Introduction
Digital technologies are not only a part of
society but are also a compulsory part of the education process. Properly integrated, these technologies can
greatly enhance the learning experience.
In this synopsis, a selection of digital technologies have been analysed
for their use in the classroom, and specifically the highschool science
classroom.
Reflection on Wiki Activity
An activity was undertaken by the students
of “ICTs for Learning Design”, in which each student was to contribute their
ideas on the use of mobile phones in the classroom to a class wiki. See appendix A for an explanation and
analysis of wikis and my experience of the activity.
In the learning theory of constructivism,
learners construct new knowledge through support and interaction with others
(Fasso, 2013). The mobile phone wiki
activity was a form of constructivism, because it scaffolded learning through
an online collaborative discussion.
An important element to the success of a
wiki is the scaffolding used to collect the information or ideas. In this activity de Bono’s six thinking hats
was the tool used. Each of the six hats
represents a different way to think about the topic (The de Bono Group,
nd). Its use prevents one view point or
participant from consuming the discussion as all participants are required to
think about and contribute ideas from all the different perspectives (The de
Bono Group, nd), leading to a more thorough investigation of the topic.
Reflection on Blogs (Group 1 Tool)
A blog (short for web log) “is an online, chronological collection of
personal commentary and links” (Educause Learning Initiative, 2005, p. 1). They can be authored by an individual or by
groups (Educause Learning Initiative, 2005, p. 1). A number of different classroom uses for
blogs as well as an analysis of their uses is contained in appendix B.
This blog is an example of a
student-centred task using blogs. Not
only has a variety of online information been used in the blogs (see appendix C
for an embedded YouTube clip and appendix D for an embedded glog) further
reading is available through the linked websites contained within the
references. This is an example of how
the author’s idea can be compiled and complemented through the use of other
online content. The comments on the
bottom of the blog in appendix D is also an example of how students can
interact with and learn from each other’s blogs.
The copyright and ethical implications of
blogs depends upon how it is to be used.
This was discussed in appendix B.
If the teacher is going to encourage commenting on the blogs then the
students need to be educated in the purpose of commenting and what would
constitute inappropriate comments. The
onus is also on the teacher to be constantly monitoring comments so quick
action can be taken if anything inappropriate is posted.
As was discussed in appendix B, there are a
number of different classroom uses for blogs.
Whether the blog uses the lower order thinking skills (LOTS) or the
higher order thinking skills (HOTS) of Bloom’s taxonomy will essentially depend
on whether the information in the blog will be posted by the teacher (LOTS) or
by the students (working towards HOTS) (Church, 2013a). Encouraging interaction between student blogs
and student posts is also a great way to support constructivist learning
(Fasso, 2013).
Reflection on Digital Videos (Group 2
Tool)
Out of the group 2 digital tools I chose to
make a digital video (see appendix C).
The accompanying blog reflection in appendix C also details how this
video would fit into a classroom situation and possesses a PMI analysis of the
task.
The task of creating a short video was to
employ the HOTS of Bloom’s taxonomy (Church, 2013a). Getting the students to collate the required
information only uses the LOTS of remembering and understanding (Clark ,
2010). The HOTS are employed during the planning,
designing and creation of the video. The
students need to find or create visual aids to use in the video along with the
spoken audio. In doing this they will
need to evaluate the suitability of each visual aid in relation to the
information being presented (Church, 2013a). The students do not lose the LOTS by producing
the video, because, as pointed out by Church (2013b) under his description of
creating, all the other facets of Bloom’s taxonomy are applied in order to get
to the creating stage.
When considering the hindrances to creating
a digital video (as detailed in appendix C), a number of these could be avoided
through the careful preparation of the teacher.
Initially, the teacher needs to assess the technological skill of the
students and then choose the appropriate hardware and software to complement
those skills. While this may sound quite
straightforward it could prove to be a difficult task, one with no single
solution, as the skills of the students are likely to be quite varied. All students need to have received adequate
prior tuition on using the software and on where to find appropriate images and
how to reference them. Whilst these
measures will help to negate some of the issues that can be encountered while
creating a video, they will also end up consuming a lot of time themselves.
There were a number of learning outcomes
incorporated into the digital video task.
Firstly, creating the video would help the students to learn and
understand the body system they were researching. Also, since each student would only be
involved in creating a single video, the aim was for each student to gain
instructional value by viewing all the other videos. Creating a pictographic representation of
information is a method identified by Marzano and Pickering (1997, p. 71) that
is good at helping students to acquire and integrate new knowledge. By presenting the pictures in a video, this
allows for simultaneous audio commentary.
According to the multimedia principle outline by Swisher (2007, p. 19),
learning is enhanced when explanatory images are presented along with words, as
the “learners are able to establish
verbal and pictorial mental models and build effective connections between the
two” (Swisher, 2007, p. 20). There
was also the intent that the end product would differ in the way the
information has already been presented in the class and textbook, so adding to
the number of different learning styles covered.
Reflection on Glogs (Group 3 Tool)
From the third group of digital tools I
choose to make a glog. Glogster is an
online program through which students can produce interactive multimedia
posters, known as glogs (Glogster EDU,
2013). For a more detailed explanation
on glogs, an example of how a glog can be used in the classroom and a PMI
analysis, see appendix D.
A glog project would have very similar
educational benefits as creating a digital video (as discussed above). Since there is limited space, the students
need to decide what information will be included on the glog and in what
format. Information does not just have
to be written text. There is also the
option of displaying some of the information is images, graphics, data or
videos. The students then need to
critically evaluate their options to create the most effective glog. Just like creating the digital video, students
are given the opportunity to employ HOTS by taking the steps through to the
creating phase of Bloom’s taxonomy (Church, 2013a).
Just as with the digital video, time will
need to be allocated in class for instruction on how to create a glog, where to
find appropriate images and graphics, and how to reference correctly.
The glog is a presentation tool students
can use once all the information has been assembled (Going beyond loch ness
monster, 2010, p. 7). The teacher needs
to ensure that the appropriate research and reflection has been scaffolded
before the students start to create the glog.
Since limited text can be included students will only be able to present
key ideas and information.
Glogster also provides the teacher with
access to their students’ glogs as well as access over the privacy of the
glogs, providing a very safe online environment for the students. The teacher creates a password-protected
account for each student and can make the glogs private so that no one else can
view them (Glogster EDU, 2013). If the
teacher wishes to allow others to view the glogs or provide comments, this can
be accomplished through embedding on a blog (or similar online site).
Reflection on ExploreLearning Gizmos
(Group 4 Tool)
The web now offers a range of different
interactive learning objects which can be used for educational purposes. One such example for math and science are the
Gizmos offered by ExploreLearning. For a
more detailed explanation on Gizmos, an example of how a Gizmo can be used in
the classroom and a PMI analysis, see appendix E.
From a constructivist angle, these sorts of
interactive learning objects are valuable teaching tools as they create an
experience for the learner from which they can internally construct meaning
(Cakir, 2008, p197). These tools also
aid deeper understanding as they help students to conceptualise the process of
the science they are learning instead of just the content (Cakir, 2008, p203).
ExploreLearning outlines in its “Terms and
Conditions of Use” policy (ExploreLearning, 2013) that material from the
website may be reproduced for noncommercial personal or classroom use. For example, a Gizmo snapshot tool is
provided so teachers are able to create their own handouts for their
class. So using this online tool in the
classroom should not create any copyright or ethical issues. However, issues
were encountered while trying to incorporate evidence into this assessment task
to demonstrate technical skills in using ExploreLearning. Whilst still being used for educational
purposes, any screenshots would be published to a publicly accessible blog that
could be seen by those not involved in the educational process. To ensure no copyright was being breached,
consent was sought and obtained (via email) from ExploreLearning to publish
screenshots to this public blog.
Conclusion
Just like many of the traditional learning
tools already in use, the digital tools also possess many benefits and their
own unique hindrances. Through careful
consideration of each tool, digital technologies can successfully be
incorporated into the highschool classroom and hopefully bring about richer
learning experience for the students.
Appendices
Appendix A: Link to blog reflection on wiki
activity
Appendix B: Link to blog reflection on
blogs
Appendix C:
Link to blog reflection on digital videos
Appendix D: Link to blog reflection on
glogs
Appendix E: Link to blog reflection on
ExploreLearning Gizmos
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