Reflective Synopsis



With advancements in technology continuing to develop, it is more vital than ever that 21st century classrooms incorporate Information and Technology Communications (ICT).  Students are given the opportunity to develop their capabilities, through the incorporation of technology in classrooms. In order for students to be highly skilled in the use of ICT, teachers must use a variety of digital techniques in classrooms. Through the utilisation of pedagogical frameworks, such as the SAMR model, teachers can implement ICT in the classroom and enhance student capabilities.

Productive pedagogies can be utilised within the classroom to enhance and guide learning experiences. The four dimensions of productive pedagogies can be seen in the diagram below. 

Four dimensions of productive pedagogies
(Zyngier, 2005)

These productive pedagogies can be incorporated in technology activities through a number of ways. For example, the first element of productive pedagogies, connectedness, can be incorporated in classrooms through Wiki pages. In embedded task two students were required to communicate their ideas of Biomes through the class Wiki page. This activity allowed students to communicate collaboratively through a digital setting and explore the theory of connectedness.

Another dimension of productive pedagogies is intellectual quality. In embedded task three, students were asked to create and submit their field report findings in a video format. This task required students to use higher order thinking to capture, analyse and present their findings - as well as increase their ICT capabilities.  This activity addressed the productive pedagogy of intellectual quality as well as the incorporation and utilisation of technology.  

In order to effectively use these productive pedagogies in classrooms, the SAMR model framework can be utilised to help design and redefine learning experiences to ensure the incorporation of ICT. The substitution level of SAMR requires teachers to conduct a task using technology. For example, embedded task four asked students to take notes from a PowerPoint. This simple task converted the activity from a paper based activity to a digital activity.

The last two levels of SAMR, modification and redefinition, allows teachers to redesign the task to ensure the use of technology and student centred learning. This allows students to take control of their learning, as seen in embedded task five - where students were given the opportunity to present their field report through Glogster. This digital tool allows students to be creative, design and personalise their Glogster through the incorporation of a diverse range of possible formats, such as audios, videos, documents, pictures and texts. Through the use of the SAMR pedagogical framework, teachers are able to design learning experiences, effectively incorporate and improve ICT capabilities and increase student centred learning.

Whilst using technology in classrooms it is vital to consider and adhere to legal, safe and ethical practices, such as copyright guidelines and the appropriate use of materials. These factors will impact student learning and therefor teachers must ensure students are aware while using ICT. Teachers can ensure this by modelling legal, safe and ethical practices in the classroom.

In conclusion, with technology continuing to evolve teachers need to address and incorporate these practices in classrooms. Through productive pedagogies and the SAMR model, successful learning experiences can be created which enhance students ICT capabilities.

Reference:

Source: Zyngier, D. (2005). Choosing our ideas, words and actions carefully: Is the language of Productive Pedagogies intelligible for pre-service teachers? Retrieved from http://www.iier.org.au/iier15/zyngier.html , date accessed 1/05/15.

Pedagogy Map

PEDAGOGY	ELABORATIONS	Links in Australian Curriculum
Support	Relationships are critical to building a climate of support and mutual understanding
	Self-actualization is as important as mastery of disciplinary content
	Cultural differences, beliefs systems and values are recognised, debated and extended	The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069).
	Materials and learning experiences are inclusive of all	The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations (ACHGK061)
	Support is differentiated to accommodate differences in experiences and individual learning need
Individualisation	Individualised learning pathways are flexible and responsive to learner needs	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
	Learners have common and discretionary materials, and different, context-based ways of engaging with materials
	Multiple ways of accessing and presenting information	Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
	Open-endedness, contextual differences and different points of entry are accommodated	The perceptions people have of place, and how this influences their connections to different places (ACHGK065)
	Learner control, individually determined activity, interaction and different learning spaces are central	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
Complex and creative learning	Constructive alignment with complex learning outcomes, learning experiences and assessment is clear
	Beyond constructive alignment, opportunities are offered for learners to be creative and entrepreneurial
	Thinking is negotiated and challenged, and augmented and supplemented by interaction around ideas
	Reflection and self-evaluation is critical	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
Connected learning	Learning is both individual and collaborative. Complexity can only be obtained when multiple perspectives are negotiated
	The learner is a part of a local learning community	The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
	The learner is part of a disciplinary community
	The learner is part of a broader local, regional and national community
	The learner is a core participant in a global learning community
	Learning is embedded in an authentic context	The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
	Learners generate new knowledge that is sufficiently valued as to be used to improve and develop the learning environment and disciplinary

Embedded Task 5

 

 

This week I have chosen to discuss Glogster. Glogster is a tool for interactive learning and digital storytelling. This tool uses a range of media expressions to create an endless possibility of  multimedia posters. Through the utilisation of this online tool, students and teachers can develop ICT capabilities and explore collaborative learning.

 

Glogster has a range of template available and pre-made posters for a range of subject areas and year levels. However, there is an option to create a poster to suit individual classrooms.  

 

Personally, I would use Glogster in my Grade twelve Geography class, using the four levels of the SAMR model.

 

On the substitution level, I would use a poster to introduce the topic of a field report. For Augmentation, the students would fill in the poster, using the pictures and videos embedded in it. Then they would be quizzed to check for understanding.

On the modification level, students would develop their own poster as a scaffold for their field report. This poster would outline the content in each section and would have their desired pictures attached.

To redefine the task, students would create a field report poster. This poster would include an audio of their findings and interactive 3D images of their findings.

 

Overall, Glogster is a very easy digital tool to use which allows the creation of a range of posters. Glogster enhances technological capabilities and ensure students use creativity with the classroom.

 

If you would like to view an example of a glogster poster please view the following link.

http://lihograiekaterina.edu.glogster.com/london/?=glogpedia-source.

Embedded Task Four

This week in my Digital Pedagogies tutorial we discussed presentation tools. Presentation tools allow teachers boundless ways to teach content and keep students engaged in lesson content. From a student perspective, presentation tools allows them to create, become self learners and obtain skills which aids them in becoming 21st century learners. For the purpose of this blog I have chosen to discuss power points.

One example of how power points can be used in the classroom is for teachers to present information visually rather than students reading a text and taking notes. The power point presentation below can be used in teaching a geography lesson on Erosion. I have created this power point as an example. Another way to use power point presentations is to create an interactive presentation which students could access, perhaps through wiki, and work through at their own pace. This would cater for a diverse range of students.

http://www.authorstream.com/Presentation/georgiaelearning-2448964-erosion-deposition-copy/

 

 Teachers can also use power points within the classroom by allowing students to create their own presentation. For example, a Year 9 geography class could use power point presentations to learn content.

 

 

This Year 12 Geography class task can be created using the SAMR model. Catering for all four levels, teachers are able to create a task which allows students to use power point presentation technology. At the substitution level, a power point presentation could include notes on the lesson content. These notes could be accessed by students which could be printed out to save writing. Students can also access this information at home. At a argumentation level a quiz could be developed which tested if the information from the power point was retained. At the modification level,  students could create a power point presentation present their ideas and findings about land processes. At the final level of redefinition, students can capture their ideas on a power point and add their voice to it to make a presentation and upload to the class wiki. Students can then submit their field report to their class wiki where the teacher can provide feedback. Also, by uploading it to the class wiki, expert geographers can provide professional feedback and suggestions.

 

Power points can be used for a variety of reasons in the classroom. Power points allow students to continue to develop their technological abilities and ensure higher order thinking through engagement in the classroom.

I HAVE CREATED A POWERPOINT AND EMBEDDED IT ABOVE.

Embedded Task 3

 

 

This week in my Digital Pedagogies tutorial we discussed digital media, specifically audio, images and videos. Digital media allows teachers boundless ways to teach content whilst catering for a diverse range of students needs. From a student perspective, digital media allows them to create, become self learners and obtain skills which aids them in becoming 21st century learners. For the purpose of this blog I have chosen to discuss videos.

This week in my Digital Pedagogies tutorial we discussed digital media, specifically audio, images and videos.  Videos provide an opportunity for information to be communicated in a digital format.

 

One example of how videos can be used in the classroom is for teachers to present information visually rather than students reading a text and taking notes. The video below can be used in teaching a history lesson on Christopher Columbus. This video can be accessed on any device through YouTube. A range of other resources for teacher videos can be accessed at Teachertube, iTunes U, Khan Acaademy, Scootle and Vimeo.

.

 

 

Teachers can also use videos within the classroom by allowing students to create their own video using a range of programs such as iMovie, Movie Maker, YouTube editor or on the video feature in mobiles. For example, a Year 12 Geography class could create a movie on their field trip - inserting videos, pictures and audio on their findings.

 

 

This Year 12 Geography class task can be created using the SAMR model. Catering for all four levels, teachers are able to create a task which allows students to use video technology. At the substitution level, a list of resources can be developed, and uploaded to the class wiki, which deliver relevant information. Students can then access this information at home. At a argumentation level a quiz, made on a slideshow, could be developed which tested if the information from the videos was retained. At the modification level,  students could create a movie, using one of the programs mentioned above, to generate their hypothesis about the field report findings. At the final level of redefinition, students can capture their field report on video. The task has now be redefined as students no longer have to use text to report their findings - it can be captured as they work. Students can then submit their field report to their class wiki where the teacher can provide feedback. Also, by uploading it to the class wiki, expert geographers can provide professional feedback and suggestions.

 

Videos can be used for a variety of reasons in the classroom. Videos allow students to continue to develop their technological abilities and ensure higher order thinking through engagement in the classroom. 

 

Embedded Task 2

This week was one of great exploration as I had never really used particular aspects of Wikis, blogs and websites. For the purpose of this blog I have decided to focus on Wikis and how they could be incorporated in 21^st century classrooms, to enhance the learning outcomes of students.

Whilst compiling my knowledge on Wikis, I firstly had to investigate what they were, how they worked and how they could benefit a classroom. I now know that it is an online forum where visitors can contribute ideas and information, however teachers also have the capability of turning the privacy settings to private, rather than public. Wikis also have the capability of providing a space in which worksheets can be uploaded, accessed and shared in a global setting. Whilst creating a Wiki there is an opportunity personalise the space and to create a username, not necessarily student’s first names, which allows students to express themselves without the possibility of being judged. Teachers also have the ability to continually monitor and provide constructive feedback to students which will increase learning outcomes. I found Wikis relatively simple to use, however technological knowledge is vital. 

Whilst learning more about Wikis I discovered a way in which I can apply this technology to a Geography classroom setting. One topic that Geography covers is biomes. The teacher could set up a Wiki, which includes biome activities for students to complete, access and build knowledge on through online discussions. This activity corresponds with the SAMR model of substitution, augmentation, modification and redefinition as it allows teaching and learning through technology. At the substitution level of SAMR, the Wiki would address the biomes and characteristics of each. Students would then use the sources, provided to them by the teacher, to complete the worksheet. At the argumentation level, a quiz could be uploaded which asked about the lesson content. The teacher could then provide online feedback to each student. To modify the task significantly, a research assignment would be allocated to the students in which they needed to write a speech informing the class of their findings. To redefine the task, students could then create worksheets of their own with embed pictures and videos, to act as revision sheets for the upcoming exam. Through giving students the chance to create a boundless media expression their interest levels will increase. This would ensure that that the students would become active creators rather than passive learners.

Kathy Schrock (2013)

 

Through the exploration of wikis, blogs and websites it is evident that technology allows a way for teachers to engage students within the classroom. Wikis allow students to develop and discover their technology capabilities through collaborative online learning.

The wiki I have created can be viewed here: https://georgiawieland1.wikispaces.com/Welcome

Reference:

Schrock, K.(2013). SAMR and Blooms. Retrieved from http://www.schrockguide.net/samr.html 

Embedded Task 1

Good Afternoon everyone,

I thoroughly enjoyed the learning design of the wiki activity. I found that this task challenged my beliefs and ensured that I took other perspectives into account whilst formulating an opinion. I believe that this was the purpose of the activity – to ensure that everyone was open to different ideas and took on different perspectives. Whilst completing the activity it was evident that the theory supporting this design was a combination of Bloom`s Taxonomy and SAMR. This task reinforced a combination of these designs as it caters for the lower order thinking from Bloom`s Taxonomy and the modification and redefinition from SAMR.

Thanks, Georgia

Week 1 reflection

Good morning everyone,

I have just come out of my first lecture for my E learning class. I enjoyed the class however I am a little overwhelmed as I am not as technical savvy as I thought I was.

I found the student centred learning beneficial as I am a hands on learner and learn best when I am physically completing the activity.
The classroom management was effective as Wendy was constantly roaming and was easily contactable when I needed assistance.
The minimal writing worked well for particular students, however for myself I learn and retain content better if I physically write it down. So I chose to take notes.
The recording of a video was confronting however I enjoyed the diverse range of activities.
Lastly, I found the instructions on how to set up my blog was most beneficial.

All in all, a fantastic first lesson!
Thankyou, Georgia