiration Classroom?

-       How can students overall enhance their understanding of the English curriculum using Webspiration Classroom?

Technology: When researching ICT tools to implement within the classroom we came across an excellent resource, Webspiration Classroom. The resource is an “online writing, visual thinking and collaboration tool for students and teachers” (Webspiration Classroom, 2011). When navigating through the online site, we discovered that can improve writing and thinking skills be providing the necessary concepts and skills and assist students to effectively evaluate and synthesise information (Webspiration Classroom, 2011).  To be able to access our resource, we signed up for a free 30 day trial. Additional options such as purchasing the program was also available.

The research behind the program confirmed that visual thinking, through the use of graphic organisers and concept maps, enhanced students skills to gether and organize information, build comprehension proficiency, and overall develop English and literacy skills for achievement.

Content Area: When looking at the online resource, my group and I observed the use of concept mapping and graphic organizers to enhance English and literacy knowledge and understanding. We almost instantly reached a verdict that an English content area would be the contextual focus of our video for the reason that the resource offered beneficial and exciting ways to enhance English understanding.

Pedagogy: This was a tricky one. Through thourough research it only made sense to utilise a collaborative learning pedagogy since Webspiration Classroom allowed for interactions between students and teachers to “develop greater knowledge and gain understanding” (Webspiration Classroom, 2011) of the shared work.

“Webspiration Classroom incorporates everyone's contributions and feedback in one document, keeping the process organized as students produce and publish their work” (Webspiration Classroom, 2011).

REFERENCES

Webspiration Classroom. (2011). Improving writing and thinking skills. Retrieved from http://www.webspirationclassroom.com/info

WEEK FIVE-The Smart Classroom

During this week’s lecture and tutorial the Smart Classrooms Framework was unpacked further and Productive Pedagogies were explored.

Productive Pedagogies are teachers’ approaches and strategies of teaching and as a pre-service teacher, I feel that it is imperative to be familiar with the various strategies in relation to

-      What I am teaching

-      And the diverse learning styles of students in my classroom.

Teachers can use Productive Pedagogies to focus on instruction and improve student outcomes (Department of Education and Training, 2004).

Additionally, there a number of factors that teachers should take into account when using Productive Pedagogies:

-      consider and understand the backgrounds and preferred learning styles of their students

-      identify the repertoires of practice and operational fields to be targeted

-      evaluate their own array of teaching strategies and select and apply the appropriate ones

(Department of Education and Training, 2004).

The foundations of our knowledge of these pedagogical pedagogies must take into account current 21^st century technologies. Afterall, today’s 21^st century students in comparison with previous generations of students, learn and explore using a multiplicity of technological tools that have evidently shaped our learners of today.

This is where the Smart Classrooms Framework leaps in.

To meet the requirements of the framework, one must demonstrate an adequate level of capabilities using ICT in an appropriate context.

Professional Values: Professional Development sessions offer authentic resources that cater for students of various backgrounds. These resources can be used accordingly within a safe learning environment.

Professional Relationships: The use of blogging, e-newsletters, emails, online videos are just some ways that communication can be enhanced between students, parents and the wider community.

Professional Knowledge: Selected technological tools to embed within the classroom should be utilised to “benefit teaching and learning and not as an end itself” (Smart Classrooms Framework, 2011).

Professional Practice: The achievement of curriculum goals can prove successful when ICT are effectively incorporated within the classroom. The TPACK model can assist with integration of ICT’s by providing a framework that can assist the technological tool to enhance the focal content area using a suitable productive pedagogical strategy.

REFERENCES

Department of Education and Training. (2004). Productive Pedagogies. Retrieved from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html

Smart Classrooms Framework. (2011). Smart classrooms professional development framework: Queensland government. Retrieved from http://education.qld.gov.au/smartclassrooms/pdframework/ictc/indicators.html

WEEK FOUR- A Virtual High-Five

Augmented Reality allows us to have a new perception of the world through the use of technology. Looking at it from an education perspective, I reflected on Jason’s lecture slides and one in particular.

DIGITAL LITERACY

Technological Literacy: knowledge about what technology is, how it works, what purpose it can serve, and how it can be used efficiently and effectively to achieve specific goals.

(Additionally, this statement also relates to Learning Adventure 1 and the explanation behind the selected technological tool).

With a focus on AR, I questioned this statement exactly. How can the functions of AR assist students to achieve diverse learning objectives? 

Throughout my research I came across an array of sources that delved into the functions and applications of AR within an educational setting.

Augmented Blog focuses on the development of Augmented Reality in a wide range of contexts from education, to everyday living. The blog serves as a platform for people wanting to discover more about the functional uses and benefits of the tool.

http://augmentedblog.wordpress.com/

The 2010 Horizon Report pronounces that Augmented Reality has been around for decades, although within the next four to five years the tool will become easier to access and more portable than ever.

“Advances in mobile devices, as well as the different technologies that combine the real world with virtual information have led to augmented reality applications that are near to hand as any other application on a laptop or a smart phone” (Horizon Report, 2010).

Augmented Reality has the potential to re-shape and transform learning. The potential to provide students with both powerful and contextual learning experiences, connecting unforeseen exploration and discoveries of the connections of information of the real world, opens the door to discovery-based learning (Horizon Report, 2010).

My views of the future: walking into a classroom where augmented reality is nothing short of new. Students tiring virtual glasses and experiencing a paper based novel in a stimulating virtual form. Beyond this outlook, I know there are an abundance of functions that the tool encompasses.

Billinghurst (2002) describes AR technology as a developed tool that can be applied to a wide range of application areas and that education is an area where this technology could be especially valuable. 

How you ask? AR can provide diverse educational experiences including:

·      Supporting seamless interactions between real world and virtual environments.

·      The uses of tangible borders for manipulating objects

·      And the “ability to transition smoothly between reality and virtuality” (Billinghurst, 2002).

Another evolving technological tool that caught my attention was the function of QR codes. I had come across these odd looking ‘barcodes’ on various occasions but I never thought their function and purpose was far more fascinating than an image containing black lines and numbers on the back of a cereal box.

There are numbers of websites available for you create your own QR code.

Before creating your QR code, download a free QR code scanner application onto your 3G phone if you have one. This application will scan and read the QR code and take you to the websitepicture/text/personal details etc that it has been linked to.

 I created my own at  http://www.qrstuff.com/.

I have linked mine to a YouTube clip that demonstrates the functions and introduction of QR Codes!

REFERENCES 

Billinghurst, M. (2002). Augmented reality in education. Retrieved from

                  http://education.jhu.edu/newhorizons/strategies/index.html

Johnson, L., Smith, R., Levine, A., & Haywood, K., (2010). 2010 Horizon Report: K-12 

                  Edition. Austin, Texas: The New Media Consortium

WEEK THREE- True GEMS

Implementing technology within the classroom…easier said than done?

Week 3’s tutorial and lecture was exceedingly inspirational and has unquestionably transformed my thoughts of the difficulties that the process could embrace into an optimistic outlook of effortless implementation.

Mrs. M, without a shadow of a doubt, has successfully implemented the utilization of technology within her classroom. This inquiry-based approach to learning allows the 2M Gems to establish their own individual digital portfolios and navigate their own learning. These digital learning journeys are providing the learners with the motivation to acquire new knowledge, building upon their existing knowledge and bestowing an opportunity to apply their knowledge (Edelson, Gordon & Pea, n.d.).

The 2M Gems blog was developed with a purpose to assist students with their writing skills. But it doesn’t stop there. The blog introduce various ways to stay connected:

·      Students have the opportunity to connect to schools around the world and extend their knowledge about culture, history, people and places.

·      Family and friends of the students can partake in the 2M Gems experience by posting comments to blogs and follow their child’s learning adventure.

·      Internet safety is highlighted as an imperative safety focus: Students first names only are published onto the blog. Strictly no addresses, emails or photos are posted.

http://2mgems.blogspot.com

Mrs M has effectively integrated the right technology (Blogging) with a corresponding content area (English) and compatible pedagogies, correlating with the TPACK model. Stemmed from Harris and Hofer’s (2009) analysis of the TPACK model, Mrs M has productively

-      chosen a learning goal

-      made a practical pedagogical decision based on the learning environment

-      selected appropriate activities to combine technology with the learning experience

-      and selected tools and resources (online blogging) to assist students to benefit from    the planned learning experience.

Upon my exploration of classroom blogging, I came across an impressive school collection of teachers blogs. Mabry Middle School, situated in Atlanta, U.S.A. encourages teachers, and even parents, to post blogs for various curriculum reasons. Homework, classroom activities and performance, assessments, announcements and projects are just a taste of the vast collection of blogs available for viewing.

Explore the website and get inspired!

http://mabryonline.org/blogs/

REFERENCES

Harris, J., Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK  development. Retrieved from http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf

WEEK TWO- The Unfolding of TPACK

BING!

I think I’ve got it.

When engaging in this weeks readings’ the first article I chose to read was Koehler and Mishra’s ‘What is Technological Pedagogical Content Knowledge?’ (2009).

The title said it all…WHAT IS IT? I couldn’t have said it better myself. Afterall, that’s the question I’ve been wanting to make a connection too, find out the answer too, relate something too! And now I finally can.

Technology Integration: There is no “one best way” to integrate technology within the curriculum and classroom environment (Koehler & Mishra, 2009). In order to meet the expectations of today’s students who live in a technology enriched, electronically mediated environment, the classroom must provide interactive opportunities that will motivate and allow them to focus on learning the content rather than the task (How digital tools prepare students for the 21st century, n.d.). Koehler and Mishra (2009) state, “integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts” (p. 62). This is where the three core components of the TPACK model emerge.

To effectively engage in the model, teachers should first understand the relationships among the three components in order to produce effective teaching with technology.

TPACK

Content

 Teachers can focus on a content area that they desire to enhance using technology as a means of further development.

Technology

 The technology tool chosen should compliment the content area and provide a clear, beneficial improvement for teaching that focused content area.

Pedagogy

 The teaching strategies should demonstrate an understanding of how students construct knowledge. The educator has a knowledge of the process and practices that are required in the classroom to meet the needs of the students.

As a future teacher, I need to find myself a comfortable approach with how I can use my knowledge and apply this knowledge in unique contexts within my classroom. No one said it’s going to be easy, however, I believe I am required to be sufficiently prepared to integrate technology within the classroom and value its relevance in the education of students.


REFERENCES

Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary issues in technology and teacher education, 9(1),60-70.

How digital tools prepare students for the 21st century. (n.d.). Retrieved April 5, 2011, from http://www.inspiration.com/sites/default/files/documents/How_Digital_Tools_Prepare_Students_for_the_21st_Century.pdf