In what ways will you be able to help your students collaborate using technology?

One particular example of how collaborative learning can be facilitated is through the use of technology devices (Laurillard, 2008).  These tools provide access to software that allows students collaborate in a variety of ways. An example of a program I would present to students to simultaneously create a collaborate set of notes and upload images to share (Laurillard, 2008), is through the online program Padlet. Students can also use mindmapping tools such as Creatly that allow them to share and create alongside their peers. Blogging sites such as WordPress also allow students to asynchronously share information with peers to be comented on at a later time (Roblyer & Doering, 2014).  Allowing students to share their own ideas and contribute fully to the group creates a greater sense of ownership over the creation of ideas (Laurillard, 2008).  

REFERENCE

Holmes, D. (2013). GIF image of students collaborating using technology. Retrieved from Gamedesk’s “Classroom of the Future.” Why is it so hard to reinvent K-12 education? via https://www.google.com/search?rlz=1C1VFKB_ enAU634AU640&tbm=isch&q=gifs+using+technology&chips=q:gifs

Laurillard, D. (2008). The pedagogical challenges to collaborative technologies. In Computer supported collaborative learning

Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.

What is your informed opinion about banning mobile phones and other digital devices in schools?

There are a number of positive impacts digital devices such as mobile phones, can have on student learning in the classroom (O’Bannon, & Thomas, 2014). These devices facilitate various apps that can be used to support learning such as audio and visual tools, and educational and informational resources (O’Bannon, & Thomas, 2014). However despite the potential benefits, many teachers do not strongly support the integration of mobile phones in the classroom (O’Bannon, & Thomas, 2014). This is due to the perceived potential for distraction and misuse of technology as well as a lack of understanding about how to utilise technology in lessons (O’Bannon, & Thomas, 2014). I recognise the potential for mobile phones to be used in the classroom however I think, specifically for primary students, there are more appropriate technology devices such as laptops that can be implemented instead.

REFERENCES

O’Bannon, B., & Thomas, K., (2014). Teacher perceptions of using mobile phones in the classroom: Age matters! In Computers and Education Journal.

Image retrieved from the WordPress free images feature.

Roblyer & Doering (2014) identify five areas of potential problems that may arise from or be associated with internet use, however it is important to note that the areas that will be listed below are not the only potentially problematic issues. These issues include: “accessing sites with inappropriate materials” due to how easily accessible obtaining any information is, potential “safety and privacy issues” for students including; cyberbullying, privacy issues or online predators, “fraud on the internet”, “computer viruses and hacking” which may result in damaged files or software, and “copyright and plagiarism issues” that occur as a result of unlawful obtainment of information (Roblyer & Doering, 2014, pp.235-237).  

REFERENCE

RickyTech (2018). Internet safety image. Retrieved from https://www rickytech.in/internet-safety-social-network-security-social-network-security-issues/

Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.

Post to your blog some of the web-based resources that you may be able to use and how you will integrate them into your teaching.

The Australian Curriculum identifies in the Information and Communication Technology Capability learning continuum, that students should demonstrate evidence of “applying ethical and social protocols” (Australian Curriculum Assessment and Reporting Authority [ACARA], 2013, p. 1). This includes but is not limited to, recognising ownership of digital work, and for older students, understanding the legal obligations associated with ownership of a digital resource (ACARA, 2013). This is an area of content that can be taught using the web-based interactive resource of Digital Citizenship (NSW Curriculum and Learning Innovation Centre (CLIC), n.d). As teachers we can scaffold students by directing them to the resource however it allows them to actively and independently engage with the material. The resource allows students from foundation to year 6 to access a variety of videos and online resources that can instruct them in regards to safe use of digital technologies including an understanding ethics and social protocol.

REFERENCES

Australian Curriculum Assessment and Reporting Authority [ACARA], 2013). General capabilities in the Australian Curriculum. Retrieved from https://www.australiancurriculum.edu.au/media/1074/ general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

NSW Curriculum and Learning Innovation Centre [CLIC]. (n.d). Digital Citizenship. Retrieved from http://www.digitalcitizenship.nsw.edu.au /Prim_Splash/index.h

The image used above was retrieved from http://www.digitalcitizenship .nsw.edu.au/Prim_Splash/index.htm

Describe three different ways that you could use Web 2.0 tools in your teaching.

Research has found that the use of Web 2.0 technologies in the classroom can have an overall positive impact on student learning (Hew & Cheung, 2012). However, the positive impacts relate heavily upon how they are used to support and help students conceptualise the information (Hew & Cheung, 2012).  Web 2.0 technologies can be used in a variety of ways to support learning (Hew & Cheung, 2012) which I personally have found effective in my own experiences. This includes online reflecting or presenting of thoughts through resources such as blogs or websites, and online collaboration such as Google docs or Padlet, and repository websites such as audio and video recordings (Hew & Cheung, 2012). Repository websites include use of podcasts and sites such as YouTube that allow students to make video and audio recordings (Hew & Cheung, 2012).

REFERENCE

Hew, K.F., Cheung, W.S. (2012). Use of Web 2.0 Technologies in K-12 and Higher Education: The Search for Evidence-based Practice, Educational Research Review. Retrieved from doi: http://dx.doi.org/10.1016/j.edurev.2012.08.001

The image above is sourced from the WordPress free images “pexels” feature.

Timeglider is an online software tool that allows events to be plotted on a timeline. It is primarily designed to be used in the subject area of History. The NSW  syllabus identifies that students in Stage 3 will “sequence events and people in chronological order, and represent time by creating timelines” (Board of Studies, 2012). Timeglider allows students implement information relating to world or local events (Board of Studies, 2012). The resource also allows students to share their timelines with peers or their teacher.

Students who have impaired vision can be supported to engage with the software through the use of built in screen enlargements. The software program also provides a zoom tool so that students can change the screen to a close up view. Gifted and talented students can also complete further research to build the information on their timeline or explore the program independently. This is an example of a Constructivist approach as it can be used as a student-centered approach where students are creating and demonstrating their knowledge (Roblyer & Doering, 2014). This is important for technology use as it is ensures students are active users of software (Soujah, 2014).

REFERENCES

Board of Studies (2014). History K-10 syllabus. Retrieved from https://syllabus.nesa.nsw.edu.au /assets/historyk10/ downloads/historyk10_full.pdf

Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.

Soujah, S (2014). Technology integration in schools: Are we overinvested and underprepared? International Journal of Information and Education Technology.

(photo from WordPress free images)

Constructivist models involve knowledge and learning experiencing being constructed by the student(Roblyer & Doering, 2014). This is in contrast to objectivist and directed instructional models which focus on the teacher relaying knowledge and skills onto the student (Roblyer & Doering, 2014). Constructivist models support student-centred style of learning where students work independently and the teacher is the facilitator of learning (Roblyer & Doering, 2014). Constructivism also often promotes collaboration between peers (Roblyer & Doering, 2014). This model also encourages the use of non-traditional assessments, such as presenting information through different multimedia tools or self-assessments (Roblyer & Doering, 2014). Criticisms of the approach include the difficulty of discerning students’ skill levels due to assessments being non-traditional, and that some topics are not easily taught using constructivist approaches (Roblyer & Doering, 2014). Despite this the model helps students to develop a sense of autonomy and provides them with opportunities to explore their own interests. The use of ICT allows students to demonstrate their knowledge through multimedia tools rather than traditional tests and essays (Roblyer & Doering, 2014).

REFERENCE

Roblyer, M., & Doering, H. (2014). Integrating Educational Technology into Teaching. In Pearson New International Edition. Retrieved from http://we b.b.ebscohost.com.ezproxy. csu.edu .au/ehost/ebookviewer/ebook /bmxlYmtfXzE0MTgyNzlfX0FO0?sid=55449f39-9d6b-49f5-9f80-7d4b78a57903@sessionmgr103&vid=0&format=EB&rid=1

Traditionally, presentation and software tools used in classrooms have
included PowerPoint and Prezi. I am interested in ways I can integrate
technology in my classroom that engage students and allow them to create and demonstrate their knowledge. One such example of this is Emaze. Emaze is a software tool that is accessible online and available as an app for any android device.

Emaze lets you and your students create and share presentations you have
made. The software has free templates that are fully customisable. It also
allows you and your students to access your presentations online or on your
devices.

The software provides a free option as well as additional feature plans and
class subscriptions. This software is best suited to middle primary and older
students. I would say the main limitation is the pricing if you wanted to use
this software long-term (as students can only make a maximum of 3 presentations and 5 websites using the free version).

REFERENCES

Visual Software Systems Ltd. (2008). Emaze. Accessed via https://app.emaze.com/mypresentations #/home

Visual Software Systems Ltd. (2008). Emaze logo image. Retrieved from https://app.emaze. com/mypresentations #/home

There are a number of reasons why technology should be used within the classroom. ICT skills are considered to be essential 21^st century skills (Voogt, Knezek, Cox, Knezek, & Brummelhuis, 2011). Not only is it important to acquire ICT skills, but ICT can be used as a support tool for learning experiences (Voogt et al., 2011). The Melbourne Declaration on Education for Young Australians identifies that the constant advancement of ICT is a reason for students to be highly skilled in the use of technology, and students need to develop ICT skills to succeed in the workforce (Ministerial Council for Education, Employment, Training, and Youth Affairs, 2008).

Educators and schools can have contrasting beliefs about the importance of technology, as can be seen in the following two examples. A school in Singapore acknowledges the preference that many students have for using technology and therefore uses it as a tool to engage students (Edutopia, 2012). In contrast a Silicon Valley school ensures that their classrooms are technology-free with the belief that students are so immersed in technology through all facets of their life that this method of education creates a slower-paced environment (CNN, 2012).

REFERENCES

CNN. (2012) Silicon Valley school with no computers. Retrieved via YouTube URL:http://www .youtube.com/watch?v=fUxLKik3zNA

Edutopia (2012). Singapore’s 21st-Century Teaching Strategies (Education Everywhere Series). Retrieved from https://www.youtube.com/watch?v=M_pIK7ghGw4

Ministerial Council of Education, Employment, Training and Youth Affairs [MCEETYA]. (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne: MCEETYA.

Voogt J., Knezek G., Cox M.J., Knezek D. & ten Brummelhuis A. (2011) Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Journal of Computer Assisted Learning. Retrieved from http://ezproxy.csu.edu.au/login?url=http://dx.doi.org  /10.1111/j.1365-2729.2011.00453.x

(image sources from WordPress free library)

As technology becomes more prevalent within education so does the risk of it becoming a distraction for many students (Roblyer, & Doering, 2015). Goundar (2014) discussed a study into the distraction of technology in the classroom and the impact this has on students’ learning (Goundar, 2014). The study concluded that students are spending a large amount of time using IT devices during lessons, for activities not related to their learning (Goundar, 2014). Furthermore, these devices are interfering with the students’ ability to pay attention to the learning material (Goundar, 2014). This resonated with me as while I believe that technology should be integrated into lessons it should not be at the expense of students actually understanding the content. Bringing this information into a primary education context, I believe it is important for me to be aware that while technology can aid my students’ learning it can become a distraction.

REFERENCES

Goundar, S.  (2014). The distraction of technology in the classroom: Journal of Education and Human Development. Retrieved from https: //www.researchgate.net/publication/280723373

Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson. Retrieved from http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/ebookviewer/ebook/bmxlYmtfXzE0MTgyNzlfX0FO0?sid=940af9e4-ae95-49c7-a81a-21c3fe7ddd74@pdc-v-sessmgr05&vid=0&format=EB&rid=1

The State Times (2019). Technology is distracting image.
https://thestatetimes.com/2018/02/16/technology-executives-technology-is-distracting/