Assessment 3

Ensuring young learners engage with technology in a meaningful way will be one of the biggest challenges for educators in the future. Students in the modern workforce will increasingly need information and communication technology (ICT) skills to successfully find employment and interact with society (Bybee & Starkweather, 2006). To assist my students in Year 10 Business Computer Studies (10 BCS) I have undertaken to design and implement a series of lessons where the learning outcomes were determined by the successful use of ICT’s. Understanding what my students already knew was my first step.

Year 10 BCS is comprised of 13 students (10 girls and 3 boys) who have prior knowledge of some of the various literacies of this subject. The topic of study this term was occupational health and safety or OHS. Students already have had an overview of workplace safety and the relevant governmental regulation. Life experience as well, has given many of the students an appreciation of why a safe workplace is important.

Students in 10 BCS all have experience with computers; the course is after all, business and computer studies. The first term dealt with computers and basic workplace communication. Additionally, all year ten students are issued tablet computers that are used in many of their classes. These students use computers throughout their day and according to many, use their smart phones evenings and weekends. Ryberg and Dirckinck-Holmfeld (2008) would describe these students as ‘digital natives’ in that they have largely grown up with computers.

Understanding what the students needed to know was the next step to designing a lesson that would engage and challenge my learners. Decarie (2010) refers to three sets of skills needed by todays business students:

1.     Fundamental skills like reading and an ability to write business communication and reports.

2.     Personal management skills including responsibility and the willingness to learn.

3.     Teamwork and group related skills.

This need for multiple literacies for business students was echoed by O’Hara (2007) who recognized the need for case based studies that emphasised group dynamics. Students will also need to meet competency requirements necessary to earn their Certificate I in Business. This will include entries into their competency portfolio documenting their participation in OHS Processes. There are also requirements from the Queensland Studies Authority (QSA, 2010) covering the year 10 business guidelines:

·      Knowledge and understanding: Work Environments; Australian workplaces are dynamic environments and operate through an interconnection of stakeholders, external forces and processes

·      Ways of Working: Identify, apply, and justify workplace health and safety practices.

Students should also gain skills related to ICT’s that are relevant to a workplace setting. A recent study (Littlejohn, Margaryan & Vojt, 2010) documented that students ICT use in a personal and social environment do not necessarily transfer to useable ICT ability relevant to employment. Developing lessons that lead to better aptitude related to the business environment will better serve my learners.

Understanding how my students best learned was my third task. I chose to administer a visual, auditory and kinesthetic test developed to assess a persons learning style (Clark, 2010). The results showed that a majority of my students had a kinesthetic learning preference. For kinesthetic learners the ability to interact with and use technology would be important. Three learners were auditory and three were verbal, although, even these still had high marks in kinesthetic learning. A current study (McWilliam, Poronnik & Taylor, 2008) revealed that active tasks help students learn technology better than passive tasks. Having my learners actively engage with the material will help the students achieve the intended learning outcomes. Ideally though, my lessons should include elements of all learning styles to truly cater to all students.

Once I had an understanding of what my learners knew, what they needed to know and how they best learn, I examined how this might relate to higher order skills. I believe teaching students higher order thinking is vital to creating lifelong learners who are ready for the jobs of the modern world. Using constructivist learning theory based on the writings of Piaget and Vygotsky, which posits that individuals learn through a personal construction of meaning (Powell and Kalina, 2009), I will need to design lessons that help individuals find opportunities to construct meaning for themselves. Activities that are structured with solid scaffolding would help my students interact with the technology and create meaning.

Designing lessons that actively engage the students in a group project will benefit the learners. According to a study by McWilliams, Poronnik, and Taylor (2008) students learn better when they are engaged in active, not passive, tasks with groups to co-create real outcomes. Not all lessons can be active all the time, but the more opportunities I can find to have students actively engaging with the material I am teaching, the better chance they will have of understanding the concepts being taught. Using group work may also create an opportunity for connectivism, whereby the students will connect with each other and discover the talents their classmates possess.

Learning sequence

Overview

The unit covered this term in BCS is occupational health and safety (OHS). This unit designed to have the students participate in the OHS process to demonstrate competency towards their Certificate 1 in Business. Students will develop a portfolio of work that meets the requirements of this VET based certificate. I was tasked to design a unit that demonstrated the student’s competency with the policies and procedures regarding incidents and incident reports. Students would need to understand an incident report and how to complete one. This includes the investigation and corrective measures. I was allocated 7 lessons for the students to understand incident reports and produce something to demonstrate their competence.

Lesson 1 & 2 (this was a double lesson)

To lay the foundation for incidents the first step was to examine incidents themselves and see what sort of precursors might trigger an incident in an office environment. Prior to the students arrival I staged the room with various hazards in place (cords across the aisle, books stacked high on cabinets, fire door blocked, etc). The students needed to inspect the room as safety officers. A copy of an incident report form was brought up on the data projector as well as students’ individual computers to examine the parts of the form.

Lesson 3

For this lesson the students were told they were going to make a video of a mock accident. The students would create the script and film the video based on the hazards they had identified in the previous lesson. Linking back to the incident report form, the students would need to deconstruct the form and use backwards design to determine what scenes would need to be made in order for the form to be completed solely by watching the video. Students settled on a chain-reaction accident that would have three victims and two witnesses.

Lesson 4

For this lesson the students decided on who would do what, cast and crew, for the video, with everyone having something to do. The cast and crew were placed into groups to create dialogue and scene schedules on the class computers. There would not be enough time to do all of this in one lesson so the students were required to collaborate by email to complete their parts. The final products would get emailed to me for approval.

Lesson 5 & 6 (this was a double lesson)

Students would spend this double period taping the video. A shooting schedule was produced that would allow enough time to film all the required scenes. Students would direct, act, and tape the project.

Lesson 7

Having created a complete video case study the students would be given a sample copy of the schools incident report. The students would watch the video and use the information it contained to complete the incident report. The format of this report was slightly different than the sample used in class so the students would need to apply their knowledge of reports to this form.

Assessment of student learning

There would be several opportunities to assess, formally and informally, student understanding of the material. During the lessons observation could be used to informally determine if the students understood the incident report form. If the learners omitted information necessary to complete the form it would indicate a lack of understanding. The formal assessment would be the completion of the school incident report form.

Project summary

The student engagement with this project was very good. Many of the activities in this class have the students read case studies and then complete worksheets to demonstrate competency. Having active tasks really appealed to the students and I believe they achieved an authentic understanding of the material. Using active engagement combined with collaboration came closer to the conditions students might encounter in a business environment.

Lesson one and two had them take on the role of an OHS representative as they completed a safety audit. This practical task provided the basis for the project and created an opportunity for authentic learning. It was also the lesson where an in-depth analysis of the incident report form occurred. Lesson three introduced the video project. The students were very excited about making the video. The only problem was keeping the project to a realistic scale. If the students had their way the film would have been feature length with incredible special effects. The students were very quick to understand all of the scenes that would be needed and quickly came up with:

1.     Initial tripping accident and first victim

2.     Second victim was hit by falling 1^st victim

3.     Third victim hit by falling books triggered by victim two.

4.     OHS Rep interviews victim one

5.     OHS Rep interviews victim two

6.     Manager interviews victim three

7.     Manager & OHS interview witness one

8.     Manager interviews witness two

9.     OHS Rep Interviews manager

10. Manager interviews maintenance mgr.

11. OHS Rep and Manager discuss the incident

This was a lot to film but most scenes would only be 30 seconds to a minute. The students were self cast and grouped into actors or crew for lesson four. Actors worked on dialogue while crew looked at scenes, angles, props, and anything else needed to make the project work. Doing all of this would not be practical in one lesson so the students were required to collaborate via email to finish the script and scene requirements. All emails were then forwarded to myself to review. I then put everything together and sent a script and shooting schedule to the students via email. The tight time deadlines meant the only way this could have been done was with email.

Taping the project was accomplished during a double class. The students, for the most part, ran the show. The collaborative effort they put in was remarkable and they truly felt ownership with this project. The only thing I would have changed was to add a second camera, which would have allowed more involvement throughout the lesson for everyone. The students had not memorised the script, but they were conscious of the information that would be needed and made sure it was included. My original plan was to have the students edit the video. However, this was not possible on the schools server. It would have had to be done outside class time and I knew of no way to restrict access or insure the material could not be copied.

For the final lesson the students watched the video and filled out the schools accident report form on their computers and emailed a copy to me. I was impressed with the answers they provided. All of the students were able to accurately complete this particular form they had not viewed before. I made sure the students copies of this form were watermarked with the word sample and were locked from changes. The students were very pleased with the final result and this could be used for other classes as a visual case study. Although, my mentor teacher has said she may have all classes from now on make their own videos.

I was unable to include any actual material from this project on this site. I am well aware of the legal and ethical obligations I have towards the students and the school. Placing the video or even the schools incident report form, on this public website is not an option. However, trust me, this was a great project.

References

Bybee, R. W., & Starkweather, K. N., (2006). The twenty-first century workforce: A contemporary challenge for technology education. The Technology Teacher, May/June, 27-32.

Clark, D. R. (2010). Bloom's Taxonomy of Learning Domains, Retrieved March 8, 2011 from http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

Decarie, C (2010). Literacy and informational interviews. Business Communication Quarterly, 73(3), 306-317.

Littlejohn, A., Margaryan, A., & Vojt, G. (2010). Exploring Students’ use of ICT and Expectations of Learning Methods. Electronic Journal of e-Learning,  8(1), 13 – 20.

McWilliam, E., Poronnik, P., & Taylor, P. G. (2008). Re-designing science pedagogy: reversing the flight from science. Journal of Science Education Technology, 17, 226-235.

O’Hara, M., (2007). Strangers in a strange land: Knowing, learning and education for the global knowledge society. Futures, 39, 930-941.

Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: developing tools for an effective classroom. Education, 130(2), 241-250.

Queensland Studies Authority (QSA). (2010). Business lower secondary subject area guidelines. Retrieved from  http://www.qsa.qld.edu.au/12327.html

Ryberg, T., & Dirckinck-Holmfeld, L. (2008) Power Users and patchworking – An analytical approach to critical studies of young people’s learning with digital media. Educational Media International, 45(3), 143–156.

Assessment 2 Summary

Introduction

I have now worked my way through over 20 new technology tools designed to enhance learning outcomes. Most of these tools can positively affect learning outcomes by presenting content in ways that will engage learners and elicit higher order thinking. At their best, these tools create unique learning situations that could not be replicated any other way with outcomes that deliver critical thinking at its best. At their worst, the tools; become overly complex; fail to work; are not compatible; endanger the students; or do not really support desired learning outcomes. The critical factor with each of these new technologies and their related applications is that at the end of the day they are just a means to get to the desired goal of learning. They are not a replacement for a well-planned lesson with clear objectives for learning outcomes: they become the tools that will most effectively, safely, and efficiently assist the teacher and student in achieving those goals.   

Group 1 Technologies – Blogs, Wikis, and Websites

This group of technologies explored online spaces and how they could be used as a platform where ICT’s could be integrated into learning. I found all three tools interesting and useful. Blogs and Wikis, unlike websites give the students the ability to add content to the space. Websites are more static and tend to act as a repository of information for the students to access. I chose to concentrate on Wiki’s because I feel websites and to a lesser extent blogs create some potential legal and ethical problems.

A teacher created website would be outside the school initiated platform and would leave a school without the ability to control or even oversee the content. For this reason I would be surprised if a website like the one I created would be allowed by a school. Similarly, blogs created off the school site create a potential problem for teachers, students, and schools. Inappropriate content could be added that could place children at risk without the teacher or school having the ability to constantly monitor the site.

Wiki’s that are password protected and approved by the school offer unique eLearning opportunities for students. The ability to work anytime anywhere on a collaborative project is a great feature of Wikis. I have created a PMI for Wikis, as well as greater detail on blogs and websites (See Appendix A). The use of Wikis could be beneficial in both my subject areas of business and manual arts. I can imagine using a Wiki in business to transform a lesson about leadership into a collaborative and constructivist critical analysis about the effectiveness of different leadership styles on individuals depending on the type of work they do. I believe Wikis have a major advantage over other forms of ‘online homework’ in that they create a collective constructive forum. To add content to a higher order thinking routine Wiki (like DeBono’s Hats, SWOT analysis, or a PMI), students will need to critically analyze the subject and are influenced by the answers other students have previously posted. An exercise like this could be done as a discussion in class but I think it is more efficient to do this online. This helps students who might be reluctant for whatever reason to contribute in class to have a voice in the class discussion. Additionally, a Wiki ‘discussion’ is not constrained by specific class time and can accommodate students who were unable to attend class.

Group 2 Technologies – Images, Video, and Audio

This group of technologies concerns the management of digital images and sound and their value as a learning tool.  I really could not find a great deal of critical thinking skills that would be supported by image manipulation software like iPhoto or MobaPhoto. They can make a presentation look better but I do not see how this contributes to higher order thinking. My investigation of Flicker revealed content that was clearly inappropriate for schools and I would not feel comfortable using it (See Appendix B).

I found both digital video and podcasting to be an innovative way to deliver content to students. I believe both tools support higher order thinking in that I could ask open questions in these media that would require analytical thinking. As discussed in my blog (See Appendix B) these tools could be used to expand the availability of the teacher to serve slower or faster learners by providing targeted content to review or extend. I chose to focus on podcasts because I am more familiar with them and I do not have the ability to generate video content beyond adding pictures to a soundtrack, which is not even remotely using the application to its potential.

Unfortunately my podcast fell prey to technological issues. I used the recommended site and found it impractical to download a usable product. I tried to add images to a soundtrack but each image would take approximately 10 minutes to load. A simple podcast would take days to create and load. Others in my class had similar problems. Despite the difficulties I believe the tool is one that I could use to transform the classroom to an eLearning classroom, where it is possible for the teacher to give different lessons at different times in different places.

I have some concerns about the use of digital video and still cameras in a school setting. Images could be used for cyber-bullying or distributed outside the school setting. This for me raises some legal and ethical issues (See Appendix B) as well as duty of care. Before I considered letting the students have access to cameras I would want to discuss my concerns with school officials.

Group 3 Technologies – Information Presentation

PowerPoint, Prezi, and Glogster are examples of tools designed to enhance information presentation. I was particularly impressed with the interactive dimension of PowerPoint, which I have used often as a presentation device. I think including PowerPoint in this group somewhat diminishes the use of it as a versatile learning tool. Of the three presentation tools I chose to explore Prezi, which I had no experience with but I felt was a more useful program for my subject areas.

Prezi presents information in a way that can help visual learners ‘see’ the connections in subjects. A Prezi in manual arts could transform a list of shop tools to a visual tour of the facilities; complete with video clips that demonstrate how each tool works and how it will be used in the project they will be undertaking. Students who take this tour with Prezi could skip tools they are familiar with and zoom in for more information on others. If I were conducting the lesson Prezi gives me the ability to move in a non-linear way to accommodate a change in focus in ways that PowerPoint cannot. This ability would allow lessons to range off-topic and allow discussions to move in unexpected ways. This opens up a level of spontaneity that can engage learners by making lessons more personal. Prezi’s flexibility means the same presentation could be used by the teacher or as a stand-alone lesson for the students. Additionally, I could imagine having the students create their own presentations using this tool.

Prezi is perfect for visual learners and I think combining Prezi with a graphic organiser would make this tool a critical thinking tool that would appeal to all students. I could import a mind map and use Prezi to visually highlight the connections between ideas. A PMI exploring Prezi (See Appendix C) lists some of the disadvantages of using this presentation tool.

Group 4 Technologies – Miscellaneous

This technology group contained a wide variety of tools with no set theme. A complete review of these technologies is located in Appendix D. I think Google Documents is probably the most valuable tool in the group. It introduces Cloud computing that I think will be the next major innovation in ICT’s and will have significant ramifications for education and a major impact on distance education. I believe this technology will transform education in the years to come. I was unsure how to model the use of this technology so have chosen instead to focus on Online Concept Maps.

I believe concept maps possess the ability to compel students to think critically. Of all the tools, I feel that this one will have the greatest impact on my ability to develop critical thinking skills in my students. Concept maps support student understanding of the ‘big picture’ and how the individual components of a subject relate to the whole. Creating a concept map, like a mind map, involves analyzing a thing or idea and then using critical thinking to break it down to understand the individual components. Doing so will also help students understand how those individual pieces relate to the makeup of the whole subject.  

I created a basic mind map (see Appendix D) covering the parts of a lathe. Showing this to my students would help them better understand the machine by seeing it as four basic components each of which has a number of sub-components. This creates a visual picture to support student understanding. Having my students create their own mind map of the lathe will require them to analyze the overall function and then determine which components contribute to that function and in what way. In this way I think concept maps have the ability to transform the way students think about things. Looking to the components will help students better understand the subject and concept maps help develop the skill and routine to do that.

Legal and Ethical Considerations

Throughout all of my postings (Appendix A, B, C, D) I have made note of the legal and ethical issues involved with each tool. The greatest threat to the students comes from the use of the Group 1 and 2 technologies. I have some concerns about the ethics of allowing the students access to these tools and would want guidance from school officials before I requested that my students use them. The Group 3 and 4 technologies do not inherently present many legal or ethical issues. These tools are more information processing and presentation and the ones I have chosen could be used off-line.

Conclusion

The key to using theses new technology tools is that they are only tools. By themselves they teach nothing. It is what they can do in the hands of a competent teacher that transforms them into critical thinking tools. The tool must be carefully considered for the outcomes it can support. Carefully chosen, the proper tool can be the solution to a problem, otherwise it is just a solution in search of a problem.

References

Appendix A  Waller, D. (2011). Week 3 Group 1 Technologies. Retrieved from http://tryingisthefirststeptowardsfailure.blogspot.com/2011/04/week-3-group-1-technologies.html

Appendix B Waller, D. (2011). Week 4 Group 2 technologies. Retrieved from http://tryingisthefirststeptowardsfailure.blogspot.com/2011/04/week-4-group-2-technologies.html

Appendix C Waller, D. (2011). Week 5 Group 3 Technologies. Retrieved from http://tryingisthefirststeptowardsfailure.blogspot.com/2011/04/week-5-group-3-technologies.html

Appendix D Waller, D. (2011).  Week 5 Group 4 Technologies. Retrieved from http://tryingisthefirststeptowardsfailure.blogspot.com/2011/04/week-5-group-4-technologies.html

Week 5 Group 4 Technologies

Animations and Simulations

I explored the digital animation and simulation tool, but I am not even remotely competent enough to create something using these tools. The learning curve for these technologies appears steep. Existing animations and simulations could be helpful and I would possibly use them if I found some that were appropriate and available for my subject areas.

There are several simulation programs available for manual arts, although they are expensive. I believe the use of these tools could be an effective alternative to owning or operating the real machine in manual arts. The use of cutting simulation tools would be a safe alternative for some students who lack the hands on experience required to operate some of the more dangerous machines in a shop. Younger students could still gain ‘experience’ using the simulated machine in much the same way pilots’ first train on simulators.  Computer numeric programmable (CNC) machines are expensive to buy and most schools would never have the resources to purchase one. Using simulated cutting programs could allow students to develop the programming skills necessary to operate one of these machines. As with any simulation tool it is no substitute to controlling the real machine. This would need to be done carefully as students could develop a false sense of comfort that is inconsistent with their real experience and place them in an unsafe situation.

Google Earth and Google Maps

Most people with a computer have used Google Maps and Google Earth. I find both of these tools useful and use them myself. However, I really cannot see a meaningful way to use them in manual arts that would promote the learning outcomes I believe are relevant to the subject. Even in business I struggle to think of how they could be used. I think both tools would have extremely positive effects for the teaching of geography and history and other subjects by helping students understand how distance and terrain have affected things such as discovery and war. I find both of these compelling tools, but not really germane to my subject areas.

Google Documents for Collaboration

I have previously used Google Documents and find the collaborative nature of cloud computing to be both fascinating and incredibly useful. Google Documents allow participants to do remote real time work on spreadsheets and word processing documents. The ability to support collaborative learning is nothing short of amazing. I probably would have chosen to focus on this technology as I believe it will transform computing and education in years to come. Unfortunately, the assignment requires a demonstration of the technology and I am unsure how I can do that. I can imagine my business students using an online Google word processing document to undertake a group assignment like a marketing plan or case study. With this ability to work in the ‘cloud’, students could work at home in different locations and have real-time ability to create and edit a document. Teachers could even ‘listen in’ on such collaborations or take part. When this is coupled with an online ‘voice over Internet protocol’ (VOIP) program like SKYPE, collaborative learning can take place that is every bit as effective as group work in the classroom.

I believe this could be an important means of working remotely with students. This could be an invaluable tool for schools with a large boarding contingency. I could work with a student wherever they are as long as both parties had a good Internet connection. Working with a student who had an illness or was unable to get to school could become a possibility, as to whether this would be allowed would be up to school officials.

I do see the potential for some problems arising from the use of this technology. Cyber-bullying could become a problem and unequal participation would be difficult to ascertain. I am unsure a school would condone the use of VOIP if it had the capability to broadcast video as well. SKYPE type programs could increase cyber-bullying and the possibility of inappropriate behavior would have to be carefully investigated by school officials.

Online Concept Mapping

I found this to be my favourite of the new technologies I explored. I made several mind maps with Text2Mindmap and am very excited to apply this technology to both of my teaching areas. Concept maps are not new but the ease with which the program allowed me to create them was. Using Text2Mindmap requires students and teachers to create a hierarchy of order for the subject of the mind map that necessitates higher order thinking.

My final mind map was on a lathe for manual arts. To do this I had to identify the major components and then the sub-components of each part of the machine. The end result is a visual representation of the four major components and their sub-components. The diagram in itself would be useful for visual learners in particular, to help understand the relationship between the components. Having students create their own mind map would really require them to use higher order thinking skills. They would first need to analyze how the machine works and then break it down into sections or components.

Here is a mind map of a lathe and its components. This would be targeted to year 10 students who are about to undertake their first project on a lathe. This would get them familiar with the main components and the relationship between the controls and the cutting function. Ideally I would import this into a PowerPoint to create an interactive mind map or into Prezi where pictures could be added to give an additional visual boost to the students to help relate the name to the actual component.

I would find concept maps of even greater use in the subject area of business. Most concepts in this subject lend themselves to the kind of visual representation available with concept maps. Ideas like business cycle, market plan, and organisational structure would be easier to understand with a concept map. Presenting information this way helps students quickly grasp the relationships between the different parts. Concept maps also support higher order thinking skills by logically linking the various parts to how they relate to the whole idea. Concept maps also support constructivist learning by adding additional detail to ideas. The map can grow as students assimilate more knowledge into their understanding of particular ideas.

 

I do not foresee any legal or ethical issues unique to the use of this technology.  

Online Timelines

I did not create a digital timeline, but I can see the possibilities. This could be an excellent sequencing tool in manual arts that would help the students understand the step-by-step processes used in this subject. I was particularly impressed with the ability to embed video clips that could be used to demonstrate the specific processes need to complete a step. The students could also use a digital timeline as an electronic portfolio that would illustrate the entire scope of the project they had completed. This timeline would replace the current paper portfolio used to document and assess the students project. The creative possibilities of a digital portfolio would be far greater than those afforded by a hard copy. The logic and order needed to follow or produce an electronic portfolio would aid thinking skills and help visual learners. This tool could just as easily be used for business subjects to manage the learning of sequential or time sensitive material. The interactive nature of this type of program lends itself to both slow and fast paced learners. This is a tool I will keep in mind especially as it is less popular than some of the other tools that have been explored and the uniqueness of it could engage learners.

Digital Storybooks

I reviewed the ZooBurst example provided on Moodle and do not think it would be appropriate for manual arts or business. Quite frankly I can see this tool used in primary but not secondary. It does not look easy to create a digital storybook and I doubt I have the necessary skills to be successful with this tool. I think the interactive nature of ZooBurst would help younger learners embrace discovery and exploration in literature. The visual aspect would engage learners while still reinforcing the written text. This is not a tool I would use but it is still appropriate in an educational setting. 

Week 5 Group 3 Technologies

PowerPoint

PowerPoint is a widely used and very powerful presentation tool. At its simplest form it is a means of staging information in very succinct and aesthetically pleasing way. At its best, PowerPoint can engage learners with a self-paced lesson filled with interactive slides.  The versatility of PowerPoint means that it can accommodate a variety of learning styles in the same lesson. Information can be presented visually in text and pictures. Students can follow embedded hyperlinks to go more in depth in a subject or skip over material they are already familiar with. This makes PowerPoint a technology that becomes individualized to each unique learner. Additionally, PowerPoint can be used to create on line learning games and quizzes. These can help teachers check for understanding at the end of a unit or understand prior knowledge before a lesson.

I would use PowerPoint in both manual arts and business. I could do a PowerPoint on a particular project, with each slide containing the description of the task needing to be done, with links to greater detail on how to accomplish the task. Manual arts often repeat the same project for different classes over several terms, and once an interactive tool is created it would be useful for multiple classes. This tool could be very valuable in the classroom where a teacher often has multiple questions to answer at the same time. Having an interactive instrument available to provide guidance to some students could have positive effects on maximizing the effectiveness of the teacher to achieve positive outcomes. As a business studies teacher I believe PowerPoint could be used in many of the same ways. My previous experience with PowerPoint was mainly as a presentation device, but after undertaking this brief examination of the wider potential I am very excited by the potential of this tool to positively impact my teaching capabilities.

The only real downside I see with PowerPoint is not using it to its potential, that and poorly executed presentation slides. Most students are already familiar and comfortable using PowerPoint and I cannot imagine a school that could not support the technology. The use of this tool would not raise any legal or ethical issues beyond those that are already inherent in a normal school environment.

Prezi

I believe Prezi could be an effective tool for engaging students by presenting information in a more dynamic way. The visual aspect of Prezi would be very useful for engaging visual learners. Linking Prezi to a graphic organiser like a mind map would be a powerful way to promote metacognition. Prezi provides a visual demonstration of the relationship between words or concepts. Creating a Prezi requires the user to classify the components and understand the relationships with a linear path connecting correlated ideas. Having the students use Prezi to create a mind map would promote higher order thinking and provide an assessment tool that would allow a teacher to effectively check for understanding. The creation of a Prezi requires a student to organise words and possibly images, and then calculate significance by assigning a text size. Creating an appropriate sequential path will also necessitate the use of higher order thinking. 

I found creating a Prezi the first time to be a somewhat challenging activity compared with other programs I have explored. I needed to watch the tutorial several times and had to continue to refer back to it to create my presentation. I found adding digital images frustrating because only some of the pictures in my files were available. There did not appear to be a reason why some were available and others were not. Additionally, when I went to add a soundtrack, Prezi would not recognize any of the files I have stored in iTunes. Despite these setbacks I would still experiment with and use Prezi in both business and manual arts. Before I asked my students to create a Prezi, I would want to increase my proficiency with this tool. I do not feel that I currently posses the capabilities to adequately assist my pupils with the implementation of Prezi.

I believe Prezi would be an excellent way to present the information that has been compiled for a mind map. My own Presi was basically a mind map of the break-even point in business accounting. Using this tool helps demonstrate the links between costs and profit in a visual way. The path the presentation takes illustrates the importance of understanding fixed and variable costs and their impact on the point at which a company or product makes money. It is certainly possible to explain this concept other ways, but I feel Prezi contributes a visual element that would help students actually ‘see’ the links. I believe a discussion of the concept would then more easily assist students in comparing fixed and variable costs and then analyzing the effect they have on profitability. Using a digital recording that plays during the presentation could add further stimulus to engage learners.

Plus	Minus	Interesting
·      Effective tool for visual learners ·      Promotes metacognition through; organizing, sequencing, relating, correlating, ordering ·      eLearning tool anytime anywhere ·      Promotes visual linkages	·      Could become over-used ·      Not overly user friendly ·      Not compatible with some applications. ·      Can be frustrating for first-time users	·      Different than a normal PowerPoint ·      Useful in any subject area ·      Easier to add music than with PowerPoint

I believe the use of Prezi in and of itself creates no additional ethical or safety issues than what are normally found in dealing with ICT’s in a learning environment. I have embedded my press on my web page here I will attempted to embed my Prezi into my blog but have been unsuccessful. I am unsure if it can only be embedded once or if I have just not tried the right combination of commands to make it work

Glogster

I had no previous experience with Glogster and had not even heard of it prior to this activity. I followed the online link to the tutorial covering Glogster and created my Glog. I have noticed that the scaffolding for the activities has become much less structured and is no longer prepared specifically for this class. Early in the coarse there were clear tutorials often done as imbedded video, the last few tasks ask us to follow a link to a generic tutorial. I find that I am less engaged with the material this way. This is something to make note of in my own teaching, as it seems to indicate a level of importance. I do not believe this is necessarily true in this class, but that is the feeling I have. Perhaps because of this I was not that impressed with Glogster. I also think I am reaching saturation point on all the new technologies and I am having some difficulty keeping them clear.

I found Glogster easy to navigate and very user friendly. It is billed as a ‘collaborative learning platform’ although it appears to require a paid subscription to really make it collaborative. I am unsure if a school would have or want to obtain a paid subscription. I am unsure how secure the platform is for protecting the privacy of students and would definitely wish to have the schools IT person investigate this site before I would be comfortable having children enroll on it.

From my perspective, I am not sure how Glogster is that much different from other programs like PowerPoint. I found it entertaining and it does seem like an online scrapbook page, but I do not see how it is a better tool for achieving learning outcomes. Glogsters entertainment potential could be its downfall. It is easy and fun to play with the fonts and add pictures but these activities do nothing to promote higher order thinking. I think students might get carried away playing with the features and not engaging with the relevant material. In primary this might be a part of the desired learning outcomes, but in secondary the features could distract from the learning.

Week 4 Group 2 technologies

Tool 4 Digital Images

I explored the digital image manipulation tools. I followed the scaffolded instructions and carried out some basic experiments with this technology. A quick look at Picnik came with the realization that it was not really any different than the other software I have used in the past for digital images. I can understand the need to manipulate photographs and other images obtained from personal files and the Internet for use in lessons. I can also comprehend how the use of image management would be of use to my students for their presentations in business, and to a lesser extent manual arts. However, I do not understand how the specific use of the technology itself could be used to promote learning in my subject areas. I can see no learning outcomes in assigning my students the task of editing a photograph, at least that are applicable to business or manual arts. Editing is enjoyable and can make for a more attractive presentation, but does not really further higher order thinking in a practical application that would directly relate to the learning outcomes of my subject areas.

I followed the assignment instructions and opened Flickr and had a look around. I had explored Flickr previously so was somewhat familiar with it. I tried TagGalaxy but I am not sure if I was using it properly as I could never link back to an image in Flickr. This once again highlighted the need to have clear instructions for my students. I found myself frustrated and annoyed at what seemed to be a waste of time trying to get something to work. The TagGalaxy site appears to have no instructions at all, or perhaps they are only accessible to members. In the end, I cannot comment on TagGalaxy as I am not sure what it is suppose to do. Without this knowledge I would not have my students use it.

The biggest issue I encountered with Flickr was the appropriateness of the content. A quick search of portraits quickly revealed a topless woman. I should comment that I believe it is our responsibility as teachers to explore the content as our students might. Having predominantly boys in manual arts I am reasonably certain this type of search would take place, with similar results. Given these results I cannot imagine a school allowing access to Flickr. This renders the site as only something I as a teacher would use to add content to a presentation. I believe the content would be available under Creative Commons, however I would first prefer to have someone with greater knowledge in the legalities of this area make that determination.  

Tool 5 Podcasts

I have often used podcasts in my own learning and find them an excellent and enjoyable tool for learning outcomes. I have used them to augment the lesson on a particular subject. I would source them online and listen to other lecturers explain certain economics subjects that I did not quite understand, like marginal analysis. With this experience I could imagine my students doing the same. In business and manual arts some students grasp concepts easily while others need additional time or information. A podcast could be used to accommodate slower learners, or as a review.

I signed up to Podomatic to create a podcast. The tutorial was straightforward and I was able to access it without any difficulties. The problem I had with Podomatic was it’s incredibly slow speed in operation. Images or audio took an unbearably long time to load, similar to the old dial-up connection speed. I asked some of my classmates their experiences, and everyone seemed to be having similar problems. In the end, I gave up. I understand how impatient many students are, and I doubt any of them would wait 15 to 20 minutes to load a song and the accompanying images. I will look to alternatives, as I believe this is a great technology to engage students.

I can imagine using podcasts in many areas of business to accommodate audio (and visual) learning styles. I could imagine a jigsaw exercise where each student would need to produce a podcast on specific part of a concept, which would then be put together to form a whole ‘picture’ of the idea. Students would need to critically analyze the subject prior to making the podcast and collaborate with the other students to ensure the topic was covered completely. A class podcast detailing the business cycle would be an example.  Podcasting is not interactive in the same way a Wiki is but is nevertheless an excellent method of engaging students. A podcast covering shop safety procedures, created by the students or the teacher, might be an excellent way to cover the material. This could even be done as a ‘walk around’ tour of the workshop, similar to a museum tour, with a podcast lesson on each machine.  

SWOT Analysis

STRENGTHS ·      Excellent for auditory learners ·      Can use ‘empty time’ like bus or car travel ·      Student created podcasts can be an good way for the teacher to ‘check for understanding’ ·      Can promote critical thinking ·      Can be tailored to an individual recipient ·      Familiar tool for many students	WEAKNESSES ·      Can be time consuming to make ·      One dimensional - in that there is no feedback option ·      Listener cannot ask questions ·      Not appropriate for the hearing impaired ·      Recording quality can be poor especially master volume too low
OPPORTUNITIES ·      Engages learners anytime anywhere ·      Could be seen as new and fun for learners which could increase engagement ·      Students can repeat lessons for better understanding ·      Use to deliver material to students who are sick or away	THREATS ·      Requires the use of a receiving device, without which a podcast is not mobile ·      Students may lack access ·      Slow connections will frustrate learners who then may not engage ·      Format issues - Apple’s AAC not universally recognized like MPEG

Podcast could also be created of an actual lesson by just having it filmed or recorded. This could be a valuable alternative for students who are away to still receive the material, or to assist slower learners. As an assessment tool, the podcast is an excellent way for teachers to check for understanding by viewing student made recordings. This tool could also help students who have anxieties about performing in front of groups, by allowing them to create and record their own performance. 

Digital Video

I have created my first movie, such as it is. The instructions were for Windows Movie Maker 2.1 which I do not have as I am on a Mac. I used iMovie and had to experiment. I do not have any captured video to edit and so have done a slide show with music. It looks to me as if this program will take some time to understand how to do all the things it is capable of doing. Given what appears to be a steep learning curve I would not require students to use this tool. I do think it could be useful for editing podcasts or student’s oral reports, and would probably use it myself for developing podcasts.  

Digital video could be a good way to engage students who are visual learners. The use of the program can teach organisation and spatial skills. This is not a program I would find particularly useful as a teaching tool in manual arts as it does not really support the learning outcomes of this subject. It allows Power Point slides to be linked to a sound track, although this function is already possible in Apple’s iPhoto, as well as the editing of captured video content. Digital video editing could be useful in business subjects as a presentation tool, but again, preferably for students with some prior experience.

My one big problem with this technology is the potential for abuse it contains. I could imagine captured images being used in inappropriate ways. The potential for cyber-bullying with this tool could be large. I also have some reservations concerning student images finding there way onto non-school websites. Protecting the privacy of students could be jeopardized with widespread use of video cameras and recording devices in classrooms and on school grounds. The school I am training at does not allow years 8,9, and 10 to have mobile phones at school precisely because recorder images have previously been used for cyber-bullying. Before attempting any use of this technology I would want to obtain clear direction from the school administration on their policies regarding video images.

Attempting a Glog embed

This is the embed for my glog.  I tried to do a direct embedding but it does not appear to work (the embed code was below this post. It has been taken out as it failed to embed), thus I have linked the word glog. I have made it quite simple with a song and a couple of pictures of  my daughter I have edited with Picnik. I am curious to see if the song in Glogster is dependant on the computer or wether it has truly been embedded into my glogI will write more on this in my group 3 technologies, but I find this a great presentation tool that could be used for teachers or students to put together some great presentations.

Anderson, B. & Ulvaeus, B. (1979) I have a dream [Recorded by ABBA]. On ABBA Gold: Greatest Hits [CD]. Stockholm. Sweeden. Polar Music

Week 3 Group 1 Technologies

 Wiki’s, Blogs, and Websites

I have created my first wiki and blog. The scaffolding of the activities was clearly laid out as per the creation. Adding content was less clear and I will admit I have had a hard time getting the content to turnout as I wanted. Several other GDLT students were quick to help out and get me pointed in the right direction. One of the big problems I have with this activity and the ones that follow is the lack of a consistent platform upon which everyone works. I use an Apple Mac, but most of the setup is for Windows machines. I suspect this would not be as much of an issue in schools, with the platform and software consistent across the school.

WIKI’S

I can see how the use of a Wiki would be valuable for creating constructivist-learning outcomes for students. The wiki lends itself to developing higher order thinking skills through the use of graphic organizers and thinking routines that help promote the use of higher order thinking. In this exercise I have used a Plus, Minus, Interesting (PMI) organiser to discuss the merits and disadvantages of using Wiki’s as a learning tool. My Wiki can be viewed (here).

Plus	Minus	Interesting/Implications
·       Easily accommodates higher order thinking skills like compare/contrast, critical reflection, and analysis. ·       Excellent resource for collaborative learning ·       Accommodates different learning styles ·       Allows learning anytime anywhere ·	·      Technical issues can lead to frustration and detract from the learning experience ·      Copy write issues could lead to legal liability ·      Not all schools embrace this learning medium ·      Students have different levels of comfort with technology and not all embrace eLearning ·      Potential for inappropriate use ·      Students edits could lead to difficulties	·      Liability for school/teacher could limit the potential use ·      Wiki’s have not (yet?) been widely embraced by the business community ·      Password protected network a must, but is it available to all schools? ·      Cyber bullying

I can anticipate a wiki being useful in my subject area of Business. Marketing, economics, organisational structure, managerial control, and organisational behavior are some of the areas where I believe a Wiki would be an appropriate tool to enhance learning outcomes. I believe Design Technology (Manual Arts), provides fewer opportunities for the use of Wiki’s. Depending on the available time and proposed learning outcomes, it could be a useful tool for design comparison and analysis, but many students prefer to work independently. After some initial brainstorming, most students I have encountered prefer to carryout their designs without letting their cohort see their work.

WEBSITE

I can understand how a website is useful as a resource for class information and as a repository for data relating to assignments, schedules, and useful links. It provides a useful service to students to connect the real classroom to the virtual classroom. I would personally prefer to use the existing school infrastructure for this. Using a school based platform like Moodle or The Learning Place would connect with other resources the school is already aligned to. The addition of password protection available to the school sites helps protect students. A website available to everyone is not a place to list any student sensitive data or pictures. I would be uncomfortable with the legal and ethical implications involved in the open access a website provides. Additionally, most schools appear to already have a website. I cannot see how an administration would tolerate a separate website as opposed to a new page on the existing school server.

I have created my own web site (here) and can see how it could be used for an information repository. Web 1.0 will only allow me to edit content but the new web 2.0 creates somewhat of a cross between a website, a Wiki, and a blog. Users are invited to join and then have the ability to contribute to content. Without a secure password protection this could have significant legal and ethical implications for a teacher and their school. I have read the relevant section in smartcopying and I do not feel comfortable making the decision about copyright legality. I personally would want someone at my school with greater expertise in this area to make the decisions about questionable content. For instance if I post a picture of my students on my website, would this be covered by the schools signed waiver allowing a students picture to be used? Perhaps it is my background, having come from the litigious US, but I am somewhat uncomfortable with this issue. The bottom line for this author is: Use the existing school site to create and post content.

BLOGS

Having already commented on the use of blogs in earlier postings, I will keep my remarks brief. I have looked at some student driven blogs on the Internet and have discovered a rather annoying trend. Many blogs have had their comment section high-jacked by commenter’s seeking to advertise their products, own sites, or as a place to post derogatory comments. One of the comment sections I read led to a site detailing how to bypass a schools’ Internet filter. The site gave a range of options depending on how the school has configured their firewall.

I can see that the comment section in particular could potentially be a large source of legal and ethical issues for a teacher and the school. 

POST SCRIPT

I talked to the IT administrator at a private school in the area. They currently use Moodle as the platform for school Internet activities. I asked about the use of Wiki’s, blogs and websites at the school. The reply was there is not as much use as perhaps there should be. The school supports the use of these tools but it is left to individual teachers to implement them. Many teachers have been teaching for many years and have yet to embrace ICT’s and integrate them into their learning programs. The school feels the use of technology will grow through hiring new teachers that already posses these skills to replace retiring staff who may lack a commitment to the use of ICT’s.

The largest impediment to the use of Wiki’s and blogs is the anonymity of Moodle. Students must log on, but once they do there is no way to track who has left a particular comment. The feeling is that this leaves the system open to abuse as well as cyber-bullying. A teacher that has a separate website would be strongly encouraged to instead incorporate it into the existing Moodle site.