Assessment 1 week 5- Digital tools review- Powerpoint, Prezi and Glogster

Digital tools review- Powerpoint, Prezi and Glogster

Yesterday I attended a seminar on how students learn best, it was presented by Iian Hodge a teacher from Maryborogh. He had a wonderful pedagogical outlook that I embraced and will add to my classroom strategies. He stated that all activities should include experience and language. This style is similar to the beliefs of Uni, including the procedural and the declarative knowledge as a basis for all experiences for students. I thought about his beliefs as I wrote the SWOT analysis of each tool and I firmly believe that by creating a classroom that is safe and non threatening we are encouraging children to move from the flight, fight and freeze, to the emotional and then to the learning section of their brain. As future teachers it is our role to engage students in a fun and exciting way to build upon their knowledge and learn new information.

I see the pattern of moving up the ladder as we move from week to week. To me it is the SAMR model that we have been following every week in our reviews.

The theory behind this weeks review, I feel is a combination again, but a focus for me is the connectivism theory. It links well to the belief that literacy is critical when planning for these tools, as written text is required and reading directions is helpful to any weblink. The students can work on connecting specialised information to a wide variety of people.

I have had experience using Powerpoint and Prezi, but Glogster is something I have not used before. I have decided to investigate Prezi further for my weekly review, as this is something I need more experience with.

Powerpoint

Powerpoint is a tool many families have experienced. The deigns and media extensions are endless. It is a very good tool to begin with for students to have as it supports the topic they are discussing though, video, voice recording, weblinks, images and text.

I have created power points previously for assessment and decided to add some extensions to one for example, voice recordings and left one at the beginner stage of text and images. Please see the wiki below to view my examples.

http://managingelearningjodyrichter.wikispaces.com/Assessment+1+week+5-++Digital+tools+review-+Powerpoint%2C+Prezi+and+Glogster+examples


SWOT analysis (Powerpoint)

Strengths- What actions does it do well?

• Sharing images, text and websites.
• Learn how to add images 
• Learn how to up load evidence onto a blog.
• Free
• Privacy settings are not an issue
• Can be safely stored on computer/ USB
• Lots of features
• More people are familiar with powerpoint
• Can print off handout notes in different formats

Weaknesses- What could improve?

• If people just rely on reading the text it becomes boring
• Most people only use a small amount of its features
• Teachers to teach students about the features to extend their knowledge and skills

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

• Share images with fellow classmates, could be used to prompt students to speak in front of groups.
• Students will achieve using this program, beginning to upload just photos without text.

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.                                                                                     Google images

Prezi                                                                                                       

To me prezi has similar technological tools to the powerpoint but is more creative in its abilities and would be used as the next stepping stone to the powerpoint. Having had more time I would have loved to explored the tool. I will use prezi for future assessments and in class tasks with students.
                                                                                                   

Please view my first prezi, I enjoyed exploring the prezi presentation on how to create your own prezi.   (Heather I emailed you a share link on Tuesday 26/11/13)

http://prezi.com/oyt6ttydwn7a/my-first-prezi-experience/

http://prezi.com/oyt6ttydwn7a/?utm_campaign=share&utm_medium=copy

SWOT analysis (Prezi)

Strengths- What actions does it do well?

• Sharing images, text, movies, voice.
• Invite teachers or family to view the prezi online
• Access from any device
• Multiple people can edit
• Free

Weaknesses- What could improve?

• Can make people feel disorientated, due tot the movement of the new slides
• Needs internet to view
• Could get a little boring if all students used the same same

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

• Share images with fellow classmates, could be used to prompt students to speak in front of groups.
• Students will achieve using this program, beginning to upload just photos without text.
• If embedding images into a blog, students may feel confident to comment in this situation.

Threats- What are the negative tendencies or obstacles?

• The only threat I can see is that it doesn't offer privacy unless the school or family updates to the next level the free component is public view.

I have added a weblink to a slideshare of powerpoint verses Prezi to visually show the different tools for both.

http://www.slideshare.net/KreativTeaching/prezi-vs-ppt

SAMR model for prezi's 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

The potential drawbacks to using digital devices to create prezi's that are free and uploaded to the world wide web is the legal and ethical guidelines. Teachers would need to ensure privacy rules are utilised by all students and that they understand the importance of only placing movies and images that do not contain students faces, the safety aspects and reasons why will need to be enforced. We also have a responsibility to ensure students understand the copyright laws and teach this to the students from a young age.                                                                                                                    
                                                                                                                              Google images

Glogster

 This tool is one that I didn't particularly enjoy, I found it frustrating. I felt students would need to have skills and knowledge of both powerpoint and prezi and then move onto glogster.
I completed a very basic glogster for you to view. I much prefer powerpoint or prezi.

http://jodyrichter.edu.glogster.com/shapes                                                       

SWOT analysis (Glogster)

Strengths- What actions does it do well?

• Sharing images
• Uploading videos
• Text
• Free
• Share class projects, portfolios, presentations and messages.
• Easy to add web links.

Weaknesses- What could improve?

• If students did access at home they may not use the privacy settings and this could become an issue if they put up personal photos without privacy.
• It was slow to upload and preview.
• It was frustrating for a beginner, like me.

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

• Share images with fellow classmates, could be used to prompt students to speak in front of groups.
• Students will achieve using this program, beginning to upload just photos without text.
• If embedding images into a blog, students may feel confident to comment in this situation.

Threats- What are the negative tendencies or obstacles?

• The only threat I can see is that it is uploaded automatically to the public and this could be unsafe if adding images or videos of students.

Assessment task 1- Week 4- Review Group 2 technologies: Images, Podcasts and Video

                                  Group 2 technology review

Multimodal learning…. sitting at my computer with my iPhone beside me answering private messages on Facebook about my friends surprise party and reading the text about pedagogic potentials of multimodal Literacy. I am not young, well young at heart, but this is the style of learning I have observed from the adult learners in my class.  As I explore more multi media ways of learning I feel more at ease as to how this generation of learners really learn. I am a hands on kinaesthetic, visual learner and I feel technology is really accommodating to my style of learning, less the tactile sensory experiences of course.

The literacy experiences the student participate in to navigate all these forms of multimedia is outstanding. I have observed my own children come ahead in leaps and bounds and I know it had a lot to do with accessing the iPad and comprehending instructions to understand how to play the games.

"Placestories" has really helped develop my skills for this week review. I created my own movies and used the voice over in moviemaker to record my voice and tell stories for the students. I uploaded these movies through 'Vimeo". I placed an image and use the podcast to pose a question of where the students thought we might be and what we might be learning about today.
Please take a look at my timeline to demonstrate the tools that are available within this site.

When I think about the pedagogical knowledge for this weeks tools it really stems from all of the learning theories, but the one that stands out for me is connectivism. According to Skinner (2005), learning can reside outside ourselves and is focused on connecting specialised information sets, that allow students to learn more about the 21st century that we live in.

How the weather and the seasons link to our local environment:
placestories.com/story/142613

Images

I would introduce images as hook, to get my class thinking about the topic we might be learning about, this will assist teachers in understanding the groups prior knowledge, experience and skills. Introducing the topic through a picture allows the students to perceive what we might be learning about and could also take us on a journey the teacher didn't think was possible or hadn't thought of.

I have resized some images using "picresize", this program was free and would be easy for year 5 onwards to utilise without too much trouble. The safety of students identity would be an issue using the program to safely upload images. This is not a password sight and I am unsure if the images disappear once you shut down the sight, for this reason I would not encourage students to upload their own image to this site.

http://www.picresize.com/results

                                     Engagement activity resizing and uploading digital photos

75 % smaller and in tray scale

25% smaller and in oil pastel

http://www.st-cleres.thurrock.sch.uk/the-curriculum/subjects/geography-2/

25% smaller with a border

http://www.dreamstime.com/royalty-free-stock-images-education-books-pedagogy-
image6701889

Please view my place stories project to demonstrate how I would engage students to think about what we might be learning about in the introduction. I use a voice thread to ask the students to take a walk with me and use their imaginations to think about where we might be as they look at the image and listen to the sounds around them.

How the weather and the seasons link to our local environment:
placestories.com/story/142613

SWOT analysis (pic resize.com)

Strengths- What actions does it do well?

• Sharing images
• Learn how to resize images to make them easily accessible to others, including quicker download time.
• Free

Weaknesses- What could improve?

• If students did access at home they may not use the privacy settings and this could become an issue if they put up personal photos without privacy.

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

• Share images with fellow classmates, could be used to prompt students to speak in front of groups.
• Students will achieve using this program, beginning to upload just photos without text.
• If embedding images into a blog, students may feel confident to comment in this situation.

Threats- What are the negative tendencies or obstacles?

• The only threat I can see is if students do not have the privacy component saved and upload images onto the web.

Podcasts

I have learnt that podcasts are a web 2.0 technology that enables a wide variety of modes to be used when producing multi media experiences for students.  I have created a short introduction using a voki and see the note above about place stories, this demonstrates how I would engage students using a voice thread.

The term podcasting can be thought of as combining an iPod and broadcasting a type of media.

I was asked by a year one special needs support teacher to read a range of children's story books and record my voice on my phone using "voice memos". She then used my voice as she signed the words of the story for children with hearing needs.

I explored the Audacity resources to create a podcast discussing the benefits for both students and teachers- see Wiki.

I have embedded the wiki link to view my podcast examples, please see Podcast examples week 4.

http://managingelearningjodyrichter.wikispaces.com

SWOT analysis podcasts in the classroom

Strengths- What actions does it do well?

• Sharing information with others
• Learn how to make movies and how to make them easily accessible to others.
• How to utilise voice threads to add sound to the movie
• Free
• Ease of accessibility- students can access information anytime they want.
• Download the information to the device of their choice.
• Requires basic technical knowledge and skills.
• Teachers can archive students podcasts and retrieve when they need them.
• Teachers can put lessons online if they are away for the day.
• Students can keep up to date with information.

Weaknesses- What could improve?

• If students did access at home they may not use the privacy settings and this could become an issue if they put up personal photos without privacy.

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

• Share videos with fellow classmates, could be used to prompt students to speak in front of groups.
• Students will achieve using this program, beginning to upload movies to the web/ safe access for whole class.
• If embedding videos into a blog, students may feel confident to comment in this situation.

Threats- What are the negative tendencies or obstacles?

• The only threat I can see is if students do not have the privacy component saved and upload videos, onto the web. Teachers role to communicate the students knowledge with families and ensure safe practices are met at home and at school.

Further information for staff development:

12teacherstaffdevelopment.com/tlb/what-are-the-benefits-of-podcasting-in-the-classroom/

How to create a podcast

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

This week I have chosen to analyse the video for my focus tool

Video 

Students of the 21st Century have easy access to digital devices to allow them to create digital videos. I created the place story movies using my iPhone and then uploaded it to movie maker to add the voice thread and then uploaded it to vimeo. This process was timely but allowed me to edit and add the voice that I couldn't while recording, due to my children exploring and talking about the environment….

When planning for any digital experience as teachers we need to think about it's purpose and pose questions to yourself:

• link to curriculum requirements?
• facilitate higher order thinking?
• support students needs?
• is it relevant to their background?
• is it supportive of the students development?

I feel the creation of a video using all the tools we have explored this week would allow students to suit their individual levels of skills and knowledge. Students who are not so confident can explore and build on their current knowledge and skills.

The learning outcomes the students would engage in would be the following:

• Learning how to use a digital device including iPads, iPods, phones and digital cameras or video recorders.
• upload the video into moviemaker or iMovie.
• upload completed movie to youtube or vimeo to name a few.

I have stored the place story movies on vimeo.

https://vimeo.com/home/myvideos

Creating movies in the classroom caters for all learning styles, students who are creative can extend on their knowledge and skills, utilising the resources available, students who bare hands on learners can explore with their senses in their environment to create a film.

Engagement task 7- See "placestories" page: How the weather and the seasons link to our local environment:
placestories.com/story/142613

SWOT analysis videos in the classroom

Strengths- What actions does it do well?

• Sharing information with others
• Learn how to make movies and how to make them easily accessible to others.
• How to utilise voice threads to add sound to the movie
• Free

Weaknesses- What could improve?

• If students did access at home they may not use the privacy settings and this could become an issue if they put up personal photos without privacy.

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

• Share videos with fellow classmates, could be used to prompt students to speak in front of groups.
• Students will achieve using this program, beginning to upload movies to the web/ safe access for whole class.
• If embedding videos into a blog, students may feel confident to comment in this situation.

Threats- What are the negative tendencies or obstacles?

• The only threat I can see is if students do not have the privacy component saved and upload videos, onto the web. Teachers role to communicate the students knowledge with families and ensure safe practices are met at home and at school.

                                                  SAMR model for videos 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	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
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.	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 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

The potential drawbacks to using digital devices to create movies to upload to the world wide web is the legal and ethical guidelines. Teachers would need to ensure privacy icons are utilised by all students and that they understand the importance of only placing movies that do not contain students faces, the safety aspects and reasons why will need to be enforced. We also have a responsibility to ensure students understand the copyright laws and teach this to the students from a young age.

Overall I would be happy to include this form of multimedia in my classroom and allow the students to be creative as they develop their own movie.

Engagement activity- Week 3 Static website review

Static website reviewT

I have learnt that static Web defines a web page with fixed content, this style of learning is know as "what you see is what you get" (WYSIWYG). All viewers view the same content each time the page is opened, the only way the content can be changed is if the developer updates the information. Static websites is a one way communication style, lecture style, with all the control based on the teachers decision of what they want the students to learn and explore.

Flicker

The goal of this website is to allow people to share their photos using a privacy setting or share it with the world, using blogs to share where the location was, what they did and to gain peoples feedback, even asking if they want to see more images from their holiday.

The program is free, providing 1 terabyte which allows you to store up to 5000,000 photos. The beauty of this program is you only need to upload once and can share your photos to any device, with anyone and at any time. 

SWOT analysis

Strengths- What actions does it do well?

• Sharing images could be done using the privacy setting for the class only.
• Can be set to privacy setting for safety of students.
• Students can comment on the blog and links can be made to our classroom blog.

Weaknesses- What could improve?

• If students did access at home they may not use the privacy settings and this could become an issue if they put up personal photos without privacy.
• Unable to upload clips, sound to photos unlike powerpoint.

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

• Share images with fellow classmates, could be used to prompt students to speak in front of groups.
• Students will achieve using this program, beginning to upload just photos without text.
• If using the blog, students may feel confident to comment in this situation.

Threats- What are the negative tendencies or obstacles?

• The only threat I can see is if students do not have the privacy component saved and upload images onto the web.

Blogs

Blogs are an extremely useful tool when observing students involvement in a project. Students who struggle with the confidence to speak up during class discussions may prefer to write their thoughts instead of using verbal communication. I know this would have been a useful tool for me as a child.

Blogs have many uses allowing teachers a little control by adding links to the site for students to explore. Students can upload images, videos, links, vokis, popplets the tools to explore are endless.

A useful blog for understanding the difference between static websites and blogs, similar to the SWOT analysis.

http://langwitches.org/blog/2008/09/14/blogs-vs-static-websites/

                                                                              and

                                      http://langwitches.org/blog/2008/09/14/blogs-vs-static-websites/

Weebly

I have gained previous experience with creating a weebly website for teachers to use in a classroom environment (see below). The links that are available for teachers is an introduction, what is number and algebra, how it links with the curriculum, web maps to demonstrate a visual link (mind map), caters for all year levels, potential challenges and strategies, diagnostic assessment ideas, and web links to resources for students.

http://scaffoldingnumberandalgebra.weebly.com

SWOT analysis of a "Weebly"

Strengths- What actions does it do well?

• Offers training/ lecture style information in a easy to access topic based links to view up to date information that allows teachers or students to focus on the same information similar to a library book in the lower level of the SAMR model. 
• The resources on the scaffolding number and algebra weebly that I created did allow for further resources to be accessed by teachers/ students.
• Lots of media can be added.

Weaknesses- What could improve?

• In my experience it was slow and frustrating to line up the rows of wards when typing.
• Columns were difficult to add, and adjust the width.
• When more then one person in the group trying to work on things at the same time, the program didn't cope well, this was probably due to my inexperience.

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

• Allowing students to view the weebly from home, school and in the community.
• Easy for students to navigate and create their own.

Threats- What are the negative tendencies or obstacles?

• The only negatives that I can see is the inability for students to be able to add their thoughts and ideas.

Slideshare

Is similare to a powerpoint, individuals own the editing rights and upload their research topics or photos themselves. You can choose to follow peoples interests/ uploads. This is not a program that I would use a lot but could prove to be a good sharing tool with other teachers/ studnets. I have added a link to view a slidedshare on how to begin using "weebly", this is a step by step show of how to start.

http://www.slideshare.net/joeyweaver/creating-a-website-in-weebly?from_search=1

SWOT analysis on the slideshare web

Strengths- What actions does it do well?

• Clear images of the topic.
• Able to add text to the document.
• Can share to other sites.
• Can embed the URL within other web sites such as wiki, weekly etc.

Weaknesses- What could improve?

• The shareslides I explored did not have links embedded within them to take you to other sites.
• I would probably use a powerpoint or prezi instead for this reason.

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

• This would be a good starting point for students to create their own design.

Threats- What are the negative tendencies or obstacles?

• There did not seem to be any really threats, but the privacy settings may need to be set on private as people can follow you on this particular site which could pose as an issue for schools.

Assessment task 1 -Week 3- Analyses of technical aspects of using wiki's in the classroom

Overview of technical aspects of using wiki's in the classroom

Wikis in the classroom is a growing trend that allows students to continue to explore the subject they are learning in the comfort of their own home. The availability also means that parents can check on any assessments or areas their child may be needing assistance in.

I have learnt that wiki's are a 2.0 web tool, that is owned by the individual group of people working collaboratively together to publish and share a network, download, upload and add content. The social constructivism learning theory is evident (Vygotsky, 1962) as student learn to share their ideas.

The learning outcomes that they can support in the classroom and prepare students for the digital world that we live in. They allow students to work collaboratively on a single project as each person has editing rights which allows for personal input while at home, school and in the community. The curriculum content can be covered in many forms and this would be a wonderful tool to help collect the evidence required to demonstrate students skills and knowledge of any given topic.

The activities that a wiki supports is extremely vast, students can add blog links that encourage students to add their thoughts and ideas, can be directed to poppets, wordle, iMovie, youTube the possibilities are endless. They also offer opportunities for reading, writing and editing, improving on peer interaction skills while accommodating many learning styles and abilities.

I have really enjoyed exploring all that a wiki has to offer the teachers of the 21st century and I cant wait to involve students and develop their skills and knowledge.

I have created a wiki, designed to assist teachers in gaining the skills and knowledge to understand the SAMR model and the different levels it offers to develop students ICT for the 21st Century.
The wiki provides a variety of websites and apps that will allow students to explore at school, home and in the wider community.

SAMR framework and how it links to a wiki- description and strategies

http://managingelearningjodyrichter.wikispaces.com/SAMR+model-+examples+of+how+a+wiki+can+be+used+in+the+classroom

Please explore the wiki and feel free to add any of your own ideas. I have provided examples of my learning through different forms of media within my blogs such as:

• Mind map- Three frameworks and how they link.
• Bubbl.us- What is pedagogy?
• Popplet- Engagement activity 4
• Voki- Engagement activity 3

The internet offers our contemporary students with educational resources, but can also place them at risk. Before allowing students to explore the internet i would firstly explain the dangers according to their developmental needs. There are many brilliant resources with interactive programs that can explain the dangers in a child friendly manner  and resources for teachers and parents such as:

• Stranger danger  http://www.fbi.gov/fun-games/kids/kids-safety
• Net safe http://www.nap.edu/netsafekids/

It is our role as teachers to protect children from harm and educate the students and their families by providing web links in newsletters and offer inservice training for teachers and parents when required.

There is so many opportunities for students to explore and providing them with safe websites should be our number one priority.

Assessment task 1- Week 2 Analysis of mobile phones in the classroom

De Bono's hats

Assessment task 1- Analysis of digital technologies

To begin with I will let you know that I normally focus on positives and creative means of teaching, so I have chosen the black and blue hat to challenge myself and think about things differently.

Personally I felt this experience was designed to encourage me to become more productive, focused and involved in the thinking process, using higher order thinking. The Technological  Pedagogical and Content Knowledge (TPACK) would be a tool that I would use to further develop teachers thinking and move forward into the 21st century. This tool would be a valuable asset to any classroom, opening up the student and teachers minds to redirect or focus their thoughts to new learning opportunities through:

• productive collaborative discussions to encourage and engage learners to reach their full potential. 
• may reduce conflict.
• stimulate innovation by generating new ideas.

When I worked through this experiences reflecting how I felt using the different coloured hats, I realised my thoughts changed dramatically without me realising. This tool provides a positive outlook exploring what I liked and what I felt would and wouldn't work in the contemporary society we live in.

According to the Melbourne Declaration on the Educational Goals for Young Australians (MDEEYTA, 2008), in our contemporary society it is our role as teachers to provide the knowledge and skills to gain confidence and have the ability to utilise the ICT in the classroom, home and in the community. 

To begin this learning journey through the De Bono's hats experience, I was a little uncertain and cautious (black hat) in my thoughts, feeling that mobile phones were not necessary, but after further research and viewing the youTube clip below and reviewing my journey using  De Bono's hats, my feelings have changed. During the questioning activity I reflected on what it might mean for teachers to introduce mobile phones into the curriculum experiences. With training I feel it would be a positive experience. I am sure if I didn't have the reflective questions to awaken my thoughts around the technological possibilities that could be introduced, I may have remained cynical of the 21st century needs of our contemporary students.

Please watch this clip to understand why I feel the way I do about mobile phones in the classroom.

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

The valuable scaffolding process (blue hat) of where we are now in our current contemporary world and moving towards including the mobile phones in our classroom planning. This experience would be a useful strategy to implement during team meetings to bring together different teaching outcomes for students and teachers of different abilities. It would also highlight the possibilities of what we can provide for students and needs of individual teachers who may require training to be able to cater for this style of teaching.

The following youTube clip demonstrates the use of "poll everywhere"  which  engages the students to participate during a time in their lives where verbal interactions are sometimes challenging for teenagers. This strategy would be beneficial in the secondary schools program allowing students to text answers that are displayed on a interactive white board and would be a fantastic asset to any classroom engaging students to learn in a way the enjoy.

                                             http://www.youtube.com/watch?v=dT3aZ5Ph8e8

As I mentioned in previous blogs, discovering how learners learn best is the foundation of any lessons, scaffolding their learning to be the citizens of the future, working with others, finding different ways of doing things, your strengths and weaknesses, thinking about new directions, questioning others decisions and changing your way of thinking, finding the links between new information, finding whats right and wrong, discussing feelings and what else you need to know about the topic to truly understand.

There is no simple answer when deciding which learning theory to use when teaching students of the 21st century. The constructivism theory is the component behind online learning in classrooms and can excite our students into learning, extending on their prior knowledge and encouraging higher order thinking. According to Vygotsky (1962), social interaction plays a large role in students learning, allowing students to move past what they already know and allow new ideas or thinking to construct new knowledge. This experience using the De Bonon's hats would encourage students to view others comments and think about things differently.This strategy would also assist students in thinking at a higher level and how their thoughts may change when a question is asked differently.The use of wiki's in the classroom is a level 2.0 design which is owned by the group, information can be changed and video's, text, images, audio, animations and polls can be added to encourage Information Communication Technology (ICT) strategies for student who have experience and can demonstrate this skill to their peers and open up new ideas for the classroom.  This experience is connecting our classroom to the world wide web, depending on the students technological experience, they may include links to blogs, videos, images to explain their points of view. As stated by Siemens (2005) connectivism identifies the networked nature of learning, connecting our students to a wide range of information to extend their knowledge and skills.

Three frameworks/ taxonomies- TPACK, Blooms taxonomy and the SAMR model

                       Three frameworks and how they link

I believe the three frameworks/ taxonomies work really well together. If teachers begin by using the Technological Pedagogical content knowledge (TPACK) method to introduce themselves to the technological possibilities for the unit of work to gain a strong understanding of the content and how it will link to the curriculum requirements and then move to the Blooms Technology and the Substitution, Augmentation, Modification and Redefinition (SAMR) model to deliver the content to assist students in higher order thinking skills, we can provide students with endless possibilities for their future.

                                           Mind map of links between the theory models

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

                         Individual summaries of models

• Technological Pedagogical and Content Knowledge (TPACK)

Teachers of contemporary students must have technical skills, know content and how to deliver content effectively and in an interesting manner to transform the students learning.          

The three elements of the TPACK must be understood to be implemented in a successful manner, this id the foundation for teachers to learn about technological understanding before they begin a unit of work..

Pedagogical content knowledge- Understanding the content knowledge

               

• Substitution, Augmentation, Modification and Redefinition (SAMR) has two levels:

Enhancement and Transformative, enhancement is the lower level introductory level and where most teachers begin when understanding technology integration and transformative is the higher order thinking.

Enhancement:

Substitution- notebooks, video's, links to websites is similar to using a  library.

Augmentation- Introduces flicker, blogs beginning to add questions and comments.

Transformative:

Modification- Visualisation tools, wordless, many eyes ( look for frequent words), redesign of videos and viewing different peoples ideas.

Redefinition- Use of programs such as upstage, xtranormal (2D), Alice (3D), or 2nd life, to view things differently.

It is important to understand the three levels of technological integration to ease students into the technology programs.

This program is similar to Blooms taxonomy, starting at the lower end and moving to the higher order thinking using a variety of strategies to maintain student involvement. They both include hands on learning and ensuring the three types of learning are included using cognitive, affective and psychomotor skills.

Blooms Taxonomy- Technology ideas for each level:

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&docid=KpgCW-5h3WMawM&tbnid=mhTgTvI_fSr0TM:&ved=0CAUQjRw&url=http%3A%2F%2Fzaidlearn.blogspot.com%2F2012%2F10%2Fa-juicy-collection-of-blooms-digital.html&ei=J-FhUuGKLIG-kAX8l4GwBw&bvm=bv.54934254,d.dGI&psig=AFQjCNG7TG2aWVjRJ2IHkHFCS8sv_isfCA&ust=1382232737653542

A blog to explain the SAMR model and strategies to use to assist students learning.

http://allanahk.edublogs.org/2013/09/07/how-i-see-the-samr-model/

Explain everything and everything app

http://www.morriscooke.com

Engagement activity 5- What is Pedagogy?

What is pedagogy?

Making the connections between students 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.

Today I experienced 'Bubbl.us and wordle" to assist my learning in gaining the ability to unpack the question of what is pedagogy".

To facilitate deep understanding, students of the 21st century require approaches that cater for their interests and includes technology. Students need to be part of their learning journey, to take control and ownership of their individual needs.

As a future teacher, I will have the responsibility of getting to know my students on an individual basis and assessing their needs and including these in planning. Planning for higher order thinking, by engaging them in experiences that not only link to the curriculum but also cater for their interests and cultural requirements while connecting with the wider community.


"Bubbl.us" of teacher and students roles in creating a classroom that designs learning around the studnets needs.

A wordle of "what is pedagogy"
http://www.wordle.net/show/wrdl/7185172/Pedagogy