Reflective synopsis

http://depositphotos.com/14841931/stock-

illustration-Vector-black-tree-with-roots.html

Reflective synopsis

The image of a tree with the roots as the foundation technology really stuck in my mind from this week’s collaborate session. I see it as the basis of my learning, without the roots firmly in place teachers are unable to transform their classrooms into the creative environment it should be for our modern day students.

During the past five weeks I have built on the roots of my pedagogical knowledge by researching and exploring many electronic learning resources and the theory behind them. I have learnt that electronic learning (e-learning) can be accessed anywhere anytime, which has many benefits to all learners in the busy world we live in. This experience has shown me the importance of including Information Communication Technology (ICT) in everyday classroom experiences and how they link to the current curriculum. The inclusion of e-learning in classrooms connects to the expectations from the Australian Curriculum Assessment and Reporting Authority (ACARA) and the Early Years Learning Framework (EYLF), “Outcome 5, Children use information and communication technologies to access information, investigate ideas and represent their thinking”. p.p 44. I have investigated the safety concerns and strategies on how to educate students to have positive experiences when participating in technological activities.

As I expanded the roots of my knowledge exploring the given websites and devices, I understand where I would place them in the lessons and how to use them as assessment. I learnt that it is our role as teachers to have a high level of pedagogical knowledge and skills to prepare the students for the future expectations, please refer to the engagement activity 5- What is pedagogy?. I have observed classrooms working as individuals and in the wider community forming partnerships with schools from all over the world. Dr Judy Willis’s, theory of ensuring classrooms are safe places to be, building relationships, understanding student’s individual learning styles and their prior knowledge as the basis of all classroom experiences. This was a wonderful place to begin my learning journey and links well to the EYLF, please refer to Engagement activity 3- How the brain works best -Implications and benefits in the classroom. “Technology is changing pedagogy, the challenges of today’s teachers is to ensure technology is being used to maximize students skills and knowledge”, Cummins, Brown and Sayers, 2007, as sited in O’donnell, Dobozy, Bartlett, Bryer, Reeve and Smith, 2012.

 Making the connections between student’s individual learning styles and designing learning that is interesting and caters for cultural values and beliefs is of utmost importance when planning units of work. I have learnt that to facilitate deep understanding, students of the 21st century require approaches that cater for their interests, which includes technology. Students need to be part of their learning journey, to take control and ownership of their individual needs. Coghlan states, as teachers we need to recognise the importance of including mobile devices, as they are a huge part of their daily life. 
I understand that not all families are financially able to have the latest digital technology and to provide an equitable classroom; I may need to assist students who have not experienced technology in their home environments by accessing school resources including teacher aides,  special government grants and community assistance.

I have researched the learning theories behind facilitating and enhancing learning using technology devices, after gaining an understanding several styles including the Substitution, Augmentation, Modification and Augmentation (SAMR) model, I saw a pattern emerging. It seemed as though we were climbing a ladder of difficulty that formed a pattern of what to introduce and when, which to me formed a SAMR model in our learning journey. I believe that most teachers would need to use the Technological Pedagogical and Content Knowledge (TPACK) model during their career as they move into the world of technology, as “good teaching requires an understanding of how technology relates to the pedagogy content” as stated by Huges, 2005; Keating & Evans, 2001; Lundenberg, Bergland, Klyczek, & Hoffman, 2003, Margerum- Leys & Marx, 2002: Neiss, 2005: Zhao, as cited in Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge, 2006, (refer to my blog - Three frameworks/ taxonomies- TPACK, Blooms taxonomy and the SAMR model. By following the SAMR model I will be able to adjust the devices to suit the students individual prior experiences, skills and knowledge. In the blog I have many links to different strategies and applications that will assist all learners.

By researching the National Professional Standards for Teachers it has taught me ways to link ICT resources to build the students knowledge and skills in different curriculum areas. By using technology devices such as smart phones, iPods, and iPads students can share their knowledge and skills with others to extend their way of thinking, utilizing all the devices and websites I explored. I have also witnessed guest speakers using skype to take children on an excursion to the other side of the world in real time; this is an interactive experience allowing the students to ask questions and compare environmental differences. This form of learning not only benefits the students but also the teacher’s pedagogical awareness.

I have become cognisant of many reasons why it is important to provide opportunities for students to explore and reference in a legal, safe and ethical manner, which follows strong pedagogical beliefs that are relevant to current curriculum expectations, please refer to each SWOT analysis in my blog. There are a number of websites listed on moodle that provide information and support provide for students, parents and teachers. I have also explored the cyber smart websites and found that it offers awareness for families, teachers and students. It includes research data for parents and interactive games for students, gaining an understanding through visual awareness while catering for different learning styles and abilities. This is definitely a platform I would begin with in my lessons to build the students roots of knowledge and encourage other teachers to include in their planning and share with families. I now believe I am well on my way to having the ability to offer ICT’s that will transform students learning in the modern day world of technology.

To really extend my branches and provide students with interesting and engaging experiences, I see the TPACK model being used on a regular basis to further my knowledge of new devices. The TPACK and SWOT model really transformed my awareness of the uses of digital devices. I would use the SAMR model to ensure that the experiences I provide suit the student’s individual developmental needs, my pedagogical understanding of the devices is of a high level and provide challenges to encourage higher order thinking. I know there is always something new to learn and am always open to new ways of teaching students.

Technology is the way of the future and my journey will never end.

Reference

ACARA- Information Communication Technology Capability. Retrieved from

              http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-

              Communication-Technology-capability/Introduction/Introduction

ACMA cyber smart: Digital citizens guide. Retrieved http://www   

            from.youtube.com/watch?v=DtFuZI60l0I&feature=c4-

            overview&list=UUdv8domEzeDFPchhXk56V4w

Australian Bureau of statistics Communication Children with mobile phones. Retrieved

           from http://www.abs.gov.au/ausstats/abs@.nsf/2f762f95845

           417aeca25706c00834efa/d4cbec5b5b78b7c5ca25779e001c4770

           %21OpenDocument

 Baker.F. Learning stykles in children. Retrieved from  

          http://www.kidspot.com.au/schoolzone//Learning-Learning-styles-Learning-styles-

          in-children+4053+391+articleBaker.F. Learning stykles in children. Retrieved from  

          http://www.kidspot.com.au/schoolzone//Learning-Learning-styles-Learning-styles-

          in-children+4053+391+article.htm

Belonging, being and becoming: Early Years Learning Framework. Retrieved from

           http://docs.education.gov.au/system/files/doc/other/belonging_

           being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Blogs vs Static websites. Retrieved from http://langwitches.org/blog/2008/09/14/blogs-

         vs-static-websites/

Benefits of podcasting. Retrieved from 12teacherstaffdevelopment.com/tlb/what-are-the-

        benefits-of-podcasting-in-the-classroom/

Cell phones in the classroom: Learning tools for the 21^st century. Retrieved   

          from http://www.youtube.com/watch?v=aXt_de2-HB

Classroom connections. Retrieved from https://classroomconnections

         .eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspx

Coghlan. M. Retrieved from Mobile learning in the classroom. Retrieved from

         http://www.youtube.com/watch?v=yNQKAIdwWPk

Constructivist Theory. Retrieved from http://www.learningandteaching

          .info/learning/constructivism.htm

Cooke. M. Explain everything. Retrieved from http://www.morriscooke.com

         file:///Users/mjrichter11/Downloads/Theory-mind-map_2q0qwdl6.htm

         http://www.blogger.com/blogger.g?blogID=7836531701149802628

        #allposts/postNum=8

Cyber smart. Retrieved from www.cybersmart.gov.au/‎

Free stock images. Retrieved from http://www.dreamstime.com/royalty-free-stock-

       images-education-books-pedagogy-

Google images. Retrieved from https://www.google.com.au/search

        ?client=safari&rls=en&q=google+imaged&ie=UTF-8&oe=UTF-

        8&gws_rd=cr&ei=iPOiUsfuJoXriAe2rYCoDA#q=google+images&rls=en&spell=1

 

Government of South Australia, Department of Education and Child Development-

          Assessment Strategy. Retrieved from http://www.decd.sa.gov.au   

         /assessment/pages/assessmentstrategies/taxonomy/?reFlag=1

How to create a podcast. Retrieved from http://www.youtube.com/watch?v=-

           hrBbczS9I0

I have iPads in the classroom, now what?. Retrieved from   

            http://www.slideshare.net/fullscreen/langwitches/i-have-ipads-in-the-classroom- 

            now-what/1

Introducing poll everywhere. Retrieved from http://www.youtube

           .com/watch?v=dT3aZ5Ph8e8

King. A, 2013. Retrieved from http://allanahk.edublogs.org/2013/09/07/how-i-see-the-

             samr-model/

Koehler.M and Mishra.P, 2006. Technological Pedagogical Content Knowledge: A

            framework for teacher knowledge. Retrieved from aace.org/pubs/sigs/sig-Mishra-

           Koehler-TCR.pdf

Learning styles in children: Kids Spot. Retrieved from http://www.kidspot.com

          .au/schoolzone//Learning-Learning-styles-in-children+4053+391

          +article.htm

Net safe kids: Protecting children from pornography and sexual predators on the internet.

          Retrieved from http://www.nap.edu/netsafekids/

Odonnell. A, Dobozy. E, Bartlett. B, Bryer. F, Reeve. J & Smith. M, 2012. Educational

           Psychology. Milton, Qld, Australia.

Oliver. M and Sharpe. R, 2007. Rethinking pedagogy for a digital age: Designing and

             delivering e-learning. Retrieved from http://library-resources.cqu.edu.au

             /cro/protected/fahe11001/fahe11001_cro7417.pdf

Pic resize. Retrieved from http://www.picresize.com/results

Popplet. Retrieved from http://popplet.com/app/#/1339982

Richter.J, 2013. Exploring the weather and the seasons of our place. Retrieved from

            placestories.com/story/142613

Richter. J, 2013. Language for weather. Retrieved from https://vimeo.com/73914695

Richter. J, 2013. Managing e-learning: SAMR model. Retrieved from Richter.J, 2013.

           Retrieved from http://managingelearningjodyrichter.wikispaces.com

          /SAMR+model-+examples+of+how+a+wiki+can+be+used+in+the+classroom

Richter. J, 2013. Splitters creek and the seasons. Retrieved from  

          https://vimeo.com/73561249 

 Scaffolding number and Algebra: Money and financial mathematics. Retrieved from  

           http://scaffoldingnumberandalgebra.weebly.com

       

Stranger danger. Retrieved from   http://www.fbi.gov/fun-games/kids/kids-safety

Seven advantages of e-learning. Retrieved from http://www.learningpool.com/7-

            advantages-e-learning-infographic/

The Federal Bureau of Investigation. Retrieved from http://www.fbi.gov/fun-

            games/kids/kids-safety

The SAMR model: engages in deep learning and authentic contexts. Retrieved from

            https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-

            technologies.aspx

The iPad what is it and what it isn’t? Retrieved from http://langwitches.

         org/blog/2013/09/01/what-the-ipad-is-and-what-it-isnt/

TPACK org. retrieved from http://www.tpack.org

Using wiki’s in the primary classroom: An academic study and a school’s

       implementation experience. Retrieved from http://www.wikisinthe  

       classroom.com/Current_Relevance_in_Education.html

Weaver. J. Creating a weebly in weebly. Retrieved from http://www.slideshare.net

        /joeyweaver/creating-a-website-in-weebly?from_search=1

        http://www.youtube.com/watch?v=-hrBbczS9I0

Wordle, Retrieved from http://www.wordle.net/show/wrdl/7185172/Pedagogy

        htm

Assessment Task 1- Week 6- Mobile learning review iPods, iPads and mobile phones

Learning review of iPods, iPads and mobile phones

Week 6 Engagement activity

Ways I would use these tools in the classroom- These devices are very similar in the uses that they have in the classroom. When listening to the clips found on the moodle sight for this week, I reflected upon my first blogs. I needed to understand terminology that I hadn't heard before, the word "ubiquitous"which means existing, being everywhere at the same time. The digital resources from this week demonstrate exactly this, students can access the world wide web anywhere anytime they need it. Imagine carrying around 6 different text books and encyclopedias and dictionaries to gain the same information as a smart phone, iPod or iPad. The social networks we need are in the palm of our hand. I understand that including apps in the classroom does not replace teaching by finding apps to do the teaching for you, but works in partnership to support your teaching to meet the individual learning styles of all students in your class. The apps available are endless and if you research you will find many that link to all areas of the curriculum.

The Bureau of statistics stated that in 2009, 3% of 28,000 students reported some kind of safety issue bullying, threatening, receiving inappropriate texts to inappropriate materials. As teachers it is our role to protect students by ensuring they understand the issues and build relationships that ensure they can tell us if this are not as they are supposed to be and have strategies in place if required.

Michael Coghlan believes students of today use technology just like breathing air and if you take it away, it can be upsetting, why not work with it and make learning to suit this generations learning styles and needs.

The latest e school news letter has a great app for phones, iPads or iPods for prep year 1 students. It has a inbuilt camera that the children hold over the word it asks them to find on a household item and congratulates them for reading and matching a word. It is similar to how the QR code works. It is fantastic have a look.

eschool.news@eschoolnews.comApp of the week 

Name: Big Bird's Words The educational team at Sesame Street created Big Bird’s Words especially for young learners, to help build and expand vocabulary. Eye-Spy game lets kids build the word list. Customize the experience – kids choose which word to load in the scope Word-o-Scope uses your phone’s own camera to read words Big Bird reads hundreds of food words as kids find them

http://www.mobl21.com/blog/25/what-makes-mobile-learning-ubiquitous/

      QR code  for my blog

                                                                                                     

http://kaywa.me/uKXg5

Ipod

Firstly I researched the difference between iPods and iPads. Then I started thinking about the differences and similarities to using a phone as discussed in the wiki investigation and my thoughts are still the same. I feel they all have benefits to the classroom.

IPod vs iPads

iPod	iPad
smaller screen and lighter to carry lithium- icon  battery- up to 30 hrs charge. built in speakers stores music and photos. wifi connection essentially for music, photos and games.	larger screen and heavier to carry lithium- polymer battery lasts up to 10 hrs. multi touch screen, viewing one page at a time. on screen keyboard. software to store and share photos. high resolution screen to view movies. built in speakers. wifi connection, can have paid internet connection.

SWOT analysis (iPod)

Strengths- What actions does it do well?

• sharing images, music and games.
• can email when connected to wifi.
• most children have gained experience with iPods before starting school.                                                                                             
•                                                                                        Google images
• Lots of features for all curriculum areas and age/ developmental needs.
• Can print off handout notes in different formats.
• Knowledge of one size fits all approach doesn't work for everyone, iPods assist with this.
• Ability to provide customised education for all students.
• Games require collaboration with others.
• Caters for different levels using the SAMR levels.
• Text books are expensive to update, whereas iPad/ iPod or phone text books can be upgrade and remain current for a small fee.

Weaknesses- What could improve?

• Screen is small, using the iPad mini is the next step up before iPad.
• Teachers to teach students about the features to extend their knowledge and skills.
• Teachers require professional development to upgrade their skills and knowledge.

Opportunities- What real opportunities are present in our contemporary society?

• using the voice thread to read assessment and add music as well to extend upon current knowledge.
• Make movies to gain higher order thinking
• Share images, videos or podcasts with fellow classmates, could be used to prompt students to speak in front of groups.

Threats- What are the negative tendencies or obstacles?

• The only threat I can see is if students upload onto the web for example personal images onto Utube or Vimeo. 
• Think about KIC or iMessage and ensure students understand the bullying policy of the school and expectations from school (See Bureau of statistics Australia).                                                                                    

Ipad

I have just purchased an iPad for my 12 year old who starts high school next year and it was a requirement to have an iPad. I have not had a lot of experience with iPads , but have an iPhone, iPods and apple computers so understanding how to use it hasn't been a drama.I have had a fantastic time downloading apps and finding out its real benefits and the possibilities are endless. The paperless classroom worries me a little only regarding using a pencil to write with. The pincer grip is so important and as a Trainer and assessor I see first hand the writing skills of the contemporary teenagers and the difficulty I have understanding some of the assessments. We have just introduced online delivery methods and to see the younger generations embrace the technology and the older generations struggle and need support…lots of support and by the end they are so proud that they could do it, but whisper I still love hard copies… is amaising to watch. I will use technology in my classroom, but as a balance to other experiences that require the use of pencils, glue and crayons. While I understand the world we live in and technology certainly supports creativity, I still feels hands on sensory experiences are required to support all learners.

SWOT analysis iPad

Strengths- What actions does it do well?

• sharing images, music and games.
• can email when connected to wifi.
• most children have gained experience with iPods before starting school.                                                                                                                                                                                   
• Lots of features for all curriculum areas and age/ developmental needs.
• Can print off handout notes in different formats.
• Knowledge of one size fits all approach doesn't work for everyone, iPods assist with this.
• Ability to provide customised education for all students.
• Games require collaboration with others.
• Caters for different levels using the SAMR levels.
• Text books are expensive to update, whereas iPad/ iPod or phone text books can be upgrade and remain current for a small fee.

Weaknesses- What could improve?

• Teachers to teach students about the features to extend their knowledge and skills.
• Teachers require professional development to upgrade their skills and knowledge.

Opportunities- What real opportunities are present in our contemporary society?

• using the voice thread to read assessment and add music as well to extend upon current knowledge.
• Make movies to gain higher order thinking
• Share images, videos or podcasts with fellow classmates, could be used to prompt students to speak in front of groups.

Threats- What are the negative tendencies or obstacles?

• The only threat I can see is if students upload onto the web for example personal images onto Utube or Vimeo. 
• Think about KIC or iMessage and ensure students understand the bullying policy of the school and expectations from school (See Bureau of statistics Australia).  

Please take a look at the different uses of iPads in the classroom.

http://www.slideshare.net/fullscreen/langwitches/i-have-ipads-in-the-classroom-now-what/1

Resource
If you view the weblink below this model, you can download or print off a PDF version of this wheel, I have used it every week for this assessment task.

http://www.edudemic.com/new-padagogy-wheel-helps-you-integrate-technology-using-samr-model/

Technology - iPads in the classroom. Displays a variety of apps and videos with instructions.

https://sites.google.com/site/sad6k5technology/ipods-in-the-classroom


SAMR model for iPads in the classroom

SAMR Model	How can it be used in the classroom
Redefinition- Technology allows for the creation of new tasks, previously inconceivable. Students at this transformative level and are exploring 3D and 2D forms of technology to reach a wide audience, using ICT activities such as podcasting,multimedia presentations,animating, storytelling, TV or radio events, the possibilities are endless. Students creating movies will need to present their movie to a high level making use of the editing resources on the chosesn site for example, iMovie, movie makers etc I have just read the the eSchools news for this week and they mentioned the connected classrooms. Skpe in the classroom is networking schools all over the world, sharing lessons, collaborating around topics, virtual excursions and accessing guest speakers.	iMovie, voice thread, Garageband and interview assistant to name a few. These would assist the students develop the following skills, transformation, design, originating new ideas and skills. http://www.youtube.com/videos http://www.wondershare.net/ad/video-editor-win/?gclid=CPG5ifq0-bkCFcJopAodri0Auw https://vimeo.com http://connectedclassrooms.withgoogle.com Students could create their own virtual movies and share with students all over the world.
Modification- Technology allows for significant task redesign. Visualisation tools are required at this level including looking at the frequent words using video's to modify or redesign different ways to view. There are many designs and experience levels to choose from, allowing students to challenge themselves if developmentally appropriate.	Students using digital devices to design and to record their movie, this could include, iPads, iPods, digital cameras, video recorders and phones. The students will analyse which digital device would be the best, thinking about the weather, time of day.
Augmentation- Technology acts as a direct tool substitute with functional improvement. This is the lower level of the SAMR model which prepares the student to think at a higher level.	Quick voice, google docs and Explain everything would be a fantastic selection of apps to begin the students transformation. Explain everything app: http://www.youtube.com/watch?v=b00ZeszvjP4 The students would gain the ability to understand how a movie is made and what web links they may need to begin creating their movie.

Substitution- Technology acts as a direct substitute with no                              functional improvement. This is the enhancement level similar to exploring information                                                                                    through library                                                                                                                                                                                          books.

Notebooks, videos, links to websites, using google search, iThoughts, Blogs. Students can attach links for various media and discuss during their presentation. Students will gain knowledge and skills in the following areas: describing, summarising, retrieving,explaining, locating, and interpreting what they have found. https://www.google.com.au http://www.ithoughts.co.uk/Start/ Welcome.html

Safety idea for students to see how many people world wide can see your photo in a short amount of time. This image teacher shared her image and a note for everyone to read on Facebook. This is a fantastic way to show students how fast images spread and to discuss safety if it got into the wrong hands.

Phones

After reading the New Media Consortium (NMC), 2002, which is an ongoing research effort that examine the impact on teaching students from K-12. I have gained even more reasons why mobile devices should be allowed in classrooms.

They look at 6 emerging technologies that are in the mainstream schooling. Each report investigates critical challenges, this information will allow teachers to mentor students for the future. IPods, iPads and iPhones all use iCloud to backup into the same location, which means teachers can access information anywhere anytime, which is similar to dropbox. This backup space allows iPads to be more inline with the laptops regarding storage capabilities.

By providing opportunities for all students to access these forms of technology at school, we are ensuring equal opportunities for all students regardless of their financial status..

Using mobile devices is extremely important for our contemporary students. Life in general is moving at a very fast pace, parents are normally both employed which means students can access their homework anywhere anytime allowing long bus rides home or time at families homes after school to complete home study requirements without waiting until they get home.

I will do my very best to promote mobile devices in the classrooms.

To research the positive outcomes when using mobile phones in the classroom I read the following article online.

http://www.theguardian.com/teacher-network/2012/sep/10/mobile-phones-classroom-teaching

SWOT analysis (phones)

Strengths- 

• All of the same strengths as the iPod and iPad.
• Access to the internet at all times, no need for wifi connection.
• GPS for excursions.
• Mapping software to record information
• Encourages independent learning choices that suit the students individual needs.

Weaknesses

• Chance of cuber bullying
• like the iPads and iPods text messages or iMessages can be distracting.
• Phone calls can be distracting.
• Teachers would need training in more then one device.
• Safety issues with unlimited access to web links could be an issue.

Opportunities

• Personalisation/ freedom to access resources.
• Lower ability students interact more freely.
• Increase engagement and collaboration.

Threats

• Cyber bullying
• School can not block certain websites if students are using their own internet connection on phones
• If using the schools wifi this would not be a problem as blocks can still occur.
• All of these would not be an issue with teacher supervision and lessons on the safe way to explore the web.