Synopsis

“Education and training institutions are becoming increasingly aware that today’s generation of learners is different” (Davenport & Baron, 2007). Subjected daily to a fast paced, interactive, digital world, students today need an education system that reflects the ever changing world they live in. In order to keep students engaged, on task, and motivated digital technologies must become embedded into their schooling lives. Kruse (2004), states “the vast movement towards e-learning is clearly motivated by the many benefits it offers”. For example, E-Learning supports and enhances student learning by meeting individual learner’s needs, developing higher-order thinking skills, and allowing for and enhancing creativity.



Furthermore, by developing and expanding the student’s knowledge and understanding of digital technologies, you are effectively creating life-long learners prepared for the digital demands of now and the future. Digital technologies in education also pave the way for collaborative learning which has a focus on the cooperative generation of information rather than transmission of knowledge. Therefore, it is clear that digital technologies, when implemented appropriately, can play a huge role in achieving learning outcomes for all students. Thus, the following Synopsis is an overview of my learning journey through a range of educationally sound digital technologies. The aim of this synopsis is to give you an insight to four particular digital technologies that have proven to have the most potential in the following four categories;
· Access and gain information,
· Consolidate and refine information,
· Transform information to develop new understanding and
· Present knowledge to an Audience.


Google Earth is a digital tool that allows students to access and gain information on any desired location all over the world. First and foremost, this is a safe site for students to access in a school or home environment. As mentioned in my blog, Google Earth transforms, supports, facilitates, and enhances learning by changing what would normally be abstract concepts into concrete, real-life representations. Google Earth is an excellent tool to complement a number of Key Learning Areas such as SOSE, English, Maths, Science, and Technology.


As an example of how to incorporate Google Earth into the learning context, I have created a lesson plan. It focuses on the SOSE KLA, and is titled Treasure Hunt aimed at a year 6 class. This lesson plan has been developed in accordance with the Engagement Theory by Kearsley, G and Shneiderman, B. (2007). It can be viewed on my Weebly Website at the following address; http://leahfriend.weebly.com/google-earth-lesson-plan.html


By using a tool like Google Earth students can more easily acquire the knowledge and understanding of topics such as reading maps. This is turn, means that less time is needed on developing skills and more time can be devoted to higher order thinking tasks such as extending and refining knowledge Dimension 3 and using knowledge meaningfully Dimension 4, (Marzano 1997).


The second tool selected to best represent the category of consolidate and refine information is Websites. Websites host a wealth of information ready to be consolidated and refined. However, in a school context it is important that significant emphasis be placed on the authenticity of content delivered by a website. It is imperative that students understand that not everything they read is true, and need to be specifically taught how to access accurate information from reliable sources.


Websites can be used in the learning context in a number of ways. As an example students could using a variety of sources including websites to access and gain information on a particular topic. They would then be asked to consolidate and refine this newly acquired information. To demonstrate the new meaning they have arrived at after the refining stage, students could create their own website. This example see's students being lead from lower order thinking skills such as gaining knowledge and comprehension through to higher order thinking skills like analysising, synthesising, and evaluating (Bloom, B. 1956). An example lesson plan using a website as a tool to enhance learning has been developed in accordance with the Big 6 framework (Eisenberg, m & Berkowitz, B. 2001). It can be viewed at my Weebly Website at the following address; http://leahfriend.weebly.com/weebly-website-lesson-plan.html


By using a website to help facilitate learning, a number of important things happen. Firstly the students take control of their own learning. This encourages students to be independent learners, increasing their intrinsic motivation levels heightening educational success. Secondly, the Learning manager can act as a facilitator, scaffolding learning where needed. This means that students who need extra guidance can attain the help they need and more advanced learners can power ahead at their own pace. Finally, as mentioned in my blog, websites see students actively involved in their learning and the reflection process. Overall, websites used in the learning context are an excellent tool to enhance and facilitate learning.


The third tool to be incorporated in this synopsis that covers the transforming information to develop new understanding category is Blogs. Blogs are an online personal or professional journal created by an individual. As mentioned in my blog, they act as a source of information that can be viewed by any number of viewers. In addition, when incorporated into the learning environment blogs create an excellent forum for communication. They allow viewers to not only read what is written on blogs but to leave comments, ideas, and suggestions as well. An example of collaborative communication to enhance learning using blogs, can be viewed on my blogging comments post. Although blogs are an excellent revenue for communication, it should be pointed out to students that ‘A true educational blog is NOT about socializing, but about students and teacher helping each other grow in their learning’ (Langwitches, 2008).


Blogs have the ability to aid, facilitate, enhance, and even transform learning across all Key Learning Areas and Junctures. Prep classes could have a class blog, where by, students work can be uploaded for parents to view and keep updated. Older students could have individual blogs about their learning journey through units of work. They can upload photos, make references to important information, and comment on other students work. Essentially, the blogs would be used as a way to transfer information to enhance new knowledge and understanding. The possibilities are endless, however, as a concrete example I have developed a lesson plan to demonstrate how blogs can be used as a tool to guide learning. The lesson plan has been developed in accordance with the Engagement Theory (Kearsley, G and Shneiderman, B. 2007). It can be viewed on my Weebly Website at; http://leahfriend.weebly.com/blog-lesson-plan.html


The fourth and final tool that will be discussed in this synopsis is Microsoft PowerPoint. Microsoft PowerPoint as a tool is used to present knowledge to an Audience. Students and teachers have the ability to publish their work in an interactive presentation format. These presentations can become particularly engaging due to the many features included in the PowerPoint program.


The classroom application of a PowerPoint presentation is endless. It could be used by the teacher to facilitate learning or used by students to present knowledge and understanding to an audience. Either way it is an effective digital tool that all students and teaches should become familiar with. To give an example of implementing Microsoft PowerPoint into the learning context, I have developed a lesson plan. It can be viewed at my Weebly Website at the following address; http://www.weebly.com/weebly/main.php


By teaching students to use PowerPoint they gain valuable life-long skills that can have significant impacts on their future endeavours. Once skilled on using PowerPoint students can effectively create presentations for work situations, whereby they need to present information to an audience. As mentioned in my PowerPoint blog, PowerPoint presentations have enormous potential to help students develop higher order thinking skills. By using the knowledge and understanding they have acquired meaningfully in the form of a PowerPoint, students are working using the dimension 4 DOL framework (Marzano & Pickering, 1997). Thus, it is clear that Microsoft PowerPoint as a digital tool certainly aids in the facilitation and enhancement of learning.


Digital technologies have enormous potential, to enhance educational outcomes for all students. To recap what has already been mentioned, they have the ability to cater to different learning styles, foster collaborative learning, and aid in the production of life-long learners. Google Maps for example, allows students to take a real life journey around the world. Websites allow students to access and gain information at the click of a button, making them self-managed learners. Blogs allow students to publish professional content for the world to view, appraise and give feedback on. Finally, PowerPoint’s allow students to use information meaningfully, heightening retention rates. Furthermore, Digital tools can be used across all Key Learning Areas at any year juncture. If this isn’t enough to get you excited about digital tools, think about how they foster creativity and higher order thinking. It is very clear that in the digital world we live in, it is a pre-requisite to use digital tools to enhance learning. To conclude I hope that my synopsis has been a useful source of information and positively persuaded you to incorporate these digital tools into your classroom.



Reference:
· Davenport, A. Baron, J. (2007). Meeting the 21st Century Challenge: The situational learning initiative at the University of Adelaide. Retrieved 20, July, 2010, From; http://www.ascilite.org.au/conferences/singapore07/procs/davenport.pdf
· Kruse, K. (2004). The Benefits and Drawbacks of E-Learning. [on-line]. Retrieved 20, July, 2010 from the e-Learning Guru Website; http://www.e-learningguru.com/articles/art1_3.htm
· Kearsley, G. and Shneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved July 25, 2010, from; http://home.sprynet.com/~gkearsley/engage.htm
· Marzano, R. & Pickering, D. (1997). Dimensions of Learning: Teacher’s Manual. Colorado, McREL.
· Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201–207;B. S. Bloom (Ed.) Susan Fauer Company, Inc. 1956.
· Eisenberg, M. & Berkowitz, B. (2001). The Big 6. Retrieved 9, August, 2010 from; http://www.big6.com/
· Langwitches Blog; The Magic of Learning. (2008) retrieved 9 August, 2010, from; http://langwitches.org/blog/2008/12/27/blogging-lesson-plan-writing/

Blog Comments

• 26/7/2010 to S0154220 (PPT)
• 26/7/2010 to S0154220 (Podcasting)
• 26/7/2010 to S0154220 (Picnik)
• 26/7/2010 to S0154220 (Learning Theories)
• 26/7/2010 to Tori (Wiki)
• 26/7/2010 to Coffee Lounge (Assignment 2 Podcasting)
• 27/7/ 2010 to S0154220 (Reply to Podcasting)
• 28/7/2010 to Coffee Lounge (Assignment 2 Podcasting)
• 1/8/201 to Jasmine (Reply to comment on Concept Mapping)
• 1/8/2010 to S0154220 & Jasmine (Reply to Digital Video)
• 2/8/2010 to Jasmine (Digital video Movie Maker)
• 11/8/2010 to S0154220 & Jasmine (Reply to Flickr)
• 2/9/2010 to S0154220 (Reply to comment on Blogs)

Google Earth

Google Earth is an amazing program that allows users to view any location anywhere in the world. When applied in the learning context, Google Earth has the ability to change abstract concepts to real-life, concrete concepts. It’s has the ability to transform learning into an engaging, interactive, and collaborative experience for everyone involved. The advantages of using this program in an educational context are abundant.

Google Earth is a free to download program, that has so many exciting and useful features. You can view any location in the world, look at maps, streets, find your house, school, or local shop.

To implement this program in the learning context you could have students complete a treasure hunt using compass directions, distances, and lattitude and longitude marks. You could have students measure distances between locations, or look up geographically famous landmarks. The list is endless and the outcomes associated with using such a tool are outstanding. By creating real-life representations, the knowledge to be learnt becomes so much more meanginful to students, increasing engagement levels, and heightening learning outcomes. An example of implementing Google Earth into the learning context can be viewed at my Weebly Website at the following address; http://leahfriend.weebly.com/google-earth-lesson-plan.html

You Tube (Digital Video)

A Great way to view and share digital videos is through an on-line program called YouTube. As this program is open to the public, allowing students to browse through this site would be highly risky as the content can be explicit. However, there are a number of free programs available that allow you to download and save digital videos from YouTube. Another great aspect of YouTube is that there is a teacher’s version called TeacherTube. This site has a wealth of educational sound videos that match up to core curriculum content. The following digital video is one that I have found on YouTube. This particular video is a perfect example of an educationally sound video as it links to core curriculum strands and KLA's.


This video would be used as a teaching tool to introduce the topic of sustainability. To be effective it would be used in conjunction with other learning materials. For example The video may be used as a hook to engage students into the topic and get them thinking about associated concepts. After the video is played a class brainstorm may be conducted as a follow up activity to have students recall important ideas, facts, and opinions. From here individual KWL charts may be constructed by students, and used by the teacher to inform future learning experiences.

Movie Maker (Digital Video)

Digital Videos can play a number of important roles in the classroom learning context. Some of these uses are outlined by Kearney & Shuck (2006). “Digital video has a range of common usages in schools, in particular for communication, observation and analysis, and reflection”. The digital video making program that I used is Windows Movie Maker. This program is fairly straight forward and has a number of help tutorials available to new users. Basically, you start by importing images and music into your movie maker bin. From here it’s simply a matter of dragging and dropping the images into order, adding sound, and text. The following is an example of a movie I made using Windows Movie Maker.

When using digital movies in the classroom context it is imperial that the movie matches up to the core curriculum content you are teaching. Videos should be used as a tool to enhance learning, not as a stand alone teaching method. This is outlined by Hedberg (2006)"Instead of using ICTs just for presenting and representing information in a variety of modalities, it is important to explore their capacity for generativity, for enabling learners to construct their understanding of phenomena". When presenting a video to your class you can use it to create interest, present information in an engaging and exciting way, communicate a variety of views, summarise previously learnt information, or to evaluate learning.

When instructing students to create a video, the authenticity of their work is increased. This makes their work more meaningful, engaging and interesting to them. Furthermore, by creating digital videos students have the opportunity to display their work to a wider audience. This allows for greater feedback as well as a greater sense of accomplishment for the students.

Reference:

-Shuck, S. and Kearney, M. 2004. Student's in the Directors Seat: Teaching and Learning across the School Curriculum With Student Generated Videos. [on-line]. Retrieved 20, July, 2010. From, Central Queensland University, http://www.eddev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf

-Hedberg, J. (2006). Searching for Distruptive Pedagogies: Matching Pedagogies to The Technologies. [on-line]. Retrieved 10 July, 2010, From: Curriculum Leadership Website; http://www.curriculum.edu.au/leader/default.asp?id=18898

Podcasting

Today I attempted to create my own podcast using http://www.mypodcast.com/. Unfortunately this program is no longer taking new users so i was unable to continue with with digital tool. It did say that I may be able to create an account at a latter date so I will try again soon. If there is anyone having the same trouble I would love to hear your comments. Thanks

My second attempt at Podcasting was almost as unsuccessfull as my first. This time I used Podomatic, as they are still excepting new members. I created an account, uploaded a photo, and a music file, as well as followed a fellow e-learning members podcast. However, I was unable to actually upload a podcast or create my own podcast. Any instructions on how to do this would be greatly appreciated. Thanks
My URL for my PodOmatic website is; http://leahfriend.podomatic.com/

Picnik

Picnik is a free to use program that allows the user to manipulate images. It's fun and easy to use, but bewear, it can be very addictive and time consuming. The following is a before and after shot of a picture I have manipulated using Picnik.