Reflective Synopsis: Week 8

Over my last nine blog posts I have been introduced to new collaboration tools and creativity inducing programs and apps. Some tools presented to us this term have been specifically created to reduce the size of the world and make alternating between participating in the classroom and the world stage seamless. Not all the spaces shown to us were designed for the education landscape but the growth of technologically competent teachers has emphasised the rich resources available to us if we put in the appropriate thought and model it to existing standards. As student directed learning is important to the level of comprehension obtained by them it is only natural that the tools they enjoy using outside of the classroom would be appreciated within it. Involving technology scaffolded by digital pedagogy can create an engaging environment and promote a positive education identity.

Upon reflection of the first seven weeks of term it has become apparent to me that the key themes present themselves as Collaboration, Creativity, Involvement and Student Directed Learning. Collaboration is highlighted regarding wiki’s, websites and Google Docs to name a few. Creativities’ inclusion concerned every topic covered this term together with video and presentation software. Involvement in school, community or even worldwide groups and online spaces was encouraged with wiki’s websites and blogs. Allowing students to experience different social situations and customs. Promoting socially aware and socially active citizens.

Another thread that never ended once pulled, was my participation in other students reflections and genuine interest in their interpretations. In week one I would plod along, take in my required readings, watch a few videos, do the odd activity then post my blog. But as I began to look into other student’s theories and digital pedagogy beliefs I found, at times, stark differences to their understanding and utilisation of resources. The “Phone Debate” using De Bono’s six thinking hats is a good example. My staunch “NO!” approach to phones in class joined my adventure through the Wiki activity, and as I read through more and more students opinions I could feel my staunchness become closer to that of a malleable “Probably Not!” I felt a sense of disappointment in myself, I felt so narrow minded. Although, the evidence and opinion resided comfortably on the “No” side of the debate it was the open-minded individuals who attempted to find the positives that encouraged me to do better. To remain dynamic and objective to perceived problems, especially when dealing with the education of our youth.

Week 5 of the Moodle site also provided me with an interesting stroll amongst the weekly blogs as it underlined my favourite topic of the term – Presentations. The tools students chose to research varied greatly, some enjoyed the ‘basic’ PowerPoint. They loved its usability and star wipe transitions while others showed creatively utilised Thinglink images to show tools of the workshop and when you hovered the mouse over a specific tool its purpose and safe handling technique would appear.

The final and perhaps most important thread binding the topics of this term must be the appropriate and professional application of any ICT resource. The Pedagogy Table activity really gives all future educators the framework for success by ensuring we don’t just hand a student an iPad and assume we have redefined their education. ICT’s that don’t meet a few, if not all, of the pedagogy areas may be distracting and damaging the student’s ability to learn. Facilitating collaborative learning, problem based learning situated in real life contexts, supporting learning controlled and managed by students and the development of active citizenship are my favourite areas and must all be present in my future ICT activities. While the entire higher order thinking spectrum of creating, evaluating, analysing, applying, understanding and remembering must be applied to all lessons, not just technology based undertakings. Another fantastic model for ICT scaffolding is the SAMR model. It again, ensures technology isn’t being used merely as a substitution but as a transformation

All the pedagogy framework surrounding ICT’s is wonderful and whilst attempting to redefine learning through technology and online spaces, educators must ensure responsible practice and provide safe digital learning areas for students. Activities regarding online publication or materials sourced online should be accompanied with an introduction highlighting, copyright, safety and the existence of a digital footprint. The rules of copyright allow only the copyright holder to perform, copy or communicate to the copyrighted material to the public,1 meaning simply scanning and submitting documents found on the web is illegal. Safety tuition is also important to protect children from physical danger associated with stranger danger – meeting someone online who may claim to be someone else.2 Cyber bullying and privacy must also be covered. Many students may not be aware of their virtual identity or digital footprint which is created through the accumulation of your online activity. Facebook posts, published websites and YouTube clips make up part of your footprint. Thus, care must be taken to the amount of exposure one submits themselves to online.

To tie it all together I must explain that these past seven weeks didn’t consist of one overpowering thread of familiarity but more of a tapestry woven with rich wools of digital pedagogy, SAMR, collaboration, higher order thinking, safety and personal reflection, that blanketed the opening weeks of term. I was always passionate about teaching and probably focused a little too much on the delivery and aiming to be positive, approachable and personable but the tapestry woven over the last few months has turned the majority of my attention toward the content and purpose of my lessons and I must admit, I prefer the idea of delivering engaging, relevant information rather than delivering outdated an tiresome material in an exuberant, personable manner.

1    1. Rose Bay Secondary College Presentation from National Copyright Unit, COAG      Education Council

2. Moodle week 2

2

Embedded Task 6: Blog participation

I started these weekly blogging exercises with doubts about their purpose and effectiveness but, I did enter the exercise with an open mind and a willingness to learn. Which was a good choice. I had the frame of mind that the blogs were just my ideas and opinions, which were free from strict scaffolding and almost without purpose. I thought “it’s my ideas I’m blogging, why do I have to write them down, I thought of them can’t I just store them at the back of my face and say I blogged it?”

After two months of blogging, studying, commenting and exploring new ICT’s I had battled through too much information to even keep track of my ‘good ideas’. So after browsing my previous posts and rediscovering informative, well written insights that I don’t even remember writing, then having a personal battle about why I’m struggling to write an essay that makes sense and how can I somehow employ ‘past’ me to do what ‘current’ me can’t, aren't we the same person?... Anyway, I found the ability to rehash old lesson content and especially my opinion on that content to be helpful and then reapply that past knowledge to more current information forming a deeper understanding of the topic, and at times altering my opinion. But that was just my personal experiences with my own blog.

Having other students access and comment on my, sometimes misguided, blogs was quite scary and rewarding at the same time. Not only rewarding because someone might agree with you but because they might disagree. It can be difficult to notice flaws in your theories, because it’s your theory and that’s how you saw it. But a friendly comment regarding something you may have missed can be beneficial, it may open a whole new area of learning. The only failure I have experienced with the blogging tasks in an entirely personal event when I read other blogs and discover a wonderful, thorough piece of work which makes me feel inadequate. There is a flip side to the aforementioned failure and it’s the ability to explore the thoughts of someone approaching the same material as you for the first time and gathering another perspective which can be incorporated to your beliefs. My outcome in regards the experiences with class-wide blogging is a positive and enlightening one that I MUST incorporate into my education career. The way I will do this is not totally clear to me as yet, but it will be done!   

The learning activities regarding ICT collaboration have been most useful to me. I see collaboration as a type of learning the students don’t know they are participating in whilst achieving higher order thinking skills. I hope to harness the power of ICT collaboration during my career. I don’t want to over utilise the activity, perhaps only use it at the start of the term to promote open thought and expression and encourage creation, analysing and applying skills which can then be applied during solo tasks. The readings from this week have been promising especially Weimer’s (2013) “Five things students can learn through group work” and “Online groups-Cooperative or collaborative.” Paulus (2005). Paulus (2005) maintains; Instructor support for students ‘dialoguing’, is critical to collaboration – this may mean professor prompting discussions among groups and/or providing encouragement and further direction to students at the beginning of the group process. Which is important for me to note when encouraging ICT collaboration. Paulus (2005) continues; When groups come together to solve a problems, they need to use online tools to collaborate, Skype, Google +, Google Docs, Elluminate Live, and need to be introduced to the tools early in the course and have time to practice with them. Which forms a strong digital pedagogy foundation, promoting technological knowledge and manipulation. I enjoyed this reading. Weimer’s (2013) “Five things” highlights; They can learn why groups make better decisions than individuals. Students can see how different perspectives, constructive deliberation, questioning, and critical analysis can result in better solutions and performance. And They can learn content, as in master the material… they are figuring things out for themselves rather than having the teacher tell them what they need to know. This is just to name a few. Insightful, exciting and modern, all my favourite things. 

Embedded Task 5: Google Docs

The technology I am highlighting this week is Google Docs. I am lucky enough to have used this application previously during a group assignment in the first year of Uni. Sadly our marks did not reflect the wondrous usability of the program. This technology is breaming with functions which all revolve around simultaneous multiple authors. Google Docs doesn't feature ground breaking programs. It contains spreadsheets, word docs, graphs and the like. Where Google Docs does excel is in its ability to have multiple authors access the documents or spreadsheets simultaneously, creating an instant, dynamic, evolving piece of ‘mutating’ knowledge. There are privacy settings which allow you to keep the ‘Doc’ entirely confidential, where only you can view it. The other two options include allowing anybody with a link to be able to view the information or an all accessible ‘public’ status which means there is no restrictions and anyone who chooses can view it. The space is customisable, but only to a point, you are not free to drag or rearrange the interface completely but google does supply you with a few customisable options from the dropdowns. There are not too many technical considerations regarding this program, all that is needed is an internet connection and a passion for collaboration. There are levels of use in Google Docs so to use its basic functions like editing documents would be a beginner level of experience. Setting up surveys, document storage and Maths tests may require a deeper computer literacy but will be easily nurtured within Googles interface.

Learning outcomes supported by Google Docs and comparable tools is increased technological knowledge and manipulation skills. Focusing on collaboration and higher order thinking. Having students working in small groups, or entire classes, on a task promotes collecting, creating, and collaborating skills. Students could create spelling tests, surveys or even information banks for future students, which themselves are editable. This encourages creating, analysing, applying and understanding.

In my last blogs I had made examples of the use of the technologies toward the area of history, as manual arts is my second minor I decided to dedicate Google Docs to it. I’ve planned a way of using Google Docs as a sort of lesson repository. Where students complete a construction task delivered by me and if they choose to make alterations or modifications to the original design they can draw or film or make a presentation covering the changes and locating it on the ‘shared doc list’ for future teachers or students to view and attempt. This task is meant to encourage students to display most of the building blocks of higher order thinking as well as covering a number of digital pedagogies. The activity offers problem based learning in real-life context as it is the world they live in it also offers learning controlled by the students. It connects to their background knowledge and supports how they learn best.

Below is a link to last years’ assignment. I have changed the setting so you are not allowed to edit, only view  

https://docs.google.com/a/cqumail.com/document/d/1Xmyjv2_dOPlr5YoR7MwfhRAXY10qcx1sKeIR-TiXLJY/edit?usp=sharing

Embedded Task 4: Prezi

The focus of my blog this week is Prezi. I have seen this used in the past and thought I‘d give it a go. This technology is quite handy as it allows the user to not only arrange information in one neat area but extends to an eye catching presentation for education or business. Prezi offers many settings regarding look and operation customisations. It is able to display images and video as well as the ability to add background music which allows users to create an original piece of work. Prezi offers the option of collaborating or multi-authoring in one document, but it cannot be worked on at the same time from separate collaborators. Collaborating and public or private access can be manipulated in the privacy settings, Prezi is able to be accessed by anyone or a very specific group if needed. As mentioned earlier the space is customisable regarding colours, shapes and accessibility and will sure enough get your imagination flowing! It is important to know that you must first subscribe before you are able to operate the space and to gain the full customisable function you may have to pay for its use. Once you have begun your Prezi you will find a user friendly interface, which at the beginning, is rather self-explanatory therefore making it easy to use. Some computer experience is needed and would not be recommended to someone who hasn’t used Word or emails before, but in saying that I still believe it would be possible to use for these people with a little guidance.

The learning outcomes supported by Prezi and similar tools is ICT knowledge and manipulation, collaboration and higher order thinking. Having students working in small groups on a task promotes collecting, creating, collaborating and presenting skills. Students could create a presentation on historical structures with hand drawn models and appropriate information sourced from the web or texts, this encourages creating, analysing, applying and understanding.

I have been thinking of a task in which students could use this technology that could be applied in the classroom. I’m thinking something along the lines of a 1 minute presentation where the students pick a moment in history regarding battles or socially defining moments i.e. Gallipoli, converting from imperial to democratic government or the crucifixion of Christ. Using presentation software display the situation if a pivotal moment had gone the other way and show the hypothetical conclusion of the events. I believe this encompasses the entire higher order thinking spectrum and borrows heavily from the digital pedagogy process. The activity offers problem based learning in real-life context as it is the world they live in it also offers learning controlled by the students. It connects to their background knowledge and supports how they learn best as the can choose the style and artefacts needed in their presentation. This is an entirely student centered activity scaffolded only by the teachers direction regarding ‘historical moments’ and ‘presentation’. I believe this activity would fall under the transformation area of the SAMR model as a navigable presentation allows for significant task redesign, offering interactable information accessible at any time and if the creator wishes, the ability for others to amend it. This means design, modify and manage complex digital solutions or multimodal creative outputs.

Below is a brief example of what can be achieved with this technology.

Embedded task 3: Images, Audio and Video

For this week’s blog I have chosen to focus on the power of a static image. As the youth lean toward glyphs and emoticons for communication, I would like to ensure they are able to differentiate between a smiley face with its tongue out and a deeply reflective insight represented in a photograph. The technical aspects of an Image are pretty basic with most personal devices providing a camera, it really is a matter of point and shoot making it simple for all technical ability levels. A photograph is the capturing of a moment in time, therefore, the experience of the photographer in not relevant, but the time it is capturing is. Images are customisable and are able to have filters applied to them but this merely improves the aesthetic not the message.

In my opinion a great activity involving images is the ‘caption this’ or ‘what do you see in this image?’ the pedagogical options for these activities are vast. For example, showing students a picture of a hipster and having the class call out captions which relate to society and freedom of expression. This simple activity contains scaffolding the students learning by having the ‘freedom of expression’ criteria, which is an open-ended question with no fixed answer. Also encompassing the pedagogical framework including collaborating, learning in real-life contexts, supporting student controlled learning through actively making meaning from experience and being socially supportive. The activity displays higher order thinking skills comprising of creating, analysing and applying.

In regard to ICT being relatable to this activity the process could be enhanced by posing the same question but having students source their own images from public image libraries similar to Flickr, photobucket or the like. Sourcing your own images is a relatively simple task and under the SAMR model probably settles within the unenvious bracket of substitution as images can be located in magazines or books. But collecting images from varying sources and displaying them together in a blog, wiki or website which is accessible and even editable to other students creates a dynamic environment of relatable material. The ability to comment and multi-author elevates the task to the transformation level within SAMR which encourages collaboration and ICT literacy combined with nurturing creativity.

I, myself am not a hipster, partly because the glamorisation of skinny legs through skin-tight jeans is offensive to the viewer and, I’m sure, damaging in the long run for the wearer, but in any case you can find links and images below.

Hipster is not an entirely human concept.

Embedded Task 2: Blogs, Wikis and Websites

Embedded Assignment 2: Blogs

For my Assessment task 2 I have chosen to reflect on blogs. I have enjoyed this within my own studies so I thought I’d delve deeper so my students and I are able utilise this tool fully in the future. But what can a blog “DO”I hear you say? (Or perhaps it’s the first question on our criteria sheet?) Depending on the person blogging it can be as private as a handwritten diary or as accessible as a pokie at the casino. It can do everything from linking every relatable piece of information ever written, spoken or drawn on a specific topic to connecting a community of people from all over the world and even low orbit (I have no proof of this). Or it can do nothing and sit untouched for years, silently waiting for an event to happen in your life which you might find blog-worthy. The blogging landscape is rather dynamic, I have found my blog is able to grow with me as I become more confident and capable with the software. This may reduce the sense of being overwhelmed for first time users as linking websites to your blog or uploading content is not essential to its construction. Navigating your space is also fairly basic making it easy to use whilst being able to personalise it can make it feel more like an extension or expression of self. Depending on the purpose of your space you could also customise it to represent a group or even a conglomerate. Privacy setting allow multiple authors and even the ability to block access to those outside the designated audience.

In regard to learning outcomes blogs would support ICT knowledge and manipulation, collaboration and higher order thinking. Having students create a blog on global warming which utilises audio, video and images either linked from outside websites or embedded within the blog requires knowledge of the programme and sound operation abilities. Whilst blogs amongst small groups with multiple authors involves collaboration. These small groups may even link relative information from another group’s blog displaying collaboration with other groups. As mentioned on moodle week 3, blog spaces could be utilised for standard evaluations like essays. Using the space as a hub of information, collecting and categorising information, analysing its importance and applying it correctly. Teachers could even use the blog as a submission method, requiring students to adjust the privacy settings accordingly. Which reverts back to outcome 1.   

As a studying history teacher I am interested in war and its effects on people. I am designing a task that involves students starting a blog and using them as battle field diary entries. Each entry must have at least four actual facts about the war so higher order thinking is being used regarding evaluating and applying. Relating to SAMR this is the lowest level of enhancement, labelled substitution as the students could achieve this with a pen and paper. Perhaps embedding links to YouTube clips or webpages in the blog could fall under the SAMR label, modification. Although I haven’t sorted the finer details, I would like the entries to be read by other students and commented on but, I would like the comments supporting the diggers to be from the students from this time and age. Making their learning based in real life context, leading the students to feel the dangers and sadness faced by soldiers. The final step of the activity would be a collaboration through group discussion about the errors the military had made in attacking certain towns or the weaponry used which I believe supports learning controlled by students. Again, this is only half an idea as it is still growing but I still believe it highlights the correct use of ICT’s

For more info follow the links below

https://www.youtube.com/watch?v=592ZXOuG7yE

http://www.history.com/topics/world-war-ii

Phone debate - Six thinking hats

The idea that these learning theories are out there and are compulsory knowledge for graduating teachers intrigues me. Personally I never liked high school nor did I do very well. It is difficult for me to believe that my teachers trialed any of the digital pedagogy ideas in class, well perhaps they did, but I had deemed it lame and continued to scratch “Pearl Jam” into the desk with my compass. The purpose of the Wiki activity succeeded greatly for me. Having an idea on where I stood regarding the mobile phone debate it was interesting processing other people’s opinions in a reflective state. Meaning, I was allowed to hear others opinions without having to debate or make my stance clear. I sifted through opinions and extracted fragments that engaged me. Overall the Wiki was easy to navigate and a pretty simple activity but the sharing of thoughts and instant access to differing opinions made my reflection process further informed. Instead of having a thought and noting a few dot points to support it we were given a greater range of opinions which swayed and solidified my opinion. The uncomplicated design and purpose of this Wiki was a success.

The SAMR theory is used well with the Wiki exercise as I believe it falls within the “redefinition” heading. Having the Wiki accessible at all times with a constantly growing community of opinions it truly is technology allowing for the creation of new tasks. Bloom’s cognitive taxonomy goes hand in hand with de Bono’s six hats. We were asked to look from all angles regarding phones in class encouraging evaluation, comprehension, knowledge, analysis, application and synthesis. Digital pedagogy is supported through facilitating higher order thinking, collaborating with conversation and learning situated in real life context. This Wiki activity, by no mistake I’m sure, fully adheres to all our recently learnt theories and is a great example for future teachers.

The purpose of scaffolding the task regarding six hats in the debate of mobile phones supports the students to stay on task whilst having the freedom to create personal opinions and to evaluate their own and others opinions. Once the scaffold is removed and the student appreciates their work standing unsupported they may gain a sense of confidence. This is a valuable tool in future learning.

Idea Intergration

I've broken down what ideas may work most effectively with each level of higher order thinking. Some do overlap which was unavoidable but I tried to be precise and chose only one method for each category. (Forgive the chicken scratch like writing)

I have chosen the 6 higher order thinking categories as most activities planned for students should contain them. Breaking the categories down and filing them under one (or more) of the three Bloom’s, SAMR or Digital Pedagogy areas should allow for efficient and effective delivery. 

Pedagogy table

Pedagogy	What does it “Look Like” in practice	What does it NOT “Look Like” in practice
Facilitating deep knowledge through higher order thinking	Lower order thinking is simply completing a task by following specific steps. Higher order thinking facilitates a deeper knowledge through creation, evaluation and analysis. Encouraging learning “from the ground up”. Tools include de Bono’s thinking hats and Blooms taxonomy	As stated in box A, just delivering answers to students with no involvement on their behalf dulls their inquisitive nature and damages vital skills needed for the future.
Facilitating collaborative learning in which conversations are important	Collaborative team learning is said to achieve higher level thinking through “discussion, clarification of ideas and evaluation of ideas”. To facilitate conversation based collaboration it is ideal to keep the groups a manageable size, establish group goals and to promote trust and open communication.	Allowing groups to randomly discus whatever topic they decide and rejecting others ideas are counter-productive.
Supporting students in knowing how they learn best	Differentiated curriculum. All students are not only intellectual but social and emotional beings. Understanding their prior knowledge, cultural background, generation and development is key for supporting students. A differentiated curriculum focusing on an array of learning techniques is important	Delivering the same material and resources year after year and force feeding diverse students with traditional rhetoric.
Planning learning that is problem-based, and situated in real life contexts	Problem based learning requires students to clarify the problem and collect the appropriate information and analyse the data situating this in real life context would include field trips, role playing or even classes held in the school gardens.	Not offering a problem and just demanding an answer for an abstract, irrelevant situation which the students have rote learnt.
Is relevant to students, and connects to their background knowledge	Background knowledge is simply what the students already know about the content being delivered. Strong background knowledge (BGK) on any topic is important to the amount of new information that will “stick”. Measuring a student’s BGK with simple activities like prediction guides may be advisable.	Teaching in-depth content to a class that may not have heard about the topic. Assuming the topic is common knowledge.
Supports learning that is owned, controlled and managed by students themselves	AKA Student-centered learning give students the power to choose what and how they learn. This increases content knowledge through actively making meaning from experience, which also builds lifelong learning practices.	Treating students like voiceless vessels into which we cram information
Is socially supportive, engaging, and values cultural knowledges	Ensuring your classroom is all inclusive and students are respectful of all cultural and racial differences.	Allowing students to exclude ideas or participation based on race or background.
Is supportive of the development of active citizenship, and strong group identity.	School may be one of the first clubs or organisations the students are a “member” of and allowing students to be part of decision making may nurture a strong identity with the school.	Forcing the students to conform to school policies that may be dated and treating the school as “us” and the students as “them”

Week 1 reflectionings

After processing the presentations I noted my perceptions of the main points. Presentation one “Meet Generation Z” left me with a thought of, maybe they should be teaching me, but also with a sense of respect and admiration. They really are the generation of innatism, maybe not in the philosophical sense, but as in all of the human races’ lessons, mistakes, theories and ramblings are a click or swipe away. Our goal as a species is/was to pass all the lessons we learned to our children so they could advance their position in life without making the same mistakes we did. The internet is that collective conscious and Gen Z are using it!

With teachings like Dr. Willis’ regarding tailoring education to Gen Z with “bite sized” parcels of information and her four main objectives of creating SAFE, CURIOUS and FOCUSED individuals who can EVALUATE INFORMATION supports my vision of a classroom.

Sir Ken Robinson delivered a deep and somewhat futuristic view of education. Although, he made many valid points it was the basic theory of intelligence being dynamic that supports my pedagogy.

These three ideas support my general pedagogy within digital literacy which is trusting the students to complete tasks with their own methods unless specific criteria is required (Meet Gen Z). Education is for the students, do not bog down in convention, move with the time, keep them curious and focused (Dr. Judy Willis). Don’t be afraid to change traditional processes, be dynamic and reward creativity (Sir Ken Robinson).  

The benefits of equipping students with ICT knowledge is the real world applications. Understanding and being comfortable with investigating, creating and communicating with technology prepares them to be part of the global online community thus, building current and informed individuals.

Traditional classrooms ask for opinions of set texts, which makes sense, but may narrow the mind to traverse an already well-worn track. Whilst proven, peer reviewed information is critical to advancing knowledge I believe it may not be critical to gaining knowledge. For example, only using the proven way to achieve a result constricts the mind to the specific steps needed to get to your goal whilst not understanding the reason those specific steps are important. My classroom could use social media and opinion pieces as a source of debate to weed out the ridiculous and form a united theory, give or take a few unique ideas, on the chosen topic.