Please view the following Adobe Spark page to view the following portfolio artefacts of Assessment Task 2:
1. Learning Sequence Design 2. Student Narrative 3. Professional Networking and Learning
In this unit ICT was integral to learning. The ICT used in the unit are shown in the table below:
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My mini unit is based on the two following artefacts: Can wearable technology catalyse the future of sustainable fashion? and the Living in a material world: how new technology is shaping fashion Youtube clip. Both of these artefacts support a transformative learning design as they introduce students to integrating technology and fashion to address the sustainability issues in fashion. The Youtube clip will be used within the context of the classroom to introduce the topic but also to demonstrate to students an example of the task they will be completing in the unit. The article will be presented to students to introduce them to the topic they will be researching in groups within the learning sequence. Both of these artefacts underpin the design of my learning sequence that maximises the potential of digital pedagogy and supports learning across the SAMR framework from the way the presentation is presented, the communication and collaboration between group members and the developing of design inspiration and concepts. Throughout the learning sequence, students will have the opportunity to engage in problem-based, authentic learning that uses high end pedagogy and is supported by the use of technology in the classroom. Further, through the learning sequence, students will develop General Capabilities outlined within the Australian curriculum through modelling and supported practice and then through their design process, demonstrate these capabilities independently. “Because many new technologies are interactive, it is now easier to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge” (Fouts, 2000, p. 11). This demonstrates that through the use of technology in the classroom such as the the two artefacts that underpin this learning sequence, the technology rich learning environment will provide students with better development of life skills, as well as transforms and improves the learning environment. References: Fouts, J. T. (2000). Research on computers and education: Past, present and future. Bill and Melinda Gates Foundation. This week, the focus has been on presenting learning through the use of technology. I have explored the use of Prezi and will focus on the benefits of using them and the ways in which they can support the learning outcomes of students and promote higher order thinking skills.
Prezi is an online, flash-based presentation creator with similar functions to other presentation programs such as Microsoft Power Point (Prezi, 2017). Prezi’s replace less intriguing presentations with captivating presentations and includes incredible zooming capabilities. Although the program is a web-based program and requires Internet connection to create presentations, they can be exported for offline viewing and presenting. A Prezi Pro version is also available to be purchased, which allows you to create presentations offline and keep them private, however it can also be used for free but the presentations are made public for anyone to see. Some of the key benefits of the use of Prezi are that it allows information and the relationship between information to be clearly presented to the audience in an imaginative and creative way. Prezi uses a non-linear, large 2D, open perspective, with total freedom therefore, a small paradigm shift is required when viewing and a medium paradigm shift is required when creating presentations. The following link: Prezi Presentations- will demonstrate the use of a Prezi and how it can capture the audience’s attention through the diverse presentation path throughout the application. The technical features and settings of the tool make the site a useful resource in the classroom. Using Prezi is relatively easy and there are various resources that can be used to demonstrate how to use them. Once the Prezi account is set up there are various layouts and templates that you can select from. Prezi also gives you the option to embed images from clip art or your own images, Youtube clips and audio background music directly from Itunes. This feature supports students of all modes of learning as it allows the creation of multimodal presentations. Once the Prezi presentation is made it can be shared with a secret URL or can be downloaded as a portable Prezi or PDF. This is a benefit in the classroom as the Prezi can be shared privately in the classroom or can the PDF can be printed and shared as a resource as well. The one problem, which can arise when using Prezi in the classroom, is the requirement of Internet in order to use it. This needs to be taken into consideration if students are going to use the program at home where Internet may not be accessible. In regards to safety and copyright, it is similar to the use of images and blog postings whereby students and teachers will need to ensure they follow copyright protocols when presenting information within Prezi, especially considering Prezis are made public for anyone to see. Therefore it is essential that teachers and students reference images, videos and ideas that are taken from external sources to avoid plagiarism infringements (Smartcopying, 2017). Prezi is a great resource that can be used by teachers and students within the classroom setting. Prezi promotes higher order thinking processes in the presentation format and allows both teachers and students to create engaging and interactive class presentations that support students with all modes of learning. Students can use prezi in various ways including; as a substitution for a workbook, for taking notes and displaying their notes in a creative way, or as an assessment medium. For example, students could use Prezi as a Process Journal within Home Economics, including the use of videos and audio. This example of how Prezi can be used by students demonstrates how Prezi promotes higher order thinking processes, as students are required to explore their thought and design process. SAMR APPLICATION IN HOME ECONOMICS For this model using Prezi, I have chosen to focus the lesson on Food Safety and Hygiene within Home Economics. Substitution: A prezi as shown in the example below, is incorporated within the lesson as a substitute to a standard PowerPoint presentation. The prezi will include images and text on background information on Food safety and hygiene. Augmentation: The prezi presented to the class by the teacher will include information, images but also activities that will allow students to start reflecting on food safety and hygiene. Modification: The prezi will include embedded Youtube clips and external sources for students to access in order for students to begin understanding the importance of Food safety and Hygiene in various contexts and how to ensure that it happens. Redefinition: Following the presentation, students can use Prezi in order to further explore one of the Food Safety or Hygiene issues that was covered and create their own presentation to share information with the class or to use as a resource within the domain of Home Economics. For example, students can be asked to create a resource that will be shown within Home Economic work places. Students will be encouraged to make their presentation multimodal by using either Youtube clips they create or find, images and text. In conclusion, it is evident that Prezi is a great presentation tool that encourages creativity in the classroom and promotes students’ use of higher order thinking processes, which redefines learning in the 21st century classroom setting. References: Prezi. (2017). About Us. Retrieved April 3, 2017, from Prezi: https://prezi.com/about/ Smartcopying. (2017). Using Wikis and Blogs. Retrieved March 22, 2017, from Smartcopying:http://www.smartcopying.edu.au/information-sheets/schools/using-wikis-and-blogs In 21st century social and cultural contexts, it is evident that people have developed new social literacy practices whereby meanings are increasingly represented multimodally, with images, sounds, space and movement communicating meaning (Kress, 2010). Therefore, it is essential for students within the 21st century to develop the ability to design and create multimodal resources and also the ability to critically decipher them.
During the last week I have explored the creation of images and their benefits and common usages within schools. Firstly, images enhance learning in various ways as they facilitate student recall and understanding, which promotes learning. There are various media types that teachers can use to present learning materials to students to enhance learning and support critical thinking, including photographs, illustrations, paintings, drawings, films, maps, charts and graphs. Further, teachers can promote higher order thinking such as comprehending, analyzing and evaluating, by teaching students to identify meaning of signs in visual work and the ability to develop their own signs in creative tasks (Collins, 2014). Teachers can incorporate images to enhance learning by using either images created by others or learner-generated images/visual representations. Firstly, integrating images created by others in the lesson can create a learning dialogue between the student and the material or about the material and will allow the educator to focus attention to specific ideas. Secondly, by allowing students to not only source external images to enhance their learning, but allowing them to generate their own visuals, this will encourage collaboration, creativity and mastery of ideas and concepts (Mateer, Ghent, Porter, & Purdom, 2016). By getting students to generate their own visuals, higher order processes such as analyzing and evaluating are supported. Images do not only refer to photographs but also incorporate visual ways of presenting information. For example, teachers can enhance learning by presenting information visually through the use of online concept mapping, sticky note boards, visual programming and visual representation of thinking processes. There are various technical considerations that need to be taken into account when using visual images. Firstly, there are various image types including; JPEG, GIF or PNG. JPG images are best used for images with color gradients, GIF is best for images that have areas of flat color such as graphs, maps, logos etc., and PNG can be used for either. Secondly, the image size is important to take into consideration especially when embedding visuals online as if the image is too large they can become unwieldy, whereas if they are too small the image will become pixelated and “fuzzy”. Images can be used and displayed online in several ways such as being embedded into blog posts, attached in emails, added to a PowerPoint, inserted into a word document and so on. The safety and copyright protocols are important when working with images online. When integrating images from external sources, it is crucial that teachers and students are aware of the copyright permissions and follow the correct copying protocols. Teachers should ensure students are referencing the original location of the work and giving the person who created it full credit (Smartcopying, 2017). In conclusion, the use of visual images in the classroom has many advantages and multiple purposes. Visual images enhance student learning as the visual engages student’s attention and thinking (knowledge, understanding, analysis, evaluation); influencing feelings or supporting skills development, which ultimately enhances learning in the classroom. Further, higher order thinking processes such as analyzing and evaluating is promoted through the use of visual forms in the classroom that students need to interpret. Please refer to my blog posting Examples of Visual Images to see a few examples of different sites, programs and apps you can use to create visual images. The blog will also provide examples of embedding external images. USE OF VISUAL IMAGES with link to SAMR model This example will focus on a Home Economics class studying Healthy Eating within society and the effects of unhealthy eating (Year 9). Substitution: Teachers use PowerPoint slides, or visuals within word documents to introduce the topic of Healthy eating in society and the effects of unhealthy eating and to aide classroom discussion of the topic. Augmentation: Students research information and statistics regarding eating disorders within society and develop graphs and pie charts to display their findings. Modification: Students develop a PowerPoint, flyer or poster that promotes healthy eating by presenting relevant statistics and information about unhealthy eating in society and its effects. Students can integrate visuals such as concept maps, photographs, graphs and pie charts within their work and this task could be used to replace a standard written report. Redefinition: At the redefinition level students can create a downloadable engaging flyer that could be presented to parents, students and the community to promote healthy eating in society. References: Collins, R. (2014, Aug 29). Skills for the 21st Century: teaching higher-order thinking. Independent Schools Commission, 12(14). Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Taylor & Francis. Mateer, D., Ghent, L. S., Porter, T., & Purdom, R. (2016, Dec 9). How to Use Media to Enhance Teaching and Learning. Retrieved March 28, 2017, from Starting Point: Teaching and Learning Economics: http://serc.carleton.edu/econ/media/how.html Smartcopying. (2017). Using Wikis and Blogs. Retrieved March 22, 2017, from Smartcopying:http://www.smartcopying.edu.au/information-sheets/schools/using-wikis-and-blogs The following blog post will outline several sites, programs or apps that can be used to create visual images. The images that are presented are all my own unless referenced otherwise. 1. ADOBE SPARK This is a very easy program/app that can be used to create visual images that are most commonly used for social media posts or internet use. It is easy to navigate and During the last week I have explored the use of blogs through setting up my own blog on the Weebly site, within this course. I have also explored the benefits of their use within school environments and how high level pedagogy could be supported through the use of blogging.
Blogs are a contraction of the term ‘web log’ and is an online site that allows individuals to share their ideas and thoughts with the world through regular entries of commentary, descriptions of events, or other material such as graphics or video (Edublogs, 2013). Weebly is a standard website, however it also includes a blogging function. From exploring the technology during the week and its capabilities, it was evident that there were many capabilities that allowed beginner users to easily create a website and/or blog through its drag and drop interface. Further, Weebly offers various tools and capabilities when writing blog posts, including over 100 page design templates, titles, text boxes, buttons (that link to other sites), surveys, adding tags for navigation and multimedia features such as photo galleries, slideshows, integrated maps, video and audio. The following link - Embedded Resources in a Weebly Blog, will provide various examples of embedded resources in a Weebly blog. The administration controls/settings of Weebly also make the site a useful resource in the classroom as firstly, it has the ability to add multiple editors that have varying levels of permissions. For example, the admin allows full viewing and editing, whereas the author can view and edit selected pages and dashboards only lets you view and manage stats, forms and comments. The ability to add multiple editors can be beneficial in the classroom by providing students with a class website or a resource to use for group assignments. Further, Weebly provides the option to set a password for the site, to add members and allow people to register with your site. Therefore, this is useful in the classroom as this online space allows students to share their ideas and works with others and allows them to receive feedback from peers or teachers in a safe, private domain. There are also legal, safe and ethical protocols that should be considered when working with this technology. It is important to ensure students are aware of the legal rights online when using blogs as an educational resource. For example, it is essential for students to be aware of the copyright permissions when using content developed by others, as copying content from some sites without permission may be illegal. Therefore, students should be encouraged to use content developed by others ethically by referencing the original location of both electronic sources and information used within their blogs and giving the person who created it full credit (Smartcopying, 2017). The use of blogging is important in the classroom as the use of the blog as a reflective tool, enables learners to engage with processes like analyzing, evaluating and synthesizing, which is linked to the higher order thinking processes of Bloom’s Taxonomy (EDSE12024 1.2 Blogs for Learning). The use of blogging in the classroom is also extremely important and can be linked to the SAMR model, which aims to attain high levels of thinking within learners. Blogging is a transformative tool that can be used within the classroom not as a replacement of normal learning tasks, but as a way to enrich and transform learning through reflective practices and collaboration with others. I have created a mock Home Economics assignment website to show how the website can be used in the classroom at various levels in the SAMR model, which is outlined in the following link. – Blog link to SAMR model In conclusion, I found that at the start of this unit working with digital tools and understanding their practical usage in the classroom was challenging, and although I saw the value of integrating them in the classroom, when it was challenging I wanted to give up on it. However, as I continue to work through this course and have the opportunity to experiment with various digital tools such as Weebly, I am beginning to become more confident with my ability to work with various digital tools and am excited about their potential to transform and enrich learning in the classroom. References: Edublogs. (2013, July 6). What is a Blog? [video file]. Retrieved from https://www.youtube.com/watch?v=NjwUHXoi8lM Smartcopying. (2017). Using Wikis and Blogs. Retrieved March 22, 2017, from Smartcopying:http://www.smartcopying.edu.au/information-sheets/schools/using-wikis-and-blogs Embedding resources into a blog post is straightforward and easy as you just drag and drop the function you want to use from the side tool bar to your blog and then follow the prompts. The following examples will show different resources embedded in a Weebly blog. ImageWhen embedding images into your blog there are several options you can choose to edit the way it appears on your blog. The editing panel provides you with the following options; Align, Spacing, Caption, Advanced, Link and Lightbox. MapYou can choose the location you wish to show on your map easily by typing it into the location section. ButtonThe button function is extremely helpful when you want to link other sources of information to your blog. Youtube VideoSlideshowSurveyAs a learner within this unit, there are various challenges that may arise. Firstly, although I have used ICT in school and throughout university so far, I have found that new learning experiences specifically with technology programs I am unfamiliar with has always been challenging. Further, I am an auditory and visual learner therefore, reading instructions can be challenging, as I need to hear instructions explained audibly or watch a demonstration in order to understand what is expected. This may become a challenge when trying to navigate new technology programs, however there will be ways to engage with these challenges effectively and these challenges can be used as motivation to improve.
I plan to engage with these challenges by using them as areas that can be reflected on in order to improve my professional practice and learn new skills that will assist me in becoming a proficient teacher in the future. As a developing teacher I would currently rank my technical preparedness as around average(5/10). Although I have some experience from school and university navigating through various technological practices and experiencing ICT in the classroom, I always found using a variety of technological programs to be challenging. Further, I feel that with the rapid advancement of technology, my current understanding of digital pedagogies will have to continually develop in order to provide students optimum learning opportunities that will lead to the best learning outcomes.
The AITSL Standards, Graduate Level: ICT Elaborations outlines the professional knowledge and practice with ICT necessary at a graduate level, and as I reflected on these, it became apparent that even though I may know how to use various technologies, I would still find it challenging to effectively integrate technology in the classroom. For example, standard 1.3 outlines, graduate teachers should be able to demonstrate the ability to match digital resources and tools with teaching strategies in ways that are responsive to students’ diverse backgrounds. Although I can proficiently use a range of technological programs, I would find it challenging to match digital resources and tools that are responsive to students’ diverse backgrounds. I believe that all students should be given the best opportunity to learn however I believe that I would find it difficult to hand over control of what learners learn and how they learn it, as it can be difficult to monitor what students are learning, which can lead to variations in the knowledge and skills learnt by individuals. I recognise that in order to teach proficiently, it is imperative to continually improve my professional practice by developing my skills in technology in order to be prepared to teach with ICT within my classroom. I am excited to be taking this unit as I am looking forward to developing my skills in technology and my knowledge of using ICT effectively in the classroom. |
AuthorCQU University Secondary Education Student Archives
June 2017
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