Assessment one - Reflective synopsis

In the 21st Century the world has uncovered the understanding that  ICT's are an important, exciting and necessary part of education. This fact has been acknowledged within the Australian Curriculum with regards to ICT capabilities in the classroom. When used effectively and appropriately ICT's can allow students to communicate information and ideas, access their creativity, work collaboratively and solve problems in every area of learning both within and outside of school (Australian Curriculum Assessment and Reporting Authority, [ACARA], 2012). These capabilities allow students to employ digital technologies to substitute their regular pen and paper learning as well as enabling the adaption to new ways of doing things (ACARA, 2012). The Melbourne Declaration on the Educational Goals for Young Australians (Ministerial Council on Education, Employment Training and Youth Affairs [MCEETYA], 2008) recognises that in todays digital world '...with rapid and continuing changes in the ways that people share, use, develop and communicate with ICT, young people need to be highly skilled in its use.' For students to be active in this technologically rich society  both immediately and in future contexts it is imperative that they have opportunities to hone their skills and become confident in making ICTs an internalised part of their life be that at school, at home, at work and in their communities (ACARA, 2012).

Organising elements of ICT capability

The term 'digital pedagogy' is an emergent term regarding teaching and learning in contemporary times with the information and communication technology [ICT] integration (Australian Council for Computers in Education [ACEC], 2008). The Queensland Department of Education Training and the Arts (DETA) has included digital pedagogies as one of the five integral elements of 'smart classrooms' (2006). 


Effective teaching and learning practices occur by first considering the individual students and their digital requirements based on the consideration of relevant policies and guiding documents (ACEC, 2008). In order to  better meet the requirements of students today, educators facilitate the use of ICT, or substitutions of old technology for new in order to ensure quality learning is achieved (ACEC, 2008). Digital pedagogy allows a personalised approach to teaching and learning with the opportunity for intellectual engagement, higher order thinking, the ability to learn creatively and collaboratively whilst offering connectedness within a global context (ACEC, 2008). 

 This reflective synopsis will discuss five digital tools with the common denominator being thet digital tools provided the ability to be used in scaffolded learning by using the SAMR model. The aim of this model is to 'support teachers to design, develop and integrate learning technologies to support high levels of learning achievement (Classroom Connections.eq.edu, 2013)'. This assists with the intergration of ICT use within pedagogical practice in everyday learning. With each new digital tool researched the SAMR model was used to assist in the analysis and shows the breakdown of each tools' uses into four categories of use. The model assesses the technology in its ability to redefine, modify, augment and substitute the regular lesson. SAMR enables educators to refine their practice and pedagogy when engaging with technology. The SAMR model is effective in the justification of practacility with the use of ICT tools in the classroom (ACEC, 2008); sometimes there is not a reasonable need to incorporate digital tools and the use of the SAMR model provided a sound assessment of these tools within pedagogical practises. 

Here are examples of how the analysed digital tools could be effectivily used on each phase of the SAMR model:

Digital tool	Substitution	Augmentation	Modification	Redefinition
Wiki	Wiki substitutes the paper and pencil tools that students are familiar with.	Students use the collaborative tools in Wiki to peer edit essays or other student work.	Students are asked to write an essay based on a particular theme in groups where the wiki is used to collaborate.	Students have a focus question and post it on the class wiki. Groups of students research sub-topics and then collaborate to create one final product.
Weebly	Weebly substitutes the paper and pencil tools that students are familiar with.	Images, digital photographs and graphics are easily incorporated into the overall design of student work, allowing for curriculum links with using multi-modal tools.	Student tasks, assessments or information may be presented in various ways such as Podcasts, Blogs, Vlogs, YouTube videos; the scope for variety is abundant.	Students learn content and skills in support of important concepts as they pursue the challenge of creating a professional quality video.
YouTube	Text books and other such reference material give way to sources such as YouTube, with resources available which are almost inexhaustible.	Digital videos are incorporated into the overall design of student work, allowing for curriculum links with using ICTs	Students are asked to use still images or clips to make their own movie using YouTube Video editor	A classroom is asked to create a documentary video answering a focus question and uploading it to YouTube.
Glogster	Personal reflections in images and text; this substitutes writing a reflection on paper and drawing a picture.	Digital scrapbooks using images  from the public domain and video and audio clips from a time in history can be used to augment a lesson which would otherwise have used books.	Students "create" a whole-class glog together using an interactive whiteboard. The Glog is a collaborative space for information to be accessed and shared.	Students create a visual essay, or scientific report with many of the glogster functions used to present the piece. However Glogs may also be viewed collaboratively in order to learn from each other.
Bubbl.us	Mind map using Bubbl.us is used as a substitue for pen and paper concept mapping with the teacher using the software in a class based discussion.	Concept mapping using pictures sourced by students as well as text typed in by them into the bubbl.us map	A collaborative version of mapping could be implemented as a note taking process.	Students collaborate to make a concept map using an interactive whiteboard

Another necessary indication of the measure of practicality or effectivness of a digital tool was the ability to incorporate Bloom's Taxonomy of higher order thinking into the ICT lesson. In incorporating digital tools in the learning environment which adhere to Blooms Taxonomy considerations must be made (ACEC, 2008). It is vital that educators ensure that the practaclity of the tool is evident and that the Blooms Txonomy is adhered to (Classroomconnections.edu). 


With the vast array of Web 2.0 tools and other technologies available the emphasis must remain on the safe and ethical use of these tools in order to facilitate learning. The ACARA documents state that educators and students must apply social and ethical protocols and practices when using ICT'. (ACARA, 2012). The Curriculum also outlines that "students use appropriate practices for the physical and logical storage and security of digital information, and apply appropriate protocols when using ICT to safely create, communicate and share information" (ACARA, 2012). Learning outcomes using digital technologies are measured based on the competency of users and the quality of the learning process.

References 

Australian Curriculum Assessment and Reporting Authority (ACARA), 2012. Information and communication technology (ICT) capability Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/organising-elements/organising-elements

Australian Council for Computers in Education [ACEC]Digital World, Digital Pedagogies: Reframing the Learning Landscape. (2008). 

Classroomconnections.eq.edu.au,. (2013). The SAMR model: engage in deep learning and authentic contexts . Retrieved 13 August 2014, from https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspx

Curriculumsupport.education.nsw.gov.au,. (2014). Integrating ICT in PDHPE. Retrieved 13 August 2014, from http://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/crosscurriculum/ict/index.html

DETA. (2006). Smart Classrooms Professional Development Framework. Retrieved December 9, 2006, from http://education.qld.gov.au/smartclassrooms/strategy/tsdev_pd.html

Ministerial Council on Education, Employment Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. Carlton South, Vic: Ministerial Council on Education, Employment, Training and Youth Affairs.

Shaltry, C., Henriksen, D., Wu, M., & Dickson, W. (2013). Situated Learning with Online Portfolios, Classroom Websites and Facebook. Techtrends: Linking Research And Practice To Improve Learning,57(3), 20-25.

Week 6 - Reflection 5: Digital Tool: Animations and Simulations

Group 4 Tools - Online Concept mapping

Bubbl.us Features:

 Bubble-us is a free online mind mapping tool that allows users to create colorful mind maps and even collaborate on a document. The interface is easy to use and includes several basic options. Maps can also be printed, emailed, downloaded as a graphic, or embedded into a website. This activity allows students to hone their skills for organizing and mapping ideas and collaborating with others. 

The website can be used in many different ways:

• Brainstorm ideas
• Build a family tree
• Create flow charts
• Create handouts
• Presentations
• Notes 
• Organizing work

This is an example of Bubbl.us in the classroom.

Classroom Integration Ideas:

Bubbl.us can be used in numerous ways to organize ideas. Students can also use the tool to...

• organize writing ideas
• map story elements
• graphically organize notes on a topic
• brainstorm group project assignments
• flowcart style mapping of steps to solve a problem
• science processes, such as the water cycle or rock cycle
• list simple machines as a sort
• map parts of speech

Bubbl.us allows users to create without the use of paper and pen. You can easily develop a chart and change the look and content with a click of the mouse. By using this website you can save time, supplies, and money.

SAMR Model of Bubbl.us intergration in the classroom

Redefinition  Technology allows for creation of new tasks, previously inconceivable	Students collaborate to make a concept map using an interactive whiteboard
Modification  Technology allows for significant task redesign	A collaborative version of mapping could be implemented as a note taking process.
Augmentation    Technology acts as a direct tool substitute, with  functional improvement.	Concept mapping using pictures           sourced by students as well          as text typed in by them into the          bubbl.us map
Substitution  Technology acts as a direct tool substitute, with no functional change.	Mind map using Bubbl.us is used as a substitue for pen and paper concept mapping with the teacher using the software in a class based discussion.

This is an example of a concept map I used in a presentation at University last week:

Assessment 1 - Reflection 4 - Week 5 (Prezi, PowerPoint and Glogster)

Group 3 Tools - Glogster

Glogster EDU is a tool to create online multimedia "posters" or "scrapbooks" that can incorporate many elements into a visual area: images, text, videos, music, links, and much more. Students using Glogster will have countless ways to creatively express themselves and learn through collaboration, making it easy for you to differentiate and engage each student. Here are some examples of Glogsters as found on the homepage at Glogster EDU.

A Video Glog

A Mathematics Glog

The EDU community offered by Glogster was developed to deter inappropriate content and contact with users not welcome in your classrooms' electronic community. This provides classes advertising-free glogs and easy teacher monitoring of student work. Students can comment and interact within a "gated community" with education-friendly options for collaboration and learning.

Glogster Features:

• online multimedia presentations - with text, 
• photos, 
• videos, 
• graphics, 
• sounds, 
• drawings, 
• data attachments 
• Templates avaialble;
•  or create your own 
• printable 
• embed into blogs, websites or wiki's 

Classroom ideas:

• Create a class glog together to sample the tools.
• Preview as you work or return later to complete and publish your Glog 
• Add ready-made graphics, images from files on your computer or by URL on the web, links (hyperlinked from text or other objects), text boxes or bubbles, backgrounds ("walls"), animated graphics, recorded audio, 
• embedded video from SchoolTube or TeacherTube, uploaded media file, and much more. 
• You can also "grab" video or audio from your computer's webcam and mike. 
• When you are finished exploring, decide whether the glog is readu to be published or wheter it remains a sample form. 
• Next have students individually or in pairs create the own Glogsters. 
• Work with "friends" (classmates) in the Glogster EDU area or via URL and other social networking tools. 
• All Glogs are accessible via the teacher dashboardwhen using the premium account. 

What can you do with your free teacher account? You can embed a glog in your class wiki or blog, as a landing page for all of your important links. 

Below is a screenshot of the Glogster embedding feature.

Feature that allows embedding

Redefinition  Technology allows for creation of new tasks, previously inconceivable	Students create a visual essay, or scientific report with many of the glogster functions used to present the piece. However Glogs may also be viewed collaborateively in order to learn from each other.
Modification  Technology allows for significant task redesign	Students "create" a whole-class glog together using an interactive whiteboard. The Glog is a collaborative space for information to be accessed and shared.
Augmentation    Technology acts as a direct tool substitute, with functional improvement.	Digital scrapbooks using images   from the public domain and video and audio clips from a time in history can be used to augment a lesson which would otherwise have used books.
Substitution  Technology acts as a direct tool substitute, with no functional change.	Personal reflections in images and text; this substitutes writing a reflection on paper and drawing a picture.

Below is an example of a Glogster I created in a previous University assignment.

Reflection 3 Week 4 - Digital Videos

Group 2 Tools: Digital Video

   The incorporation of digital video in the classroom not only helps students engage more deeply with the subject matter but it allows them to recall the information they've learned for longer. 

   
I have focused primarily on YouTube as a digital video tool in the classroom. YouTube is a video sharing website that allows users to upload, view, and share videos, and it makes use of Adobe Flash Video and HTML5 technology to display a wide variety of user-generated and corporate media video. Available content includes video clips, TV clips, music videos, and amateur content such as video blogging, short original videos, and educational videos.
YouTube has new features available with the new version and versions coming soon including:

• YouTube Creator Studio
• Audio Library sound effects 
• 60 FPS video.
• Fan Funding 
• Creator Credits
• Fan-submitted subtitles 
• Moving from annotations to cards 
• Make a slideshow
• Edit your video
• 
  
• In order to ensure that only appropriate content is accessed: 
•  
• Check out the teachers channel on YouTube. It starts with a ten-step tutorial on how to use YouTube in your classroom, with many more tips available if you join the YouTube Teachers Community and sign up for the e-newsletter. Teachers and students can upload videos here or create playlists from those already available, which range from Khan Academy’s explanation of the Cuban Missile Crisis to a rap about the Krebs cycle.
• Try the YouTube education channel. It allows users to search within it for videos on a wide range of academic subjects. Most of the content is aimed at university-level students, but may be accessible for younger ones, too.

Sourced from http://www.teachthought.com/technology/how-to-youtube-your-classroom/

10 Characteristics of a “YouTube’d” Classroom

1. Passive Consumption

Passive consumption is important to YouTube’s success. Being digital— via the Google-based search engine, YouTube puts more media in your lap than you could ever hope to consume. Here, users’ roles are simple: surf the channel, and enjoy the show.

Possibility for Teachers: Make processes and procedure as simple and transparent as possible. This is not to suggest that instruction should occur below a learner’s Zone of Proximal Development, but rather that often procedural knowledge and murky processes can cloud what’s most important in a lesson. While an absolutely backwards idea in the learning process, passivity works wonders for digital media consumption. In the classroom, during critical input experiences keep processes and procedure free from “debris,” learner-centered, and content-focused.

2. Active Selection

While largely passive, there is opportunity on YouTube for active participation, including forming video responses or video annotation. This seems to counter the idea of passivity, but the role of interaction here is limited in intensity and duration.

Possibility for Teachers: Model decision-making with learners. Give them “voice and choice,” and hold them accountable for the power and responsibility that comes with choice.

3. Assisted Discovery

“Suggested Videos” change everything. Imagine every time you read a poem, based on some prescient mathematical algorithm another poem—similar in content, structure, or some other important way—materialized before your eyes, functioning as a kind of socially-suggested anthology. Game changing!

Possibility for Teachers: consider thematic instruction, where learning is anchored by a theme (“What is Design?”), rather than a handful of standards, the end-of-the-unit assessment, or worse, simply a genre.

4. Interdependence

Google-owned YouTube is friendly with twitter, Facebook, Google+, blogging, and all forms of electronic media. This kind of seamless integration allows an impressive convergence with all other “internet parts.” Genius.

Possibility for teachers: Consider interdependence of the entire school and/or district at every opportunity: how might the school improvement plan “talk” to standards-based grading in your classroom? How can the school website support communication with parents? Think of linking as much as possible.  Also try cross-content units (e.g., merging Social Students with English as you study the relationship between Literature and Revolution)

5. Diversity

There is a huge diversity of content on YouTube—from informal, user-made coverage of important social events to informative, educational or entertaining content

Possibility for Teachers: Consider “mashing” content that might not suggest such mashing. The concept is sound: for students accustomed to extraordinary and often inane diversity, mimicking that strategically in the classroom can spark new ways of seeing old content. 

6. Brevity

While there are feature-length films available, the sweet spot of YouTube lies in quick bursts of videos that allow users to continue self-actuating their own experience.

Possibility for Teachers: Move to persistent, streaming “lessons.” Leverage the mini-lesson. Use project and mini-projects. Encourage intellectual stamina and endurance not through duration, but anchoring themes and projects that persist.

7. Selective Social Interaction

There are plenty of ways YouTube users can socially interact, but compared to other electronic media platforms, the YouTube experience can be as anonymous or transparent as the user defines.

Possibility for Teachers: Offer choices to publish work consistently, but not simply for the sake of publishing because it sounds “21st century.”  Rather, allow students to understand the nuts and bolts of publishing. Why publish? To which audience? Through which media form? Distributed through which media channel? And most importantly, why? Offer optional group work with authentic reasons for collaboration—and opportunities for learners to move between class members and groups based on their expertise, interest, etc. Self-paced. Self-selected. 

8. Non-traditional

In a thumbing of the nose to the status quo, YouTube is a haven for whimsical, non-traditional content.

Possibility for Teachers: As with YouTube, when the content is king and haughty formality is secondary, users feel empowered to engage. Give them what they need, and get out of their way even when you may not see the immediate “rigor” of an idea. 

9. Humor

People like to laugh, and YouTube makes discovering, sharing, and commenting on funny videos simple.

Possibility for Teachers: We are quickly becoming a media-centered society. Across all content areas—especially those that don’t seem to suggest it—work in media forms that are funny, satiric, ironic, or self-effacing (students love that).  Below is a video to promote teamwork

10. Cultural Hyperbole

When you’ve got billions of videos, it should be no surprise that YouTube benefits from both diverse and spectacular content. It is the extreme that catches our eye, whether by topic (e.g., violence, humor, romance), or the context (e.g., watching a video with 500,000,000+ views). uts, and secrets of your curriculum. Where is there spectacle? What would be interesting to laypersons? What is often misunderstood? Think Mythbusters.

Conclusion

There can be a case made to keep your class as far away from YouTube as possible. It’s a cesspool of the non-academic, inane, immature, overly-brief cultural reflections. Keep in mind though that you’re not going to change that—or learner’s opinions of it—by ignoring it. It’s simply a (possibly circus) mirror for society. If you want to challenge YouTube, do so with high-levels of learning that promote self-awareness, meaningful collaboration, and cognitive growth.

SAMR Model Digital video in the classroom

Redefinition  Technology allows for creation of new tasks, previously inconceivable	A classroom is asked to create a documentary video answering a focus question and uploading it to YouTube.            Students learn content and skills in support of important concepts as they pursue the challenge of creating a professional quality video.
Modification  Technology allows for significant task redesign	Student tasks, assessments or information may be presented in  YouTube videos.              Students are asked to use still images or clips to make their own movie using YouTube Video editor
Augmentation  Technology acts as a direct tool substitute, with functional improvement.	Digital videos are incorporated into the overall design of student work, allowing for curriculum links with using ICTs             Students access YouTube videos as a means of practically learning methods or processes through viewing tutorials.
Substitution  Technology acts as a direct tool substitute, with no functional change.	Text books and other such reference material give way to sources such as YouTube, with resources available which are almost inexhaustible.