Reflective Synopsis Blog Posting

After embarking on an Information Communication and Technology (ICT) for Learning Design journey over the past two months, I have discovered the importance of ICTS in classrooms of today. ICTS are effective in engaging students into their learning and they also provide an avenue for learning managers to make their teaching more efficient. Over the course I have selected and experimented with a range of technologies that would be useful in classrooms and have studied certain conceptual frameworks that work as the backbone for these technologies. One of these frameworks is Kearsley & Shneiderman's, "Engagement Theory". (1999, pg. 1)
It is "intended to be a conceptual framework for technology-based learning and teaching." (1999, pg. 1)

It has come to my attention that teachers in classrooms could be described more often nowadays as a learning facilitator or a "knowledge manager". (2001, pg. 6) Through the use of ICTS in class, learning managers can facilitate their students learning and needs. This will promote the students involvement in their learning as well as allow tasks that are relevant for students. To see more of my investigations into student centred learning and how education has changed nowadays please see my posts:
http://ltictjourney.blogspot.com/2010/03/education-how-has-it-changed.html
http://ltictjourney.blogspot.com/2010/03/our-students-learning-is-for-them-not.html

"Technology provides an electronic learning mileux that fosters the kind of creativity and communication needed to nourish engagement." (1999, pg. 5) This notion is very important. Through reference to my own personal blog in which I have developed as part of my journey you will learn more about some specific technologies that help with engaging students and teaching efficiency.

Blogging has become a term that I am most familiar with after engaging in this journey. After creating this Blog I have found that Blogging is an effective tool to express ideas, display pictures and videos, reflect on your learning and view and comment on the work of your peers. Having a publicly accessable blog has been effective for my own learning as I have been able to track my own journey and clarify ideas by seeing others work. Following other blogs have helped me see others perspectives and professional discourse to enhance my own learning. Blogs would be effective for students of all ages for many different reasons. To see ideas relating to blogs in the classroom see my post:
http://ltictjourney.blogspot.com/2010/04/why-blogs-are-effective.html

Technology can provide an immediate source of knowledge in the classroom. This can be provided by having the internet accessible in the room to search on Google or look up videos on You Tube or Teacher Tube to answer questions or to model certain concepts. This efficiency helps the learning manager access information quickly. Through personal communication and practise with my mentor teacher I have learnt that this is an effective tool, as neally every class we have had for English we have shown You Tube videos to model for example Fairytales. The students are engaged as it is an exciting visual and auditory learning experience for them and relevant to the world they live in. Another source I discovered from my University lecturer in class was a site called http://www.wordle.net/create. This source provides a way students can use words and technology to provide engagement and meanings in text. To see an example of this please see main page of my blog at the top. It is a snapshot of a Wordle that I have created using Shakespearian text and an interesting way to display text. I have become aware more of certain sites through communication that will expand my ICT knowledge and aid in my teaching.

Powerpoint presentations are an ICT tool that values simplicity. Evidently, in my practicum at highschool and my own learning at University I can value this tool as an effective instructional means to incorporate into a lesson. They are great for visual and auditory learners and not to mention the efficiency they provide for teachers. To see more information and communication involving powerpoint presentations please see my post:
http://ltictjourney.blogspot.com/2010/04/powerpoint-presentations.html

Through the use of technology learning managers can pave the way for engaging their students into an authentic learning experience. They need to "contruct tasks that are authentic, that is, related to life outside of school or in the workplace. Students who clearly see the relevance and use of tasks are more likely to be engaged in them." (1997, pg. 31) This also aids in promoting life long learning and "positive attidudes and perceptions about classroom tasks". (1997, pg. 29)

One way of creating authentic learning experiences is through the framework of Kearsley and Schneiderman's, "Relate - Create - Donate" (1999, pg. 1) theory. This theory works well alongside the use of ICTS in the classroom. An example of this is the use of Wikis. I have discovered that Wikis are an effective tool in working alongside this theory. Wikis allow group interaction where students can design, plan and change their project via a Wiki at home and school which also encourages ownership over their work and allows more engagement. For examples of Wikis and more investigations please see my post:
http://ltictjourney.blogspot.com/2010/04/wikis-good-tool.html

Vokis are another technology that I believe would work well in engaging students into their learning experiences. They could be used as an eye-catching hook for a lesson or students could create their own in class and share with their peers. Instead of writing information from a textbook you could design the Voki to speak it to the students which would be much more engaging. Conversations and more ideas for the use of Vokis can be seen via my post:
http://ltictjourney.blogspot.com/2010/04/vokis-and-mahara.html#comments
There is also a Voki I have created to introduce my Blog to also give you an example.

Throughout our e-learning journey we were introduced to e-portfolios via a Mahara site. This type of portfolio aids in our professional discourse for life long learning and provides a way in which we can display particular views to share with others. This would be effective for our students in class aswell as they could submit their assignments online. This provides an avenue for them to become familiar with online discourse and to prepare them for their future learning and job seeking.

Now that I am in the implementing stage of my own learning journey I look forward to incorporating these new technologies that I have delved into for my classes. When planning my learning experience plans I will use the "Engagement Theory" (1999, pg. 1) as the backdrop for my design to aid in student centred learning. I have discovered also that technology is not only for engaging the student but to aid in the efficiency of my teaching and to make my life as a learning manager easier.

References:

Heath, G. (2001). Teacher Education and the New Knowledge Environment. Fremantle: RMIT University. Retrieved March 2010 from the World Wide Web:
http://www.aare.edu.au/o1pap/hea01582.htm

Kearsley, G & Schneiderman, B. (1999). Engagement Theory: A Framework for technology-based teaching and learning. Retrieved March 2010 from the World Wide Web:
http://www.home.sprynet.com/~gkearsley/engage.htm

Marzano, R & Pickering D. (1997). Dimensions of Learning - Teacher's Manual. Colorado: McREL

Powerpoint presentations

Powerpoint presentations are effective in the classroom as they value simplicity. They can be used to get across key points to your students. Through the use of displaying visual words, graphic organisers, relevant images and sound for example you can develop an effective learning tool. Powerpoint also aids in teaching more efficiently in the classroom. Instead of wasting time drawing up diagrams on the board and the students doing so in their book which effectively can be time consuming in a class period, Powerpoint can be set up before the students enter for instant stimulation when they arrive. Going through the slides promotes discussion and also aids in providing students with instructions systematically.

Powerpoint also helps with teacher efficiency as it is a technology that can be stored easily as a file that can be reused over time for many classes and is not paper based which overall helps the environment.
Although I am still in the process of developing my own powerpoint presentations and learning how to embed them into my blog I can definately see the relevance of them in classrooms of today. They are also effective for our students to design for their class presentations and a skill that will help with their life long learning as this tool in also used in many occupations in the big, wide world outside of the school domain.

Vokis and Mahara

I could have spent my whole day today creating Voki's. It was really engaging. I am sure that our students at school are going to love them. So then, what an effective ICT to incorporate into our lessons. As teachers, Vokis could be used to introduce content to lessons or be a hook for the students. Students could also create their own Voki's for activities in class.

For example, they may design a character online that they are working on in a play or improvised scene from Drama class. This would help with character development. In English class they may create some text or design a character from a book that shows bias. This could all be achieved by a Voki and I should trial this exercise for real in class and then give you some feedback. At least, ideas for Vokis are flowing through my brain. In reference, to Kearsley and Schneiderman's, Engagement Theory summarised by Relate, Create, Donate. Voki's can get the "students meaningfully engaged in learning activities through interaction with others and worthwhile tasks." Kearsley and Schneiderman (1999, pg.1) I feel that students will feel that when they create their own Vokis they will will have ownership over the creation and share it or donate them to their peers. It should also be noted that the Vokis will need to be made in context specific to the content they are learning, however using Vokis would work alongside The Engagement Theory effectively.

Using an e-portfolio for our ICT's course is still relatively new to me at this point. I have read some other blogs on how they find Mahara and so far it has been good feedback. I believe through Mahara or e-portfolios will be effective in learning as it provides a site for you to create and portray your profressional work, goals, resume and much more. This would be a good tool for life-long learning for ourselves and our students. In schools e-portfolios could be used as a resource for submitting assignments for students. This would train the students for life long learning as in the future they could most likely be submitting their resumes or examples of their professsional work to prospective employers.

References: Kearsley,G. & Shneiderman, B. (1999)'Engagement Theory - A Framework for technology - based teaching and learning'. Retrieved from http:http://home.sprynet.com/~gkearsley/engage.htm

Wikis - good tool!

There are so many new technologies that I have been learning in the last month and I am finding it very rewarding when I achieved these new skills. Another new one for me is the use of Wiki's. After looking at some videos of Wikis and other literature I have discovered that they will also be a great tool for the youth of today in their classrooms.

Wikis are great tools for group projects in classrooms as students can work on their projects from home and school. When I looked at the Beyond School website I found that students were using Wikis in their Shakespearian classes. On the website, I found a Street Talk version of Shakespeare's King Lear. They have translated the Shakespearian language into everyday language which is great for the students understanding of the play and interpreting it into their own words. They have done this by creating a wiki to do the translations for all to see. This is fantastic, I think this would be a great way for students to interact with the language of the play and if they are unsure of what the language means the could view another translation from someone else to help them. That also develops peer teaching.

I was thinking to myself how will I incorporate technology into Drama classes but here is a perfect example of a Wiki in use. I believe students will be engaged in this type of learning as it is hands on and promotes group work. In regards to learning declarative knowledge I have also come across in my reading the use of online textbooks, which would help students understanding of concepts and they could write it in their own words. Another great use of Wikis.

In reference to the Kearsley and Shneiderman's Engagement Theory; Relate, Create, Donate. I believe that Wiki's would be a good resource to work alongside this theory. The 'Create' notion from their theory is where they believe students should be "conducting their own projects" and they "have a sense of control over their learning". Kearsley, G & Scheiderman, B (1999). Wikis would work well with this type of creating process.

References: Kearsley,G. & Shneiderman, B. (1999)'Engagement Theory - A Framework for technology - based teaching and learning'. Retrieved from http:http://home.sprynet.com/~gkearsley/engage.htm

Why Blogs are Effective

Blogging - Initially, I was unaware of the benefits of blogging. I found out that a Blog is a shortened term for a Web Log and it is a form of a web-based journal. Once I knew this I began blogging with much excitement. I believe that blogs are a great learning tool as it is very student centric and is a great way to bring technology into the classroom. In Graduate Diploma of Learning and Teaching, the blog has been an effective tool to create a journal of our learning and share ideas, pictures, avatars and videos with others to enhance everyone's learning. Peer teaching and seeing models of others work is also effective as we are blogging about similar interests, passions and practice.

This notion is described by Wenger (2006) as a Community of Practice where "The term "community of practice" is of relatively recent coinage, even though the phenomenon it refers to is age-old. The concept has turned out to provide a useful perspective on knowing and learning. A growing number of people and organizations in various sectors are now focusing on communities of practice as a key to improving their performance."
Retrieved from www.ewenger.com/theory/ on the 9th April, 2010.

The use of the blog not only helps us as teachers to reflect on our learning and share with others; it would also be effective for use in our classrooms when teaching. I have seen that blogs can be used for children who are in remote locations and need tutoring online where they can do activities. As a Drama and English teacher I feel blogs would be a good tool for children to display their creative writing and ideas which would also encourage them to write. Young people nowadays enjoy the use of technology in their classes as this is what they are used to and it engages them. This can be seen in Kearsley and Schneiderman's (1999), 'Engagement Theory' as they state that, "Technology provides an electronic learning mileux that fosters the kind of creativity and communication needed to nourish engagement." They also believe that "the engagement theory represents a new paradigm for learning and teaching in the information age which emphasizes the positive role that technology can play in human interaction and evolution. " Retrieved from http:http://home.sprynet.com/~gkearsley/engage.htm

References:
Kearsley,G. & Shneiderman, B. (1999)'Engagement Theory - A Framework for technology - based teaching and learning'. Retrieved from http:http://home.sprynet.com/~gkearsley/engage.htm

Wenger, E. (2006)'Communities of Practice'. Retrieved from http://www.ewenger.com/theory/ on the 8th April 2010.

Emotional Intelligence and School

In two of my courses during the Graduate Diploma of Learning and Teaching we have touched on the notion of Emotional Intelligence. This Emotional Intelligence is something that our students need to develop at home and school. As learning managers we should support the development of their emotional intelligence and help them to grow to be mature and emotionally stable young people. This could be achieved through the teaching of Dimension 1, Attitudes and Perceptions from Marzano and Pickering's Dimensions of Learning to give just one strategy.

There is also an effective book that I purchased at Brisbane airport about a year ago that really caught my eye. Funny enough, it was called 'Emotional Intelligence - Why it can matter more than IQ' by Daniel Goleman, published 1996. I am really drawn to this idea of emotional intelligence and feel that it is really paramount for our youth of today to gain strong emotional intelligence as it could help with many issues that they face in the world today.

From this book I gained some insightful information about student centred learning from a Harvard psychologist who developed a theory of multiple intelligences. He sees that "the healthiest way to teach children" is by "motivating them from the inside rather than by threat of promise of reward." Harvard (as cited in Goleman, 1996, pg. 94). I would like to provide you with this segment of what Gardner also believes which I believe is really interesting.

"Flow is an internal state that signifies a kid is engaged in a task that's right. You have to find something you like and stick to it. It's when kids get bored in school that they fight and act up, and when they're overwhelmed by a challenge that they get anxious about their school work. But you learn at your best when you have something you care about and you can get pleasure from being engaged in. " Harvard (as cited in Goleman, 1996, pg. 94).

The statement above relates to Engagement Theory by Greg Kearsley and Ben Schneiderman (1999, pg.1) in reference to the Renate section of their framework. I have discovered that when I am teaching that I need the students input greatly to help me devise lessons and units of work as this will help them be engaged.

One of the Dimensions of Learning Habits of Mind - Restraining Impulsivity (page, 279) is also connected with this notion that is described in the Emotional Intelligence text, by Goleman where if you can teach this particular Habit of Mind at a young age then you will help with supporting the growth of emotional intelligence later in life for your students.

" Those who had resisted temptation at four were now, as adolescents, more socially competent: personally effective, self-assertive, and better able to cope with the frustrations of life. They were less likely to go to pieces, freeze, or regress under stress, or becomes rattled and disorganized when pressured; they embraced challenges and pursued them instead of giving up even in the face of difficulties; they were self-reliant and confident, trustworthy and dependable..." (Goleman, 1996, pg. 81.)

Here is just a snapshot of what I thought was interesting about Emotional Intelligence and how it is important for young people and their learning in school and life long learning. Any comments would be great.

References:

Goleman, D. (1996) 'Emotional Intelligence - Why it can matter more than IQ', Great Britain.

Reading: Kearsley, G. & Schneiderman, B. (1999) 'Engagement Theory: A framework for technology-based teaching and learning', Maryland.

Marzano, R. & Pickering, J. (1997) 'Dimensions of Learning', Colorado.

How to embed You Tube into Powerpoint

Here is a video showing how to embed YouTube videos into your Powerpoint presentations.

Video showing technology in classrooms today

Our students learning is for them, not us!

The notion that our learning design for students should be student centred is very important especially for the generations of today. Young people today need to find value and interest in their learning for them to be engaged. The 'Engagement Theory' (Kearsley, G. & Shneiderman, B. 1999) is one example of how student centred learning can occur.

This theory is descibed here:

'The Fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.' (Kearsley, G. & Shneiderman, B. 1999)

After contemplating this theory I have looked back at my own learning throughout my life and tried to recognise some student centred learning that I had experienced. Here is a picture of a performance that I created with a group of performing artists at The University of Wollongong. It was a perfect example of student centred learning as we designed our own characters and production that we were to perform for the public. We engaged in the style of circus performance which included acrobats, comedy, fire twirling and clowning. Then after learning these performance skills we then designed, created and mastered our own performances. Just quietly, I am the one with the red wig.

This example of student centred learning was great for us as students as we felt an ownership over the perfomances as we developed the characters from our own life experiences and imagination.

The Relate, Create and Donate theory was evident in this learning for me. To add to this, I have planned a basic lesson plan that incorporates this Relate, Create and Donate theory however more in depth planning is needed for this plan. It does show however an example of this theory to reinforce the notion of Relate, Create and Donate.

Learning Experience for Year 9 Drama Class

Content: The school is required to address bullying and the principle needs you to help educate young people new to the school about the problem and ways to overcome it.

Note: Bullying can occur in School, home, work, internet and social gatherings and how can we deal with this?

Relate: In class, I will offer the students to choose a place of where bullying can occur. In small groups then I will direct them to brainstorm ideas using a graphic organizer on large paper about what is bullying. After this, in these groups they will need to write a small monologue or diary entry of a day in the life of a person being bullied. It could be based on a personal experience or someone they know. Then one member from the group can read the diary entry/monologue out in front of class or if they are not ready for this they can pass it onto another group to read.

Create: From this, then students will be directed to brainstorm ideas on how to deal with bullying. This can be achieved by having small groups go to library, google searches and conducting interviews with the school councillor in regards to effective strategies to bullying. They will then use these strategies to create small 5 minute dualogues/performances of a situation where bullying has occured and the way the person dealt positively with the situation.

Donate: After a few lessons to articulate their performances, then I will facilitate an area in school for the rest of the Year 9 students to be audience for these performance.

If students do not wish to perform in front of the audience that is their peers they can design a video to present for their viewing instead.

Some other learning experiences that show the division between student centred learning and teacher centred learning can be shown here. I have rated these learning experiences between one and ten. With ten being highly student centred learning experiences.

1. Lectures at University : 5 points
2. Company conference: 5 points
3. Leadership Camp / 4 Day trip: This was highly stimulating, hands on, self-related learning, problem-solving, discussions, input, motivation from people of experience from other organizations. 10 points
4. Photograpghy workshops: 7 points
5. Work training seminars: Sit in chair and watch speaker with powerpoints. 6 Points
Average total score: 6.6

As you can see the highly student centred learning experiences were more memorable for me and I took alot more skills to use in my life long learning now from the leadership camp.

On another note I have also discovered from many self quiz tests and readings that we all have differing learning styles and that I am a highly visual learner. I thought about this and how it would effect me as a learning manager. I believe that you need to plan lessons that incorporate all learning styles and student centred activities. I have learnt from discussions from my peers to be aware of your learning styles and your students but remember not to always label. Another good notion to think about is the idea that all our young people nowadays are in a very visual and technological world so naturally they are using this style in everyday life.

"Technology provides an electronic learning mileux that fosters the kind of creativity and communication needed to nourish engagement." (Kearsley, G. & Shneiderman, B. 1999)

Reference:

Reading: Kearsley, G. & Schneiderman, B. (1999) 'Engagement Theory: A framework for technology-based teaching and learning', Maryland.

Photos provided from the University of Wollongong, Faculty of Creative Arts. Photo gallery.

Education - how has it changed?

"The purpose of education systems is to prepare young people in appropriate ways for the challenges and responsibilities they will face throughout their lives," Bentley (1998) says, "and if society is changing, so should the way in which we introduce young people to it."

The notion above is really paramount to be a learning manager of today's society and for the future. As the world is changing rapidly through growth in technology and information we are in this knowledge - based economy. This knowledge - based economy means that we now need to move on from the Industrial Age education systems that were based on the "one-size-fits-all" ( OECD 2002; Dembo & Eaton 2000; Gardner 1985; Scherer 1999) notion for students and move into more innovative, flexible and student centred learning.

I believe the focus that I will be taking in my learning throughout my Graduate Diploma of Learning and Teaching (CQU) is to create learning experiences for my students that will be relevant and interesting for them and for them to see how these learning will fit into their lives.

This is covered by Stephenson who argues that "the trend is towards creating 'capability' rather than competence, about 'imagining the future' and bringing it about, and qualities such as courage, risk - taking, intuition, sharing, acceptance of personal responsibility, flexibility, initiative, self confidence and values. The capability concept also applies to an oragnization if it embraces the intrinsic, conscious and continuing capacity to survive, grow, improve and transform. (Stephenson, 1999.)

I look back at my own learning at school and can note that it showed traces of the Industrial age of education in reference to discipline as we still had the cane in the early years of my learning which however quickly faded out. There definately was a changeover into the Knowledge based economy as in my first year of learning we had an Apple computer in the classroom to do maths questions and by Year 4 I began to use Type Quick to improve my typing skills. This was very exciting as a student especially when we could start doing our assignments on a computer and then the internet! Well, what can I say.

My learning however is very different from what the youth of today expect and want to know. I do believe that Mode 2 (Heath 2001 ) is the new approach in which learning manager's should take to design learning that is effective for young people. Mode 2 ways of learning is described as in point form by Heath( 2001) as:

- Transdisciplinary
- Heterogeneous in terms of the skills and experience brought to it
- Produced in diverse sites
- Produces in the context of application

Just to name a few. Mode 1 (Heath 2001) however "is based on traditional notions of the objectivity of knowledge". This will not be effective for the youth of today as they need to have their learning in context and they need to apply their knowledge. The implications that these modes have as a teaching professional is that we need to recognise that Mode 2 will be more effective in the Knowledge Based Economy that we are in now as it will work along side rapid change in society much better than Mode 1. Basically we will be 'keeping up with the times' so to speak with Mode 2.

From reading the paper "The Bachelor of Learning management (BLM ) and education capability ", Change : Transformations in Education. (Smith, R., Lynch, D. & Mienczakowski, J. (2003), I found that learning managers of today need to have a focus on the learning outcomes for their students and that they are more so learning facilitators than 'teachers'. It was noted in this paper that "Education Queensland's vision is that teachers are not longer gatekeepers of knowledge but 'managers of the learning experiences of children' (Kirby 2000, p .8)

From my learning this week it has been confirmed from these readings that Mode 1 ways of learning that derived from the Industrial Age are no longer relevant for todays students and Mode 2 should be what we as learning managers nowadays design our learning experiences around.

The world will be rapidly changing and so should we as learning managers because without change one cannot grow.



References :

Bentlley, T (1998) Learning Beyond the Classroom: educating for a changing world, London: Routledge, p.38.
Dembo, M. H. & Eaton, M. J. (2000) 'Self-rugulation of academic learning in middle-level schools", The Elementary School Journal, May, 100(50).
Gardner, h. (1985) The Theory of multiple intelligences, London: Paladin.
Heath, G. 2001. Teacher Education and the NEw Knowledge Environment. Australian Association for Educational Research Conference. Fremantle December.
Kirby, P.(ed) (2000) Ministerial Review of Post Compulsary Education and Training Pathways in Victoria, Final Report, DEET, State Government of Victoria.
OECD (2002) 'Understanding the Brain: Towards a new learning science', Paris: OECD Publications.
Scherer, M. (1999) 'The Understanding Pathway: a conversation with Howard Gardner'. Educational Leadership, 57 (3), pp.13 - 17.
Smith, R., Lynch, D & Mienczakowski, J. (2003) "The Bachelor of Learning Management (BLM) and education capability", Change: Transformations in Education, (6)(2): 23-37.
Stephenson, J. (1999) Corporate capability : implications for the style and direction of work-based learning, Formal public lecture delivered at the University of Technology, Sydney.