Happy Easter! Please enjoy this Reading Egg!

     The class conference held in our last Professional Experience class before the Easter break was a great opportunity to be introduced to the world of resources that exist for teachers and their students.

     Anita and I had evaluated Mathletics and Reading Eggs, to assess the level of meaningful learning experiences they each provide for learners, as described by Jonassen. When we first chose these programs, we did so because we thought they were fabulous and provided rich learning experiences. After a more detailed critical evaluation, using the framework provided by Squires and McDougall, we came to see that our initial response was not accurate; we had indeed been blinded by the flashing lights and beautiful colours. We gradually came to see that the learning occurring was repetitive and based on drill and practise, with very little creativity afforded to student learners. The illusion of meaningful learning from these programs was shattered. Let this be a lesson folks, all that glitters is not golden! Click here to view the podcast we created explaining our reflections on the programs. 

     It was great to see the range of resources chosen by our classmates and the possibilities that exist! From programs focussing on maths and English, to art, music, and even the uses of Google Earth. I was again reminded of the power of sharing resources with peers; many of us would never have to time to seek out and evaluate all these resources, but with our powers combined we now have a catalogue of resources at our fingers tips. I look forward to using some of these on prac!


References:
     Jonassen, D. H., Howland, J. L., Marra, R. M. & Crismond, D. P. (2008). Meaningful learning with technology (3^rd ed.). Upper Saddle River, New Jersey: Pearson Education.
     Squires, D. & McDougall, A.  (1994). Choosing and using educational software: A teacher’s guide. London, Washington, D.C.: Falmer Press.

Image: 'Free Sparkly Glittery Rainbow Flowers Creative Commons'
http://www.flickr.com/photos/40645538@N00/315744508

The Wonderful World of Web2.0!

     The Internet has changed and evolved to become the interactive user-created web of information that I am becoming ever more familiar with. The design of Web1.0 meant that only people with a high level of techno-know-how were able to create websites or put information on the web, which made it exclusive. Users were provided access to a wide range of information, but not with the opportunity to add to it in a meaningful way. Web2.0 arrived, delivered a swift kick to this old version, and replaced it with accessible technology allowing virtually anyone with an Internet connection to become an editor, collaborator, publisher and more, at the click of a button.

     Similarly to the way in which the Internet itself developed, e-learning has changed. As Richardson asserts in his 2005 article, “adjusting to the Read/Write Web is not as simple as moving students from writing essays on paper to writing essays on a blog”. Stephen Downes coined the term ‘e-learning2.0’ to describe the move towards more empowering learning experiences using the Internet.

Students are writing blogs, to access a meaningful audience, whilst simultaneously allowing students to track their own progress and thinking over time. They are also reading the blogs of other people to gain access to a whole range of sources and experts for research.

     Wikis are another option for students to access information. Anyone on the web is able to contribute to, edit, and access the information. Although the potential inaccuracy exists, whole online communities monitor the changes made and police content. Lamb explains in this article  how the process of “Darwikinism” rules, whereby information is ruthlessly culled and replaced if it is not considered fit for the wiki.

     This whole new web of experiences requires a new standard for literacy. Richardson states that, “to be literate in the age of the Read/Write Web means to skilfully manage the flood of information now available.” This requires to teacher to provide students with the skills to critically evaluate and question the sources they gain information from. Because ANYONE can be published, students must be savvy. You can't trust everything you read on the Internet! The former role of teachers, just providing content to be learned, is irrelevant, but these critical thinking skills that students can use to in the future are invaluable.


References
     Lamb, B. (2004). Wide open spaces: Wikis ready or not. Educause Review, 39(5), 36-48.
     O’Hear, S. (2006).  E-learning 2.0; How web technologies are shaping education. Retrieved April 15^th, 2011, from ReadWriteWeb webiste http://www.readwriteweb.com/archives/e-learning_20.php
     Richardson, W. (2005). The educators guide to the read/write web. Educational Leadership, 63(4), 24-27.

Image: '2nd Anoniversary' 
http://www.flickr.com/photos/25414324@N02/4281777022

Lights, camera, action! Digital video in the classroom...

     Hoffenberg and Handler state in the article 'Digital Video Goes To School' that “this generation of K-12 students lives in a visual world” and the digital video projects being undertaken in classrooms are providing students with opportunities for meaningful, motivational and relevant learning experiences. Kearney and Schuck (2006) assessed the authenticity of learning in digital video projects, and found that students were able to experience a sense of ownership when the project is open-ended, allowing for creative expression.

     Digital technologies have made the creation of videos for educational projects easier than ever before. Analogue video may have been cumbersome, expensive, and often difficult for an amateur to achieve a high quality outcome, but digital video breaks down these barriers. Equipment is relatively affordable and the majority of modern computers (both Macs and PCs) come preloaded with editing software.

     Teachers who provide learning experiences with digital video are allowing students to use higher order thinking skills, but must teach the skills related to the project. Inexperienced students cannot be expected to pick up a camera and run with it, any more than a student who has never been taught to write can create a novel on their own. Students must be taught the importance of planning ahead, how to consider the audience and purpose, and spend time story boarding, before even considering the types of shots needed.

     Hoffenberg includes a necessary reminder in the article for teachers wanting to incorporate information technology into the classroom; “educators must aim for curriculum-driven technology use, not technology-driven curriculum”. It has become clear to me over the course of the semester that “it is not the technologies themselves that are so important; rather, what is important are the ways that we use the technologies and think about them” (Harel, 2003).


References:

     Harel, I. (2003). Sand castles go digital. Retrieved April 4^th 2011, from MaMaMedia Website http://www.mamamedia.com/areas/grownups/new/21_learning/sand_castles.html

     Hoffenberg, H. & Handler, M. (2001). Digital video goes to school. Learning and Leading with Technology, 29(2), 10-15.

     Kearney, M. & Schuck, S. (2006). Spotlight on authentic learning: Student developed digital video projects. Australasian Journal of Educational Technology, 22(2), 189-208.

Image: 'Luz, Câmera, Ação' 
http://www.flickr.com/photos/13597901@N00/209488094

More than just hype: the wonders of Skype!

     4 students, 4 assessments, and at least 4 million competing demands on our time. How are group assessments to get done? Are they impossible? Fear not! Technology is once again to the rescue!

     When faced with the impossible (that is, aligning four busy timetables to find some free time to work on a group assessment) I was pleasantly surprised this week by how helpful Skype can be. My group and I were able to have a Skype conference, free, from the comfort of our own homes, which allowed us to discuss the assessment. It makes group work manageable, and we were able to have a 4-person voice call, which was easy for everyone to use and access, and so much more effective than sending multiple emails around or trying to do this on chat. It allows communication to be more authentic, as you can hear everyone’s tone, and immediately respond to comments, which decreases miscommunication and confusion.

     The possibilities for using Skype within the classroom are immense! After this successful conversation, I can now envisage collaborative projects being done with classes of students from around the world. Students can use Skype to connect with people who would otherwise be literally out of reach.

     Skype actually has a function on its website dedicated to using sykpe in the classroom. Teachers or students can put up a public post about a project they are starting or using to publish it to others, so that they can connect with others. I found this teacher in Houston, USA looking for a class to form a penpal relationship with her fifth grade class. What a great opportunity!

Thanks to Flickr for Image: 'untitled' 

http://www.flickr.com/photos/78011127@N00/3509479803

Digital learning; No longer a dream, but reality!

     In a rapidly changing world, the need to memorise is becomes defunct, and what is more relevant for our students and all of us in the 21st century is know how to navigate around the wealth of information we are presented with, and learn what is trustworthy. After following a link from Ruth's tweet, I watched Digital Media - New Learners of the 21st Century, and this fact has never been more apparent to me. Professor James Gee, from Arizona University, sums up the challenge facing todays educators; "How do we get people prepared to learn in the future for things that don't even exist now and how do we prepare them to innovate and solve problems and not just know a bunch of facts they can't use?" The world has changed, and we must too.
     One inspiring model that responds to that question is a digital school in the USA called Quest To Learn. The whole way the school is organised has been rethought and re-evaluated. The founders of the school have not taken for granted that they way we have done anything traditionally is automatically best, and instead they have have created a new structure based on digital literacy and 21st century learning... Amazing... Games and play, especially designing games, has a central role in the curriculum, and is used to cover other areas of the curriculum. Will this be a model that is adopted by most schools in the future? This really has to be seen to be believed, so do yourself a favour and watch the show!

    My favourite segment of the show was that featuring the Smithonian Institute, which is the worlds largest museum and research complex, made up of 19 museums and galleries, a zoo and more! The centre runs programs which looks at using digital media to get young people into the museum to learn and explore in a hands on way. Too often museums require passive observers, which appeals to less and less people. One workshop that the Smithsonian Institute runs gets teenagers to work in small groups to create a scavenger hunt designed for other teenagers. To do this they need to work in groups, explore the exhibitions, use their imagination, write questions that are carefully worded, be creative and entertain, and use mobile phones with digital cameras to record their findings. They give feedback to other groups on their scavenger hunts, so they are learning, creating, collaborating, sharing, playing and building relationships all at once. Incredible. When can I do this (for myself or with a group of students)? One of the reasons that this stood out to me so strongly, is that I believe we need to use new technologies to enhance other forms of learning and discovery, not just to replace them. I would hate to think that all of the culture and history and beauty within the worlds museums would be locked up and ignored, only to be replaced by digital technologies... A digital tour of a museum or art gallery (whilst better than nothing) is not the same as being there in person, and projects that are innovative such as this one should be applauded!
     Do yourself a favour, and watch the show!

Thanks to flickr for Image: 'iphone' 

http://www.flickr.com/photos/62337512@N00/3601525070

Can online communities compete with real life?

     I began this morning by having a wiki (did you know this means 'quick' in Hawaiian?) look at Belinda's blog post, all about wikis. I'd read the Richardson's article, and decided to find out a little more, I decided to look at some of the websites that host wikis, like wikispaces. I realised that I had just about opened Pandora's Box, when I came across this wiki that was made about wikis - so it is a website that could be added to or edited by anyone, that explained all about the fact that wikis can be contributed to and edited by anyone. Head spin!

     What really struck me about this wave of new wikis, is the extremely high level of community that is evident, and the resultant self-policing and maintenance. The fact that people share information, purely so that others can access it, not to profit from it, is inspiring. People spend their time reviewing changes made to sites such as Wikipedia, to keep the information accurate. 

     I consider myself a very community-minded person, although until recently I would not have considered an online community to be very 'authentic'. I now see that there are benefits in belonging to such a group, and that learning to be a responsibly part of this online community, may just become (dare I say it?) as important as learning how to be part of other types of communities. 

     I agree with Belinda, that as teachers we need to put in some real effort to stay up to date with the technological know-how of our students, at the very least walking along side them, if not striding out in front. This will be an ongoing challenge, that I admit is more than a little confronting, as it can never ever be ticked off the list as done! We will require constant vigilance, energy and a willingness to try new things. I think one of the best ways for us to succeed here is through our own community... whether this is an online community of teachers who share ideas, or a group who meets 'in real life' to share ideas and encouragement. What do you think, Belinda? Pencil me in for a regular coffee and techno-catchup, starting next week and ever after?


Reference
     Richardson, W. (2005). The educators guide to the read/write web. Educational Leadership, 63(4), 24-27.

Thanks for flickr for Image: 'Conexão'

http://www.flickr.com/photos/56347498@N02/5429309141