Reflective Synopsis

As a teacher in the 21^st century it is important to utilise technology (ICT) in the classroom, and use ICT advancements to further the students learning. It is important for teachers to give students the tools to develop their learning techniques through the use of technology, and for the students to become comfortable using a variety of ICT resources.

Blooms Taxonomy is great resource to use and refer to during planning classroom activities. The biggest impact of ICT on learning outcomes is where you are working towards complex outcomes, such as analysis, synthesis and evaluation. This is generally where learning occurs as an extended task or experience.

Through the teachers use and reflection of the SAMR model, teachers can utilise ICT in their teaching. The SAMR model can be used to aid in design and to redefine learning experiences to incorporate the use of technology.

At the substitution level of the SAMR framework it asks teachers to use technology as part of their activity. From my embedded task 4, I can use an example of an effective PowerPoint presentation while I am explaining the assessment guideline. This will also make the activity more engaging for the students. At the modification and redefinition level of SAMR, allow for teachers to redesign tasks and incorporate student centred learning and of course, the use of technology. Through the use of Prezi, as seen in embedded task 5, it is useful for both students and teachers to brainstorm and present presentations, as well as provide digital resources across a range of different learning settings. Overall, the SAMR model/framework is a great tool for teachers to utilise to improve ICT capabilities among students and to focus on student centred learning.

To follow on from this, productive pedagogies can be incorporated to help students with their learning. There are 4 different productive pedagogies, which are included in the picture.

These pedagogies can become part of the inclusion of technology in many different ways. The first aspect of productive pedagogies is connectedness; it can be included in the classroom through either blog entries or wiki pages. In my analysis (embedded task 2) I discussed how students can communicate online with one another and share their ideas on school work/assessment. Blogs can also be useful for teachers as they can collaborate online with other teachers and even share some resources. Blogs can be used to improve the student’s educational outcomes and allow them to engage in higher order thinking. Another part of productive pedagogies is intellectual quality. To relate to this, embedded task 3 students had the opportunity to design a digital artefact to create a movie about the how they completed different skills and drills relating to basketball. This is relevant to me as Physical Education is one of my discipline areas. This particular task had students engaged in designing videos for their assessment item. This activity met productive pedagogy guidelines and engaged students in using technology. It is important to be aware of students communicating online and  as the teacher, make sure that there is a safe learning environment online. This is one of the only draw backs in implementing the use of ICT in the classroom, however there are far more positives than negatives.  As the teacher it is important to check if ICT resources have safety settings. If they do then they are safe to use for educational purposes.

Also some small parts of the AITSL standards for teachers can be related to the incorporation of ICT in the classroom, and online safety. Standard 2.6 is implementing teaching strategies for using ICT in order to expand curriculum learning opportunities for students. Standard 3.4 is selecting a range of resources including ICT that engage students in their learning. Standard 4.4 is to describe strategies that support student’s safety working within school systems. Lastly, standard 4.5 is using ICT safely and responsibly in learning and teaching. All these are helpful for teachers when they are implementing ICT in their classrooms.

Lastly, collaborative learning is an integral part of digital pedagogies. It gives learners the opportunity to take full responsibility for their own learning. It also allows students to engage in a number of different perspectives, engage in activities that develop their higher order thinking and become autonomous learners on a global scale. An example of collaborative learning is from embedded task 1 involving the de Bono’s hats activity. This activity got our class involved in online collaborative learning on the wiki site. It engaged our higher order thinking skills and allowed us to demonstrate the effectiveness of online learning. It is extremely important to engage students in e-learning on a local, national and global scale, as it allows them to be connected with people all across the world.

To conclude, these ever evolving technologies are allowing 21^st century teachers to further develop their teaching methods and techniques to accommodate these. Through the use of Bloom’s, SAMR and AITSL frameworks, successful learning experiences can be created, which in turn will enhance students abilities to effectively use technology.   

References

AITSL. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Curtin University, (2015), Collaborative Learning, Retrieved from https://ctl.curtin.edu.au/teaching_learning_practice/student_centred/collaborative.cfm

Luck, J, (2013), Productive Pedagogies, Retrieved from http://joluck.blogspot.com.au/2013/03/eded20491-week-2-engagement-activities.html

Schrock, K, (2011), Resources to Support the SAMR model, Retrieved from http://www.schrockguide.net/samr.html

Vanderbilt University, (2015), Blooms Taxonomy, Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Embedded Task 6 - My Own Perspectives on Online Collaboration

Hi all,

Throughout this course (EDSE 12024 - Digital Pedagogies in Secondary Schools) , I have learnt a lot about how to effectively use digital tools in the classroom. in this blog posting, I will reflect on my participation, both positive and negative in this blogging experience.

Before this course, I had never blogged before, or even contemplated doing such a thing. I never felt the need to post my feelings online, as I don't  really like total strangers reading and commenting on my work, I find it a bit invasive. However,  through participating in this course I was able to use the feedback given to me effectively. I was also able to give others feedback as well. By doing this I have also been able to communicate with other people studying in the same areas as me, Physical Education and Geography. This online collaboration has allowed me to form a greater understanding of some of the uses for digital technology in an educational context specific to my discipline areas.

However, I have felt that one of the negative aspects of this online collaboration through blogging is the small number of comments that are being posted on other peoples blogs. I too am guilty of this as I have not commented and engaged as much as I should have, and it makes it hard to collaborate online without doing so.

On a positive note, when you open up your blog, it is quite nice to see when you read the comments on your blog, and that people enjoy what they read and take something out of it. Constructive feedback is also great as it might give you some fresh ideas and further your knowledge on the particular topic. This is what online collaboration and learning is about in my opinion.

Overall, my experiences in this course have furthered my outlook and understanding on different strategies used to incorporate the use of technology into my teaching. I have also found all the different programs that have been discussed over the course of the term quite useful as well. Particularly, in this weeks course materials have further pointed out to me the number of ways that technology can be used in learning.

James Smith

Pedagogy Map

PEDAGOGY	ELABORATIONS	Links in Australian Curriculum
Support	Relationships are critical to building a climate of support and mutual understanding
	Self-actualization is as important as mastery of disciplinary content
	Cultural differences, beliefs systems and values are recognised, debated and extended	The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
	Materials and learning experiences are inclusive of all	The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations (ACHGK061)
	Support is differentiated to accommodate differences in experiences and individual learning need
Individualisation	Individualised learning pathways are flexible and responsive to learner needs	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
	Learners have common and discretionary materials, and different, context-based ways of engaging with materials
	Multiple ways of accessing and presenting information	Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
	Open-endedness, contextual differences and different points of entry are accommodated	The perceptions people have of place, and how this influences their connections to different places (ACHGK065)
	Learner control, individually determined activity, interaction and different learning spaces are central	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
Complex and creative learning	Constructive alignment with complex learning outcomes, learning experiences and assessment is clear
	Beyond constructive alignment, opportunities are offered for learners to be creative and entrepreneurial
	Thinking is negotiated and challenged, and augmented and supplemented by interaction around ideas
	Reflection and self-evaluation is critical	Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
Connected learning	Learning is both individual and collaborative. Complexity can only be obtained when multiple perspectives are negotiated
	The learner is a part of a local learning community	The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
	The learner is part of a disciplinary community
	The learner is part of a broader local, regional and national community
	The learner is a core participant in a global learning community	The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
	Learning is embedded in an authentic context
	Learners generate new knowledge that is sufficiently valued as to be used to improve and develop the learning environment and disciplinary

Embedded Task 5 - Reflection on Simulations, Interactives (or Technology of your choice)

Hi all,

In this weeks Digital Pedagogies in Secondary Schools class we discussed and look at different types of digital tools such as Simulations and interactives like Google Maps. For this weeks reflection I have chosen to focus my attention on the program Prezi.

Prezi is a cloud-based presentation software and storytelling tool for presenting ideas on a virtual canvas. The product employs a zooming user interface (ZUI), which allows users to zoom in and out of their presentation media, and allows users to display and navigate through information. It can be used by teachers and students to collaborate on presentations with multiple users having access and the ability to edit the same presentation, and to allow students to construct and present their knowledge in different learning styles.

Here is an example of a Prezi presentation based on waves.


This technology is relatively easy to use however there is a learn and support tab if help is needed. Prezi is available as a free program, however if you want extra features that are not available in the free version, there is a sub scriptable version.

This particular program I believe is an essential tool for pre service teachers to use. Students could use this program to create presentations or using for brainstorming. Teachers could use this technology to provide digital resources across multiple learning settings and to assess student work.

The SAMR model can be used to further evaluate Prezi. Some examples of this are included below.

Level of SAMR	Student	Teacher
Substitution Level	This program will engage the students more than completing the same things in their books.	Easy way to create a number of digital resources.
Augmentation Level	This allows students to express their own ideas.	Allows the teacher to give the students feedback on their work individually.
Modification Level	Allows more time for the needs of all those involved which leads to higher focus on the learners and adds the option to continually modify the activities.
Redefinition Level	Allows students and teachers to develop their own digital components. This will help the students when they are completing their assessment items.

This week I have found yet another useful program that gives me as a pre service teacher an enormous amount of different ways to utilise it and apply it across a range of learning environments.

Here is a link to the Prezi website so that you can start creating your own presentations!
https://prezi.com

James Smith.

Embedded Task 4 - Reflection on Presentation Tools

In this weeks course materials, we looked at the different presentation methods available for use as pedagogical tools in the classroom. Whilst PowerPoint, Prezi and Glogster are all great presentation tools, for this particular blog reflection I will focus on the use of PowerPoint. PowerPoint has many different ways that it can be utilised and incorporated into classroom curriculums.

There are several different ways to ensure that your PowerPoint presentation is engaging for your students, and the possibilities are endless. PowerPoint is a great way to utilise for student assessment as it can be used as an accompaniment for an oral presentation, a source of typed notes and information for teachers to present just to name a few. It also offers the opportunity to insert pictures, audio, videos, graphs and much more to add to the presentation, and it is presented in a slide format. PowerPoint is in my opinion a great program to incorporate a range of teaching resources within different contexts. PowerPoint is an extremely easy program to use and navigate through and there is also a help page to guide users through the program and how it operates.

As I am a pre-service Health and Physical Education teacher, there is a huge number of different ways that I could incorporate the use of this program into my teaching. The most obvious one would be to have the students use the program to present their assignments. By using the SAMR model I can design my teaching programs to suit my students. At the substitution level, I could give my students an effective model of what their PowerPoint needs to look like, while I am explaining their assessment task. At the augmentation level, I can begin to have the students develop their own PowerPoint presentation and as the teacher I can monitor their progress and provide feedback. At the modification level, the students can begin to add pictures, audio and videos and anything else that will enhance their work to the presentation. Finally, at the redefinition level, the students can present their PowerPoint presentation to the class while I mark it.

The use of program PowerPoint in the classroom curriculums can enhance the students to present their work with the use of digital technology, and engage themselves in higher order thinking to be able to present their work effectively.

Embedded Task 3

Hi all,

In class this week we looked at how digital artefacts can be utilised as pedagogical tools in the classroom. As a teacher in the 21st century, it is expected that most of the curriculum is based around the use of different technologies in order to ensure that students are engaged and are learning and retaining information. Whilst audio, images and video are all great tools to use to engross the students, I will for the purpose of this task focus on the use of videos and the endless capabilities of them fitting into my own personal teaching contexts. I will also use the SAMR model to further my justification of why the use of videos in the classroom is an effective learning tool.

There are an endless number of ways to create a video, for example home videos, animations and live videos to name a few. The video program that I have had the best experiences with is Windows Movie Maker. In this particular program it is possible to upload a video clip and edit parts out, add music, turn parts into slow motion footage and much more. Windows Movie Maker is a relatively easy program to navigate as there is help functions present to guide you through the video making process. Windows Movie is in my opinion a great way to incorporate resources within a number of learning contexts.

There are many ways that I can relate the use of this technology to my main teaching area, Health and Physical Education. I could for example, film my students practicing drills and participating in games so that I can use the footage in order to grade the students. Through the use of the SAMR model I can suit my teaching programs to my students. At the substitution level, I could upload these videos of the students assessment so they can evaluate their own performance. At the augmentation level, I can have the students write a reflection on how they thought they performed during the videos. At the modification level, the students could create a movie that has their footage and a voice over that is explaining what they are doing and how they can improve. Lastly, at the redefinition level, the students could put the video they have created onto a blog or wiki so that the teacher can provide feedback to the students.

Here is a video of a skills session with voice overs, to give an example of the types of things I would look for from the students.
The use of videos in the classroom can create an endless number of opportunities for students to develop their understanding of how they can use technology and engage themselves in higher order thinking in the classroom.

Embedded Task 2

Hi all,

This week I was able to explore the vast number of uses for blogs, websites and wikis.
However for this task I chose to further my understanding of blogs and how they can be useful to teachers in the 21st century.

There are a number of different ways that I have observed in incorporating the use of blogs into classroom curriculums. Blogs can allow teachers to post questions, ideas, strategies etc. And have other teachers post comments and read each others ideas and teaching methods. There is also a range of settings present which can help to add features to your blog, as well as a variety of settings to make your blog safe but popular at the same time. There is also an opportunity to post a multi author blog which could allow for a group of teachers to post about various techniques for engaging learners. To aid with confidentiality and copyright there are also a number of privacy settings present. You can also customise the blog and change its title etc. It is also important to consider just what information that is in your blog as it has the potential to be viewed by people across the world, and to ensure that blog entries are easy to read and follow. I found the blogger website relatively easy to use, and it only takes a small amount of time to get used to the features of the website. Experience is not really needed to operate this site, however it would be helpful.

By using blogs in the classroom, it can give the students the opportunity to read each others work, however the privacy settings would need to be in place to avoid plagiarism for example. Blogs can also work on improving students educational outcomes as people can comment and provide tips and suggestions in order to improve their work. In my opinion this is a great way to share and learn new perspectives that might not have been at the forefront of your own learning. The use of blogs could potentially be used to support activities such as online collaboration between two classes studying the same unit of work, as the students would share study techniques as well as different ways to learn and construct suitable answers and ideas on the content.

To incorporate these learning activities into my classroom there are a few methods that I could use. The most straight forward method would be thaw when my students are studying anatomy in health and physical education. By using blogs the students could share diagrams and answer questions that I have proposed to them on their blog. This particular activity resembles the SAMR model  of redefinition, modification, augmentation and substitution. At the augmentation phase a series of small tests could be presented to the students for completion, then I could myself provide each student some private feedback on their blog. At the substitution level the blog could contain sources and forms of information that the students will need to answer a series of questions. To modify this task the students would have to provide an overview for the class about each of the body systems. Lastly to redefine the task I could have the students draw diagrams and label them correctly for a different class to use and also for their own private study. Through the use of blogs it would hopefully allow my students to become creative learners. Through the use of modern technology in classrooms it gives teachers and students an unlimited number of ways to further their learning as well as allowing teachers to engage in their students learning.

I hope this provides for interesting reading
James