Friday, 30 March 2012

PODCAST

What is a Podcast


A podcast is an online tool which enables you to listen to digital media (including series).



Examples of Some Types of Podcasts

I found a number of podcasts availble online.  Two that I found most suitable for children included ABC Podcasts and BBC Podcasts.

Here is an example of a podcast found on BBC called "CBeebies Radio".  It is suitable for children up to 6 years of age so would be effective in the early years.




Click on this Link to listen to the podcast:   http://www.bbc.co.uk/podcasts/series/cg6

Here is an example of a podcast found on ABC called "Star Stuff".  I contains factual information on the solar system and may be more appropriate for the later years of primary (from Grade 5 to Grade 7).





Please click on the following link to listen to this podcast:  Early Earth's atmosphere clear and cloudy › StarStuff (ABC Science)


How Can A Podcast Be Used in the Classroom

There are many ways a podcast can be used in the classroom including:

  • Listening to series such as the above examples to obtain information or insight on a topic. 
  • Creating podcasts.  For instance, creating stories;
  • Teacher creating podcasts on important information which students can listen to at home.  This would help if a student misses school or where students are having difficulty with a subject;
  • For enjoyment, such as the CBeebies example above.

SWOT Analysis - Strengths, Weaknesses, Opportunities and Threats


Strengths
Weaknesses
The strengths of using a Podcast in teaching include:

·         It supports cognitivism learning theories by assisting sensing memory but also may support connectivism as it enables knowledge to be found (Elearning Pedagogies).

·         It supports verbal learners as it has spoken explanations – (Learning Styles and Strategies).

·         It can support all of the Blooms Revised Taxonomies, especially when students create their own Podcast (Blooms Taxonomy).

·         It is entertaining and allows students to learn in a different way.

·         There are many different podcasts on all types of subject matter which makes it useable in many areas, eg. Science, art, music etc.

·         It is easy to use.
The weaknesses of using a podcast in teaching include:

·         It can be boring just listening to the audio rather than seeing the visual image.  Movies which involve both audio and visual may be more appealing;

·         Need to make sure that the content of the Podcast is appropriate for students.

·         Just listening to the podcast alone will not support higher order thinking.

·         Just listening to the podcast alone will not support active, visual learners.
Opportunities
Threats
The opportunities that can be used to overcome the weaknesses include:

·         Podcasts could be used as a feature (maybe once per week);

·         Teachers listen to the whole podcast before it is broadcast to the class to ensure appropriate content;

·         Make sure the lesson includes other measures to support higher order thinking, such as creating a podcast or discussing collaboratively the content of the podcast.

·         Make sure the lesson includes some visual aids for visual learners and incorporate some hands on activities associated with the topic of the podcast.
The threats associated with using a podcast include:

·         Checking the content of the podcast to ensure it is suitable for students;

·         Making sure the length of the podcast is not excessive.

·         Ensure that it supports learning .


Personal Reflection

I had never heard of a Podcast before this course.  I have now listened to many podcasts online.  Although I can see the benefits of using podcasts, I personlly found that I disengaged when listening to them.  I am a visual, active learner and I found that listening to the podcast alone was much like sitting listening to a long lecture - not exciting.  I would still include podcasts in my teaching but would have to make sure that the podcast was not lengthy and that other activities were included. 

References

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CREATING A VOKI


What is a Voki?

A Voki is an online tool that can be used to create a talking animated character.  Please press play on the above video to see an example of a Voki.

How To Create a Voki

You will need to go to the website http://www.voki.com and create an account then select your character and add your vocals.  It is easy to use and the instructions on the site are straightforward.

Watch this video below to get more information on how to create a Voki.


How Can A Voki Be Used in the Classroom

A Voki could be used in the classroom in many ways including:-
  • Introducing a new topic to the class;
  • To explain difficult topics in an easy and comical manner;
  • To provide enjoyment to activities

  • Students can create their own Voki and use it to display their assessments

SWOT Analysis - Strengths, Weaknesses, Opportunities and Threats of Using a Voki

The strengths of using a Voki in the classroom include providing an entertaining way for students to learn while encouraging the use of ICT.  It encouragesVisual and Verbal learners as well as cognitivism theories of learning.

The weaknesses of using a Voki in the classroom may include distraction or cause students to lose focus on the actual topic but rather focus on the character in the Voki. 

The opportunities available that may overcome the weakness may include choosing a Wiki that is not a comical character but rather a simple character.

The threats that may arise from using the Voki are that students may not learn the topic.

Personal Reflections

Creating the Voki was fun and easy.  I enjoyed making the Voki and found it to be very creative.  I believe that using the Voki in the classroom will provide some enjoyment to students and make learning fun.  Students would also have fun creating a Voki.

References



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PICTURES FROM FLICKR

What is Flickr


Flickr is a great teaching aid that provides access to images that can be used to assist with lesson plans.  You can also upload your own pictures and share them with friends or the world.  It is a great way to store photos for future reference.

Example of a Flickr Image

Below is an image that was found on Flickr


This image was found at http://www.flickr.com/photos/digital_dreams/3917887182/in/pool-teachingaids

How to Use Flickr

You can access images on Flickr at http://www.flickr.com
You will need to sign up to a free account to access images.  For a more detailed explanation on how to use Flickr watch the following video:-


How Can Flickr Be Used In Classrooms

Flickr can be used in a variety of ways for teaching including:
  • Arranging students to take photos and uploading them onto Flickr
  • Sharing Photos between students and parents
  • Using images on Flickr to assist in teaching, including using them in powerpoints, blogs, wikis etc for visual aids.
  • Finding images on Flickr that are relevant to the topic being taught.  For example, above I have attached a Flickr image of a world map.  This could be used in geography lessons.  
  • For posters etc.

PMI Analysis

Plus
Minus
Interesting
·         A vast range of images are available on Flickr to choose from
·         It can provide a visually enhancing display
·         It can make a lesson enjoyable and bring life to a topic
·         It encourages learners to explore with the internet and access images that may assist them with assessment etc.  For instance, if the topic were Australia then images of Australia could be found on Flickr.
·         Copyright rules mean that many of the images in Flickr can not be used.  It is necessary to check the classification on each image
·         I found it difficult uploading the images to blogger but it was relatively easy to provide a link to the Flickr image or do a screen capture of the image.
·         It doesn’t encourage Higher Learning Thinking but could assist in presenting lessons which contained other methods for this.
·         I had never heard of Flickr before this course.  When I first registered I was surprised to see how many categories of images there were available.
·         I was also amazed that with Flickr you can upload your own photos and store them out on the web.  This is great for personal and professional reasons as if there was ever  a fire/flood etc and your photo albums were lost you would still have access to your images on Flickr.
·         It’s Free

Personal Reflection

Flickr was a great site but I found that many of the images did not allow reproduction and it was time consuming sorting through the images to find an image that could be used appropriately.  I did, however, think that many of the images could be useful for teaching and that they would provide students with an idea of what something looked like (ie. put a picture to the name).  I think it would be very useful for students, especially in preparing projects.  I believe I will use Flickr but that there are also many other images available online for free through sites such as this

However, the categories of Flickr make it easy to search.  All and all I am glad I now know about this site and the possibilities of using it.


References:





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Thursday, 29 March 2012

VIDEO IMAGES



VIDEO IMAGES

The above is a video that I have created which simply introduces the viewer to this Blog.  Video images are a simple but effective tool.

How to Create a Video Image

There are many different ways to create a video image, including using a video recorder, using phones, computers etc.  The above video image was created using my "Blackberry" mobile phone.  It was then simply uploaded to You Tube and then attached to this blog.

By uploading your video image to "You Tube" it is easier to share the video, however, the video may be saved to your computer and then attached as a video file.

For a video demonstration on how to upload a video to "You Tube" please watch the following:



However, you don't need to just use video images that are created by you.  You can upload video images that have been published by others.



Above is a video image uploaded from You Tube of Neil Armstrong landing on the moon.  This would be a great resource for students studying space.

How Can Video Image Be Used in the Classroom

Video Images can be used in the classroom in many ways including:
  • As with the above video of Neil Armstrong landing on the moon, it allows students to see what really occurred in historty;
  • New events can be viewed and discuseed
  • World events viewed and discussed
  • Students can create their own videos and upload them to present to the class.

PMI Analysis of Using Video In the Classroom

The advantages of using video in the classroom is it gives students a real life version of what they are learning which they can then relate to.  It is a source of new information which is regularly updated.  It reaches a variety of learning styles, including visual and verbal learners (Learning Styles and Strategies).  It used appropriately, with discussion of the content and allowing students to apply the content of the video to their own projects etc. it will promote higher order thinking (Blooms Taxonomy of Learning Domains).  Further, it could assist with all learning theories if used appropriately.  Just viewing the video is not sufficient.  The video should only enhance the lesson and not be the full lesson.

The disadvantages of using video are that the content needs to be assessed prior to the students watching it to ensure it is appropriate to the learning area being taught.  Another disadvantage is that students may 'switch off' during the video.  To ensure this doesn't occur the lesson should be planned in such a way that there are intervals during the video to discuss the topic. 
What is interesting about video images is that there is a vast range available on the internet, not only through You Tube but through places like ABC.  Please look at this link of ABC Bananas in Pjamas.
There are so many ways to include video image in the classroom.

Personal Reflection

Video images are easy to use and are uploaded very easily and can be uploaded to almost anything, including blogs, wikis, powerpoints etc.  I think video imaging is an invaluable tool and one that I will use regularly.

References:


  • R Felder and B Soloman (no date) - Learning Styles and Strategies - online resource -http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
  • K Lein (no date) - ELearning Pedagogy - online resource - http://elearningpedagogy.com
  • BGFL (2002-2012) - Multiple Intelligences - online resource - http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm,
  • P Mishra and MJ Koehler (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge;
  • Blooms Taxonomy of Learning Domains (no date) - online resource - http://www.nwlink.com/~donclark/hrd/bloom.html
  • You Tube
  •  www.abc.net




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    Saturday, 17 March 2012

    Websites

    WEBSITES


    What is a Website

    A website is an online tool that can be used to display pages of content whether written or images.
    Please click on the following link to see an example of my website:
    Janeen's Website

    You will notice that my website provides an example of how a website can be used to assist in teaching.  It contains a Home Page plus eight (8) additional pages which represent the weeks in a term.  Each page shows what content will be taught in the relevant week in relation to the topic of space.

    How to Create a Website

    Creating a website is simple and fun.  First you will need to go to the website http://www.weebly.com and set up an account.  It is free to set up an account with weebly.  Then start inserting your content.

    For more information on how to set up a weebly website watch this video:


    How Can Websites Be Used in the Classroom

    There are a number of ways that a website can be used for teaching including the example that I have provided in my own website.  Some other ways include:
    • Arranging for students to create their own websites to display assignments;
    • Using a website to keep parents and students up to date with what will be taught and providing contact details for communciation between the teacher, parents and/or students;
    • Displaying content
    • Providing a visually effective tool to enhance learning on a topic.
    • The website could be used to display assessment topics, homework etc;
    • It could provide details of the Themes that will be covered in each term such as space, bugs etc
    • Videos and images could be uploaded for watching by students for later comment.
    • It could display class rules
    • It could provide links to other websites for viewing by students, such as maths online sites or online readers etc.
    • It can provide uploaded tutorials and lectures online also.
    • The uses are endless...

    SWOT Analysis of Using a Website in the Classroom

    The strengths of using a Website in the Classroom include:

    ·         If the website is used to display tutorials or lectures on line etc it will support behaviourism learning theories.

    ·         If images and audio are displayed on the website it could also assist cognitivism learning theories.

    ·         If the website contains information in relation to a topic (such as a Utube video) that will later be discussed collaboratively in class it will assist constructivism learning theories.

    ·         If the website provides links to find other information then it will support Connectivism learning theories.

    ·         Therefore, the website as a tool has the ability to support all learning theories.

    ·         By allowing students to create their own website it will support active, reflective, sensing, intuitive, visual, verbal, sequential and global learners.  As it:-

    -          Allows active learners to get involved in the creation

    -          Allows reflective learners time to think about their creation prior to creating it

    -          Allows sensing learners to use their practicality and problem solving skills in creating the website

    -          Allows intuitive learners the opportunity to explore and discover new possibilities with their creation;

    -          Allows visual learner the opportunity to see visual images

    -          Allows verbal learners the opportunity to use written words

    -          Allows sequential learners to follow step by step procedures in creating their website

    -          Allows global learners to jump in and explore with their design 

    ·         By allowing students to view a website created by the teacher it will also support active, reflective, sensing, intuitive, verbal, sequential and global learners, as it:

    -          Allows active learners to get on the site to view the content;

    -          Gives reflective learners the opportunity to view the content and then think about it

    -          Gives sensing learners the chance to learn facts and know what will be taught as they dislike surprise

    -          Gives intuitive learners an opportunity to explore the links attached to the site

    -          Assists visual learners by showing images etc

    -          Assists verbal learners by having written or verbal content

    -          Assists sequential learners by showing what will be taught and when

    -          Assists global learners by allowing them to look at the topic as a whole

    ·         It supports multiple intelligences, including linguistic (as the site will contain content that can be read or heard), logical (mathematical topics could be displayed on the site),  interpersonal (group activities could be set requiring a group to look at a task on the site), intrapersonal (it gives the learner the opportunity to learn on their own and look at the site independently), musical (music could be displayed on the site), visual/spatial (images will be displayed), naturalistic (topics covering nature could be displayed on the site).

    ·         It supports a TPACK framework provided the content is suitable to this type of tool;

    ·         It promotes higher levels of thinking by supporting the “remembering”, “understanding”, Applying”, Analysing”, “Evaluating”, and “creating” Blooms Revised Taxonomies as it:

    -          Remembering – allows students to identify what will be taught and how to retrieve that information;

    -          Understanding – allows students to interpret and summarise what will be taught;

    -          Applying – by creating their own web site they can carry out and implement the tool;

    -          Analysing – by allowing students to organise themselves with the content displayed

    -          Evaluating – by allowing them to check, experiment and assess by using the links, checklists etc provided on the site

    -          Creating – by creating their own website

    The weaknesses of using a Website in Teaching include:-

    · There is no ability for the students/parents to provide comments or collaborate as websites are static
    · That not all students have access to computers and having a website may disadvantage those students
    · That not all students know how to use computers even if they have access to them

    *  Making sure any links contain appropriate content

    The opportunities available by using Websites in Teaching that may overcome the weaknesses, include:-

    · Allowing students to use email as outlined in the Website to provide comments which can later be discussed collaboratively. Also any topic posted could be discussed in group activities etc. or viewing of the website could be done in class in group activities to enhance collaboration.
    · Also using other types of online resources such as as Wikis to enhance collaboration;
    · Inform students of where they can find accessible computers such as the library;

    · Show students how to use computers doing class time and give them an opportunity to access the website during that time.

    * Check all content of links regularly to ensure content is appropriate.

    The threats that may present include:-

    • If students are not able to use a computer then the benefits of the website will be wasted and students may become frustrated. 
    • Checks for inappropriate content need to be vigiliant.

    Personal Reflection

    I liked the format of the website and believe it would be an invaluable tool in the classroom.  I like that a website can contain an outline of course content to enable students to look ahead and see what they will learn in any term.  As a student I would have liked to have this type of resource available when I was at school.  I think it helps students to have a view of where they are headed each term and this helps them to focus.  It also enables learners who are excited about the topic to look ahead and search for more on the topic themselves and also helps those who are struggling to see what they are supposed to be learning.  This can help parents also because if they know what is being covered and they see their child is struggling they can become more hands on at home and assist their child.  I believe the website has many benefits and I intend to use it in my classroom.

    References:






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    Creating a Wiki

    What Is a "Wiki"?

    A "Wiki" is an online tool which enables you to create a collaborative internet space.  It is collaborative as it enables you to invite other members to view your Wiki Space and comment on any material that is posted on the Wiki Space.

    Creating a "Wiki"

    To create a Wiki you will need to go to http://www.wikispaces.com
    Please view thisvideo to get furtehr information on how to create a "Wiki".



    Example of a "Wiki"

    To view my wiki space please follow the following link:    My Wiki

    How Can a "Wiki" Be Used in the Classroom

    If you view my Wiki space from the link above you will see some examples of how a Wiki can be used.  However, some other uses for a Wiki include:

    • Any activity which requires input of students and the bouncing of ideas ie. collaborative discussions;
    • Any group activity;
    • Using the Wiki as a place to display homework, stories, images, videos etc. for viewing by students;
    • Using the Wiki to provide announcements in relation to what is occurring in the class.  This can be viewed by parents so that they can keep up to date.

    SWOT Analysis - Strengths, Weaknesses, Opportunities and Threats of Using a Wiki

    The strengths of using a Wiki for teaching include:
    • The ability to collaborate online;
    • Fast interaction;
    • Assists shy children to contribute
    • Assists students to use online tools and thus complying with the Australian Curriculum to "Inquire, Create, Communicate and Operate" using ICT methods.
    • The ability to gain further knowledge by looking at the input of other users;
    • The ability to edit information and keep it updated;
    • That it encourages Constructivisim Learning Theories and Connectivism Learning Theories (ELearning Pedagogy - K Lein);
    • It encourages active, reflective,sensing, intuitive, visual, verbal, sequential and global learners as it has the ability to provide for all of these categories.  Active as it allows the learner to interact and participate in the activity in a hands on way.  Reflective as it gives the learner time to think about their responses.  Sensing as it provides details and facts and allows problem solving.  Intuitive as it allows for new possibilities to be discovered.  Visual as it is inviting and can often be visually appealling to the learner.  Verbal as often sound can be uploaded to the Wiki.  Sequential as it provides a step by step guide to complete a Wiki and Global as it allows a Global Learner to jump in and participate.  (Learning Styles and Strategies - Felder and Solomon).
    • It encourages TPACK - Technological Pedagogy Content Knowledge. (Technological Pedagogical Knowledge)
    • It can encourage all the Blooms (Revised) Taxonomies of "Remembering", "Understanding", "Applying", "Analysing", "Evaluating" and "Creating" and therefore focuses on high levels of thinking. (Blooms Taxonomy).
    The weaknesses of using a Wiki for teaching include:
    • That the Wiki can only be edited by one person at a time and this can cause delays and frustration by the learner;
    • Typing in the Wiki can at times be slow;
    • Comments provided may not be appropriate;
    • As the activity is online it prohibits the face to face interaction and ability to argue positions verbally.
    • Copyright and ethical issues.
    The opportunites that are available when using a Wiki to overcome those weaknesses include:
    • The teacher/inventor should view the Wiki frequently to ensure that any unwanted comments are removed;
    • Students are made aware of the rules of using the Wiki including using appropriate language etc.
    • To avoid time delays a group of students be allocated to a set day.  For example, Group 1 is Monday, Group 2 is Tuesday etc.
    • Discuss ethics and copyright issues with the class.
    The threats that may arise from using a Wiki include:
    • If the teacher/inventor does not monitor comments than problems with bullying, defamation etc. may occur.
    • If the teacher/inventor does not establish set rules students may act inappropriately and harm could be caused to other students.
    • If ethical and copyright issues are not discussed in detail then there may be legal consequences.

    Personal Reflection

    Creating a Wiki Space was relatively simple.  The wiki space was free to create and uploading material is also free to the user.  I believe it will be an invaluable tool in the classroom and one that I intend to implement.   Course work can be easily undertaken using wikispaces.  It was easy to upload You Tube video's and other images to the wiki space. 

    References



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    Friday, 16 March 2012

    Creating a Wordle



    What is a Wordle

    A "Wordle" is a series of words that are put together in a visually enhancing way often referred to as a "word cloud" (www.wordle.net).

    This is an example of a "Wordle" that I have created using words associated with ICT. 



    To create your own "Wordle" go to this link www.wordle.net 
    Further, watch the above You Tube video (above) which provides valuable information on how to create a "Wordle".

    How Can A Wordle Be Used In Teaching?

    There are many ways that "Wordle" can be used in the classroom including:-
    • Making a descriptive poster or display on the topic being taught to gain the attention of the audience; 

    • To outline key words that will be considered within the topic (as is displayed in the above "Wordle" ie. it contains key words in relation to ICT).

    SWOT Analysis - Strengths, Weaknesses, Opportunities and Threats

    The strengths of using a "Wordle" include:
    • It assists in "Cognitivism Theories of Learning" and in particular supports the "working memory" (ICT for Learning Course Material);
    • It assists "Visual Learners" as it provides visually appealing aids.  Visual learners tend to remember best what they see.  (Learning Styles and Strategies - Felder and Solomon)
    • It following the guide of the Australian Curriculum in "working and learning with ICT to facilitate quality learning experiences" (
    • It assists with the Blooms (Revised) Taxonomy categories of "Remembering", "Understanding" and "Analysing" which will assist in higher levels of thinking.  (Blooms Revised Taxonomy - www.nwlink.com/~donclark/hrd/bloom.html);
    • It supports TPACK - Technological Pedagogical Content Knowledge (
    • It is fun and exciting and should engage the learner.
    • It enhances creativity.
    The weaknesses of using a Wordle include:
    • It may be confusing for students who are not used to these types of displays;
    • It may not support collaboration;
    • It may not support active and verbal learners;
    • It may not assist with the Blooms (Revised) Taxonomy categories of "Applying", "Evaluating" and "Creating".
    The opportunities that may overcome the weaknesses of using a Wordle include:
    • An explanation of how a Wordle is displayed may assist confused students and by showing them more frequently students will familiarise themselves with a Wordle.
    • Activities should be included to enhance collaboration which may be as simple as discussing the words in the Wordle in a class discussion or alternatively, arranging for groups to create a Wordle together.
    • To assist active learners it could be arranged that the class create their own moodle or given directions so that they can discover Wordle at home.
    • To assist verbal learners it may be as simple as having a discussion on the words contained int he Wordle.
    • Again, to assist in the Blooms (Revised) Taxonomy categories it may be appropriate for the students to create a Wordle and then have a discussion reflecting on their creations.
    The threats of using a Wordle include:
    • The risk of computer viruses and care should be taken in this regard;
    • The risk of inappropriate language being used in the Wordle.  Set rules should be made in this regard.
    • The risk of using copyright words etc.  A discussion should be had with the class in this regard and a suggestion made that only generalised words be used.
    • Displaying the Wordle to the public is a risk if the Wordle is not used appropriately.  In this regard, instead of displaying hte Wordle to the public it could be saved as detailed in the above video.

    Personal Reflection

    I found creating a Wordle to be simple and effective.  I would not hesitate in using a Wordle in the classroom to support learning.  It takes very little time to create a Wordle but the effects can be fantastic.   A Wordle would be a great decoration technique in the classroom.

    References












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