Please follow this link to my asessment three. I have chosen to do a tent demonstration to assist my students with this task.
The reason I have chosen to use a ‘Tent Demonstration’ as my topic as I will be able to use it my teaching practice. I teach VCE Outdoor and Environmental Studies as this practical approach to learning could either be a model for to students to learn from or an example of what I would like students to achieve if they too had to use a form of ICT to deliver an assessment.
My primary target audience is Year 11 and Year 12 outdoor and Environmental Studies students whom participate in my classes. The learners that I have in these classes are predominantly kinesthetic and visual whom enjoy doing practical tasks. The software/hardware required to use my RLO would be an operating computer with Windows and PhotoStory Installed. Id I was going to upload for students to access remotely they would also need to have an internet connection and provider.
I will put the PhotoStory onto our school blog, in which students can leave feedback and further from that comment and share ideas about the topic with each other.
It is obvious that synchronous e-learning is gaining more and more popularity, however it is still is more expensive than asynchronous. In my opinion the Park and Curtis article does highlight similarities between e learning and traditional class room chalk and talk styles. The researchers found that ‘social interactions did have a positive impact on group problems solving behaviours’. Throughout the article there was mention that students did feel it was important to connect socially in which synchronous e learning allowed. I felt the clear suggestions in preparing a synchronous lesson was extremely beneficial .
- Clarify Technology Requirements
- Explain Task Purpose
- Schedule Practice Sessions
- Be Flexible with your plans
- When promoting active and meaningful discussions:
- Scaffold student discussions (being a positive facilitator)
- Create a Social climate
- Provide materials to be discussed
- Facilitate small group based discussions
The reading ‘Teachers and Social Networking’ raises many contemporary issues that beginning teachers are faces with. The reading closely examines two teachers whom in my opinion are so stupid as to have students as their so called ‘friend’ on social networking sites such as MySpace and Facebook. As a graduate teacher I too have been often faced with situation of students trying to ‘add’ me as their friend on such sites. During my BEd I recall having a short lecture on appropriate uses of sites such as Facebook and possible ramifications of having students as your ‘friend’. Although this information was important I don’t think it is spelt our clearly to pre service teachers on what exactly is appropriate and what is not. I am 100% clear that I will never have a students as a ‘friend’ on my social networking sites as I consider myself educated enough to make a clear stance on such as issue. I know many teachers that have students as their friend and in fact Senior Teachers who take model type poses and profile pictures and then post then form comment. I mean really? I truly believe these types of teachers are those whom are seriously lacking friends therefore are wanting student to act like real friends to them which is not only un professional it also brings other teachers reputations down as well. The reading reiterates my thoughts on students being your friend on social networking sites in which I believe should be law. Yes everyone does have a right to free speech but within reason and if you get caught you must deal with the consequences. Web based Video Education has opened up and world of opportunity to my pedagogical practice. As a teacher whom teacher predominantly kinaesthetic learners whom struggle to learn through the traditional methods, beginning or during a lesson using a video cast or clip from YouTube not only engages my students immediately it also inspires them stay tuned. In recent months I have based VCE SAC requirements from a YouTube clips or similar, as students need to watch, listen and then take notes on the clip which targets several learning styles. As the reading also explain the benefits of Video sharing amongst students it also opens up professional purpose between educators right across the globe. I may be able to sit in on a conference in my field in America and likewise in return therefore generating a world of collaboration not seen before. This level of technology must be embraced and used to help student prosper in various forms of education.
This was the first time I have heard and or used such a tool as ‘Delicious’. I believe it has a very useful application in current teaching practices. I could see it being a tool I could easily use for my students if they were to research a wide ranging topic in which I could give them various web addresses through the delicious application posted on our Wiki. Students could then scroll through to find the information required without wasting time looking at sites that do not hold the information I am wanting them to use.
RSS feed is a tool that I have had some use with but not practically used with students. This could also be a wonderful addition to our Wiki has it gives instant updates from education providers and or newsrooms and allows the users to receive these things ‘live’ without spending time looking and updating. Students could then have the ability to share useful information relating to current curriculum topics with each other.
Digital story telling certainly has a place in education as it provides a means of engaging students in delivering and presenting their ideas and or understanding of concept using web 2.0 technology. I have used digital Story Telling several times as a means for reflection of presenting experiences not
The Basic Option Module does have some good aspects as it closely follows the Instructional Design programme. The module reflects the learner’s needs using asynchronous e learning tools so the learner has the ability to learn at their own pace and engage in relevant information. In addition the module programme was eye catching with its colours and clear menus that was easy for me to indentify and seemed very user friendly. I spent some time searching for detailed information on the purpose of the programme with little result which I found disappointing foe potential learners.
Throughout the journey of the presentation in which I found engaging to some point, they used a range of methods and tools including; problems solving, demonstrations and interactive media to guide the learner to the next level. I found it hard to gauge my progress until the opportunity was given to demonstrate my newly learnt skills through activities. The feedback was immediate and very relevant and gave me confidence in the instructional learning module. My suggestion would be to use audio to further engage the learner as it would have been almost reassuring to hear a voice on your progress throughout the exercise.
Podcast or Podcasting is way of sharing audio files. Podcasting can be used any age group across any field hence its popularity. It has endless opportunities to both the person whom uploads the podcast and or the listen / receiver of the podcast. Podcast can be used simply to share a conversation with someone or deliver a lecture. Podcasts offer those with learning or hearing difficulties an opportunity to stop, rewind a and replay the relevant information, which to me as a teacher is invaluable for these students.
Podcast can offer alternative assessment approaches as students can, in the comfort of their own home pre record their answers to a an oral exam and then have the opportunity to re-play this to the class without be stressed or overwhelmed by the class sitting in front of them.
Podcasting can offer timely and cost effect methods of communication for teachers and learners alike promoting a culture of collaboration far beyond the walls of the classroom. Traditional methods of ‘chalk and talk’ have lead to high levels of students disengagement in addition to a lack of understanding of ICT technologies by digital immigrant teachers whom try to deliver to outdated curriculum. Podcasting is another form of technology that promotes ‘inquiry’ learning by students who must ‘sort out and find out’ relevant information in order to record and upload their individual podcast.
To me Wiki’s are a great tool to use for various area’s including teaching. A Wiki’s can be sued as a direct teaching tool through put information up that students must read and analyse, students could post reflection of a learnt task or it could be a great communication tool through the holidays for exam revision. Wikis have far great potential than we know, personal updates are a great way to stay in contact when travelling or working overseas. Many army personnel use Wikis to safely communicate with loved ones back home as they can post pictures and diaries.
Wikis offer an environment of collaboration and interaction that can be seen by all whom are connected. It enables the connected users to file share and give instant feedback on various posts or tasks and then the ability to edit in necessary. Research does suggest that some users may go in others work and edit but from my personal experiences this has not occurred as you are able to ‘track’ what users have been logged on.
Wiki’s have great potential in the class room and I have planned to implement into my VCE classes as it gives students are sense of ‘control’ over their learning and allows independence by the learner which is today’s educational outcome.
In my view ‘Blogs’ do offer an opportunity of reading someone else’s experience or observations so if you are searching for a blog to read your automatically drawn to a blog that appeals to your interests. Blog often take some time create and maintain which can a limiting factor for some in addition to this finding another blog that you are interested in may also be time consuming. Blogs do have many benefits including suitable for study purposes, can be detailed and contain important information for the reader.
Web 2.0 technologies such as Twitter and Facebook are typically used for socialising and connecting. These technologies provide instant updates to others whom that are connected through the process of ‘friends’. The purpose of these types of technologies is not detail or to share vital and essential information rather to provide a ‘snap shot’ of the person through status updates on the ‘newsfeed’.
Obviously with using any type of technology there is a risk posed and in the form of Web 2.0 technologies there a more risks posed than others. I feel the current security settings on programs such as Facebook are rather extensive and hard to interpret in regards to what information is being displayed to your friends or public. I feel there needs to be some sort of validation process for these sites to verify age and gender perhaps each country is to have a representative or similar so paedophiles and others are deterred from accessing personal information of others. Communication of sites as had much conversation in education circles as students are tending to use shortened versions of the English language in both spoken and written forms which is concerning for teachers. Students need to ensure there ‘computer’ language is not transferred into their educational language.
I took the ‘Teaching’ styles quiz and I predominantly answered as the facilitator. I did find this quiz to be a little too structured with the questions. Currently I mainly teach VCE so it is hard not to be the ‘Demonstrator’ type teaching style has the course work does not allow for much movement, you have to teach definitions and examples that correspond with this assessed curriculum. I do try to invent activities which allow to me to become a facilitator rather than the typical authoritarian. As my subjects are Outdoor Education and Physical Education my student cohort relies on me being ‘active’ and ‘engaging’ as the teacher otherwise they simply have an emcee amount of trouble focusing.
With the learning styles test it indicated that I was a kinaesthetic learner which I am well aware of. I struggle to sit still, I need to be constantly engaged, I often multitask and I love doing particle things like sport. I feel that I can connect well with my students as I have a similar learning style to most students in my PE and Outdoor Education classes. Although I prefer this style of learning I think it is essential to develop a learning pattern that encompasses more than one style. For example when I am teaching we talk as a class about a topic/subject, then write notes on it then do some sort of practical activity. I feel this teaching method exhibits a varied level of learning methods for most students.
I have just read Prensky’s article on Digital Natives and Digital Immigrants and, for me I totally agree about the metaphors he used. I find the article extremely interesting and I find the way he describes both digital natives and digital immigrants clear and give me a clear understanding of both terms. At this stage I feel I am a digital native probably because of my age and generation, computers and technology have been are large part of my schooling and now in my teaching I try to further engage students through various forms ICT. At times, I do find elements of technology difficult although the more time I spend simply ‘playing around’ with the program or tool the easier I find it to use.